Lesson+Plans

Day 1 Monday **-**Introduce Unit, explain upcoming projects / assignments, the novel //Feed//, brainstorm list of different types of media, students begin media journal and take home parental information form. Assigned reading part one of //Feed// to be completed by Thursday, (33 pages)

Day 2 Tuesday –Review Media Journal, Q and A session, collect information form, introduce class blog and explain reflection / analysis writing assignment due twice a week on Thursdays and Mondays on blog. Introduce facts about teens and media influence from following website. After review and discussion of facts students will free write for ten minutes reflecting on the facts.

Teens and Media Influence

Day 3 Wednesday – Discuss students free writing from Tuesday in a roundtable format. Each student will read or discuss a piece of their writing. Students will write one positive fact of each students writing and thoughts and send it to them on a piece of paper. Remind students to keep up with Media Journal and that first blog discussion will take place tomorrow.

Day 4 Thursday – Review blog posts and collected information of Media Journals so far. Class discussion over Blog topics and writing. Discuss part one of //Feed.// Students will begin compare and contrast paper within writing workshop. Assign //Feed// parts two and three (pgs. 33-161) to be read by Monday day 11.



Day 5 Friday –Remind students I will check Media Journals Monday and Blog writings are due as well. Continue writing workshop with the //Feed// compare and contrast paper. Last 15 minutes of period students will peer edit each other’s papers. Students complete paper for homework due Monday.

Day 6 Monday – Discuss and check Media Journals and Blog topics. Ask students about patterns they are noticing in Media Journals and to start thinking about a subject and genre for Multi-Genre writing project. Collect and discuss //Feed// comparison papers with a round table discussion format.

Day 7 Tuesday – Begin Media Jigsaw activity. Students will be divided up into groups of 3-4 and spend approximately 30 minutes browsing selected websites and viewing videos provided. Student groups will rotate subjects. Students should take notes over the information provided and be prepared to share their thoughts and opinions over the information with the rest of the class at the conclusion of the activity on Thursday.



Day 8 Wednesday Continue with Jigsaw activity.

Day 9 Thursday – Wrap up Jigsaw activity. Discuss students’ findings and opinions of the selected research. Students should choose a specific topic and genre they are most interested in regarding media influence. Conduct mini lesson of writing informational articles. Students begin to research their own topic concerning media influences and begin writing an informational article of the topic of their choice.



Day 10 Friday - Discuss and check Media Journals and Blog topics. Wrap up of Media Journals and check off for credit. Remind students they are to have completed reading section three, pages 161 of //Feed// by Mondays class. Writing workshop with remaining class time. Students should work on writing and have rough draft prepared for peer editing by Monday.

Day 11 Monday Writing workshop, peer editing of informational article. Finished articles due Thursday. Remind students that they were to finish with section three of //Feed// by today as we will conduct an activity tomorrow concerning these pages. Assign remainder of book to be completed by next Monday. (pgs. 161-236)

Day 12 Tuesday Begin //Feed// debate. Discuss the novel to the point we have read up to so far. Divide the class into two halves. One for the feed and one against the feed. The groups will have the remaining class period to brainstorm and discuss points that they will debate in tomorrow’s class. Each group will be instructed to think of many points that argue their point of view and imagine the oppositions arguments and brainstorm counter-arguments. Groups will also be responsible for writing and presenting an opening argument to begin the debate.

Day 13 Wednesday Conduct Feed Debate. One side argues why the feed is great and should be installed in every newborn child. The other side will argue against the feed and instillation in any more citizens.

Day 14 Thursday Compile student data collected into class wide charts and graphs. Total class charts together to have school wide information regarding media consumption. Introduce Multi-Genre projects to students. Brainstorms types of technology available to students and the advantages and disadvantages of them. Save list on board for student reference. Students will begin research and writing for multi-genre project.



Day 15 Friday Work on Multi-Genre project within writers workshop format. Remind students that Feed is to be complete by Monday. Students should continue research and writing for Multi-Genre project over the weekend.

Day 16 Monday Discuss the conclusion of the novel //Feed//. Students will choose from the following writing prompts or may choose their own writing topic with my approval.
 * Violet’s Obituary
 * Traveling to the future, what would you say to these characters regarding their actions, values, and beliefs?
 * Write an alternate ending to the story
 * Titus’s future
 * A poem of resistance to outside influences and forces
 * A summary of the story
 * A book review to be published on Amazon

Day 17 Tuesday Students work on Multi-Genre projects.

Day 18 Wednesday Students work on Multi-Genre projects.

Day 19 Thursday Students work on Multi-Genre projects.

Day 20 Friday Students work on Multi-Genre projects.

Day 21 Monday Students present Multi Genre projects. Each student will write on positive thought and pass to presenting student. We will discuss a few positives of each project. Students will also make notes of what particular ideas and examples to include on our final cumulative class project.

Day 22 Tuesday Continue Multi Genre presentations.

Day 23 Wednesday Continue Multi Genre presentations

Day 24 Thursday Begin class cumulative projects. Discuss and decide on a specific topic for each class period. Divide classroom into specific task groups creating pamphlets, posters, movies, and spoken word commercials. Specify and decide who to target and write to appropriate audiences; i.e. school board, radio stations, news stations, newspapers, and other community members to get our messages published and available to the public.