Mapping out media messages

Media Message

As much as I love making lists, I am starting to warm up to the idea of mind maps. When I first was introduced to them, I found them to be confusing and cluttered, and resolved never to abandon my precious lists with their comforting bullet points and familiar indentations. After seeing my fellow classmates use them for various assignments, I started to see past the confusion and finally understand just how useful they really are!

This map I’ve created is a snapshot of my unit plan about media messages. If I were to use this in the classroom, I would probably refer back to it at least once in every lesson of the unit. We would add and change things as we went along, such as examples and descriptions. I think a finalized media message map would be a great culmination to the unit. It fits especially well because the project I have the kids doing involves making their own media message in small groups, so they could actually refer to the mind map almost as a second rubric.

Much thanks to Jeri over at ThomasParticles for introducing me to!


Media Messages: What Are They Really Saying?

Pretend you’re a fourth grade student and click here for a flipped lesson on media messages!

This is my first attempt at a flipped lesson. It’s not perfect- I recorded a separate audio track for each slide, which in turn has to be clicked manually in order to hear. To be honest though, if I was a student, I would probably prefer it that way. I have tried watching tutorial videos on YouTube and end up frustrated because I need to rewind but can’t find the exact spot I wanted. 

The idea behind this lesson is that it would replace both guided and independent practice in class, allowing for more discussion and project-based learning. The lesson serves as a part of my Integrated Technology Unit Plan, and would most likely be embedded between lessons as an out of class homework assignment. 

In the lesson itself, I don’t give a whole lot of detailed instructions for the independent practice; hypothetically, if this lesson were actually something I used in the classroom, then we would have done several lessons like it before, and the students would know that all of their responses and discussions go into a separate Google Doc. 

Comments and advice are, as always, welcome! 🙂

ED 554

4.3 – The student will learn how media messages are constructed and for what purposes.
  • Differentiate between auditory, visual, and written media messages.
  • Identify the characteristics of various media messages.
This is the Virginia standard I will be using throughout my coursework in ED 554. Tomorrow I will post a longer entry discussing some ideas about how I can integrate technology into the lessons which cover this standard.