Capaldo-Lesson-Plan

=Title: Truth Vs. Lies in Fast Food Advertising = ==Abstract: Students will examine the concept of Truth Vs. Lies through analyzing various fast food chain websites and commercials. Students will analyze a popular fast food chain's (McDonald's) website to identify persuasive devices used to attract customers. Students will then locate nutrition information to identify the calories, fat, and ingredients of common fast food. ==

Learning Targets:
1. I can recognize that advertisements are used as persuasive tools. 2. I can access the nutrition information for foods that I often eat at my favorite fast food chains. 3. I can identify the truths behind the lies in fast food advertising.

Procedure:
Teacher will introduce the Truth Vs. Lies in fast food advertising. Teacher will access the McDonald’s website to walk students through some of the persuasive tools that the company uses to grab the consumer’s attention and make them want to purchase food at McDonald’s. Teacher will then model how to access the nutritional information on the website and allow students to look at fat and calorie content, as well as ingredients that are included in each menu item.
 * May 6th/May 9th**

Teacher will break students into small groups, allowing each student to access a laptop. Students will use the laptop to access websites of different fast food chains. Group 1- Burger King Group 2- Taco Bell Group 3- Pizza Hut Group 4- Popeye’s Chicken Group 5- Dunkin Donuts Group 6- Chik-Fil-A

Teachers will circulate to assist students while they navigate the websites. They will be looking for different devices that the creators of the websites would use to grab consumers’ attention. Students will use a graphic organizer to record ideas that they have about each website. They will answer questions such as "What are some devices that are use to catch your attention?" "What are some words or phrases that catch your attention?"

Students will then find the nutritional information for each menu item (with assistance from teachers). Students will record a few menu items and will list their fat and calories. They will then pick one menu item and will record the ingredients that names don't sound familiar or they are unsure how to pronounce.

Students will be given the task to record how many words they are unfamiliar with in a specific menu item. Ex: hamburger or hamburger bun. Teacher will then compare the list of ingredients in a menu item to that of an all-natural item purchased from the grocery store.

Assessment Rubric
Students will use a graphic organizer to record information that they access on their fast food chain's website. Students will answer questions about what words and adjectives were used to catch the users' attention.


 * Reflection:**

After teaching my original lesson plan on Friday, May 6th, I was lucky to be able to teacher the same lesson the following Monday to a different 5th grade class. I thought that the lesson went well in many respects. The subject matter was something that my students could definitely relate to. They were excited and enthusiastic to learn about food and restaurants that they may eat at often. They also seemed to have some schema/background knowledge that the food that they consume from these restaurants may not be the best for them. I tried to approach it in a way that explained to them that I was not encouraging them to stop eating this food, but instead to be "food detectives," and to make sure that they continuously investigate what they are eating, where it is coming from, and the effect that it will have on their body.

The students also appeared receptive to using the internet in the classroom. While we often use the laptop projector to show videos or short movie clips, it is not often that they are able to see a popular website. They also use the internet at times to search for information pertaining to what they are learning in class, but do not get to search websites for "fun." They were able to work in groups and with partners to search through websites at their leisure.

I was pleased with the types of responses that the students had written on their graphic organizers. Many students were able to identify a variety of persuasive devices from websites including words, pictures, moving graphics, colors, videos, games, coupons, etc. Students also made many connections to different fast-food experiences that they have had.

Some changes that I would have made to the lesson, and was able to when I taught my second class, was describing, or having the students share their thoughts on what persuasive devices/tools are. The students have worked to write persuasive essays/letters in class but may not be able to identify when someone is trying to persuade them, or some of the different ways in which persuasive messages are used. Students seemed confused by the phrase "persuasive devices," that was used on their graphic organizer. They required some assistance in finding certain types of messages.

I also would have liked to have the learning targets posted on the board for the students to see exactly what they should have been learning from this lesson. I am aware that I stated the purpose of the lesson multiple times while teaching, but I think it would have been more concrete for the students had it been written in front of them throughout the lesson.

Unfortunately, as the end of the year approaches, there have been many obstacles that have prevented me from continuing this lesson all the way through. I was able to teach two components thus far and I hope that I will have the opportunity to squeeze in at least one or two more classes before the end of the year. However, with 5th grade camping trips, teacher absences, and the Celebration of Learning, this lesson plan has been put on hold for a few weeks. I know that the students have enjoyed it and look forward to when they are able to have these types of discussions and learning experiences, so I would like for it to continue for as long as we can. I'm afraid I won't be able to actually have them produce a lunch for another class.

My hope is, however, that what they have had access to at this point, will stick with them each time they make a decision about putting fast food into their body. This experience has been awesome for me, and I think it was a great way for me to connect to my students about a topic that I'm certainly very passionate about. Without using these media literacy techniques, I'm not sure this type of discussion would have gone over as well in the classroom or outside of it.