Lesson Plan:

Media Literacy

Overview
This series of lessons was designed to meet the needs
of gifted children for extension beyond the standard
curriculum with the greatest ease of use for the edu-
cator. The lessons may be given to the students for
individual self-guided work, or they may be taught in
a classroom or a home-school setting. This particular
lesson plan is primarily effective in a classroom setting.
Assessment strategies and rubrics are included. The
lessons were developed by Lisa Van Gemert, M.Ed.T.,
the Mensa Foundation’s Gifted Children Specialist.

Introduction
Advertisers spend billions of dollars every year targeting kids. By learning the techniques marketers use to try to
get them to buy products, youth can become more informed consumers of products and information in general.
Information can be manipulated to guide thinking about issues. Many of these strategies are strong rhetoric
techniques, making this lesson an accessible segue to logical reasoning and argument.
Learning Objectives Common Core State
After completing the lessons in this unit, students will be able to: Standards Addressed
l Interpret advertising critically l CCSS.ELA-Literacy.CCRA.R.4 Interpret
l Identify persuasive techniques words and phrases as they are used in
l Employ intellectual defenses against persuasive techniques a text, including determining technical,
l Create a mock advertisement employing at least three persuasive techniques connotative, and figurative meanings,
l Investigate advertising in a local newspaper and analyze how specific word choices
l Recognize and analyze product placement in film shape meaning or tone.
l Research national marketing trends in advertising l CCSS.ELA-Literacy.CCRA.R.7 Integrate
l Create an advocacy position on advertising and evaluate content presented in
diverse media and formats, including
Preparing to Teach This Curriculum Unit visually and quantitatively, as well as in
l Collect junk mail for one month prior to the unit (alternately, gather junk mail from words.1
friends, neighbors, and relatives) l CCSS.ELA-Literacy.CCRA.R.8 Delin-
l Print this lesson plan eate and evaluate the argument and
l Have one daily newspaper and internet access available specific claims in a text, including the
validity of the reasoning as well as
Note: Items marked with an asterisk (*) have a rubric or other assessment tool associ- the relevance and sufficiency of the
ated with them at the end of the unit. Not all activities have a rubric. Some questions evidence.
are reflective and/or informal.

© This lesson plan is the property of the Mensa Education & Research Foundation, www.mensafoundation.org. It is provided as a complimentary service to the public.
Reproduction and distribution without modification is allowed. Images, links and linked content referenced herein are the property of the originating entities.
 Lesson 1: Learning about thinking and selling
Do you know the word “manipulation?” It is from the Latin for “hand” (manus) and “to fill” (plere), and it used
to refer to handling objects well. Nearly 200 years ago, it started meaning handling people well, too. So,
manipulation can mean getting people to do or think what you want them to.

One thing that advertisers want is for you to buy stuff! Sometimes people aren’t selling actual products;
they are selling ideas or ways of thinking. If you understand the techniques they use to do this, you can
recognize them and avoid being manipulated.

For example, to most people, the picture at right is simply a hand. If you know Ameri-
can Sign Language, though, you know that this hand is forming the letter “o.” It is say-
ing something, even if you don’t understand it.

We are going to learn some of the ways information is manipulated in the media.

FACT: First, let’s start with facts. You know facts, right? Those are things that can be
proved to be true. Facts can be observations or definitions. An observation is something that we see.

For example, I can see a stoplight turn red. Therefore, I know it is a true thing that the light
turned red. A definition is an explanation of what something means. Both observations
and definitions can be manipulated. For example, photographs can be altered, so you may
see a picture and think it proves something when it really doesn’t.

Facts can be taken out of context to seem more or less important than they are. Definitions can leave out
important parts. The important thing to know is that just because something is a fact, or is put forward as a
fact, doesn’t mean it’s the whole story.

OPINION: An opinion is a personal belief. Opinion can be supported

or unsupported. Supported opinions are opinions that have reasons
attached to them for why the person feels the way he or she does. For
example, if your dad says, “I want pancakes for dinner because it’s the
only food we have in the house and I don’t want to go to the store,”
that’s a supported opinion. If your dad says, “I want pancakes for dinner”
without the explanation as to why, that is an unsupported opinion.

© This lesson plan is the property of the Mensa Education & Research Foundation, mensafoundation.org. It is provided as a complimentary service to the public.
Reproduction and distribution without modification is allowed. Images, links and linked content referenced herein are the property of the originating entities.

2 | Mensa Foundation Lesson Plan: MEDIA LITERACY

Let’s practice!*
1. A student is someone who is studying something. FD
Read each statement at right 2. Pink is a nicer color than chartreuse. OU
and decide if it is a fact that
3. After the storm there was a bright double rainbow.
is an observation (FO), a fact
that is a definition (FD), an 4. Summer is fun because you get to go on vacation.
opinion that is supported (OS), 5. Books that have sequels are fun to read.
or an opinion that is unsup- 6. The robber ran out of the bank.
ported (OU). The first two are 7. The dog barked at the mailman.
done for you as examples.
8. Naked mole rats are rodents found in East Africa.
9. Spaghetti is fun to eat because you can twist the noodles on your fork.
10. The boys all wore swimming suits and fur coats.

Now, let’s get a little tricky. We can change a fact to an opinion by adding some opinion words to it. For
example, if I say, “It’s hot in the summer in
FACT: The kids were playing in the street. Texas,” that is a fact. If I say, “It is uncom-
OPINION: The mean kids were playing in the street.
fortably hot in the summer in Texas,” I have
made it an opinion. Maybe I’m uncom-
fortable, but you just love it when it’s 100
FACT: The whale moved through the ocean. degrees! The word “uncomfortably” is an
opinion word.
OPINION:
For the statements at left, change the facts
FACT: The dancers competed in the competition. to an opinion by adding opinion words.
The first one is done for you as an example.
OPINION:

Now, write one fact and one opinion of your own.

1. Write a fact using the word earthquake.

_________________________________________________________________________________________

_________________________________________________________________________________________

2. Write an opinion using the word obtuse.

_________________________________________________________________________________________

_________________________________________________________________________________________

© This lesson plan is the property of the Mensa Education & Research Foundation, mensafoundation.org. It is provided as a complimentary service to the public.
Reproduction and distribution without modification is allowed. Images, links and linked content referenced herein are the property of the originating entities.

Mensa Foundation Lesson Plan: MEDIA LITERACY | 3

 CAUSE AND EFFECT: Cause and effect, like facts and opin-
ions, seem a lot easier before you start thinking about them.
It’s obvious that some things cause other things, isn’t it? The
sun came up and the land dried out. Simple. The baseball
team was in town, so people went to the game. The tricky
part is that sometimes it only looks like one thing caused
another, but the truth is somewhere else entirely.

Let’s take this one step at a time. For the events (causes)
below, list a possible effect:

Cause: The dog barked loudly in the middle of the night.

Possible effect: _______________________________________________________________________

Cause: The lightening struck the tree.

Possible effect: _______________________________________________________________________

Easy, right? Okay, now think about how something can have more than one effect, both positive and nega-
tive. For example, if there is a flood, fishermen may lose business, but the engineers who build dams may
get more business. For the events (causes) below, list two possible effects, one positive and one negative:

Cause: A tsunami hit the island.

Possible effect: _______________________________________________________________________

Negative effect: _______________________________________________________________________

Cause: The price of milk increased.

Possible effect: _______________________________________________________________________

Negative effect: _______________________________________________________________________

© This lesson plan is the property of the Mensa Education & Research Foundation, mensafoundation.org. It is provided as a complimentary service to the public.
Reproduction and distribution without modification is allowed. Images, links and linked content referenced herein are the property of the originating entities.

4 | Mensa Foundation Lesson Plan: MEDIA LITERACY

FALSE CAUSE: You’re already seeing how cause and effect can be more complicated than they at first ap-
pear. Let’s go one step further. Sometimes we have what is called a “false cause.” Shall we learn some Latin
again? How about this: Post hoc ergo propter hoc. This means, “after this, therefore because of this.” This
means that sometimes we think that just because one thing follows another, the first thing caused the sec-
ond thing to happen when really it didn’t. This is false cause.

Here’s an example: Napoleon was very short. He became a great emperor.

Therefore, Napoleon was a great emperor because he was very short.

This may seem silly to you, but it is one of the key ways that information
is used to manipulate the way people think about things.

Let’s practice.

Look at the following statements. List other possibilities for each event.

1. It was dark when the accident occurred; therefore the dark caused the accident.

Other possibilities: ____________________________________________________________________

2. She ate the chicken right before she died, so it must have been poisoned.

Other possibilities: ____________________________________________________________________

SINGLE CAUSE FALLACY: A variation of false cause is single cause fallacy. Single cause fallacy (fallacy
means “falsehood”) is when something is made to seem as if it is the sole cause of some event, when in real-
ity there were many (or at least more than one) causes. For example, the
accident report after a car crash may list the cause as one driver’s speed-
ing, when in reality the other driver wasn’t paying attention and could
have avoided the accident if he had been.

If you listen closely, you will hear many very complicated issues blamed
on only one thing, when in reality there are many reasons why something
is happening.

© This lesson plan is the property of the Mensa Education & Research Foundation, mensafoundation.org. It is provided as a complimentary service to the public.
Reproduction and distribution without modification is allowed. Images, links and linked content referenced herein are the property of the originating entities.

Mensa Foundation Lesson Plan: MEDIA LITERACY | 5

 CAUSATION/CORRELATION: You will frequently see examples of causation being confused with correla-
tion, especially when you read or hear about health studies.

Causation means something actually caused something else to hap-

pen: the man smoked and it gave him lung cancer.

Correlation means that something happened along with something

else, but didn’t necessarily cause it: the people exercised, and they lost
weight. The exercise may have caused the weight loss, but were the
people also eating less?

Causation is extremely difficult to prove, and if you look closely, you will often find that the researchers
themselves will use the word “correlate” when what you heard on television or read in the newspaper was
“cause.”

Let’s practice. Think of a possible correlation for the following “causes.”

1. Headline: STUDYING MORE THAN TWO HOURS IMPROVES PERFORMANCE 20 PERCENT!!! What the study
showed: The students who studied more than two hours the night prior to the exam performed 20% better
than those who didn’t. Possible correlations:

_________________________________________________________________________________________

_________________________________________________________________________________________

2. Headline: DRINKING THREE CANS OF SODA A DAY CAUSES CANCER!!! What the study showed: People
who drank three cans of soda a day had higher incidences of cancer than those who drank two cans or
fewer. Possible correlations:

_________________________________________________________________________________________

_________________________________________________________________________________________

FALSE DILEMMA: A dilemma is a choice between two bad choices. Choosing between chocolate cake
and cheesecake for dessert is not a dilemma because both choices are appealing (unless you’re allergic to
chocolate, in which case you should just give me yours). In a false dilemma, a problem is made to seem as
if has only one alternatives, both of which are problematic, when in actuality, there are more choices avail-
able. You can frequently recognize false dilemma by “if” statements. For example, “If we don’t do x, then
y will absolutely happen.” False dilemmas can be dangerous because they keep people from looking for
compromise.

© This lesson plan is the property of the Mensa Education & Research Foundation, mensafoundation.org. It is provided as a complimentary service to the public.
Reproduction and distribution without modification is allowed. Images, links and linked content referenced herein are the property of the originating entities.

6 | Mensa Foundation Lesson Plan: MEDIA LITERACY

CIRCULAR REASONING: This is a fun one to use on your siblings. In circular reasoning, you use your
argument to prove your argument. For example, “She is smart because she studies
so much, and she studies so much because she is smart.” All the person is really
doing is restating his or her position. Usually it is more subtle than the example
here, but you get the idea. If you say to your sister, “I should have my own room
because I’m older and older sisters get their own rooms,” that’s circular reasoning.

All of the things we have learned about so far depend upon our desire to explain
things that are sometimes not explainable.

Now, imagine that you want a raise in your allowance. I mean, you want it really badly.
Try to think of how you could use a false dilemma and circular reasoning to try to convince your parents to
up your allowance.

False dilemma: ___________________________________________________________________________

_________________________________________________________________________________________

Circular reasoning: _______________________________________________________________________

_________________________________________________________________________________________

APPEAL TO PITY: Sympathy is when you feel badly for someone else’s misfortune or when you share that
person’s feelings. Advertisers sometimes play on this sympathy in a technique called appeal to pity that
tries to get people to buy something because they feel sympathy. For example, a company may say, “if you
buy our shirt, we will give some of the profit to help starving kids in Africa.” That may be true, but the rea-
sons for buying a shirt have nothing to do with world hunger. The advertiser is linking two unrelated things
in order to get you to buy something.

Sometimes politicians use appeal to pity to

try to win votes. They do this by being seen at
places or with people who evoke pity or sym-
pathy. For example, they may fly to the scene of
a disaster or be seen hugging a widow.

There is nothing necessarily wrong with these

techniques; they don’t mean that a company or
a candidate is dishonest. But it is important to
know and be able to recognize them when you
see them so that you can avoid being manipu-
lated.

© This lesson plan is the property of the Mensa Education & Research Foundation, mensafoundation.org. It is provided as a complimentary service to the public.
Reproduction and distribution without modification is allowed. Images, links and linked content referenced herein are the property of the originating entities.

Mensa Foundation Lesson Plan: MEDIA LITERACY | 7

 BANDWAGON: Another advertising technique is called bandwagon.
In this technique, the advertiser tries to get you to buy something
because “everyone else” is buying it. They try to convince you that if you
do not have this product, you will be left out forever.

The implication is that if you were really cool or really smart, you would have
already bought this thing, but there is still time! You can go buy it right now!

This type of appeal is like circular reasoning; it says that you should buy
something because everyone else is buying it, and everyone else is buying
it because you are going to buy it.

TESTIMONIAL: Nine out of ten people who complete this lesson become
less manipulated by advertising and the media. Therefore, everyone should
complete this lesson plan!

That is an example of a testimonial. Sometimes a testimonial is from just one

person, especially a celebrity of some kind. The implication is that you can become as fabulous as the movie
star or athlete if only you buy this one product that he/she uses. Sometimes advertisers use “real” people to
provide testimonials. They are trying to appeal to the “common man” and imply that if their products work
so well for someone just like you, they will also work for you.

REPETITION: Repetition is when you repeat the name of the product multiple times in the ad. Remember
that the product can be a person! Sometimes the repetition is in the form
of a picture. For example, there might be four pictures of the product in
the ad, or even symbols of the product. Radio is a good place to find ex-
amples of repetition. Sometimes repetition involves repeating the same
ad over and over in the same place (the same television or radio station,
the same newspaper, or the same magazine).

Look at this advertisement from the 1890s for Coca-Cola. How much rep-
etition do you see? Look closely! Do you see any other of the techniques
you’ve learned about?

One thing you might notice is that the words “Coca-Cola” are written the
same way then that they are now. The font has stayed the same and is a
form of repetition, as is the distinctive red color.

© This lesson plan is the property of the Mensa Education & Research Foundation, mensafoundation.org. It is provided as a complimentary service to the public.
Reproduction and distribution without modification is allowed. Images, links and linked content referenced herein are the property of the originating entities.

8 | Mensa Foundation Lesson Plan: MEDIA LITERACY

PURR WORDS/SNARL WORDS/WEASEL WORDS: The last technique we will explore is the use of different
types of words in advertising and media. Purr words are words that make people feel happy just to hear
them. Snarl words are words that have the opposite (negative)
effect.

Oftentimes the word choice is even more important that the

argument itself. Purr words would include words like, “home,”
“national security,” “trust,” and “freedom fighter.”

Snarl words would include words like, “terrorist,” “liar,” “greed,” and
“foreign.” The way a person or group is labeled (with a purr or
snarl word) often depends upon who is doing the labeling.

Weasel words are ambiguous words that are used to “weasel”

out of something. These are words like, “probably,” “may,” “often,” and “somewhat.” These words enable ad-
vertisers to make claims without really promising anything.

l l l

Think about these last five techniques (appeal to pity, bandwagon, testimonial, and repetition, and purr/
snarl/weasel words). Imagine that you are an advertising agency and you have three new clients. Choose
one of the five techniques for each of the following products and design an ad using that technique. The
product and its target market are listed for you. At the bottom of the ad, label the technique you used. For
the last ad, use at least two techniques.*
Product Number 1: Pair of jeans (target market: teenagers)

Technique:

© This lesson plan is the property of the Mensa Education & Research Foundation, mensafoundation.org. It is provided as a complimentary service to the public.
Reproduction and distribution without modification is allowed. Images, links and linked content referenced herein are the property of the originating entities.

Mensa Foundation Lesson Plan: MEDIA LITERACY | 9

 Product Number 2: Canned soup (target market: adults)

Technique:

Product Number 3: Bicycle (target market: children ages 10-12)

Technique:

© This lesson plan is the property of the Mensa Education & Research Foundation, mensafoundation.org. It is provided as a complimentary service to the public.
Reproduction and distribution without modification is allowed. Images, links and linked content referenced herein are the property of the originating entities.

10 | Mensa Foundation Lesson Plan: MEDIA LITERACY

Putting it All Together*

You have learned some of the ways information is manipulated in the media. Choose seven of the possible
choices below and give full, thoughtful, lovely responses. Your sources may include any or all of the following:
television, newspapers, internet, radio, magazines, or movies. You may use advertisements. You must list your
source, being as specific as possible. Don’t just say, “television.” Say, “News, Channel 5, 9 p.m., 6 January 2013.”

Choices:

1. List two facts and whether they are observations or definitions.

A. _________________________________________ B. __________________________________________

2. List two opinions and whether they are supported or unsupported.

A. _________________________________________ B. __________________________________________

3. Find a cause and effect relationship: ________________________________________________________

4. Find a false cause or a single-cause fallacy: _________________________________________________

5. Find a false dilemma: ____________________________________________________________________

6. Find an example of circular reasoning: _____________________________________________________

7. Find an example of repetition: ____________________________________________________________

8. Find an appeal to pity: ___________________________________________________________________

9. Find a bandwagon appeal: _______________________________________________________________

10. Find a testimonial: _____________________________________________________________________

11. Find a purr word, snarl word, or weasel word: ______________________________________________

© This lesson plan is the property of the Mensa Education & Research Foundation, mensafoundation.org. It is provided as a complimentary service to the public.
Reproduction and distribution without modification is allowed. Images, links and linked content referenced herein are the property of the originating entities.

Mensa Foundation Lesson Plan: MEDIA LITERACY | 11

 Lesson 2: Analyzing junk mail
Third class mail, sometimes called advertising mail, bulk mail, or junk mail, has become more common than
first class mail (letters, etc.). The post office makes billions of dollars a year on junk mail, and every day people
receive credit card offers, advertisements, catalogs, and requests for donations. Although bulk mail often
contains the same techniques you have already learned, some tactics are particular to advertising mail.

Collect advertising mail from your

Tactic Tally Tactic Tally
home (or a friend, neighbor, or fam-
ily member) for one month. Use No return address Junk mail that looks
the table below to keep track of the (or address, but no like it’s from a govern-
tactics used by the mailers. Use tally company name) ment agency
marks. Remember that each piece of
Looks like it has a Offer of a free gift
mail may have more than one tactic
check in it
used. Two spaces are there for you to
identify tactics not listed. Includes something free Promise to save the
(address labels, etc.) recipient lots of money
l How many pieces of bulk mail were
Claims to have a prize Letter inside has been
received in one month? ______
for you “personalized” with
the recipient’s name
l How many of the pieces were
catalogs? ______, which is ______% Bulk mail made to look Snarl words (“urgent,”
of the total like express or priority “final notice,” etc.)
mail
l How many were addressed to
Purr words Credit card offers
“occupant” or “resident”? ______,
which is ______% of the total Other: Other:

It’s your turn! You

have been asked
by a marketing firm
to design an enve-
lope that uses the
four most common
tactics of mail ad-
vertisers. Using the
data you gathered
and recorded on the
table above and the
outline of the enve-
lope below, create
the design. You may
use color.

© This lesson plan is the property of the Mensa Education & Research Foundation, mensafoundation.org. It is provided as a complimentary service to the public.
Reproduction and distribution without modification is allowed. Images, links and linked content referenced herein are the property of the originating entities.

12 | Mensa Foundation Lesson Plan: MEDIA LITERACY

 Lesson 3: Research and analysis
Now you are ready to make the leap from student to scholar through the completion of a research project
on advertising.
Advertising News
A. First, using a daily newspaper (not the Sunday edition),
calculate how much of the paper is advertising and how
much is news. To do this, mentally divide each page into
quadrants (four pieces). For each quadrant that is mostly
advertising, put a tally mark on the advertising side of the
graph below. For each quadrant that is mostly news, put a
tally mark on the news side. So you should have four tally Total: Total:
marks in all for each page. Analyze at least three sections
Percentage: Percentage:
of the paper (not classified ads).

B. Product placement is when you see products in places that wouldn’t normally have ads (like movies).
They don’t stop the movie to show an ad for something, but you will see the character wearing a certain
watch, driving a certain car, or drinking a certain soda. Watch a movie and count how many product place-
ments you see.

Next, go to ow.ly/ojBKj. Find the movie you watched and see if you caught all the product placements. Did you?

How many did you miss? ____________________________________________________________________

Next, browse by year and see what products were most commonly placed in 2001.

What are the top five? What were the five most commonly placed in 2009?

1. ________________________________________ 1. ________________________________________

2. ________________________________________ 2. ________________________________________

3. ________________________________________ 3. ________________________________________

4. ________________________________________ 4. ________________________________________

5. ________________________________________ 5. ________________________________________

© This lesson plan is the property of the Mensa Education & Research Foundation, mensafoundation.org. It is provided as a complimentary service to the public.
Reproduction and distribution without modification is allowed. Images, links and linked content referenced herein are the property of the originating entities.

Mensa Foundation Lesson Plan: MEDIA LITERACY | 13

 Why do you think it changed? _______________________________________________________________

_________________________________________________________________________________________

Thinking about what you know, what do you think the most commonly placed product will be next year?

_________________________________________________________________________________________

According to branchannel.com, Apple Computer had product placement in 19 films in 2009. The were: 17 Again,
Brüno, Couples Retreat, Funny People, G-Force, Hannah Montana The Movie, He’s Just Not That into You, Knowing,
Madea Goes to Jail, Marley & Me, Night at the Museum: Battle of the Smithsonian, Obsessed, Race to Witch Mountain,
Taken, The Proposal, The Twilight Saga: New Moon, This Is It, Transformers: Revenge of the Fallen, and Watchmen.

What can you tell about the demographic that Apple is trying to appeal to just by looking at this list of mov-
ies? How old is the target market? Are they men or women? What else? _____________________________

_________________________________________________________________________________________

C. The next part of the project is more in-depth. Just as you looked at the amount of advertising in your lo-
cal paper, now you will look at the content of advertising in a certain area.

Go to ow.ly/ojBX0. Click on “browse” on the left.

You will see that there are five main content areas: beauty & hygiene, radio, television, transportation, and
World War II. Look through some of the ads available to get a feel for what is there. Spend some time with
this, and let your mind think about how you are seeing examples of the techniques you’ve learned.

Choose two areas to compare (for example, soaps from the 1930s
and soaps from the 1950s). You may want to follow a single prod-
uct’s changing advertising. The site has more than 250 ads for
Palmolive soap! Using the skills you have gained in this lesson,
analyze the ads and form a theory about how the ads changed. For
example, your theory may look like this: “Between the 1930s and
the 1950s, advertisers increased bandwagon and celebrity appeals
and decreased the use of repetition.”

You may discover the use of techniques that we did not study. That’s
fine! You may use those, too. Once you have your theory, write a
short paper* (about two pages) explaining how you arrived at your
theory. Copy and paste ads from the site to support your argument
(the site says it’s okay to do this). The last paragraph of your paper
should be your opinion about whether or not you think the ad shift-
ing was effective or not. If not, what would you have recommended
instead?

© This lesson plan is the property of the Mensa Education & Research Foundation, mensafoundation.org. It is provided as a complimentary service to the public.
Reproduction and distribution without modification is allowed. Images, links and linked content referenced herein are the property of the originating entities.

14 | Mensa Foundation Lesson Plan: MEDIA LITERACY

D. For your final effort, read through a couple of the following items. Choose one issue you feel strongly
about and write a letter expressing your opinion to your newspaper or to your senator or congressman* (if
you are in America – if not, find your political representative at your country’s government website). Keep in
mind that they prefer email (cheaper, safer and easier to sort). To find your senator’s or congressman’s ad-
dress (both for email and snail mail), go to ow.ly/ojC7N.

Possible Issue Choices:

l ABCs at the FTC: Marketing and Advertising to Children: ow.ly/ojGwE

l Government Regulation and Industry Self-Regulation: ow.ly/ojGAm

l Marketing of Violent Entertainment to Children (Letter from Ralph Nadar to FTC): ow.ly/ojGD9

l Marketing to Kids Online Isn’t Child’s Play: ow.ly/ojGFC

l Psychologists Challenge Ethics of Marketing to Children: ow.ly/ojGJg

l Violent Media is Good for Kids: ow.ly/ojGMi

You are now one of the most media-savvy kids around!

© This lesson plan is the property of the Mensa Education & Research Foundation, mensafoundation.org. It is provided as a complimentary service to the public.
Reproduction and distribution without modification is allowed. Images, links and linked content referenced herein are the property of the originating entities.

Mensa Foundation Lesson Plan: MEDIA LITERACY | 15

 Assessment
FACT AND OPINION
1. A student is someone who is studying something. FD
2. Pink is a nicer color than chartreuse. OU
3. After the storm there was a bright double rainbow. FO
4. Summer is fun because you get to go on vacation. OS
5. Books that have sequels are fun to read. OU
6. The robber ran out of the bank. FO
7. The dog barked at the mailman. FO
8. Naked mole rats are rodents found in East Africa. FD
9. Spaghetti is fun to eat because you can twist the noodles on your fork. OS
10. The boys all wore swimming suits and fur coats. FO

PRODUCT ADVERTISEMENTS
Product #1
To what extent does the ad address the target audience? /10
To what extent does the ad effectively use the identified technique? /10
Product #2
To what extent does the ad address the target audience? /10
To what extent does the ad effectively use the identified technique? /10
Product #3
To what extent does the ad address the target audience? /10
To what extent does the ad effectively use the identified techniques? /20
Overall appearance and creativity /30
Total: /100

PUTTING IT ALL TOGETHER

Examples are properly identified (3 pts. each) /21
Examples are properly labeled (3 pts. each) /21
Responses are full and complete (5 pts. each) /35
Total: /77

© This lesson plan is the property of the Mensa Education & Research Foundation, mensafoundation.org. It is provided as a complimentary service to the public.
Reproduction and distribution without modification is allowed. Images, links and linked content referenced herein are the property of the originating entities.

16 | Mensa Foundation Lesson Plan: MEDIA LITERACY

JUNK MAIL ANALYSIS
Tally is complete /25
Example envelope contains at least four tactics (8 pts. each) /32
Tactics reflect the most common as indicated on tally chart /8
Envelope is visually appealing (neatness, legibility, layout) /15
Total: /80

ADVERTISING ANALYSIS PAPER

Addresses two areas of comparison /10
Contains a central theory or argument /15
Supports the theory/argument with examples /20
Effective use of reasoning /20
Last paragraph of paper addresses the effectiveness of the advertising /10
Effective use of language /10
Effective use of conventions (syntax, grammar, spelling, length) /15
Total: /100

LETTER TO CONGRESSIONAL REPRESENTATIVE

Letter reflects clear understanding of issue discussed /45
Letter expresses an advocacy position /35
Letter employs effective presentation (syntax, format, conventions) /20
Total: /100

© This lesson plan is the property of the Mensa Education & Research Foundation, mensafoundation.org. It is provided as a complimentary service to the public.
Reproduction and distribution without modification is allowed. Images, links and linked content referenced herein are the property of the originating entities.

Mensa Foundation Lesson Plan: MEDIA LITERACY | 17