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Objectives: Students will complete one journal entry. The commercial/ advertisement group will then present their generational conflict texts, and the entire class will engage in a critical discussion of those texts.
Goals: Students will take what they have learned in the first week of the unit and apply it to the texts that they bring into class themselves. Students will demonstrate the ability to inquire into and reflect upon the commercials and advertisements, understanding what these texts are saying about generational conflict and what biases are present in their messages. Students will also begin to think about why advertisers may choose to portray generational conflict in the way that they do.
Materials: VCR to show commercials
-Ask students to take out their composition notebooks.
-Write prompt on the board: "Based on your lifetime experience with advertisements and commercials, how would you say that the media portrays generational conflict in these texts? What biases do you see in these messages? Why might they choose to portray generational conflict in the way that they do?"
-Give students five minutes to respond to the prompt.
2. Student Presentation of Text
-Instruct the second group of students to present their texts to the class according to the guidelines presented on the group project assignment sheet.
-Ask the presenting group questions to further stimulate their thinking and critical inquiry. Invite their classmates to do the same.
-Allow the presenting group to return to their seats.
-Ask several students to volunteer to share their journal entries.
-Facilitate further class discussion of their texts using the questions from the student journal entries as a guide.
Homework: Continue working on group presentation projects.