Education Connections/Lessons/Genre
From Kivapedia
UNIT TITLE: How can kids change the world?
Designer: Evelyn Yvonne Theriault
Target Ages: 11 to 16 years old
Subjects: English Language Arts, ICT, Media, Personal Development
Highlights: Students analyze the KIVA.org website, explore marketing techniques and design a logo for the KIVA Lender Profile Page
1. Lecture/Discussion (whole class)
Materials: Blackboard, large chart paper, newspaper
Introduce the notion of genre by explaining that a synonym for genre would be category or type, mention that there are well-known literary genres and ask for examples (e.g. fairy tales, mysteries). Reinforce meaning by asking students to think of television or musical genres. Let them write these on chart paper. Point to blackboard covered with open newspaper pages and ask what genre this is (newspaper). Point out that “as we all know” a newspaper is composed of many different types of text and visuals (e.g. editorial, letters to the editor, advertisements, tables, stock market results etc.). Invite students to label some of these. Through discussion highlight the idea that we can discuss these types of writing according to their purpose and what the form they take. Introduce a simple definition: Purpose plus form = genre. Explain that by using this definition, the different forms of text and visuals in a newspaper - or a website - can be considered genres.
2. Website Analysis (individual)
Materials: Student KIVA Log, hardcopy handouts of KIVA.org webpages (from home page + five sections), Computers.
Each student receives a hardcopy of a single webpage from the KIVA.org website. They are asked to describe the different elements on their single webpage by filling in a table with two headings: form and purpose. Under form they describe the element (e.g. text, visual, table) and its position on the page. Under purpose they state whether it seems to be informative and/or persuasive, and who the intended audience is. After finishing the hardcopy analysis they visit the website and consider the electronic features of the text (e.g. links, flashing messages).
3.Synthesis of website analysis (small group/whole class)
Materials: Completed chart papers, blackboard.
Students are placed into groups according to which webpage they analyzed in step 2. Each group compares/contrasts their notes and lists their conclusions on large three-columned chart paper with the headings: element (cut out from hardcopy), form and purpose. Each group then presents its analysis to the whole class. Points that should emerge: 1. All elements of the website belong to recognized genres (e.g. magazine article, map, logo)or have commonly recognized labels (e.g. title, index). The same form (e.g.magazine article) can be used for different purposes(e.g. inform,persuade,entertain). The same purpose (persuading people to lend) can be met by different forms (e.g. pictures,text). (Note: This may seem obvious but as it forms the foundation for students' understanding of genre it's better to be explicit). 2. Print and electronic media share commonalities and diffferences. Why would someone publish their information in electronic (e.g.website) rather than print (e.g.pamphlet)form? Possible answers include: reaching more people, lack of geographic boundaries, ability to constantly update information.
4. Lecture/Discussion (whole class)
Materials: Printouts of common logos (e.g. Tim Horton’s Donuts, Roots) taped to blackboard, Computers.
To prepare for task in step 5, teacher introduces idea of logos by referring to logo printouts on the board and the children’s own clothing. Teacher refers back to KIVA.org logos (e.g. home page,Field Partner, media section) and finally the LENDERS TO THIS BUSINESS section at the bottom of one of the KIVA entrepreneur page. (Note: Choose a page that includes photos and logos as well as lenders with no pictures). Discuss which attract our attention, and hold a vote for the best photo/logo. Suggest that our Lender profile should have a logo and wouldn’t it be great if they designed one?
5. Website Visit (individual)
Materials: computers
As an introduction to the purpose and form of the logo genre, students are asked to complete two activities at the PBS Get Media Smart! site (Advertising Tricks: Design a cereal box, What’s in an ad?). Main point: As students learn about the marketing techniques used to manipulate them, they should come to realize that these tricks are not inherently good or evil, but the uses they are put to can be.
Link to PBS Get Media Smart!
http://pbskids.org/dontbuyit/advertisingtricks/
6. Final Production:logo (individual)
Materials: Handout - Guidelines for the effective design and use of a logo
Students are asked to create a logo for our Lender Profile page. Students are given the following guidelines:
| The ideal logo should be: | |
|---|---|
| Simple | not too fussy, easy to understand, remember and reproduce |
| Unique | must not be like anyone else’s logo |
| Suitable | connects to our group or project in some way |
| Practical | can be used on our KIVA website profile, but also on posters and pamphlets, if it includes colour, can also be used in black & white version (so we can make photocopied materials – colour costs!) |
| General appeal | shouldn’t be offensive to anyone, should attract all ages (not just students) |
Descriptors:
Art Education - Citizenship Education - Computer Literacy - Consumer Education - English Instruction | elementary - intermediate - secondary | Kiva lesson plan - KIVA in the classroom - microcredit - microloan - microfinance - social entrepreneurship
Established Goals
Standards: Quebec Education Program
Art: To produce media works in the visual arts (pertinent use of visual arts language)
English Language Arts: Makes appropriate choices about structure and features of the text type she or he is writing given the purpose, audience and content.
Broad area of learning: Media Literacy: View of the World through Media, the student understands that texts are social and cultural products. Investigating, with teacher’s guidance of how different media text types construct reality for us.
ICT: Use of developmentally appropriate and accurate terminology to talk about media and technology resources.
See also: Giving Lesson
