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                                         SOURCES

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http://justimaginestorycentre.co.uk/blogs/resources/15026333-voices-in-the-park-by-anthony-browne
http://hellopoetry.com/poem/1296635/the-art-of-deception/
https://static1.squarespace.com/static/54c622abe4b0a94b97cbf5b2/t/54e1f28ae4b05fac69f45f58/1424093852596/?format=750w
https://www.youtube.com/watch?v=iYhCn0jf46U
https://youtu.be/gQOqQJRyock
https://youtu.be/fSwbpjkvgjo
https://youtu.be/fUjz_eiIX8k

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                             CRITICAL INTRODUCTION

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                             CRITICAL INTRODUCTION

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Deception is a trick or scheme used to get what you want, like the deception you used to get your brother to agree to do all your chores for a month. Deception occurs when you deceive. Students need to understand that deception is everywhere and that they must look at everything with a critical eye. The texts explore deceptions in many fashions. The texts include: a commercial, a poem, advertisements, a TV series and a post-modern picture book.
Each text was chose with a purpose and an objective in mind. The texts chosen explore: people's deception of beauty, the deceptions created by fast food industries, how poems can include deceptive language and lastly, how post-modern picture books can depict one thing but mean something entirely different. Deception is rich and holds a lot of power because the world has become experts at deceiving. Hearts are broken, money is lost, and hopes are let down.
The unit I have created hopes to explore many modes of text with a critical eye and have students deepen their perspectives. Students will understand how advertisements and the media  use deception tactics to reel the viewer in. Often times, what you get is far less than what you expected. Deception is ever-changing and companies and big corporations are becoming ever-so clever at making products appear WAY better then they are in reality.
Post-modern picture books on the contrary are breaking boundaries left and right with the complex and controversial themes displayed in the books. The post-modern picture book, "Voices in the Park" is the last text the students will attempt to break-down. I think it is critical that students build the foundation they need by first recognizing deception in everyday texts. Once students have a strong understanding of deception and how it affects their lives they will then be ready to tackle the controversial themes that many post-modern picture books present.

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Subject/Course: English
Name:  Heather Crain
Grade Level: 112
Date: February 15th. 2017
Time: 60 minutes

Topic:  Deception
Length of Unit: 5 days

Expectation(s) (Directly from The NB Curriculum Guide):
-  Students will use computers and multimedia applications to solve problems and conduct inquiries .
- Students will move towards greater objectivity in their own style and an improved ability to deal with abstract ideas and complex issues.
- I can use multiple modes to solve problems.
- I can comprehend abstract ideas and complex issues.

Reading and Viewing Achievement Standard:
-Student will choose precise evidence from the text to support opinions.
- I can use evidence from text to support my opinions.

Writing Achievement Standards:
-  Students will remain focused on the main idea, with original, thoughtful and/or compelling ideas.
- I can remain focused on the main idea.

Expectation(s)
- Students will be expected to act in a mature manor and respect their peers thoughts and ideas about body positivity and how the media deceives what true beauty is.
- Students are required to write a journal entry concluding the lesson.

What do I want the learners to know and/or be able to do?
- I want students to recognize the self-correcting technology available in order to create the, "perfect face."
- I want students to be body positive.

Teaching/Learning Strategies:
- Guided instruction
- Self-directed learning
- Group Collaboration
- Formative Assessment

How will I engage the learners? (HOOK)
- I will provide students with a strip of paper and ask students to write down their answer to the following question:
- If you could change one physical attribute about yourself, what would it be and why? (Answers will remain anonymous).
- I will instruct one student to collect the strips of paper and place them into a bag. I will then pick out each strip and read it aloud to the class and hold a discussion on the most popular physical attributes people would like to change.
- In small groups, students will create a list of beauty standards for men and women and a list of prejudices associated with those groups of individuals who do not meet the standard.
- I will present the following examples on the Smart Board to the class so they have a visual of what I am expecting to see.
Standard for women: To be thin
Standard for men: To be muscular
Prejudices: ugly, imperfect, inferior, overweight, lazy, etc.

After The Hook
- Once students have created their lists, there will be a class discussion on the prejudices and standards.
- Once the class discussion has concluded, students will watch a commercial produced by Dove. The commercial depicts the realities of the "perfect face" and that the images that we normally see are unattainable and unrealistic.

What prior experiences, knowledge and skills do the learners bring with them to this learning experience?
- Students should be aware that not everything portrayed in the media is one hundred percent realistic.

How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners?
- I will explain to students that many of the standards of beauty that we have are influenced by the media, which are often times unrealistic.
- I will then ask students to write a journal entry on how these standards of beauty affect their self-image.
- Once students have completed their journal entries they will be collected for assessment. I am looking to see that students have understood that beauty comes in many forms. As well, I want students to reflect on how the standards of beauty set by society affect their self-image.

Resources/Materials:
- Papers Strips
- Pens/Pencils
- Smart Board

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Expectation(s) (Directly from The NB Curriculum Guide):
- Students will move towards greater objectivity in their own style and an improved ability to deal with abstract ideas and complex issues.
- Students will use computers and multimedia applications to solve problems and conduct inquiries.
- I can comprehend abstract ideas and complex issues.
- I can use multiple modes to solve problems.

Reading and Viewing Achievement Standard:
-Student will choose precise evidence from the text to support opinions.
- I can use evidence from text to support my opinions

Writing Achievement Standards:
-Students will develop ideas with supportive details and sustain focus throughout.
- I can develop ideas and remain focused.

Expectation(s)
- Students will be expected to view advertisements with a critical eye.
- Students will be expected to point our repetition and key words or phrases that make ads successful.

What do I want the learners to know and/or be able to do?
- I want students to know that ads use repetition, phrases, specific colors and often props to make their product look more appealing then it actually is.
- As well, I want students to understand that their consumer choices greatly influence how advertisers market their product, ideas and services.

Teaching/Learning Strategies:
- Guided instruction
- Group Collaboration
- Self-directed learning
- Formative Assessment

How will I engage the learners? (HOOK)
- I will begin the class by asking students questions about the clothes, electronics and foods students like. The questions are the following:
- What brand names do you wear? Why?
- What electronic gadgets do you own? Why?
- What’s your favorite fast food place to eat? Why?
- Where have you seen the advertisements for the brand names you wear, the electronic you own and the places you like to eat?

Following The Hook:
- Following the question period, I will provide students with the definition of advertising and its purpose.
- Advertising is a form of communication intended to persuade a target audience about products, ideas or services.
- Explain to students that their consumer choices are greatly influenced by how advertisers market their product, ideas and services.
- Students will then watch two advertisements.
1) McDonalds (https://youtu.be/gQOqQJRyock)
2) Coca-Cola (https://youtu.be/nlpZRK2Yfd0)

What prior experiences, knowledge and skills do the learners bring with them to this learning experience?
- Students should be aware that as the consumer, they hold a lot of power.

How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners?
- Once students have watched the two advertisements I will challenge them to construct a list of times when they were persuaded by advertisements on the same sheet of paper that they recorded the first four questions on.
- After students have constructed their lists, they are to record the ways in which advertisements deceive their viewers and how they plan to reject these temptations in the future.
- Once students have completed their master lists, they are to display them in the school to make their peers aware of deception and how advertisements take advantage of the viewer.

Resources/Materials:
- Smart Board
- Link(s) to advertisements
- Paper
-Pens/Pencils

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Expectation(s) (Directly from The NB Curriculum Guide):
- Students will use language in wider, public and more formal contexts.
- Students will involve a more critical examination of meaning.
- I can use language in a more formal context.
- I can critically examine texts for meaning.

Reading and Viewing Achievement Standards:
- Students will choose precise evidence form text to support opinions.
- Interpret why specific vocabulary, technical terms, dialect or literary devices were chosen.
- I can use evidence from text to support my opinions
- I can pick out why specific vocabulary was chosen.

Writing Achievement Standards:

- Students will skillfully connect with the audience and communicate feeling and/or convictions.
- Students will develop ideas with supportive details and sustain focus throughout.
- I can connect with the audience.
- I can develop ideas and remain focused.

Expectation(s)
- Students will be expected to read the poem with a critical eye.
- Students will be expected to point out where deception lies within the poem.
- Students will be expected to construct their own poem using deceptive language.

What do I want the learners to know and/or be able to do?
-Read, discuss, and respond to poems.
-Visualize and reflect on elements of their own identities to better understand poetry.
-Deepen their ability to question texts.
-Work individually and in groups to extend their understanding of texts.

Teaching/Learning Strategies
- Directed Instruction
- Group collaboration
- Self-directed instruction
- Formative Assessment

How will I engage the learners? (HOOK)
-In pair's, students will write their own definition of what they think poetry is. Once students have created their own definitions, ask them to discuss whether or not their definitions work.
- Does the definition define what poetry is?
- As a class, students will co-construct one definition that best defines poetry.

Following The Hook:
- Once students have created their definition of poetry they will view the poem, "The Art of Deception."
- Students are to read the poem in silence two times before turning to their elbow partner to discuss the contents of the poem.
- Students will then be asked a series of questions that are to be done with their elbow partner. The questions are:
- What kind of poem is this?
- What is significant about the language in the poem?
- Is this poem deceptive? If so, why?
- This lesson aims to have students use questioning to explore the theme of identity in poetry.
- Once students answer the following questions they are to construct their own poems using deceptive language.
- Once students write their poem they are to share it with the small group they have been assigned to.
- Their peers responsibility is to critique their poem and determine whether or not they have used deceptive language.
- Students will have the evening to make any revisions to their poem and must submit it the following day in class.
- Students will be assessed on their ability to write a deceptive poem and evidence that they have taken their peers advice seriously. Draft work must be attached to the final submission.
- Since this is the classes first introduction to poetry, this will be a practice assessment. Hopefully, students will take the comments and constructive criticism well and use them as a learning tool for the future.

What prior experiences, knowledge and skills do the learners bring with them to this learning experience?
- Students should understand that there are many different types of poetry.
- Students will learn how you can be deceived by poems but they will also see the complexity of poetry.

How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners?
- Students will have freedom of choice with their poem. As well, students will have time to participate in group collaboration in order to generate ideas.

Resources/Materials:
-Paper
- Pens/Pencils
- Smart Board
- Link to the poem

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Like vanilla spice / And as sweet as chocolate / Her lips were nice / But the rest was poison / She'll be plotting your ...

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Expectation(s) (Directly from The NB Curriculum Guide):
- Students will move towards greater objectivity in their own style and an improved ability to deal with abstract ideas and complex issues.
- Students will use computers and multimedia applications to solve problems and conduct inquiries.
- I can comprehend abstract ideas and complex issues.
- I can use multiple modes to solve problems.

Reading and Viewing Achievement Standard:
-  Students will choose precise evidence from text to support opinions.
-  I can use evidence from text to support my opinions.

Writing Achievement Standards:
- Students will develop ideas with supportive details and will remain focused throughout.
- Students will skillfully connect with the audience and communicate feelings/and or convictions.
- I can develop ideas and remain focused.
- I can connect with the audience.

Expectation(s)
-Students will be expected  to know that not everything they see in advertisements is one hundred percent realistic.
- Students will be expected to create their own "brownie" using the ingredients I have provided in class.

What do I want the learners to know and/or be able to do?
- I want students to be able to explain the importance of truth and accuracy in advertising

Teaching/Learning Strategies
- Directed Instruction
- Self-directed Instruction
- Group Collaboration
- Summative Assessment

How will I engage the learners? (HOOK)
-- Students will be shown pictures of fast food products. The last picture to be shown is a Burger King hamburger. Students will be asked if they ever noticed how big, delicious and juicy a burger ad looks on television.
- An actual Burger King hamburger is presented to the class and then students are asked to write similarities and differences between the burgers.

Following the Hook:
- Once students have jotted down the similarities and differences between the burgers they will watch a short YouTube clip on how big companies trick customers.
- The students will now have the opportunity to become the makeup food artist. In groups of four, their task will be to create the most appealing, enticing and mouth-watering brownie using the following ingredients:
- Styrofoam
- Marshmallows
- Paint (all colors)
- Chocolate Chips
- Glue Gun
-Camera(s)
- Paint Brushes
- Sponges
- Stencil tools

What prior experiences, knowledge and skills do the learners bring with them to this learning experience?
- Students are expected to understand that advertisements are typically created to show the viewer the best version of whatever they are trying to market.

How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners?
- Once students have created their ice brownie, each group will take a picture of their brownie and, based on the pictures taken, the class will judge which brownie looks the most appealing.
- Students will be assessed on the creation of the brownie itself while their peers will judge them based on the photographs taken of the brownies. The brownie creations will be represented on a scale of 1 to 5. Below is the scale to be used:

1 = unappealing
2 = plain
3 = appetizing
4 = scrumptious
5 = mouth-watering

Resources/Materials
- Styrofoam
- Marshmallows
- Paint (all colors)
- Chocolate Chips
- Glue Gun
-Cameras
- Paint Brushes
- Sponges
- Stencil tools

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Food Ad Tricks: Helping Kids Understand Food Ads on TV

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VOICES IN THE PARK (POST-MODERN PICTURE BOOK)

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VOICES IN THE PARK (POST-MODERN PICTURE BOOK)

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Expectation(s) (Directly from The NB Curriculum Guide):
- Students will involve a more critical examination of meaning.
-Students will move toward greater objectivity in their own style and an improved ability to deal with abstract ideas and complex issues
-  I can critically examine texts for meaning.
-  I can comprehend abstract ideas and complex issues.

Reading and Viewing Achievement Standard:
- Students will effectively manage longer texts containing new and unfamiliar concepts and ideas.
- Students will chose precise evidence from the text to support opinions.
- I can manage longer texts.
- I can use evidence from texts to support my opinions.

Writing Achievement Standard:
-Students will remain focused on the main idea, with original, thoughtful and/or compelling ideas.
- Students will develop ideas with supportive details and  sustain focus throughout.
- I can remain focused on the main idea.
- I can develop ideas and remain focused.

Expectation(s):
-  I expect students to know what a picture book is.
- I expect students to recognize some of stereotypes presented in the book.

What do I want learners to know and be able to do?
- I want students to be able to pick out post-modern themes in the picture book.

Teaching/Learning Strategies?
-Directed Instruction
- Self-directed instruction
- Formative Assessment
- Group Collaboration

How will I engage the learners? (HOOK)
- I will begin the class by reading the book out loud to the class without showing them the illustrations.
- I will then read the book to the class while showing them the illustrations.
- Once the book has been read through twice, students will write in their notebooks their initial reactions to the book. They should create two columns on their page and  title them, "Without Pictures" and "With Pictures."
- Once students have created their columns, have a class discussion about how the story affected their views of the characters?
- Were there specific words or phrases spoken by the characters that provoked a particular response or reaction?
- What were the elements of the story that remained the same in each version? List these on the Smart Board. Possible responses could be:
- Four character visit the park
- Two dogs, Victoria and Albert play with each other
- Two children, Charles and Smudge play together.
- The characters leave the park and return home.
These are the objective facts of the story but each character narrates the story from his/her own ‘point of view’.

Following The Hook:
- Once students have answered the questions they will get into groups of five. Each group is to create their own freeze frame to show a moment of dramatic tension in the story.
- Possible freeze frames may include but are not limited to:
-Charles playing with Smudge and preparing to go down the slide or climbing the tree.
-Charles walking home from the park with his mother.
-Smudge walking to the park with her father.
-Charles 'mother and Smudge’s father sitting on a park bench
- Ask half the class to show their freeze frames. Invite comments and evaluate according to the effective communication of tension between the characters.

What prior experiences, knowledge and skills do the learners bring with them to this learning experience?
- Students should understand that there are in hidden meanings in text.
- Students should understand that certain clothing and gestures depict a certain type of individual.

How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners?
-Now ask the groups to bring their freeze frames to life. Explain that they are going to show 30 seconds of action leading into the freeze frame.
-Allow groups 5 to 10 minutes to work on their short scenes.
- Introduce the term ‘monologue’ – when one person talks to an audience but the audience does not respond.
- Explain to the children that they are going to choose one character from their short scene to give a short monologue to the audience.
- When the scene freezes, the character will come to life, step forward and talk to the audience about all the things they are thinking. They will then step back into the frozen picture. You may need to demonstrate what is required.
-  Final Reflection: Once students have completed their scenes,  have students write an Exit Slip about the characters in Voices in the Park and the ways in which Anthony Browne has represented them.

Resources/Materials:
- Pens/Paper
- Book (Voice in the Park)
- Smart Board