| Name: |
- |
| School: |
- |
| Subject |
Media Studies |
| Date: |
- |
| Time: |
11.00-11.55 |
| Year Group: |
Year 12 |
Set:
(If not mixed ability) |
Mixed Ability ATG for Year 12: 2 @
A Grade, 4 @ B Grade, 1 @ C Grade |
| Teaching Objectives: |
(The Curricular area being taught, e.g. National
Curriculum, programmes of study, exam syllabuses)
OCR Unit 2735 – Issues and Debates in the Media
– Repertoire of Elements within Genre Theory. In
particular look at A07 and A09 of the A2 specification |
| Learning Intentions: |
The students will today learn about
one of the most recent academic approaches to genre theory
which identifies each genre as a Repertoire of Elements.
They will be introduced to an analogy to help their learning
and understanding of this theory. They will be able to
identify the elements that make up the repertoire for
any genre and transfer their learning through the familiar
genre of Action Adventure. This is in preparation for
their exam for A2 where they are required to develop critical
arguments about media issues and debates by evaluating
contemporary theories and applying knowledge of them to
texts.(AO7)
BIG PICTURE – Students will need to have a confident
understanding of genre theory and apply this to a case
study genre in the exam. Their arguments will be informed
by this particular way of thinking about genre. They will
also need to draw on their knowledge of this as a critical
theory when evaluating their advanced practical. (AO9) |
| Intended Learning
Outcomes |
(Indicating the depth at which the objective should
be achieved. This must be linked to detail of differentiation
in the lesson structure section)
All will be able to recall ingredients from Action
Adventure movies using pre-prepared ‘jars’
to demonstrate their understanding of each element. They
will all be able to suggest further ingredients to add
to each jar.
(By going through this process
all will understand the analogy of sweety jars and how
this demonstrates the repertoire of elements theory –
the idea that a genre can be seen as containing ingredients
from the 8 elements or ‘jars’.)
Most will be able to understand through this process
that each film within a genre contains familiar ingredients
(belonging to that genre) but nevertheless that each film
is unique.
Some will be able to understand through this process that
because new ingredients are added and old one are discarded
from the repertoire of elements that inevitably over time
genres change. |
| Differentiation |
All pupils should be challenged
yet experience success. (Consider how to support and extend
the learning of gifted and talented and SEN pupils by
personalising learning. Consider differentiated tasks,
resources support, questioning, extension work, homework
and the use of the TA. Give details in the lesson structure.)
During the lessons the students will be working in pairs
and groups before finishing off the lesson as an individual.
The higher level students will be encouraged to work on
the more difficult elements while the lower level students
will be supported by myself in coming up with new ‘sweets’
for the ‘jars’. The lesson is quite kinaesthetically
strong as this group of students are by majority kinaesthetic
learners. Questioning will be used to challenge the higher
level students. |
| Assessement Opportunuties |
(Check if learning intentions have been achieved,
by formative or summative assessment, by self or peer
assessment and questioning e.g. in the plenary of by written
work in the lesson or homework)
Students will be informally assessed by myself as
I circulate the class, but will be required to write their
conclusions down in the plenary, which should be a demonstration
of their learning. I will be using their ILT on an alternative
genre as formative assessment of their grasp of the ‘repertoire
of elements’ theory. |
