LESSON PLAN

DATE: May 11, 2012. TIME OF DAY: Morning DURATION: 60 minutes (Used as a continuation of the previous lessons based on media production to form a unit)

SCHOOL: Orchard Elementary School CYCLE and GRADE: Cycle 2 Grade 4 LESSON: Media Literacy Looking Behind the Curtain

FOCUS of LESSON: In this lesson, students will observe and discuss stereotypes presented through media. This will be a continuation of the previous lesson of observing and producing a news broadcast.

OBJECTIVES

The objective of this Language Arts lesson is for the students to begin to become more aware of stereotypes presented in the media. It will allow for students to begin to think critically about what they are presented with through video and text alike. This lesson will enforce what was learned in the previous lesson about the responsibilities of the media and expressing oneself in the public eye; therefore having students recognize that the media constructs and alters reality. The main idea being for students to become more aware of the possibility that the medias representation of society is not always realistic.

MATERIALS

A SmartBoard A clip based on the stereotypes of Disney cartoons (found at: http://www.youtube.com/watch?v=B8O8p0Ac1Rg) A clip based of a true hero, Mr. Nick Vujicic (found at: http://www.youtube.com/watch?v=Gc4HGQHgeFE) Setting the Story Straight worksheets (two adapted versions for those whom deal better with visual learning and representations) Stereotypes Gender roles Vulnerable Analysis Critical thinking ______________________________________________________

VOCABULARY

MELS COMPETENCIES

Competency #1: To read and listen to literary, popular and information-based texts.
To construct her/his own view of the world through reading and listening to literary, popular and information-based texts

Competency #2: To write self-expressive, narrative and information-

based texts.
To use writing as a system for communicating and constructing meaning

Competency #3: To represent her/her literacy in different media.

To construct her/his own view of the world through the media

Competency #4: To use language to communicate and learn.

To use language (talk) to communicate information, experiences and point of view To use language (talk) for learning and thinking

________________________________________________ Competency #1: To use information. CROSSCURRICULAR COMPENTENCIES

To gather information. To select appropriate information sources. To compare information from different sources. To make connections between what they already know and new information. To distinguish between essential and secondary information.

Competency #3: To exercise critical judgment.

To form an opinion. To define the question under consideration. To weigh the logical, ethical or esthetic issues involved. To go back to the facts, verify their accuracy and contextualize them. To look at various options and consider existing or possible points of view. To base his/her opinion on logical, ethical or esthetic criteria. To adopt a position. To qualify his/her judgment. To compare his/her opinion with those of others. To reconsider his/her position. To evaluate the respective influence of reason and emotion on his/her approach. To recognize his/her biases. To repeat the whole exercise if necessary.

Competency #4: To use creativity.

To become familiar with all the elements of a situation. To define the objective, recognize the issues involved and envisage the outcome.

Competency #7: To construct his/her identity

To be open to his/her surroundings. To react to facts, situations or events. To identify his/her perceptions, feelings, and thoughts concerning these phenomena. To realize that other peoples opinions influence his/her reactions. To expand his/her cultural horizon by means of discussions, reading and exposure to a variety of media works. To be receptive to the moral and spiritual frame of reference of his/her community.

Competency #8: To cooperate with others.

To interact with an open mind in various contexts. To accept others as they are. To be responsive to others and recognize their interests and needs. To exchange points of view with others, to listen and be open to differences. To adapt his/her behaviour.

Competency #9: To communicate appropriately.

To establish the purpose of the communication. To consider the purpose of the communication and identify the recipient. To explore ideas related to the situation.

PROFESSIONAL (EXIT) COMPETENCIES

Competency #1, Competency #2, Competency #3, Competency #4, Competency #6, Competency #7, Competency #8, Competency #12

TIME

10 minutes

5 minutes

10 minutes

LESSON Introduction To begin, I will explain that we are going to be further examining the media and the types information we are presented with on a daily basis. Before playing the first clip, I will ask students some questions about fairy tales and childrens films and books . As a class we will jot down some ideas and answers to the following questions on the Whiteboard. The questions to be covered include: o How do we tend to picture a female character? o How do we tend to picture a male character? o How do we tend to picture the villain? As the descriptions are told I will turn over a photo representation of these types of characters from familiar Disney films. After asking the questions above I will ask them to look at the board and answer the following: o Do these adjectives always describe these types of characters? o Would it be possible to be one of these kinds of characters without having these of character traits? o Where do these ideas come from if they arent always true? As I turn over the word stereotype which was previously written on a bristle board in a visually appealing manner, I will explain its meaning. I will repeat this with the words gender roles. Stemming from this, I will remind the students to keep our previous lessons on the media, specifically the news broadcasts, and the responsibility of those in the public eye in mind while they are viewing a video clip. Development I will begin the clip, which will allow for the students to recall and make adjustments to their ideas about what was presented to them by the media as youngsters through to today. Throughout the clips I will ask: o How many people is Snow White cleaning up after? o What does the word blabber mean? I will stop the clip at the most shocking of parts (3 minutes and 40 seconds). I will then ask: o What do you think Ursula means when she says, Its she who holds her tongue who gets a man?

10 minutes

TIME

10 minutes

LESSON As a class, we will discuss this line and draw on the representation of women in the media. I will further discuss gender roles in the media and the impact it has on society. To have students begin to comprehend said impact I will use probing questions: o Why would the media represent characters using stereotypes? o Are stereotypes always negative? o What is the negativity attached to using them? In other words, why are they dangerous? I will further question the students on the responsibility of the media and the representations of society it displays. I will ask the students to once again describe a character, which is often portrayed in the media, the hero. To contradict many attributes discussed, I will play a video clip based on a true hero, Nick Vujicic. Next, as a class we will define what it means to be a hero (modern ideals vs. what is often portrayed in the media). We will once again state the dangers of creating stereotypes and the responsibility of the media to represent society properly.

25 minutes

Closure I will then hand out a worksheet based on stereotypes fairy tales. I will have students decipher the inconsistences and have them construct an alternate story in order to be more responsible and relevant to society. Finally, I will give students a chance to share their work and newfound understanding of the impact of the media on society and vice versa as a class. Students will also be given the opportunity to showcase their work in a space dedicated to this project in the classroom. Whats next? (Extension) The continuation of this activity could be a compilation of this lesson and the previous lesson on media production. Students may watch and critique each others work and examine for the presence of stereotypes in our own creations. Adaptations In order to engage visual learners I have not only incorporated video clips, but also visuals to go along with the newly introduced vocabulary. If an issue with technology arises (fingers crossed), I will read from the fairy tale, Little Red Ridding Hood, to have students have a backdrop to uncovering stereotypes. In order to compensate for the lack of a true hero clip, I would draw on the heroic individuals the students were presented with during their celebration of Black History!

Looking Behind the Curtain

(Rubric for final project using both this lesson and the previous to create a news broadcast)
Excellent- 4 Script Script is complete and it is clear what each actor will say and do. Entries and exits are scripted, as are important movements. Script is quite professional. Product shows a large amount of original thought. Ideas are creative and inventive. Students discuss regularly and appropriately. All students contribute to the discussion and all are listened to respectfully. All team members contribute a fair share of the work. Provided useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. Very good- 3 Script is mostly complete. It is clear what each actor will say and do. Script is shows planning. Good- 2 Script has a few major flaws. It is not always clear what the actors are to say and do. Script shows an attempt at planning, but seems Satisfactory- 1 There is no script. Actors hope to invent what they say and do as they go along.

Originality

Product shows some original thought. Work shows new ideas and insights. Students discuss regularly and somewhat appropriately. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work. Provided useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!

Teamwork

Uses other people's ideas (giving them credit), but there is little evidence of original thinking. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work.

Uses other people's ideas, but does not give them credit. Meetings are off topic and some team members do not contribute a fair share of the work.

Contributions

Provided few useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

Barely provided useful ideas when participating in the group and in classroom discussion. May refuse to participate.