MEDIA LITERACY: Lesson Plan

Media and Social and Political Culture

Age/Level:
Freshman/100 Level English, Communications, Gender Studies Course

Rationale:
The media has transformed into a more influential aspect of society, especially non-print media.This lesson will help students raise their awareness of the media helps shape contemporary social attitudes. Students will use a prezi to present their findings because most of their information will be visual and interactive, rather than textual.

NCTE Standard:
Model for students how to evaluate ways in which messages in nonprint media shape contemporary social and political culture.

Objectives:
Students will research various non-print media forms for examples of gender representation in designated groups.

Students will make informed decisions about contemporary attitudes of gender based on their research and prompts found on the research guide.

Students will present their findings as a group through Prezi, a media-based technological program.

Materials:
The lesson will take place in a computer lab, where computers will have working sound. There should be at least 1 computer for every 4 students and 1 central computer for the instructor’s examples.
Other materials:
Non print media resource guide
note taking tools (pen and paper)
if technology fails, paper examples of nonprint media (magazine covers, film jackets, book jackets… etc.)
group prezi account

Procedure: DAY 1 (Monday)

Instructor will introduce lesson by explaining types of non-print media.
Instructor will show an example of non-print media that represents gender in a certain light.
Students and instructor will discuss their reactions to the example in terms gender. Students should take some quick notes of this discussion to begin forming their own opinions of gender representation as well as any helpful note on how to read non print media.
Break up students into groups of 4 or 5. Each student in the group will focus on one aspect of nonprint media. For example, a group of 5 could be split up as such:
Student 1: youtube video
Student 2: films,
Student 3: television shows
Student 4: commercials
Student 5: music
Students will research non print media in their groups, starting with the resource guide provided by the instructor. There are clear prompts for where the research should be headed.
Students should each take notes on their personal and the group’s reactions to the various non-print media sources.

Assessment: DAY 2 (Monday)

Students will have a week to create a group prezi that will be presented to the class. Each presentation should be about 15-20 minutes. The presentation should include:
A well researched argument about gender representation with non print media sources as support. For example, “Based on my research of television commercials, I have noticed that men have a tendency to be represented as interested in sports, while women are represented with less interest in sports. (show commercials that support this argument).
Try to present individual interpretations of gender representation through non print media so each group member has a voice, but group members may find that they are coming to similar conclusions. That’s okay, make sure everyone has something to discuss.
At least 2 different types of non print media to be discussed. (meaning every example cannot be for example, a TV commercial.)
Standard English conventions, including citations.

Helpful Hints:
Members within the group may disagree on certain representations. Make sure each claim is supported with a non print media source.
Find multiple examples for your claims to build a supportive argument.
Use Google Drive, email, Texting, or Skype to quickly communicate with group members. (outside of class time)

Extension:

Design a non print media type with gender representation in mind. Make conscious choices for the men and/or women in your example.

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