INTRODUCTION
This unit is part of a year-long media literacy curriculum.
After establishing fundamental concepts of media literacy (including analysis of
different forms of media) during the fall semester, the class will spend six
weeks in the spring semester discussing the motives, characteristics and
consequences of media stereotypes. Students will be assessed according to the
effort they put into analyzing the media, responding to stereotypes
(individually and in groups) and in completing a group project in which they
produce a news story, advertisement or public service announcement that
challenges a common stereotype.
OUTLINE OF UNIT
Days 1: Unit vocabulary introduction/development
Days 2-3: Introduction to stereotyping
Days 4-5: Historical case study of media stereotyping ñ
The motives and legacy of Jim Crow
Days 6-7: Historical case study of media stereotyping ñ
Nazi propaganda, cultural fact versus fiction
Days 8-9: Contemporary case study: Muslims in the post-9/11
media
Day 11: Historical media depictions of Native Americans
Days 12-16: Contemporary Native American case studies:
Mascots, Outkast and the Fighting Whities
Day 17: Establishing criteria for anti-stereotype media
Days 18-20: Brainstorming the collaborative media production
Days 21-30: Planning and producing the collaborative media
production
OBJECTIVES
Students will:
n
Identify
different types of media (print, broadcast, new media)
n
Distinguish
between journalism, advertisement and entertainment forms of media
n
Define
unit vocabulary and use it correctly in context
n
Describe
the characteristics of stereotype and describe different categories of common
media stereotypes (racial, ethnic, regional, gender, religious, sexual
orientation, disability)
n
Become
aware of their own stereotypes of other groups and how the media has influenced
the development of those personal stereotypes
n
Identify
examples of stereotype in different forms of media and articulate the category
of stereotype
n
Understand
motives for significant historic stereotypes, analyze consequences, and apply
the effects of those stereotypes to contemporary examples of stereotype. Set
criteria for checking own work for stereotype and bias
n
Working
in teams, create their own production meeting criteria for anti-stereotype
NM STATE STANDARDS/BENCHMARKS
Content Standard I:
Students will apply strategies and skills to comprehend information that is
read, heard, and viewed.
9-12 Benchmark I-A: Listen to, read, react to, and analyze
information
9-12 Benchmark I-B: Synthesize and evaluate information to
solve problems across the curriculum
9-12 Benchmark I-C: Demonstrate critical thinking skills to
evaluate information and solve problems
9-12
Benchmark I-D: Apply knowledge of reading process to evaluate print, non-print,
and
technology-based information.
Content Standard II: Students will communicate effectively
through speaking and writing
9-12
Benchmark II-A: Communicate information in a coherent and persuasive manner
using
verbal and non-verbal language
9-12 Benchmark II-B: Apply grammatical and language
conventions to communicate
9-12
Benchmarks II-C: Demonstrate competence in the skills and strategies of the
writing
process
to inform and persuade
Content
Standard III: Students will use literature and media to develop an understanding
of
people, societies, and the self.
9-12
Benchmarks III-A: Use language,
literature, and media to understand the role of the
individual
as a member of many cultures
UNIT VOCABULARY
stereotype, race,
ethnicity, gender, sexual orientation, religion, disability, propaganda,
prejudice, discrimination, generalization
MULTICULTURAL COMPETENCIES
-- Students will gain an appreciation for cultures different
from their own.
-- Students will gain an understanding and appreciation of
their respective cultural identities within a classroom, community, regional,
national and international context.
-- Students will understand the concept of ethnocentrism,
will identify their own biases and assumptions toward other cultures and will
learn to approach the study of different cultures with an open mind.
-- Students will understand how their own view of culture is
influenced by a variety of media, and will use media literacy strategies to
analyze how the media portrays cultural issues, both contemporarily and
historically.
-- Students will apply media literacy strategies to
challenging cultural, racial and ethnic stereotypes through the production of
their own independent media.
-- Students will learn to communicate effectively and
cooperatively with people from cultural and linguistic backgrounds different
from their own.
COMMUNITY CONNECTIONS
n
Guest
speakers from local community organizations such as the NAACP and Gallup Islamic
Center, as well as community members from different ethnic backgrounds, will
share their perspective on how their group is portrayed in various forms of
media
n
Students
will have the opportunity to interview and poll family members, friends and
community members about their experiences with media stereotyping.
n
Students
will receive expert instruction from professionals in various media industries
regarding use of equipment for performance assessment (photography, page layout,
video camera, and audio equipment).
LESSONS
Day 2: What is
stereotyping?
OBJECTIVE: Students will:
n
Describe
the characteristics of stereotype
n
Describe
different categories of common media stereotypes (racial, ethnic, regional,
gender, religious, sexual orientation, disability)
n
Reflect
on personal experiences witnessing stereotyped and/or being stereotyped
MATERIALS:
Photocopies of political cartoon and text, butcher paper, markers, journals,
pencils, chalk, chalkboard
ELL STRATEGIES:
Cooperative groups, oral discussion, drawing on personal experience/prior
knowledge, visual component
MULTIPLE
INTELLIGENCES (underlined):
VISUAL/SPATIAL
INTERPERSONAL
INTRAPERSONAL
LOGICAL/MATHEMATICAL
VERBAL/LINGUISTIC
KINESTHETIC
MUSICAL
ASSESSMENT: Informal
assessment of group interaction, student oral participation and written
reflections about stereotyping.
|
WHAT THE
INSTRUCTOR WILL DO Warm-Up Daily 5 Ws quiz
(current events quiz) Introduction Instructor will
introduce the topic of the unit. The word ìstereotypeî and a
definition will be written on the board. Instructor will repeat the
definition aloud. Instructor will
write several stereotypical statements on the board and ask students to
identify what makes the statement a stereotype, modeling the first one.
Instructor will invite volunteers to come write responses under each
statement. Heart
of the Lesson Instructor will
then ask students what each stereotype is based on, until the class has a
set of categories that include (at minimum) race, ethnicity, gender,
religion, sexual orientation and disability. Instructor will ask
volunteers to come up to the board and write a category as a heading at
the board. Instructor will
share a historical political cartoon depicting an Irish person in an
unflattering light and have student volunteers read aloud a brief written
description of the status and treatment of Irish immigrants in the latter
1800s and early 1900s (copies will be passed out to groups). Groups will
be instructed to discuss the stereotypical features of the person in the
cartoon, and what conclusions they would draw, based on the cartoon, about
a person of Irish descent. and instructor will facilitate a discussion
about how media stereotypes shape our view of groups different from
ourselves. Instructor will
instruct students to write down examples that they can think of, from
personal experience or something theyíve observed in the media. Students
will then brainstorm examples with a partner and choose one to write
about. Closure Instructor will
share the example she has written and invite others to do the same. |
WHAT THE STUDENTS
WILL DO Students will
automatically take out their current events journals and complete the
daily quiz, writing the 5 Ws about a news event they learned of in the
past 24 hours. They must have their journals and a pencil out before the
final bell rings, or else they automatically receive a zero on the quiz.
Students will
think about why each of the statements on the board is a stereotype. They
will discuss in their groups, and volunteers from each group will share
what the group thinks makes the statement a stereotype. Student volunteers
will come to the board and write their responses under the statement.
Students will
examine the cartoon and read along with volunteers. Students will, in
groups, discuss the stereotypical features of the cartoon, what
conclusions the cartoon encourages about people of Irish descent, and
share with the class. They will participate in discussion about how media
stereotypes shape oneís view of groups different from oneself. |
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Day 11
OBJECTIVES: Students
will know common motivations for and consequences of stereotyping by studying
prominent examples of Native American stereotypes, past and present.
MATERIALS:
computers, Native stereotype graphic organizer, printed instruction sheet for
group activity, butcher paper, markers, pencils
ELL STRATEGIES:
Graphic organizer, cooperative learning groups, visuals, oral discussion
MULTIPLE
INTELLIGENCES:
VISUAL/SPATIAL INTERPERSONAL INTRAPERSONAL LOGICAL/MATHEMATICAL
MUSICAL
ASSESSMENTS:
Assessment of group work, check to ensure that students are able to correctly
input a URL address to find a site, and responses to graphic organizer.
|
WHAT THE
INSTRUCTOR WILL DO Warm-Up
(5 minutes) Daily 5 Ws quiz
(current events quiz) Introduction
(15 minutes) Instructor will
read aloud the following writing prompt: ìDescribe at
least three stereotypes that are commonly applied to Native Americans. You
may discuss the topic quietly with your group before writing.î Instructor will
circulate and monitor studentsí writing, checking for understanding. Instructor ask
members of each group to come to the board (as a group) and write their
responses on a sheet of butcher paper. She will read aloud the responses
after every student has had a chance to write something. Heart
of the Lesson
Each group will be
directed to an internet site where they will see Stereotypical, generic
images of ìIndiansî (from antique advertisements/logos). Each group
will receive instructions to discuss and analyze the image for
stereotypical characteristics, along with a graphic organizer instructing
them to write a statement describing the image objectively, then list five
adjectives that describe their feelings after viewing the image, and at
least three stereotypes present in the image. Instructor will tell
students that they will be given three minutes the following day to
present the image, its stereotypical features and their reactions to the
rest of the class. Instructor will monitor groups to ensure they adhere to
cooperative learning expectations. Closure Instructor will
acknowledge that viewing these images may elicit a wide range of emotions
from students and remind them that the point of the exercise is to
question stereotypes. She will ask students to recall the unit on
advertising, in which they learned the tactic of repetition in order to
establish a belief. The final thought to ponder for the day, she will tell
students, is to think about happens when people are exposed to an image or
idea like this over and over again. After garnering oral responses, she
will hold up an Atlanta Braves t-shirt and ask students to think about how
sports mascots relate to this discussion. |
WHAT THE STUDENTS
WILL DO Students will
automatically take out their current events journals and complete the
daily quiz, writing the 5 Ws about a news event they learned of in the
past 24 hours. They must have their journals and a pencil out before the
final bell rings, or else they automatically receive a zero on the quiz.
Students will
respond to the writing prompt, discussing (if they wish) as a group before
they write. Students will go
to the board and write their responses. Students will
listen to the instructor and volunteer to offer responses to the final
question of the day, and ponder its connection to the Atlanta Braves
t-shirt as they leave class. |
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LESSON: Case
Studies: Native no-noís in Contemporary Media (Days 12-16)
OBJECTIVE: Students
will understand, debate and defend arguments for and against the appropriation
of Native American symbols and other representations in journalism and
commercial media productions.
MATERIALS: Butcher
paper, markers, hand-outs of newspaper clippings, computers, printer,
instruction sheets for online case-studies reviews and group collage, rubric for
group collage, construction paper, magazines and newspapers, scissors, glue
ELL STRATEGIES:
collaborative discussion groups, visuals, oral reinforcement/review, collage,
modeling, multi-media
MULTIPLE
INTELLIGENCES
VISUAL/SPATIAL INTERPERSONAL INTRAPERSONAL LOGICAL/MATHEMATICAL
MUSICAL
VERBAL/LINGUISTIC
KINESTHETIC
ASSESSMENT:
Assessment of individual participation in group discussions
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PROCEDURES ñ Day
12
|
WHAT THE
INSTRUCTOR WILL DO Daily
5 Ws Quiz (Current Events Quiz) Introduction
(15 minutes) Instructor will
ask students to recall the previous dayís lesson, in which they looked
at historical examples of Native American stereotypes. Instructor will ask
students whether Native Americans are still stereotyped today, and ask for
volunteers to share examples and write them on a sheet of butcher paper. Instructor will
next ask students to stand on one side of the room if they believe that
media reinforce old stereotypes and keep them alive, and the opposite side
of the room if they donít believe so. Each side will be broken into
groups and instructed to come up with at least example to support their
point of view. Each group will choose a spokesperson to share their
argument with the class, and examples recorded on the butcher paper.
Teacher will continue to monitor groups to ensure equitable participation,
and will repeat the recorded responses once more orally for reinforcement.
Heart
of the Lesson (25 minutes) Teacher will pass
out examples of headlines and leads from newspaper articles, explaining
that such have been condemned by numerous media studies for racist
stereotypes against Native Americans, yet they persist in mainstream
media. She will remind students of the Children Now study they read
earlier in the course (also posted on the classroom wall) about the lack
of representation of Native Americans in mainstream media. She will direct
students to think about and discuss how the headlines and stories are
stereotypical, and what message they send about Native peoples in a
society where very little attention is paid to Native culture and
communities. Each group will select a spokesperson to share their
groupís responses. Closure Instructor will go
over the responses for reinforcement and will introduce the following
dayís lesson. |
WHAT THE STUDENTS
WILL DO Students will
automatically take out their current events journals and complete the
daily quiz, writing the 5 Ws about a news event they learned of in the
past 24 hours. They must have their journals and a pencil out before the
final bell rings, or else they automatically receive a zero on the quiz.
Students will
listen, and participate in the discussion ñ volunteers will record
responses on the board.
Students will
choose their side and discuss examples to support their position in
groups. The groups will choose a spokesperson to share the argument orally
with the class and record it on the butcher paper. Students will read
the newspaper clippings, discuss in groups how the headlines and stories
are stereotypical, and what message they send about Native peoples in a
society where very little attention is paid to Native culture and
communities. Each group will select a spokesperson to share their
responses. |
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PROCEDURES ñ DAY
13
|
WHAT THE
INSTRUCTOR WILL DO Daily
5 Ws Quiz (5-minute current events quiz) Introduction
(10 minutes) Instructor will
briefly review the previous dayís lesson about the power of media
stereotypes with marginalized groups, and explain that students will today
work in teams analyzing case studies of this phenomenon. She will review
the definition of case study, illustrating with examples, and then briefly
discuss the case studies that groups will analyze, which are also written
on cards posted on the chalkboard. Heart
of the Lesson: (25 minutes) Instructor will
select volunteers to pass out instruction sheets for the group
assignments. Instructor will select volunteers to read aloud one
instruction, and then explain, modeling how students can collect and print
information from the internet using a designated search engine and key
words, how students can use and arrange magazines and newspaper clippings
effectively on the posterboard (showing an example of a pre-made board),
and going over the rubric in detail to ensure students understand the
components on which they will be assessed. She will pass out a group/topic
assignment card to each student. Topics are as follows: Native-themed
sports mascots, the counter-mascot ìFighting Whities,î the hip-hop
group Outkastís Grammys performance, the Disney film ìPocahontas.î
Instructor will give each
group a rotation schedule, so that some groups can focus on pre-printed
sources while others use the computers to locate and print resources.
Groups will then begin their work. Closure (5
minutes) Instructor will
indicate where groups may store their projects and do an informal check-in
to troubleshoot any problems in preparation for the next day. |
WHAT STUDENTS WILL
DO Students will
automatically take out their current events journals and complete the
daily quiz, writing the 5 Ws about a news event they learned of in the
past 24 hours. They must have their journals and a pencil out before the
final bell rings, or else they automatically receive a zero on the quiz.
Students will
listen to instructor and read along as she reviews instructions and
explains the group assignment.
Volunteers will
pass out instructions and read aloud. They will pay close attention to
instructorís directions and ask questions as needed. They will decide
which group topic they wish to work on. If there is a significant
imbalance in group sizes, instructor will ask for volunteers to work with
another group. After receiving the rotation schedule, students will begin
work. Students will
clean up and put away their project as directed by instructor. They will
share any problems or questions with the instructor in preparation for the
next dayís work session. |
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Lesson (Day 14)
|
Daily
5 Ws Quiz (Daily current events quiz ñ 5 minutes) Introduction
(10 minutes) Instructor will
review criteria for the group assignment and ask each group to check in by
make a brief report of their progress and challenges. Instructor will go
over any issues that came up in the previous lesson, clarifying and
reinforcing objectives. Heart
of the Lesson (25 minutes) Groups will
continue their work collecting materials (half of the groups will be
online today while the other used pre-printed resources. Instructor will
circulate to assist students and ensure equal opportunities for
participation. Closure
(5 minutes) Instructor will
again complete check-out in which students clean up the classroom, store
their projects, and ask any lingering questions. Instructor will announce
that tomorrowís task is to begin constructing the board. |
Students will
automatically take out their current events journals and complete the
daily quiz, writing the 5 Ws about a news event they learned of in the
past 24 hours. They must have their journals and a pencil out before the
final bell rings, or else they automatically receive a zero on the quiz.
Each group will
share their progress and challenges, and listen as instructor clarifies
and answers questions. Half of the groups
will collect resources online (following written instructions for
searches). The other half will analyze pre-printed resources. Students will
clean up and ask questions/share concerns as needed. |
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Lesson (Day 15)
|
WHAT INSTRUCTOR
WILL DO 5
Ws Quiz (Daily current events quiz) ñ 5 minutes Introduction
(10 minutes) After groups
retrieve their projects and collect new materials for todayís component
of the project, instructor will review directions for designing/assembling
the poster collages and go over appropriate sections of the rubric. Heart
of the Lesson (25 minutes) Instructor will
circulate and monitor groupsí progress to ensure they are on task,
following directions and equitably dividing responsibilities.
Closure(5
minutes) Instructor will
supervise clean-up. |
WHAT STUDENTS WILL
DO Students will
automatically take out their current events journals and complete the
daily quiz, writing the 5 Ws about a news event they learned of in the
past 24 hours. They must have their journals and a pencil out before the
final bell rings, or else they automatically receive a zero on the quiz.
Students will
obtain supplies/materials and follow along with instructions and rubric
review.
Students will work
together to design and assemble their projects. Students will
clean up the area and display their completed posterboards. |
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PROCEDURES ñ DAY
16
|
WHAT INSTRUCTOR
WILL DO 5
Ws Quiz (daily current
events quiz) ñ 5 minutes Introduction
(15 minutes) This day will be
spent having student groups present their projects orally. Instructor will
review rubric criteria for group presentations, particularly that every
group member must contribute during the presentation. Heart
of the Lesson (25 minutes) Instructor will
assess group and individual performances during the presentations. Closure(5
minutes) Teacher will
provide positive feedback to each group on their presentation strong
points. She will announce that the groups will complete self-assessments
of their individual and group performances the next day. |
WHAT STUDENTS WILL
DO Students will
automatically take out their current events journals and complete the
daily quiz, writing the 5 Ws about a news event they learned of in the
past 24 hours. They must have their journals and a pencil out before the
final bell rings, or else they automatically receive a zero on the quiz. Students will
listen as instructor reviews presentation criteria. They will then have 10
minutes to practice their 3-5 minute presentations. Students will
orally present their poster projects to the rest of the class, coming to a
table set up at the front of the room.
Students will
listen to instructorís feedback and learn from the positive comments
they receive, as well as the feedback received by other groups. |
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LESSON The
Anti-Stereotype: Doing it Better ñ Day 17
OBJECTIVE:
Students will
develop a class set of criteria for anti-stereotype media
Students will
develop an idea for using broadcast or print media to counter-act a media
stereotype.
Students will learn
and apply production techniques (design, storyboard, script, editing) to
producing their own anti-stereotype production
Students will work
in groups to apply their knowledge of media technologies and techniques to
create visual, audio and video representations in their anti-stereotype
production
Students will
practice leadership and team-building skills to plan a strategy for their
project, organize information, delegate responsibilities, assist their team
members and persevere to completion.
MATERIALS: Project
overview/instruction sheet handout, production rubric handout, storyboard
handout, chalkboard, butcher paper, markers, props (to be developed by teams),
audio and video recording equipment, digital cameras, computers, printer, audio
and digital editing software (installed on computers), video tape, audio
cassette tape/minidisks, posterboard
ELL STRATEGIES:
Bringing community members into classroom, cooperative learning groups, hands-on
learning opportunities, use of technology
MULTIPLE
INTELLIGENCES
VISUAL/SPATIAL INTERPERSONAL INTRAPERSONAL
LOGICAL/MATHEMATICAL
MUSICAL
VERBAL/LINGUISTIC
KINESTHETIC
ASSESSMENT: Informal
assessment of student participation/interaction with guest speaker and group
collaboration.
|
WHAT INSTRUCTOR
WILL DO Note: This will take the entire 90-minute session in order
to allow time for the guest speaker. 5
Ws Quiz (Daily current
events quiz) ñ 5 minutes Instructor will
introduce the anti-stereotype project, go over the rubric and instructions
to begin focusing students on the production. She will then introduce the
guest speaker for the class session, a reporter from the Navajo Times, who will share her perspective as a Native American
journalist who is very committed to fair and accurate reporting on Native
communities. She will help facilitate discussion about alternatives to the
kinds of stereotypes that are prevalent in the media, and strategies to
counteract cliches and stereotypes. She will direct a group brainstorming
session in which students suggest ideas for projects and write them on the
board. Students will be
directed to select their top three choices for projects, and final
placements will be made the following day. |
WHAT STUDENTS WILL
DO Students will
automatically take out their current events journals and complete the
daily quiz, writing the 5 Ws about a news event they learned of in the
past 24 hours. They must have their journals and a pencil out before the
final bell rings, or else they automatically receive a zero on the quiz. Students will take
turn recording (with audio and video) the guest speakerís presentation
for possible use in projects. They will have the opportunity to ask her
questions about her job, her educational preparation, and so on.
They will participate in brainstorming project ideas with the guest
speaker. Students will select their top three choices for projects. |
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LESSON: Day 18
OBJECTIVE:
Students will
develop an idea for using broadcast or print media to counter-act a media
stereotype.
Students will learn
and apply production techniques (design, storyboard, script, editing) to
producing their own anti-stereotype production
Students will work
in groups to apply their knowledge of media technologies and techniques to
create visual, audio and video representations in their anti-stereotype
production
Students will
practice leadership and team-building skills to plan a strategy for their
project, organize information, delegate responsibilities, assist their team
members and persevere to completion.
MATERIALS: Copies of
the ìHow to Make Your Own Radio Diaryî manual, computer, internet access and
media player to play the Radio Rookies story, storyboard handout, paper, pencil
ELL STRATEGIES:
Storytelling, visual aides, integration of technology, cooperative learning
groups
MULTIPLE
INTELLIGENCES:
VISUAL/SPATIAL INTERPERSONAL INTRAPERSONAL
LOGICAL/MATHEMATICAL
MUSICAL
VERBAL/LINGUISTIC
KINESTHETIC
ASSESSMENT: Informal
assessment of oral responses to listening exercise, informal assessment of group
collaboration and participation.
|
WHAT INSTRUCTOR
WILL DO 5
Ws quiz (daily current events quiz ñ 5 minutes) Introduction(15
minutes) Instructor will
oversee the solidification of project topics and formation of groups,
re-assigning students (based on alternate choices) when groups become too
large. She will the show a short video and ask students to reflect on how
it challenges a common stereotype about Muslims. Heart
of the Lesson (20 minutes) Instructor will
again review the rubric and instruction sheet, and monitor students as
they take their first step: refining their topic and choosing their
production medium (print, video or audio). Instructor will use the video
to reinforce rubric criteria regarding content of the production, focusing
on how it addresses stereotype, interview choices (focus on
non-stereotypical backgrounds and professions, variety of sources, direct
contrasts of stereotypes and reality, etc.). The instructor will also
emphasize the importance of choosing good camera angles and going over the
list that students have been provided with visuals illustrating various
techniques. Instructor will prompt students to share techniques that were
particularly effective, and why. Instructor will remind students that they
will be assessed not only on their production, but on their collaboration
as a team, and she will monitor progress in this regard as she assists
teams with refining their ideas. Closure
(5 minutes) Each group will
report back to the class on their progress, while instructor provides
advice and direction for the following day. |
WHAT STUDENTS WILL
DO Students will
automatically take out their current events journals and complete the
daily quiz, writing the 5 Ws about a news event they learned of in the
past 24 hours. They must have their journals and a pencil out before the
final bell rings, or else they automatically receive a zero on the quiz. Students will
organize into groups around particular topics and consider alternatives if
groups are too large. They will view the video and participate in a brief
class discussion afterward about the content, overall message and style of
the video to generate further ideas about how to approach their own
videos.
Referring to video
technique handout, students will listen and participate as instructor
directs them to analyze effective content and technique in the video.
Students will refine topic in groups and choose their production medium.
Once these have been completed and approved by the instructor, they may
begin working on their story boards (a visual production outline). |
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LESSON: Day 19
|
WHAT THE
INSTRUCTOR WILL DO 5
Ws Quiz (Daily
current events quiz ñ 5 minutes) Instructor will
briefly speak about the progress sheís observing, areas of challenge,
and troubleshooting tips. She will answer any questions students have at
this point. Rubric will be posted for student reference. Heart
of the Lesson (25 minutes) Instructor will
have students listen to a Radio Rookies story, and will then initiate a
brief discussion about content and technique, referring to the Radio
Diaries ìHow to Make Your Own Radio Diaryî tips/technique manual. Instructor
will particularly draw student attention to Instructor will monitor
students in their groups for the remainder of the period. Closure
(5 minutes) Instructor will
make final observations and give suggestions. |
WHAT THE STUDENTS
WILL DO Students will
listen to teacherís tips and ask questions related to the progress on
their productions so far. Referring to the
Radio Diaries handout, students will listen to and reflect on the Radio
Rookies story, which is intended to spark ideas for their own productions,
which they will have the remainder of the period to work on. By the end of
the hour, every group should have started, or be ready to start, their
story boards.
Students will
reflect and ask questions about the dayís assignment. |
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LESSON ñ Day 20
|
WHAT INSTRUCTOR
WILL DO 5
Ws Quiz (daily current
events quiz ñ 5 minutes) Introduction
(10 minutes) Instructor will
model how to create a storyboard, using the Radio Rookies radio story as
an example. There is also a sample included in the production packets. Heart
of the Lesson (25 minutes) Instructor will
monitor group progress and assist where needed. Closure
(5 minutes) Instructor will
make final observations and give suggestions. |
WHAT STUDENTS WILL
DO
Students will automatically take out their current
events journals and complete the daily quiz, writing the 5 Ws about a news
event they learned of in the past 24 hours. They must have their journals
and a pencil out before the final bell rings, or else they automatically
receive a zero on the quiz.
Students will
observe instructor modeling the story board and ask questions about the
process, as needed. Students will work
in their groups to produce a storyboard. Students will
reflect and ask questions about the dayís assignment. |
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MEDIA
STEREOTYPING PROJECT
This
month, we are going to study media stereotypes. As you know, stereotypes are
generalizations about a group based on the actions or characteristics of a few
members of that group. For example, it is a stereotype that all Native Americans
wear headdresses and live in teepees. That is a generalization based on
characteristics of some ñ but certainly not all ñ tribes. It is based on how
members of certain tribes lived at some point in the past, but necessarily how
they live today. You get the idea.
There
are many different kinds of stereotypes, including stereotypes based on: race,
ethnicity, region, gender, sexual orientation, and religion. It is fair to say
that we have all been victims of stereotype at some point in our lives. It is
also very likely that we have perpetuated stereotypes at some point in our
lives. We learn to believe in stereotypes by watching and listening to other
peopleís reactions and statements. ìOther peopleî can be the people we see
every day. It can be the people who report the news on television, in
newspapers, or on the radio. It can also be advertisers, who use stereotypes to
sell us products. Weíll get into all that later.
This
month, you will learn about different kinds of stereotypes, and how the media
sometimes perpetuates ñ or spreads ñ stereotypical ideas about groups of
people. Itís human nature to want to put things in categories, but often,
stereotypes can be dangerous. People throughout history have used stereotypes as
an excuse to wage war and violate peoplesí human rights. It still happens
today. This month, we will:
n
Take a look back
at some famous examples of stereotypes, and how the media helped perpetuate
them.
n
Examine the
causes and consequences of those famous stereotypes
n
Analyze some of
todayís media stereotypes
n
Examine our own
stereotypes, and how the media may have helped shape them
n
Think about how
to avoid stereotyping others
n
Work in groups
to make a media production that challenges stereotypes
The
last objective will be the big assessment for the unit. It will require you to
use a lot of different skills that you have developed in your life. Those skills
are what we call ìmultiple intelligencesî ñ the different ways that people
are smart and talented. Some people are good at talking. Some are good at drama,
drawing or music. Others are good at math and reasoning. Some have good writing
skills. Some are very in tune with nature. Others are good at sports or dance.
And some people are very good at thinking things out in their heads. You may be
good at some of these things and not others. You may have one great talent.
In
this project, you will get a chance to use all of these skills, or pick and
choose the ones that you are best at. Why? Because we all learn in different
ways. The important thing is that we DO learn, however we get there! Everyone
has a different path to get to the same place.
n
Think of the way
girls and women, or boys and men, are depicted in popular commercials. How are
they stereotyped? How could you make a commercial that shows ìrealî women
and men?
n
Interview a
community member about how they see their group portrayed in the media (it could
be a racial group, culture group, gender group, religious group, etc.). What are
some stereotypes they have seen in the media? How do they feel about them? What
would they like to see different about their group on television or in
newspapers or on the radio?
n
Do a news report
about stereotypes at school. What are some common stereotypes? Why do people
stereotype others? What are their motivations, and what are the consequences?
n
Make a public
service announcement that will make people think about the damage that can be
done by stereotypes. Focus on one group.
Donít let your ideas stop here! If your
group comes up with a project that interests you more, go with it! Just check
with Ms. Spanne before you get started so she can make sure youíre on the
right track. While youíre still in the thinking/brainstorming stage, stations
will be set up around the room and at the library with examples of
anti-stereotype media. Your groups should take time to listen to/view at least
two of them to get ideas. Hopefully, youíll come back with new inspiration and
brainstorm some more, until you decide on something that is exactly what you
want.
Look over the rubric carefully so that you
have a good idea of what it takes to make a successful production. You will
assess yourself and your group members. Ms. Spanne will also assess your
performance, based on your group work, the quality of your production, and your
self-assessment. You will have lots of help and examples along the way. The
important things are that you know where youíre going, and that you donít
waste a lot of time getting there.
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Assessment
Rubric
|
Feature |
4 ñ Fantastic
|
3-Good |
2-Adequate |
1-Not competent |
|
Collaboration (Interpersonal) |
-
You have shared many ideas with your group. - You have listened
patiently while others share, and always provided constructive criticism. - You always jumped
right in to help group members out when they were struggling, without
taking over - You often took on a
leadership role to problem-solve, make sure everyone was on-task and
getting their part of the project
done. - You always followed
through with your responsibilities to the group. |
- You shared some ideas
with your group. - You usually listened
patiently while others shared ideas, and usually provided constructive
criticism. - You usually tried to
help group members out when they were struggling. Sometimes you took over,
though. - You sometimes showed
leadership by making sure everyone was on-task. - You usually followed
through with your responsibilities to the group, but sometimes you
slipped. |
- You shared ideas with
your group every once in a while, but often you were silent. - You didnít often
listen when others shared ideas, or you listened more to some group
members than others. - You usually did not
help out group members when they were struggling, OR you tried to help
them out but usually ended up taking over. - You usually let
others take on the leadership role and didnít speak up when someone got
off-task. - You often failed to
meet deadlines. |
- You rarely or never
contributed to the group. You were always or
almost always negative when talking to group members. - You were more often
ignoring your group members than listening to their ideas. - You did not offer
help to group members who were struggling, OR you just took over instead
of helping them do it themselves. - You never took on a
leadership role. You usually acted as though you didnít care and
didnít help out your group. - You never met
deadlines and let your group down. |
|
Planning Process: Storyboard (visual ñ video) Script Treatment (auditory-radio) Mock-up (visual
ñ website/poster/print |
Storyboard is very
detailed. It shows exactly what will happen in each shot and states
exactly what will be said in each shot. Script treatment is
very detailed. It includes: labeling each cut as narration, interviews and
ambient sound; length of cut; tape# and counter #s; and in-words/out-words
for each actuality. Mock-up is a detailed
sketch. It includes the exact text and/or dialogue that will be included
in the final product. |
Storyboard is fairly
detailed. It is sometimes missing details of what will actually happen in
the shot, or what will actually be said during the shot. Script treatment is
fairly detailed. It is sometimes missing one of the elements (labeling
each cut, length of cut, tape# or counter #). Mock-up is fairly
detailed, but it is missing text/dialogue, or details from the sketch that
make it a bit hard to understand the message. |
Storyboard is hard to
understand. It is missing important details about the shot or what will be
said during each shot. Script treatment is
hard to understand. It is missing two or more elements. It is hard to
understand the message/theme from looking at the mock-up. The sketch is
not detailed. Text is unclear or missing. |
Storyboard was not
turned in, or is less than 1/3 complete. Script treatment was
not turned in, or is less than 1/3 complete. Mock-up was not turned
in, or appears to be less than 1/3 complete. |
|
Musical element (video
and audio productions only) |
The music supports the
theme of the product very well. It creates a mood that goes along with the
message of the production ñ the viewer/listener gets it right away
without having to think much about it. It is easy to understand why that
music was chosen. |
The music goes along
with the product fairly well. It helps the viewer/listener understand the
mood and message, but they might have to think about it for a while. |
It seems like the group
just chose music that they liked, without thinking about how it would add
to the mood and message of the production. Music doesnít ìmatchî the
production. |
No music was included. |
|
Theme |
Your groupís
production shows a lot of creativity and successfully developed the
anti-stereotype theme. The production shows that your group paid attention
to the anti-stereotype criteria list and were successful in using those
criteria in your production. The message is loud and clear. It clearly
challenges a stereotypes. The average viewer/listener and even media
professionals could learn something from watching your video. |
Your groupís
production showed some creativity. The anti-stereotyping theme was there,
but sometimes your production lost focus and went off the subject. The
production included some of the anti-stereotyping criteria. The message of
your production could be clearer, but the average viewer/listener will
walk away from your production feeling like theyíve learned something
about stereotyping. |
Your groupís
production shows little creativity. The anti-stereotyping theme is not
clear. The production went off the subject of stereotyping. Itís not
clear what people are supposed to learn from your production. |
Your groupís
production was incomplete. Because of this, itís not possible to
understand the theme. |
|
Techniques (visual/auditory) |
VIDEO: Your group used
creative camera angles and editing techniques that made your theme clear
and your message powerful. AUDIO: Your group used
a variety of ambient sound and editing techniques to creatively make your
theme clear and message powerful. VISUAL: Your groupís
poster or website is eye-catching and interesting, and your message is
very clear ñ itís easy to understand the point. You use color
effectively to support the theme and message. The website has good links
to related resources. |
VIDEO: Your group
sometimes used creative camera angles and editing techniques that helped
make your theme clear. Next time, be more adventurous! AUDIO: Your group
sometimes used ambient sound and editing techniques and there were moments
of creativity that helped get across your theme and made your message
clear. VISUAL: Your groupís
poster or website is eye-catching and interesting. Your message is fairly
clear. A viewer might have to think about it for a while, but theyíll
eventually get the message. You
have used some color, but it could have been stronger.
|
VIDEO: Your group used
very few creative camera angles and editing techniques. AUDIO: Your group
used very little ambient sound and did not try any editing
techniques to get your point across. Your production sounds choppy and
this distracts from your theme and overall message. VISUAL: Your groupís
poster or website is rather
dull. Your message is not clear. A viewer would have trouble understanding
the point. You have not used much color. |
VIDEO: Your group did
not use creative camera angles and editing techniques.
Your production is incomplete and not edited. AUDIO: Your group did
not use ambient sound. Your production is not edited ñ itís just raw
sound. VISUAL: Your groupís
poster or website is incomplete. |
|
Self-Assessment (Intrapersonal) |
Your self-assessment is
detailed and honest. You have thought carefully about your own
performance. You have provided many examples to support and explain the
statements you make. |
Your self-assessment
could have more detail, but it shows some thought about your own
performance on the project. You have provided a few examples to support
and explain the statements you made. |
Your self-assessment
has very little detail. After reading it, it is hard to tell how you feel
about your performance on the project. You have not provided any examples
to support your statements. |
Self-assessment is
incomplete, or was not turned in. |
NAME:
SCORE:
COMMENTS:
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The
5 Cs of Portfolios
The 5 Cs are:
Celebration: We want to celebrate your work, accomplishments and learning!
Cognition: Thatís another word for thinking. In this case, you will think and reflect on your own work ñ what you liked about it, what you wish youíd done differently, and what youíve learned from the experience.
Communication: Every quarter, we will celebrate your portfolios by inviting family, school staff and other teachers to view them, ask questions and share their own feelings about your work.
Cooperation: Some of the work in your portfolio is collaborative, meaning that you worked as a team with other students. In your own portfolio, you can think about how the team worked together, evaluate the teamís work, and express what you learned from the experience.
Competency: Competency means being successful in your learning. Every portfolio project is progress toward a goal. If you successfully reached the goal, you have reached the competency. In order to be successful in the class, you must reach a certain level of competency. If you are willing to put in the time and thought, you are more likely to reach the competency.
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