8th Grade Honors English 10/2/13 Lesson: Media Literacy / Analyzing Visual Texts Objectives: SWBAT consider the

e impact of visual texts and media messages by completing their daily journal assignment. SWBAT discuss the accuracy of American youth that is presented in the media through large group discussion. SWBAT understand the impact stereotypes have on media messages and visual literacies. SWBAT create a written literacy piece around visual texts by collaborating in small groups. Standards: CCSS.ELA-Literacy.RL.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g. through comparisons, analogies, or categories). CCSS.ELA-Literacy.RL.8.4 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Rationale: Visual texts provide a variety of comprehensive and analytical thinking opportunities for students. This lesson intends to improve students understanding of close-reading a visual text. Specifically, students will work with contemporary visual texts that seek to represent young adult life and critically consider how these images affect their daily lives. Students will be asked to analyze these visual texts advertisements and pictures, while considering how to create a written text around them.

Materials: Journals Pencil Photo Handout Comprehension Handout HW Handout CHAMPs: Conversation: Students will discuss their daily journal entry and engage in large group discussion about media literacy. Help: Students will ask Ms. Brooks any clarifying questions that need answering. Activity: Students will engage in multiple activities, including a four corners movement activity, comprehension questions, annotating visual texts and discussing the multi-media messages in a large group forum. Movement: Students will respond to written prompts by moving to designate areas; they will pass their journals to either the person in front or back of them; those designated students will take their journals to its assigned box. Participation: Students will participate by engaging in small and large group discussion, actively during discussion, and ask any clarifying questions if needed. Procedures & Time 1. Breakfast/ Journals & Discussion: Video Journal: What are some stereotypes about men and women? List three for each. Teacher Moves Remind students to eat the provided breakfast if they choose. Give verbal instruction to begin journals, circulate as students write. Answer any clarifying questions.

Students will watch a short clip from the movie Mulan, which highlights themes of masculinity. After the clip is complete, Briefly discuss young adult television students will respond to the journal prompt when I was in middle school, lack of above. (15-20 min) representation for all types of people. Reference the shift with television shows Mulan clip: such as Glee. http://www.youtube.com/watch?v=eGMNgNfdaY Discuss video clip. Prepare students to viewing by ensuring desks are clear and everyone is quiet. Explain that their journal today will be a response to the video, so they should pay close attention. Circulate, as students are viewing/responding to the journal. After students complete journals, give verbal instruction for students to place

their binders beneath their desks for the meantime. Refocus attention upfront, Eyes forward, mouths closed. Make sure students are quietly listening to instruction. Explain the Four Corners activity, how it relates to overall media literacy lesson. Direct students to the written prompts on the front white board. Verbally instruct students not to move until the complete prompt has been read. Refocus student attention, as they are moving and talking as needed.

2. Four Corners (or Rows) Activity: Students will respond to six written prompts about media and young adults. Each desk will have designated Agree, Strongly Agree, Disagree, Strongly Disagree and Indifferent signs. Students move to whichever sign they believe fits to the prompt. Two or three students from each side will explain their rationale for the movement. (10 min) 3. Group Activity Analyzing Media Visuals: In groups of four, students will analyze photos that perpetuate or go against gender role stereotypes. Students will discuss the picture, acknowledge any stereotypes or misrepresentations present, each member will write two sentences about the picture and decide on a title as a group. (15 min)

Verbally explain instruction and direct students to the written instructions on their handout. Group assignments are predetermined based on the seating chart. Each group will have a designated: reporter, recorder, timekeeper, and task manager. Desks will be reconfigured for this lesson before school. Encourage students to think back on the video and journal as they are working with their visuals. Provide teacher sample visual and example of what students are expected to do. Circulate as students are working to make sure theyre on task.

4. Report Out: One member from each group will present their photo, its title and describe whether it is a realistic representation of young adults. (15 min)

Make sure all conversations are done and attention is focused on the groups speaker. Give quick feedback for presenters; encourage students to give a power clap for each presentation. Review HW assignment, which will be due the following Monday.

5. Homework Assignment: Pick one popular young adult figure (i.e. celebrity,

fictional character, sports figure Gabby Douglas). Answer the following questions: Students may work quietly on homework if time permits. (1) Tell us a little about this person. Why did you choose him or her? (2) How does this person positively or negatively influence the perception of young people in America? (3) Does this person perpetuate any racial, cultural or gender stereotypes? Consider dress, appearance, attitude, and intelligence. Explain.

Class End !