Lesson 4
Lesson Plan Focus: GTK (Image gap, Exposing Body Image, Prejudice Gender Stereotypes)
Class: Dance 2 Grade: 9-12 Co-Curricular: Health, Critical Media Literacy
Time Allotment: 3 class periods (56 minutes)
Standards Addressed:
Common Core State Standards:
SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
RST.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Intended Learning Outcomes
Objectives:
CML Objective: Evaluate, synthesize, and analyze their place in society as compared to what the media projects in magazines, music videos, and television.
What Essential Question(s) will be considered:
Investigation- Look at 3 Music Videos, T.V. Show clips, and “Beauty” Image
Discussion- Brainstorm, Analyze ideas, Share, Listen
Choreograph & Perform- Stereotype and unstereotype dance
Materials/Equipment/Resources/Facilities
Smart Phone, Social Media (Instagram, Facebook, Twitter), Dance Studio, Collage App,
White board
Implementation
Summary: Students will look at images from media and analyze and interpret using CML strategies.
Anticipatory Set: (30 sec.) “Today we are going to look at what we think is beauty in the world and why. How influential is what we look at daily and where do we learn to value what we have? Please be ready to use your tech.”
Procedure:
On the Board: AGENDA- Dance 2 Investigate DO NOW- Have tech out <Dance 2 Don’t Change>
Steps: 5 key ML questions on the board for students to refer to for the next part.
Collaboration: Working with a partner cooperatively.
Tech Handout: Image Gap Questionnaire in Google Doc
https://docs.google.com/spreadsheets/d/16stHLxbhher-sDKjnmbSi9zykPqIV_1P-CzPAT3monM/edit?usp=sharing
Class: Dance 2 Grade: 9-12 Co-Curricular: Health, Critical Media Literacy
Time Allotment: 3 class periods (56 minutes)
Standards Addressed:
Common Core State Standards:
SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
RST.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Intended Learning Outcomes
Objectives:
- Students will be able to demonstrate an awareness of the role self-esteem plays on guiding lifestyle choices.
- SWBAT demonstrate ab ability to implement positive strategies to counter poor self-image.
- SWBAT demonstrate an awareness of the media’s role in dictating standards of attractiveness in society.
- SWBAT understand how media images can affect their own feelings toward themselves and others.
- SWBAT understand how unattainable these standards can be for most of the population.
- SWBAT evaluate ways in which their own lives have been affected by stereotypes and how it can be related to violence.
CML Objective: Evaluate, synthesize, and analyze their place in society as compared to what the media projects in magazines, music videos, and television.
What Essential Question(s) will be considered:
- What is the message about beauty in/on the (video, t.v. show, image)?
- Who might benefit from or be harmed by these messages?
- What values are implied by these messages from (video, t.v. show, image)?
- 5 Key CML questions
- Who created this message?
- What creative technique is used to attract my attention?
- How might different people understand the message differently from me?
- What lifestyle, values and points of view are represented in, or omitted from, this message?
- Why is this message being sent?
Investigation- Look at 3 Music Videos, T.V. Show clips, and “Beauty” Image
Discussion- Brainstorm, Analyze ideas, Share, Listen
Choreograph & Perform- Stereotype and unstereotype dance
Materials/Equipment/Resources/Facilities
Smart Phone, Social Media (Instagram, Facebook, Twitter), Dance Studio, Collage App,
White board
Implementation
Summary: Students will look at images from media and analyze and interpret using CML strategies.
Anticipatory Set: (30 sec.) “Today we are going to look at what we think is beauty in the world and why. How influential is what we look at daily and where do we learn to value what we have? Please be ready to use your tech.”
Procedure:
On the Board: AGENDA- Dance 2 Investigate DO NOW- Have tech out <Dance 2 Don’t Change>
Steps: 5 key ML questions on the board for students to refer to for the next part.
- (10 min.) Students will watch 2 music videos presented by instructor and one of their choice and make notes in their notes section on their own tech.
- Janet Jackson “Control” & Diplo “Express Yourself”
- (10 min.) Students will watch 2 T.V. Show clips presented by instructor and one of their choice and make notes in their notes section on their tech.
- Fresh Prince of Bel Air
- Pretty Little Liars
- (10 min.) Students will pull up an image of male or female that exhibits true beauty in their eyes. They will then write what makes that person/image drawn to them.
- (15 min.) Pair discussion on findings and then report out as group. Teacher will make notes on the white board on common words or topics that arise during the discussion.
- (15 min.) Distribute Image Gap Questionnaire and lead students through each step. In Part A, students check the five qualities they admire most in others. Then they copy those five qualities onto the lines in Part B. Ask students to think about how these qualities apply to them and then circle a number between one and ten to indicate how much each quality applies.
Collaboration: Working with a partner cooperatively.
Tech Handout: Image Gap Questionnaire in Google Doc
https://docs.google.com/spreadsheets/d/16stHLxbhher-sDKjnmbSi9zykPqIV_1P-CzPAT3monM/edit?usp=sharing