rd

Combatting Media Stereotypes

Grade: 3

Essential Questions:

Why should we combat false media messages?

How can we combat false media messages?

Common Core Standards:

CCSS.ELA-LITERACY.RI.3.6
Distinguish their own point of view from that of the author of a
text.
CCSS.ELA-LITERACY.W.3.2
Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.

Objectives:

Students will be able to demonstrate their point of view from that

of the author of a media by creating a response that combats the
medias message. (RI.3.6)
Students will demonstrate an understanding of how to combat
negative media messages by writing an informative text explaining
their ideas. (W.3.2)

Materials:
Markers, Crayons, Colored Pencils
Writing utensils
Loose Leaf Paper
Selected media samples from previous lesson
Selected media response samples
Students Detective Sheets from previous lesson
Chart Paper with stereotypes from previous lesson
Construction Paper
Scissors
Glue
Magazines
Templates

Hook:
The teacher will begin by saying, we have already learned about
stereotypes, talked about how they can be unfair to others, and really
delved into exploring where we can find stereotypes. We learned that we
could find many stereotypes in the media! This is why we want to be
media literate! We also have explored how stereotypical messages in the

media influence the way people think, act, and feel. You all thought about
how this impacts yourself, your community, and the world. Now that you
have all of this powerful knowledge, what should you do? You know how
to identify stereotypes, ask questions about the media messages you
see, and think about how those media messages influence others. Will you
respond differently to media messages now? How should we respond?
The teacher will ask students to discuss these questions in their groups
for 3 to 5 minutes. Meanwhile the teacher will hang up a piece of chart
paper on the board labeled How should we respond to media
messages?.
After students are done discussing the teacher will ask each group to
share their ideas. The teacher will record the groups ideas on the chart
paper. After the students have shared the teacher will say, These are
all excellent ideas on ways to respond to media messages. Today you are
all going to create a response that combats a negative or stereotypical
media message. Combat means to fight. So we are going to fight negative
media messages today. You can use these ideas we came up with as a
class to help you in the process.

Lesson Procedure:
The teacher will say, Today you are first going to pick out a particular
media you explored in the past few lessons that you think had a negative
or stereotypical media message. You can use your detective sheets, your
plate projects and the lists of stereotypes we created to help you make
your choice. Once you have selected that media I want you to find it at
the station and bring it back to your desk. This means everyone has to
choose a different media. Some of you might need more than one media,
so keep in the back of your mind your second or third choices. The
teacher will give the students 5-7 minutes to complete this task.
After the students have selected their media the teacher will explain
that each student is going to create a physical response to the media
they chose that combats the negative media message. Students will have
the choice to create a social media response; a media talk back response,
or an artistic response. The teacher will then pass out an instruction
sheet for each of the 3 different project options. The teacher will
explain each project and show an example of a completed project for
each. Direction sheets are below. Students will be given about 45
minutes to work. During this time the teacher will walk around to assist
and answer questions.

Social Media Response

Directions
For this assignment you will create a Facebook and Twitter Profile using the
templates provided. On your Facebook and Twitter profiles you will create three
to four posts with #hashtags, pictures, or links to other sites, BE CREATIVE. Your
posts must be in response to the negative media message. Your posts could explain
how the message of the media is untrue/unfair and/or your posts could state the
true story that the media doesnt share.
For example, if you are responding to media that communicates that all girls must
be skinny. Your Twitter or Facebook response could be Beauty comes in all sizes
Disney #loveyourself

Facebook Template

(Teacher will show example)

Talk Back to Media

Directions
This project is a great choice if you have chosen a printed
advertisement, news article, billboard, or book. For this project you will
glue a speech bubble onto 3 to 4 printed medias. That means youll have
to choose a few more for this project. In your speech bubble you will
write the truth or what is really going on in the media. For example, if
you had chosen a cigarette advertisement you might write in the speech
bubble Smoking kills.

(Teacher will show example)

Artistic Response
Directions
Its your time to be creative! Create an art piece, song, comic, short
story, or play script in response to the negative media message you
chose. You will choose ONE response. Your response should be about a
page long. Your response could explain how the message of the media is
untrue/unfair and/or your response could state the true story that the media
doesnt share.

(Teacher will show example)

Lesson Closure:
The lesson will end by having students volunteer to share their response
media pieces. Students will share first the media with the negative
message and then present their response. Students will explain how their
response combats the negative message presented in the media.
For homework or if time the next day, students will be required to write
a one page response to their project. Their prompt will ask them to
explain the media they chose and the negative message it presented.
Then explain the response they created and how it combats the negative
message presented in the media.

Concept Evaluation:
Students will be evaluated based on the completion and content of their
media response project, as well as their informative writing response.
Students must show an understanding of the media they chose for their
project and the negative message it sends. Student understanding will be
demonstrated in their response project. Students projects will be
assessed by whether their response combats the message in the media.
Furthermore, students writing responses will be evaluated for whether
they explain the media they chose and the negative message it presented.
As well as, explain the response they created and how it combats the
negative message presented in the media.
Students will also be formatively assessed throughout the lesson plan.
The teacher will do this by evaluating if students are participating in
group discussion and actively working on their project.

Gear up:
Gifted Students
Gifted students will be required to create 2 different responses to the
media. They can choose multiple medias or stick with one and do multiple
responses to one. This will challenge gifted students by requiring them to
respond in one way they are more comfortable with and one way that
they are less familiar with. This will also require them to brainstorm and
communicate in different formats.

Gear down:
Struggling Students & ELL Students
Struggling students will be given a partner to work on their project with.
They will still be required to do the same amount of work but they will
share the same media as their partner. This way they can bounce ideas
off of each other and ask each other questions, but still do their own
work and responses.
If there is another student in the class who speaks the same language as
the ELL student the teacher should also pair these students together to
work in partners. This way they can bounce ideas off of each other and
ask each other questions, but still do their own work and responses.
The ELL student already has the option of creating a visual response
under the artistic category so if there is a very large language barrier
this may be something they would be interested in to communicate their
ideas. Also, the social media response and Talk Back options are not as
text heavy and would be a good choice for a beginning English language
learner. For the written reflection the ELL student can write their ideas
in bullet points, or single words. If there is a translator available they
could write their response in their native language. The student could
also do an oral response if they are less comfortable with written
language.