Linda+Miller

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Adolescents and how they are portrayed by the media. This unit can be taught in the 6-8 grade levels.


This unit will be taught in 4 weeks

During adolescents, young people experience so many physical, emotional changes along with social maturity. During this time, they are affected by outside influences such as the media. Most of the media portrayal of the adolescent is unrealistic and show unrealistic “perfect” bodies. Today’s models are an example of the unrealistic “perfect” bodies. Many teens want to be just like the characters they see on TV, but some forms of media do not show the real diversity of the world. This leads young adolescent girls to believe they have to be super thin just like the models and other young adolescents who are portrayed through the media on television shows such as America’s Next Top Model, many adolescent sitcoms (ICarly, Victorious, etc.) and also music videos. Young adolescent males are affected by the violence in many video games and movies. Videos are geared mainly toward the male adolescent and include extreme sexual content. Young adolescent females see the characters advertised through media and want the same unrealistic bodies they see. This need to be thin can and has lead to eating disorders such as anorexia and bulimia. This desire for an ideal weight relates to their personal image, which is very important to them. The media and advertisers reinforce unrealistic body weights. They convey to these young adolescents that 10 percent body fat is the ideal, but the ideal and healthier body fat is actually 22 percent.
 * 95% of people with eating disorders are between the ages 12 and 25
 * Media images influence unhealthy eating habits among adolescents
 * Pictures of many models today (male & female) meet the clinical diagnosis threshold for eating disorders

This unit will allow students to explore and think about how media portrays the adolescent in today's world and give them an understanding of how unrealistic the media's view is of adolescence. The students will be writing designing an advertisement and aimed at adolescents for their final project in this unit.


 * __Unit Objectives:__**
 * Students will be able to thinking critically, discuss, and analysis of texts
 * Students will become aware of unrealistic portrayals of adolescence
 * Students will be sample, explore,and find examples of realistic adolescent portrayals
 * Students will be able to identify the media's unrealistic views and how these images affect them
 * Students will write a one to two page reflection on each book read.

This unit meets the Common Core State Standards requirements. Common Core State Standards

__Unit Materials:__
 * Books
 * [[file:Literature List.docx]](choose at least 2 to 3 from the list provided)
 * Wiki


 * __Week 1__**

__**Day 1**__

__Materials Needed:__
 * Pencils
 * Paper
 * Book List
 * Dove Youtube Video Worksheet[[file:Dove Youtube Video.docx]]
 * Youtube Video: This is a look at how advertisements effect adolescents and how adolescents compare themselves to what they see in the advertisements.
 * media type="youtube" key="GgUE4BeWM-g" width="425" height="350"

__Lesson:__

Start by asking students what is the media.Discuss what it is and state the next 4 weeks they will be learning and researching how it affects each of them. Hand out video worksheet and introduce Youtube video Dove Ad: The Evolution of Beauty (Time-lapsed). Have students write about their observations of the video. Have student complete Dove Youtube Video worksheet.

Divide students into small groups and discuss the video and what they wrote. Have students discuss how this affects the way the advertisement makes them feel.

Homework: take notes from small group discussion and write a one-page reflection on how they feel the media affects them.


 * __Day 2__**

__Materials Needed:__
 * Pencils
 * Paper
 * Books
 * Computer (model how students will use wiki)

__Lesson:__

Lead large group discussion on small group discussions and reflections from day 1. Discuss how this affects they way students feel. Ask students if they know what a wiki is and how it is used. Discuss wiki and how it works. Model wiki and how to accept invitation to wiki. Discuss expectations for wiki for each student. Students will write about their writing experiences and what they found in their explorations of the media. The wiki will be a classroom project that is interactive. Each student will be able to add to what other students write about and add their own commentary. Discuss papers students will write and different genre's they will use. Students will be writing their first response on wiki. Students will discuss concerns, suggestions, and ideas.

Assign research assignment #1 Students will find at least 2 media advertisements aimed at adolescents and write about them (what they are advertising and how).


 * __Day 3__**

__Materials Needed:__
 * Pencils
 * Paper
 * Computer lab
 * Advertisements

__Lesson__

In the computer lab students will search for advertisements that are aimed at adolescents. They will write on the wiki. Discuss media advertisements students brought in to determine how the advertisements affect them as adolescents. Assign writing assignment #1. Students will write a one page reflection about how the advertisements affect them or how the advertisements make them feel.

__**Day 4**__

__Materials Needed:__ media type="youtube" key="N7KeuU7mh0k" width="425" height="350"
 * Pencils
 * Paper
 * Books
 * Reflection page
 * Youtube video: Advertising to Teens shows how advertisers aim their products at the adolescents to entice them to by their products.

__Lesson:__

Introduce Youtube video. Watch Youtube video. Discuss Youtube video. Do you agree or disagree with the teens and why? How do you feel about advertisers targeting your age group? Start writing one page reflection of video.

__**Day 5**__

__Materials Needed:__
 * Books
 * Reflection page
 * Computer lab

__Lesson:__

Students will be given entire class period to read and work on paper #1 & 2 if they are not finished.Teacher will be conferencing with individual students. Students will be posting on wiki.

__**Week 2**__

__**Day 1**__

__Materials Needed:__
 * Pencils
 * Paper
 * Youtube video: media type="youtube" key="Ku6atTiEzjg" width="425" height="350"
 * Youtube video:media type="youtube" key="H1KWofXSt6c" width="425" height="350"

__Lesson:__

Watch youtube video and discuss students reactions to what they see. Students will write a two to three page reflection on how advertisers aim their products at adolescents (due Friday). Students will write how they feel on wiki. This week students will only be writing on wikis when they can do so outside of class.

__Homework:__

Students will write a 2 page reflection on the videos (1 page for each video).


 * __Day 2__**

__Materials Needed:__
 * Pencils
 * Paper
 * Game video worksheet[[file:Video Games.docx]]
 * Youtube Video media type="youtube" key="YqDA03jHUhs" width="425" height="350"

__Lesson:__

Introduce Youtube video. Pass out video game worksheets. Watch Youtube video. Have students write down ideas while they are watching video. Discuss how this type of media is different from advertisements. Discuss how these games are aimed at adolescents and how it makes the students feel.


 * __Day 3__**

__Materials Needed:__
 * Pencils
 * Paper
 * Magazines

__Lesson:__

Introduce collage project. Break students into groups of 3. Brainstorm ideas on how advertisements affect them, how the advertisements make feel and how see themselves because of the advertisements. Have the advertisements changed their self-perception. Have students find advertisements they can either cut out of a magazine or print from a computer advertisement to form a collage. The collage is to represent how advertisements aimed at adolescents and show how the advertisements make them feel and how they see themselves because of these advertisements. Students will also write a one page reflection about their collage. Collages will be presented to class. Homework: Have students find advertisements they can use for collages. Students will also work on one page reflection for their collage.

__**Day 4**__

__Materials Needed:__
 * Pencils
 * Paper
 * Markers
 * Glue sticks
 * Poster boards
 * Magazines
 * Advertisements

__Lesson__

Students will have entire class period to work on collages. Teacher will walk around and help students as needed.


 * __Day 5__**

__Materials Needed:__
 * Collages

__Lesson:__

Students will present collages to class. Video worksheets due today.


 * __Week 3__**


 * __Day 1__**

__Materials Needed:__
 * Pencils
 * Paper
 * Computer
 * Project Expectations[[file:Advertisement Expectations.docx]]

__Lesson__

Teacher will discuss final project and expectations. Students will be divided into groups of 2 or 3 students. Students will "invent" a product in which teens would be interested in to be used in advertisement. Teacher will be conferencing with each group.

__**Day 2**__

__Materials Needed:__
 * Paper
 * Pencils
 * Computer lab
 * Technology Platform List [[file:Technology platforms.docx]]

__Lesson:__

Students will use computer lab to start research on advertising designs. Students will explore advertising platforms to prepare for their final project. Students will write about experiences on wiki.

__**Day 3**__

__Materials Needed:__
 * Pencils
 * Paper
 * Computer lab

__Lesson:__

Students will continue work in computer lab. Students will work on platform and designs.


 * __Day 4:__**

__Materials Needed:__
 * Pencils
 * Paper
 * Computer lab

__Lesson:__

Students will continue work on projects in computer lab. Teacher will help as needed.

__**Day 5**__

__Materials Needed:__
 * Pencils
 * Paper
 * Computer lab

__Lesson:__

Students will continue to work on projects in computer lab. Teacher will help students as needed.

__**Week 4**__

__**Day 1**__

__Materials Needed:__
 * Computer lab

__Lesson__

Students will continue to work on projects in computer lab. Teacher will conference with students as needed.


 * __Day 2__**

__Materials Needed:__
 * Computer lab

__Lesson:__

Students will be finishing advertisement projects.


 * __Day 3__**

__Materials Needed:__
 * Computers and Advertisements

__Lesson:__

Students will start presenting advertisements to class.


 * __Day 4__**

__Materials Needed:__
 * Computer and Advertisements

__Lesson:__

Students will present advertisements.


 * __Day 5__**

__Materials Needed:__
 * Computer and Advertisements

__Lesson:__

Students will present advertisements.


 * STANDARD 1.1 **//** U **////** n **////** d **////** e **////** r **////** s **////** t **////** a **////** n **////** d and practice writing as a recursive process. **//


 * CE 1.1.2 ** Know and use a variety of prewriting strategies to generate, focus, and organize ideas (e.g., free writing, clustering/mapping, talking with others, brainstorming, outlining, developing graphic organizers, taking notes, summarizing, paraphrasing).


 * CE 1.1.3 ** Select and use language that is appropriate (e.g., formal, informal, literary, or technical) for the purpose, audience, and context of the text, speech, or visual representation (e.g., letter to editor, proposal, poem, or digital story).


 * CE 1.1.4 ** Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and mechanics) of the selected form or genre.


 * STANDARD 1.2 **//** Us **////** e writing, speaking, and visual expression for personal understanding and growth. **//


 * CE 1.2.1 ** Write, speak, and use images and graphs to understand and discover complex ideas.

(e.g., diary, journal writing, portfolio self-assessment).
 * CE 1.2.2 ** Write, speak, and visually represent to develop self-awareness and insight


 * S **** T **** ANDARD 1.3 **//** Communicate in speech, writing, and multimedia using content, form, voice, and style appropriate to the audience and purpose (e.g., to reﬂect, persuade, inform, analyze, entertain, inspire). **//


 * CE 1.3.1 ** Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, ﬁction, drama, creative nonﬁction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, deﬁnition, or cause and effect).


 * CE 1.3.2 ** Compose written and spoken essays or work-related text that demonstrate logical thinking and the development of ideas for academic, creative, and personal purposes: essays that convey the author’s message by using an engaging introduction (with a clear thesis as appropriate), well-constructed paragraphs, transition sentences, and a powerful conclusion.


 * CE 1.3.6 ** Use speaking, writing, and visual presentations to appeal to audiences of different social, economic, and cultural backgrounds and experiences (e.g., include explanations and deﬁnitions according to the audience’s background, age, or knowledge of the topic; adjust formality of style; consider interests of potential readers).


 * CE 1.3.7 ** Participate collaboratively and productively in groups (e.g., response groups, work teams, discussion groups, and committees)—fulﬁlling roles and responsibilities, posing relevant questions, giving and following instructions, acknowledging and building on ideas and contributions of others to answer questions or to solve problems, and offering dissent courteously.


 * STANDARD 1.5 **//** P **////** roduce a variety of written, spoken, multigenre, and multimedia works, making conscious choices about language, form, style, and/or visual representation for each work (e.g., poetry, ﬁction and creative nonﬁction stories, academic and literary essays, proposals, memos, manifestos, business letters, advertisements, prepared speeches, group and dramatic performances, poetry slams, and digital stories). **//


 * CE 1.5.1 ** Use writing, speaking, and visual expression to develop powerful, creative and critical messages.


 * CE 1.5.2 ** Prepare spoken and multimedia presentations that effectively address audiences by careful use of voice, pacing, gestures, eye contact, visual aids, audio and video technology.


 * CE 1.5.3 ** Select format and tone based on the desired effect and audience, using effective written and spoken language, sound, and/or visual representations (e.g., focus, transitions, facts, detail and evidence to support judgments, skillful use of rhetorical devices, and a coherent conclusion).


 * CE 1.5.4 ** Use technology tools (e.g, word processing, presentation and multimedia software) to produce polished written and multimedia work (e.g., literary and expository works, proposals, business presentations, advertisements).


 * CE 1.5.5 ** Respond to and use feedback to strengthen written and multimedia presentations (e.g., clarify and defend ideas, expand on a topic, use logical arguments, modify organization, evaluate effectiveness of images, set goals for future presentations).


 * STANDARD 3.4 **//** E **////** x **////** a **////** mi **////** n **////** e mass media, ﬁlm, series ﬁction, and other texts from popular culture. **//


 * CE 3.4.2 ** Understand that media and popular texts are produced within a social context and have economic, political, social, and aesthetic purposes.


 * CE 3.4.3 ** Understand the ways people use media in their personal and public lives.


 * CE 3.4.4 ** Understand how the commercial and political purposes of producers and publishers inﬂuence not only the nature of advertisements and the selection of media content, but the slant of news articles in newspapers, magazines, and the visual media.

[] [] [] http://www.pamf.org/teen/life/bodyimage/media.html http://depts.washington.edu/thmedia/view.cgi?section=bodyimage&page=fastfacts
 * __References:__**

Please feel free to contact me at: Lcross02@gmail.com