Topic: The Influences of Popular

American Media on Personal

Identity

Theme: Popular American

Media

Concept: Personal Identity

Topic: The Influences of Popular

American Media on Personal

Identity

Theme: Popular American

Media

Concept: Personal Identity

9th-12th graders in HS

Multi-ethnic

Advanced ESL

Non-SIFE

High-intermediate BICS skills

Advanced CALP skills

9th-12th graders in HS

Multi-ethnic

Advanced ESL

Non-SIFE

High-intermediate BICS skills

Advanced CALP skills

What is Media?

MusicMagazinesTV

What is Personal Identity?

Favorite musicPersonal styleBeliefs/Values

What is Media?

MusicMagazinesTV

What is Personal Identity?

Favorite musicPersonal styleBeliefs/Values

Types of media are… My favorite is… This is my favorite because…

1.)

2.)

3.)

4.)

5.)

HW: Research popular American songs

Class divides into boys vs. girls

Boys analyze female stereotypes in Pink’s Stupid Girls

Girls analyze male stereotypes in Flo Rida’s Right Round

Each group will present 3 gender characteristics and one argument for each

Orally, groups will present one characteristic and argument

•HW: Ss write a paragraph of their opinion about their opponent’s argument

Class divides into boys vs. girls

Boys analyze female stereotypes in Pink’s Stupid Girls

Girls analyze male stereotypes in Flo Rida’s Right Round

Each group will present 3 gender characteristics and one argument for each

Orally, groups will present one characteristic and argument

•HW: Ss write a paragraph of their opinion about their opponent’s argument

Students will:

Brainstorm popular American magazines

Read articles from 2 ethnically different magazines

Analysis: Venn diagram compare/contrast ideas, beliefs and values in articles

Students will:

Brainstorm popular American magazines

Read articles from 2 ethnically different magazines

Analysis: Venn diagram compare/contrast ideas, beliefs and values in articles

HW: Ss write a formal letter to author of one article stating opinion of article.

Students will:

Closely analyze the lyrics of a song by listening to the music.Identify 2 gender stereotypes in the lyrics/graphics of song.Define what is suggested by the music video.Observe the music video thoroughly and build their own points of view.Form “If” Structures (Conditionals).

Students will:

Closely analyze the lyrics of a song by listening to the music.Identify 2 gender stereotypes in the lyrics/graphics of song.Define what is suggested by the music video.Observe the music video thoroughly and build their own points of view.Form “If” Structures (Conditionals).

“If I were a boy”-BeyonceIf I _____ a boy even just for a dayI’d________ of bed in the morningAnd ________ what I wanted And go drink beer with the guys

And _________ girlsI’d kick it _______who I wantedAnd I’d never get __________ it

“If I were a boy”-BeyonceIf I _____ a boy even just for a dayI’d________ of bed in the morningAnd ________ what I wanted And go drink beer with the guys

And _________ girlsI’d kick it _______who I wantedAnd I’d never get __________ it

Students will:

Create a commercial for a certain sport drink/

Watch the TV commercial of the sport drink.

Analyze variety of techniques on the commercial.

Think-Pair-Share.

Analyze the printed commercials using graphic organizer.

• HW: Repeat the assignment with billboards found in your neighborhood.

Students will:

Create a commercial for a certain sport drink/

Watch the TV commercial of the sport drink.

Analyze variety of techniques on the commercial.

Think-Pair-Share.

Analyze the printed commercials using graphic organizer.

• HW: Repeat the assignment with billboards found in your neighborhood.

http://www.youtube.com/watch?v=rElgHdFMnw4&feature=related

Students will:

Present billboard advertisements and explain their analysis

Provide ideas regarding change in advertisements in the last century (pre-1960).

Research, compare & contrast past and present advertisements

Analyze ideas, images, and characteristics conveyed

• HW: Find drawings, short words, and or phrases that represent their advertisements for presentation.

Students will:

Present billboard advertisements and explain their analysis

Provide ideas regarding change in advertisements in the last century (pre-1960).

Research, compare & contrast past and present advertisements

Analyze ideas, images, and characteristics conveyed

• HW: Find drawings, short words, and or phrases that represent their advertisements for presentation.

Lee Jeans 1956

Rocawear Jeans 2008

Students will:

Choose a target audience.Decide how they want to influence their target audience.Create a product that would appeal to their target audience.Sell their product through a TV commercial!

•Classmates will evaluate each group as they present using a graphic organizer

Students will:

Choose a target audience.Decide how they want to influence their target audience.Create a product that would appeal to their target audience.Sell their product through a TV commercial!

•Classmates will evaluate each group as they present using a graphic organizer

Oral Presentation: Buy Our Product Today! Peer Evaluation

4= Standard exceeded 3=Standard met 2=Standard barely met 1=Standard not met

Culminating Project:Individual Project

Culminating Project:Individual Project

Song LyricStupid girl, stupid girls, stupid girlsMaybe if I act like that, that guy will call me backPorno Paparazzi girl, I don't wanna be a stupid girl

Go to Fred Segal, you'll find them thereLaughing loud so all the little people stareLooking for a daddy to pay for the champagne(Drop a name)What happened to the dreams of a girl presidentShe's dancing in the video next to 50 CentThey travel in packs of two or threeWith their itsy bitsy doggies and their teeny-weeny teesWhere, oh where, have the smart people gone?Oh where, oh where could they be?

Maybe if I act like that, that guy will call me backPorno Paparazzi girl, I don't wanna be a stupid girlBaby if I act like that, flipping my blond hair backPush up my bra like that, I don't wanna be a stupid girl

(Break it down now)Disease's growing, it's epidemicI'm scared that there ain't a cureThe world believes it and I'm going crazyI cannot take any moreI'm so glad that I'll never fit inThat will never be meOutcasts and girls with ambitionThat's what I wanna seeDisasters all aroundWorld despairedTheir only concernWill they **** up my hair

Maybe if I act like that, that guy will

TV show Advertisement

•Discuss how 3 different types of media attempt to influence

personal identity.

Strengthen students’ BICS during open expression, discussion, and reflection about the material presented.

Learning about and analyzing different types of popular media will perhaps allow students to create a connection between personal identity and American culture by exposing students to popular American culture.

They will gain the language skills to not only participate in watching/reading/listening to different forms of American media, but also the communication skills to discuss these topics with native speakers.

Popular American media would be appealing and of interest to the average teenage high school student.

Strengthen students’ BICS during open expression, discussion, and reflection about the material presented.

Learning about and analyzing different types of popular media will perhaps allow students to create a connection between personal identity and American culture by exposing students to popular American culture.

They will gain the language skills to not only participate in watching/reading/listening to different forms of American media, but also the communication skills to discuss these topics with native speakers.

Popular American media would be appealing and of interest to the average teenage high school student.