CEP Lesson Plan Form

Teacher: Dante Yacobucci Date:

3/30/17

School: Rocky Mountain High School Grade Level: 12 Content Area: English (Media
Analysis and Composition)

Title: Men in the Media-Stereotypes of Masculinity Lesson #:

1 of 2

Lesson Idea/Topic and I am teaching a lesson on perceptions and stereotypes

Rational/Relevance: of masculinity as they are seen in media outlets,
What are you going to specifically video advertisements. This is relevant for
teach and why is this students, because they will live in a society that exposes
lesson of importance to them to a massive amount of information. Information
your students? How is it that comes in the form of advertisements can reinforce
relevant to students of stereotypes, mislead viewers, and manipulate
this age and background? consumers. This lesson is intended to assist students in
Why are you teaching determining what an advertisement is trying to achieve
this lesson now (what and to help them discern what is truthful, as well as
came before/what will what is deceptive. Students will also learn how to
come after)? What summarize and respond to articles, which will assist in
teaching rhetorical analysis skills.
methods/strategies will
you use and why?

Content Standard(s) addressed by this lesson: (Write Content Standards directly from
the standard)

12.2.2.a: Determine an authors point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
(CCSS: RI.11-12.6)

Learning Target: I can identify stereotypes in visual arguments by determining an authors target audience
and purpose.

Success Criteria: I will find a visual argument I will write a page about how it uses stereotypes to target
its audience and achieve its purpose.

Understandings: (Big Ideas)

Understanding; how media images impact peoples lives; how advertisements use hyperbole to
empathize; how stereotypes negatively affect people; evaluate an authors rhetorical choices;
and knowing how to summarize and respond to a text.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction,
select applicable questions from standard)

What makes an advertisement effective/persuasive? How are stereotypes of men and

masculinity perpetuated in the media? Are advertisements deceiving? Why or why not? How
does one identify an authors purpose?

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CEP Lesson Plan Form

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

Audience: 12th grade Media Analysis and Composition students.

Behavior: Should be able to identify an authors purpose and target audience by writing an
analysis on masculine stereotypes found in a visual argument.
Condition: By viewing a video compilation of advertisements, discussing in groups and with the
class, reading an article, and writing an analysis.
Degree: All students will have a complete response paper written by the end of class that
addresses all of the criteria. All students should have at least a proficient (B range) set of
responses.

List of Assessments: (Note whether the assessment is formative or summative)

Pre-Assessment: Write a paragraph that identifies how the ad displayed uses stereotypes to
target its audience and achieve its purpose.

Formative: Groups will share their initial responses to the video and the article to the class to
demonstrate their understanding of stereotypes and authors point of view.

Summative: Find a visual argument online that has masculine stereotypes. Write - 1 page that
identifies how a visual argument uses stereotypes to target its audience and achieve its purpose.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Men in the Media: Stereotypes of Masculinity
Should be a creative title - Think of the Purpose: To help students identify stereotypes in visual arguments by
purpose as the mini-rationale determining an authors target audience and purpose. This is not only
an important analysis skill, but will also help students discern what is
truthful and what is deceptive in the media.
Approx. Time and Materials After covering regular class routines, this lesson should take
How long do you expect the activity to approximately 70 minutes to complete.
last and what materials will you need? Materials: Smartboard, printed out articles for each student, lined
paper, and writing utensils.
Anticipatory Set A writing exercise that explores stereotypes of masculinity within a
The hook to grab students attention. To visual argument will be an engaging way to bring students focus into
put students into a receptive frame of the following concepts; stereotypes of masculinity, authors purpose,
mind. and authors target audience. These will be the main concepts covered
To focus student attention on the in this lesson and they will be introduced in this exercise to record prior
lesson. knowledge and to gain students attention.
To create an organizing framework
Learning Target: I can identify stereotypes in visual arguments by
for the ideas, principles, or
determining an authors target audience and purpose.
information that is to follow
Success Criteria: I will find a visual argument I will write a page about
(advanced organizers)
how it uses stereotypes to target its audience and achieve its purpose.
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your The strategy I intend to use is writing prompt.
students in thinking during the I am using this strategy here because: it will allow me to collect prior
Anticipatory Set? knowledge data, which I can compare to their ticket out the door
Why are you using it at this point in assessment for proof of learning. It is also an engaging way to introduce
your lesson? the main concepts, since they will be able to write down their
observations of an advertisement.

Procedures Teacher Actions Student Actions

(Include a play-by-play account of what 10 Min-Daily Grammar Practice: Daily Grammar Practice: Students
students and teacher will do from the Ms. Druse and I will check will pull out their grammar practice
minute they arrive to the minute they students grammar practice sheets so that they can be
leave your classroom. Indicate the length (Check for Understanding). stamped.

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CEP Lesson Plan Form

of each segment of the lesson in minutes.

Indicate whether each is: 10 Min-Homeroom Activity: Ms. Homeroom Activity: Depending on
-teacher input Druse will introduce the the activity, students will either
-modeling homeroom activity scheduled for focus their attention or participate
-questioning strategies that day (whole class practice). in discussion.
-guided/unguided:-whole-class practice, 3 Min: Warm Up: I will display a
group practice, individual practice, check visual argument that Students will write about Write a
for understanding, other demonstrates masculine paragraph that identifies how the
stereotypes, accompanied by a ad uses stereotypes to target its
writing prompt. audience and achieve its purpose
(Individual practice and check for
understanding).
1 Min: Anticipatory Set will be
displayed for students. Students will view and ask
questions if necessary (modeling).
5 min: I will explain the writing
exercise on perceptions of Students will write their responses
masculinity and ask students to on a sheet of paper with 2
make a T-Chart. columns, listing adjectives that are
often considered masculine and
nonmasculine.
5 min: I will post some discussion
questions on the board and ask Students will share their
students to answer in a class recordings with the class and
discussion (Teacher input). discuss them (Whole-class
practice. Check for
5 min: I will start a video that understanding).
displays commercials with
masculine stereotypes. I will ask Students will watch the video and
students to record two record at least 2 stereotypes they
observations. find (whole class).

8 min: I will guide a video

discussion based on the rhetorical
aspects of the video, along with Students will participate in a class
the stereotypes it conveys. discussion, in which they respond
to myself and one another (whole

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CEP Lesson Plan Form

class, check for understanding).

10 Min: I will hand out an article
about masculine stereotypes for Students will read the article
students to read. silently (Individual Practice).

10 Min: I will post questions on the

board for a class discussion about Students will participate in a class
the article (teacher input). I will discussion, in which they respond
guide students in their discussion. to myself and one another (whole
class, check for understanding).
20 Min: I will then post the ticket
out the door assessment on the Students will write a short analysis
board. I will give students the rest for their ticket out the door. They
of class to finish this assessment, will work silently and may raise
which I will require be finished their hand if they have any
before they leave. I will assist questions about the requirements.
students if they have any They should write at least a half
clarifying questions (questioning page (Individual practice and
strategies). check for understanding).

How do you intend to engage your The strategy I intend to use is group discussion
students in thinking during the I am using this strategy here because: modeling the process of
PROCEDURE? analyzing visual arguments as a group helps students participate and
Why are you using it at this point in observe in an engaging and low-stakes way. This will allow me to guide
your lesson? the class, as well as adjust the direction of the lesson incase students
are having a hard time understanding.
Closure Once we have completed our last discussion, I will prompt students to
Those actions or statements by a teacher apply the skills theyve learned and the content theyve studied to an
that are designed to bring a lesson analysis writing. I will make it clear that this is their ticket out the door.
presentation to an appropriate conclusion. They will demonstrate what theyve learned about masculine
Used to help students bring things stereotypes and authors choices. It will be clear that we have arrived at
together in their own minds, to make the end of the lesson, because I will tell them that this is the way they
sense out of what has just been taught. can leave the classroom and prove that theyve been engaged in the
Any Questions? No. OK, lets move on is lesson.
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
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CEP Lesson Plan Form

point in the lesson or the end of a

lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
How do you intend to engage your The strategy I intend to use is summative assessment.
students in thinking during I am using this strategy here because: It gives students a chance to
CLOSURE? apply what theyve learned in a concrete way. It also makes it clear that
Why are you using it at this point in they have one more task to complete before they can leave. This puts a
your lesson? feeling of closure in the lesson and makes it very clear that we have
reached the end of the lesson.

Differentiation: To modify: If students find the assessments in this lesson too advanced,
I will help them individually by breaking down the questions into easier
Differentiation should be to understand portions. For example, if a student is having a hard time
embedded throughout your identifying the authors target audience, I will ask them a series of
whole lesson!! questions that will help them understand, such as; Who do you think
This is to make sure you have watches these advertisements? Who is the company trying to sell these
products to? What kind of people appear the most in this
met the needs of your students advertisement?. If students are having trouble with completing their
on IEPS or 504 writing on time, I will adjust the lesson accordingly by shortening or
To modify: If the activity is too advanced changing the format of another section of the lesson.
for a child, how will you modify it so that
they can be successful? To extend: If the activity is too easy, I will ask students questions that
To extend: If the activity is too easy for a guide them to deeper understandings of the topics and give them more
child, how will you extend it to develop rigorous criteria for their short writing activities. For example, if a
their emerging skills? student finds writing about the target audience and purpose to be too
easy, I may ask them; Are there any other intended audiences or
purposes that the author doesnt make clear? Could the audience
actually be people that you havent considered? Is the author sending
mixed messages or simple messages? Why might an author choose
either of these options? Could you create an example of a commercial
that fits this criteria?
Assessment Reflection: (data Pre-Assessment: Write a paragraph that identifies how the ad displayed
uses stereotypes to target its audience and achieve its purpose. I am
analysis) looking for a few sentences that identify the authors rhetorical choices
How will you know if students met the

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CEP Lesson Plan Form

learning targets? Write a description of and the stereotypes the author uses to employ those choice.
what you were looking for in each
assessment. Formative: Groups will share their initial responses to the video and the
article to the class to demonstrate their understanding of stereotypes
and authors point of view. I want students to provide evidence and
reasoning in their answers, which will all be verbal.

Summative: Find a visual argument online that has masculine

stereotypes. Write - 1 page that identifies how a visual argument
uses stereotypes to target its audience and achieve its purpose. This is
similar to the pre-assessment, except I want students to take more time
to look for their own examples and offer more detailed responses. This
will be compared to their pre-assessment to see if they have met my
learning target, which is:

Learning Target: I can identify stereotypes in visual arguments by

determining an authors target audience and purpose.

Success Criteria: I will find a visual argument I will write a page about
how it uses stereotypes to target its audience and achieve its purpose.

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of
achievement)

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CEP Lesson Plan Form

2. What changes, omissions, or additions to the lesson would you make if you were to teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

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