Lesson 3 media stereotypes worksheet
•Download as DOC, PDF•
1 like•1,022 views
This document outlines a lesson plan about media stereotypes. The lesson introduces the concept of stereotyping and asks students to analyze stereotypes of teenagers and young black males portrayed in various media. Students are asked to compare stereotypical characteristics to reality by describing how a real teenager may differ from stereotypes, and how stereotypes of black males are exaggerated and differ from reality. The lesson encourages students to think critically about how media representations can simplify and exaggerate groups in unrealistic ways.
Report
Share
Report
Share
Recommended
Lesson 3 media stereotypes worksheet
This document is a lesson plan about media stereotypes. It includes definitions of key terms like stereotype. The main task is for students to describe stereotypes portrayed in media of teenagers and how they differ from reality. Examples given are the character Vicky Pollard, who is portrayed as rude and not caring about education, and images of black males shown as violent which exaggerate negative characteristics. Students are asked to reflect on how they differ from stereotypes and how stereotypes differ from reality.
Lesson 3 media stereotypes worksheet
This document outlines a lesson on media stereotypes. It introduces key concepts like representation and stereotypes. The lesson objectives are for students to understand and explain stereotypes, explore how TV stereotypes differ from reality, and examine stereotypes in other media. The lesson includes starter questions defining stereotypes, a main task comparing stereotypes to reality using the character Vicky Pollard as an example, and extensions exploring stereotypes of teenagers and young black males in different media. Student self-assessment is included at the end.
Lesson three
This document outlines a media stereotypes lesson plan that asks students to understand and explain the concept of a stereotype. It includes starter questions defining stereotypes, a main task comparing stereotypical portrayals of teenagers in media to reality, and two extension tasks exploring stereotypes in different media like TV and music. The lesson plan provides prompts and space for students to describe their own characteristics, compare themselves to stereotypical characters like Vicky Pollard, and identify exaggerated stereotypes of groups like black males in certain images.
Lesson 3 media stereotypes worksheet
This document outlines a lesson on media stereotypes. It introduces the key concept of stereotype and learning objectives for understanding and exploring stereotypes in television and other media. It provides examples of exaggerated stereotypical portrayals of teenagers compared to reality, including the character Vicky Pollard. Students are asked to identify exaggerated negative characteristics and explain how they differ personally from stereotypical portrayals. The lesson also discusses stereotypes of young black males in media images and how these differ from reality. It concludes with a student self-assessment of their effort on the lesson.
WJEC ML30 wjec exam mock exam lesson
This document provides instructions and information for a mock exam on British and American film. It outlines the structure of the exam, including an entrance activity asking students to write about a word related to one of the films being studied, and a main task requiring students to answer exam questions in silence while referencing both films. The document explains the exam board's expectations for knowledge, language, and analysis of narrative and representation. It provides timing information and asks students to complete a KWL task reflecting on what they have learned. Homework involves revising for the upcoming mock exam.
Lesson plan outline- A Secret For Two- QUENTIN REYNOLDS
This lesson plan outlines teaching a short story called "A Secret for Two" by Quentin Reynolds. The story is about a blind milkman who is able to continue working with the help of his horse. The lesson plan includes discussing the author's biography, playing an audio version of the story, analyzing vocabulary, making predictions during reading, verifying predictions after reading by having students guess the ending, discussing themes of friendship and foreshadowing, and assigning a homework to write an alternative ending.
Present Simple
The document is a lesson plan on the present simple tense in English for an English I class. It covers the structure of the present simple, including formation of affirmative, negative and interrogative sentences. Examples are provided of common time expressions used with the present simple. Uses of the present simple for habitual or regular actions and situations that are always the same are also explained.
Articles (A, An, The)
This document discusses the use of articles in English. It explains that "a" is used before words starting with consonant sounds, while "an" is used before words starting with vowel sounds. "The" is used to refer to specific or unique things, or things that are already known. No article is used with plural nouns, possessive adjectives, proper nouns, or general statements. The pronunciation of "the" varies depending on whether the following word starts with a consonant or vowel sound. Keywords include articles, grammar, and A1 level vocabulary.
Recommended
Lesson 3 media stereotypes worksheet
This document is a lesson plan about media stereotypes. It includes definitions of key terms like stereotype. The main task is for students to describe stereotypes portrayed in media of teenagers and how they differ from reality. Examples given are the character Vicky Pollard, who is portrayed as rude and not caring about education, and images of black males shown as violent which exaggerate negative characteristics. Students are asked to reflect on how they differ from stereotypes and how stereotypes differ from reality.
Lesson 3 media stereotypes worksheet
This document outlines a lesson on media stereotypes. It introduces key concepts like representation and stereotypes. The lesson objectives are for students to understand and explain stereotypes, explore how TV stereotypes differ from reality, and examine stereotypes in other media. The lesson includes starter questions defining stereotypes, a main task comparing stereotypes to reality using the character Vicky Pollard as an example, and extensions exploring stereotypes of teenagers and young black males in different media. Student self-assessment is included at the end.
Lesson three
This document outlines a media stereotypes lesson plan that asks students to understand and explain the concept of a stereotype. It includes starter questions defining stereotypes, a main task comparing stereotypical portrayals of teenagers in media to reality, and two extension tasks exploring stereotypes in different media like TV and music. The lesson plan provides prompts and space for students to describe their own characteristics, compare themselves to stereotypical characters like Vicky Pollard, and identify exaggerated stereotypes of groups like black males in certain images.
Lesson 3 media stereotypes worksheet
This document outlines a lesson on media stereotypes. It introduces the key concept of stereotype and learning objectives for understanding and exploring stereotypes in television and other media. It provides examples of exaggerated stereotypical portrayals of teenagers compared to reality, including the character Vicky Pollard. Students are asked to identify exaggerated negative characteristics and explain how they differ personally from stereotypical portrayals. The lesson also discusses stereotypes of young black males in media images and how these differ from reality. It concludes with a student self-assessment of their effort on the lesson.
WJEC ML30 wjec exam mock exam lesson
This document provides instructions and information for a mock exam on British and American film. It outlines the structure of the exam, including an entrance activity asking students to write about a word related to one of the films being studied, and a main task requiring students to answer exam questions in silence while referencing both films. The document explains the exam board's expectations for knowledge, language, and analysis of narrative and representation. It provides timing information and asks students to complete a KWL task reflecting on what they have learned. Homework involves revising for the upcoming mock exam.
Lesson plan outline- A Secret For Two- QUENTIN REYNOLDS
This lesson plan outlines teaching a short story called "A Secret for Two" by Quentin Reynolds. The story is about a blind milkman who is able to continue working with the help of his horse. The lesson plan includes discussing the author's biography, playing an audio version of the story, analyzing vocabulary, making predictions during reading, verifying predictions after reading by having students guess the ending, discussing themes of friendship and foreshadowing, and assigning a homework to write an alternative ending.
Present Simple
The document is a lesson plan on the present simple tense in English for an English I class. It covers the structure of the present simple, including formation of affirmative, negative and interrogative sentences. Examples are provided of common time expressions used with the present simple. Uses of the present simple for habitual or regular actions and situations that are always the same are also explained.
Articles (A, An, The)
This document discusses the use of articles in English. It explains that "a" is used before words starting with consonant sounds, while "an" is used before words starting with vowel sounds. "The" is used to refer to specific or unique things, or things that are already known. No article is used with plural nouns, possessive adjectives, proper nouns, or general statements. The pronunciation of "the" varies depending on whether the following word starts with a consonant or vowel sound. Keywords include articles, grammar, and A1 level vocabulary.
Dine in Columbus Project
1. Students will participate in a food sampling event and interview each other about the foods presented. They will bring breakfast foods to share with the class.
2. Students will write a report for a food magazine about four food/drink items in Columbus. They will take pictures of the items, describe where to get them, price, ingredients, and provide a review of taste.
3. Drafts of interview questions are due December 3 and the written article draft is due December 9. The completed project and interview are due December 11 and December 5, respectively.
L12 in the name of the father key scenes part 2 new
1) The document provides homework assignments for students studying the film "In the Name of the Father." Students are asked to complete a short test on material covered so far, peer assess another student's answers, and reflect on personal targets.
2) Students must analyze two key scenes from the film to understand its themes and issues. They are expected to focus on how narrative constructs meanings and raises questions about identity and belonging in Britain.
3) For homework, students must produce a mind map of stereotypes represented in the film in terms of characters, locations, and narrative. They are also asked to state what they have learned and discuss how the narrative's construction influences viewer sympathy for the main character.
L29 wjec exam topics preparation 'carousel of questions'
This document provides guidance and expectations for an exam focusing on British and American film. It outlines the following:
- Students will review their prior learning on two British identity films, "In the Name of the Father" and "Hunger", which make up 60% of the AS level course.
- The objectives are to understand the exam board's expectations, examples to refer to, and assessing knowledge of film as an audio-visual form and applying critical approaches.
- The mark scheme will examine excellent knowledge of film details, use of terminology, and understanding of narrative theory and representation when analyzing the chosen films.
Question Words
This document is a PowerPoint presentation about question words in English given by Fernando Benitez Leal. It discusses the different question words in English that start with "WH", including who, what, where, when, what time, which, why, whose, how, how old, how much/many, how often, how far, and how long. For each question word, an example question is provided along with an example answer to demonstrate its proper use. Keywords discussed include WH questions, grammar, and level A1.
Nouns singular-plural
This document is a slide presentation about singular and plural nouns in English for students taking an English I class. It discusses regular rules for making nouns plural by adding -s, -es, or -ies depending on the ending of the singular form. It also addresses irregular plural nouns and pronunciation of plural suffixes. The purpose is to teach students how to change singular nouns to their plural forms in English.
L20 hunger key scenes l2 of 2
You must fill in the gaps to summarize the document:
'I don’t think people are b___ in general, but c__________s make them do what they h____ t_.' (Steve M________)
bad
ircumstances
ave to
cQueen
Honors english 11 electives fair
This document provides information about the Honors English 11 course. It outlines that Honors English 11 will provide a more in-depth examination of cultural context and require additional reading, homework, and projects compared to regular English 11. Some of the major works that will be studied are The Great Gatsby, Into the Wild, and The Scarlet Letter. Students can expect around 2-3 hours of homework per week on average, including assignments like reading, questions, essays, and test preparation. The course also aims to prepare students to pass the required English SOL tests in writing and reading. The document recommends students who have been successful in English 10 or Honors English 10 should consider registering for this Honors level course.
Verb To Be
This document is a slide presentation about the verb "to be" in English. It covers the basic structure of the verb "to be" including affirmative, negative, and question forms. It also discusses uses of the verb "to be" such as with age, adjectives, nationality, and jobs. Examples are provided to illustrate each use. Keywords for the presentation are listed as "To be, Grammar, A1."
Subject Pronouns
This document is a PowerPoint presentation about subject pronouns in English given by Fernando Benitez Leal. It defines subject pronouns, lists the singular and plural forms of each pronoun, and provides examples of how and when to use each pronoun. Some key rules covered include using "he" for males, "she" for females, and "they" for unknown genders. It also discusses using "it" for animals or objects and warnings about always using a capital "I" and dummy subjects like "it" or "there" when no other subject is present.
Possessive Pronouns
This document is a slide presentation about possessive pronouns given by Fernando Benitez Leal, a professor of English, to tourism students in July-December 2015. The presentation defines possessive adjectives and pronouns, explains that adjectives precede nouns while pronouns do not, and provides examples of how to use possessive pronouns in sentences and as answers to questions starting with "whose". Keywords discussed include possessive pronouns, grammar and elementary level English.
L17 l18 - hunger screening
This document provides guidance for a film screening and analysis of the British film "Hunger" as part of a British and American Film course. It aims to build on prior learning about "The Troubles" in Ireland and analyze the film as the second case study. Students will watch over 40 minutes of the film and take notes using a provided sheet to complete their analysis of how the opening sequence establishes the idea of conflict through its micro features. They are then assigned a homework question requiring a one page review applying their knowledge.
L28 wjec exam topics - structure and analysis
This document provides guidance on structuring exam answers for the WJEC Film Studies exam. It recommends:
1. Beginning with an introduction that demonstrates excellent knowledge of the films through institutional details and specialist language from the question.
2. Having a main body that makes detailed references to both films using theories covered in class, like Hallam and Marshment, Syd Field, Vladimir Propp, and Todorov, to analyze narratives and representations.
3. Concluding briefly by looking back at the introduction and using language from the exam question.
It then provides an example paragraph analyzing 'Hunger' and asks students to annotate it and write their own paragraph on how conflict is a major component of
L11 l12 - in the name of the father key scenes
This document provides instructions and guidance for students analyzing the film "In the Name of the Father" for a British film course. It includes gaps to fill in about characters, as well as prompts to analyze how scenes establish themes of identity, belonging, and conflict. Students are asked to recap what they've learned about the main characters. They must also discuss how different characters see themselves belonging at different points in the film. The document outlines expectations for examining how narrative and other film techniques construct meanings around identity and belonging for the spectator. It provides feedback forms and announces homework to revise for an upcoming test.
Storyboard speaking skill (ikoh)
1) The document is a lesson plan for teaching speaking skills to senior high school students in Indonesia.
2) The lesson focuses on having students introduce themselves and guess others' professions by role playing conversations at a wedding party.
3) Activities include students working in pairs to make dialogues based on pictures of professions, guessing each other's pictures, and role playing introductions and conversations in front of the class.
Final reflection espanol
The document discusses the topics covered in a Spanish 3 class over one quarter, including Hispanic art, city directions, and travel plans. It describes projects on Salvador Dali's artwork, individually planning a trip around a city using commands and directions, and summarizing classmates' vacation plans. The author's favorite part was learning the future tense, but they still struggle with other verb tenses and want to improve spelling and pronunciation for Spanish 4.
L2 areas of focus and l3 - narrative lesson
This document provides an overview of a lesson plan on film studies. It introduces the key concepts of Unionists, Republicans, and "The Troubles" in Northern Ireland. It then outlines the aims and objectives of analyzing two case studies on "The Troubles" to understand how they represent the conflict. The lesson focuses on narrative construction and how it shapes meanings and issues related to borders and identity. Students are assigned homework on researching the historical context and applying narrative theories to scenes from the case studies.
L10 in the name of the father review
This document provides an overview and instructions for a lesson on the film "In the Name of the Father". It begins with an exam question asking students to analyze how conflict is established in the opening sequence. Students must submit a 1-page review analyzing micro features. The document then provides context about the film's narrative and topics it will cover, including conspiracy and interrogation. It outlines aims of the lesson to recap learning and analyze scenes showing conflict. Students are asked to explain what a character represents and evaluate a hypothetical scenario. The document provides feedback and outlines exam board expectations for identity studies before instructing students to analyze conflict in scenes and produce a homework mind map of themes.
L19 hunger key scenes l1 of 2
You must fill in the gaps to understand people and circumstances that make them act in certain ways, according to Steve McQueen. The document provides instructions and objectives for a lesson on the film "Hunger", including recapping prior learning, establishing how the film represents key exam topics like conflict, division, and authority through analysis of scenes, and developing understanding of narrative and representation theory. Students are tasked with a homework assignment to write a 1-2 page essay analyzing how spectators feel about characters in the film based on examples and using audience and critical theory.
l;Lesson 3
This document outlines a lesson plan on media stereotypes. The lesson introduces the concept of a stereotype and asks students to explore the differences between media portrayals of teenagers and reality. Students describe stereotypical characteristics of teenagers as shown in media examples and compare them to real characteristics. The lesson also has students examine stereotypes of young black males in media images and how those differ from reality. At the end, students self-assess their understanding and effort on a progress bar.
Lesson 3 media stereotypes worksheet
This document outlines a lesson on media stereotypes. It introduces key concepts like representation and stereotypes. The lesson objectives are for students to understand and explain stereotypes, explore how TV stereotypes differ from reality, and examine stereotypes in other media. The lesson includes starter questions defining stereotypes, a main task comparing stereotypes to real teenagers, and extensions exploring exaggerated characteristics of teenagers in TV and young black males in promotional images. Student self-assessments are included at the end.
Lesson three - Media stereotypes.
This document outlines a media stereotypes lesson plan that asks students to understand and explain the concept of a stereotype. It includes starter questions defining stereotypes, a main task comparing stereotypical portrayals of teenagers in media to reality, and two extension tasks exploring stereotypes in different media like TV and music. The lesson plan provides prompts and space for students to describe their own characteristics, compare themselves to stereotypical characters like Vicky Pollard, and identify exaggerated stereotypes of groups like black males in certain images.
Lesson 3 media stereotypes worksheet
in this lesson we had to anotate a picture of vicky pollard and we had to use stereotypes to say what vicky looked like in the picture
More Related Content
What's hot
Dine in Columbus Project
1. Students will participate in a food sampling event and interview each other about the foods presented. They will bring breakfast foods to share with the class.
2. Students will write a report for a food magazine about four food/drink items in Columbus. They will take pictures of the items, describe where to get them, price, ingredients, and provide a review of taste.
3. Drafts of interview questions are due December 3 and the written article draft is due December 9. The completed project and interview are due December 11 and December 5, respectively.
L12 in the name of the father key scenes part 2 new
1) The document provides homework assignments for students studying the film "In the Name of the Father." Students are asked to complete a short test on material covered so far, peer assess another student's answers, and reflect on personal targets.
2) Students must analyze two key scenes from the film to understand its themes and issues. They are expected to focus on how narrative constructs meanings and raises questions about identity and belonging in Britain.
3) For homework, students must produce a mind map of stereotypes represented in the film in terms of characters, locations, and narrative. They are also asked to state what they have learned and discuss how the narrative's construction influences viewer sympathy for the main character.
L29 wjec exam topics preparation 'carousel of questions'
This document provides guidance and expectations for an exam focusing on British and American film. It outlines the following:
- Students will review their prior learning on two British identity films, "In the Name of the Father" and "Hunger", which make up 60% of the AS level course.
- The objectives are to understand the exam board's expectations, examples to refer to, and assessing knowledge of film as an audio-visual form and applying critical approaches.
- The mark scheme will examine excellent knowledge of film details, use of terminology, and understanding of narrative theory and representation when analyzing the chosen films.
Question Words
This document is a PowerPoint presentation about question words in English given by Fernando Benitez Leal. It discusses the different question words in English that start with "WH", including who, what, where, when, what time, which, why, whose, how, how old, how much/many, how often, how far, and how long. For each question word, an example question is provided along with an example answer to demonstrate its proper use. Keywords discussed include WH questions, grammar, and level A1.
Nouns singular-plural
This document is a slide presentation about singular and plural nouns in English for students taking an English I class. It discusses regular rules for making nouns plural by adding -s, -es, or -ies depending on the ending of the singular form. It also addresses irregular plural nouns and pronunciation of plural suffixes. The purpose is to teach students how to change singular nouns to their plural forms in English.
L20 hunger key scenes l2 of 2
You must fill in the gaps to summarize the document:
'I don’t think people are b___ in general, but c__________s make them do what they h____ t_.' (Steve M________)
bad
ircumstances
ave to
cQueen
Honors english 11 electives fair
This document provides information about the Honors English 11 course. It outlines that Honors English 11 will provide a more in-depth examination of cultural context and require additional reading, homework, and projects compared to regular English 11. Some of the major works that will be studied are The Great Gatsby, Into the Wild, and The Scarlet Letter. Students can expect around 2-3 hours of homework per week on average, including assignments like reading, questions, essays, and test preparation. The course also aims to prepare students to pass the required English SOL tests in writing and reading. The document recommends students who have been successful in English 10 or Honors English 10 should consider registering for this Honors level course.
Verb To Be
This document is a slide presentation about the verb "to be" in English. It covers the basic structure of the verb "to be" including affirmative, negative, and question forms. It also discusses uses of the verb "to be" such as with age, adjectives, nationality, and jobs. Examples are provided to illustrate each use. Keywords for the presentation are listed as "To be, Grammar, A1."
Subject Pronouns
This document is a PowerPoint presentation about subject pronouns in English given by Fernando Benitez Leal. It defines subject pronouns, lists the singular and plural forms of each pronoun, and provides examples of how and when to use each pronoun. Some key rules covered include using "he" for males, "she" for females, and "they" for unknown genders. It also discusses using "it" for animals or objects and warnings about always using a capital "I" and dummy subjects like "it" or "there" when no other subject is present.
Possessive Pronouns
This document is a slide presentation about possessive pronouns given by Fernando Benitez Leal, a professor of English, to tourism students in July-December 2015. The presentation defines possessive adjectives and pronouns, explains that adjectives precede nouns while pronouns do not, and provides examples of how to use possessive pronouns in sentences and as answers to questions starting with "whose". Keywords discussed include possessive pronouns, grammar and elementary level English.
L17 l18 - hunger screening
This document provides guidance for a film screening and analysis of the British film "Hunger" as part of a British and American Film course. It aims to build on prior learning about "The Troubles" in Ireland and analyze the film as the second case study. Students will watch over 40 minutes of the film and take notes using a provided sheet to complete their analysis of how the opening sequence establishes the idea of conflict through its micro features. They are then assigned a homework question requiring a one page review applying their knowledge.
L28 wjec exam topics - structure and analysis
This document provides guidance on structuring exam answers for the WJEC Film Studies exam. It recommends:
1. Beginning with an introduction that demonstrates excellent knowledge of the films through institutional details and specialist language from the question.
2. Having a main body that makes detailed references to both films using theories covered in class, like Hallam and Marshment, Syd Field, Vladimir Propp, and Todorov, to analyze narratives and representations.
3. Concluding briefly by looking back at the introduction and using language from the exam question.
It then provides an example paragraph analyzing 'Hunger' and asks students to annotate it and write their own paragraph on how conflict is a major component of
L11 l12 - in the name of the father key scenes
This document provides instructions and guidance for students analyzing the film "In the Name of the Father" for a British film course. It includes gaps to fill in about characters, as well as prompts to analyze how scenes establish themes of identity, belonging, and conflict. Students are asked to recap what they've learned about the main characters. They must also discuss how different characters see themselves belonging at different points in the film. The document outlines expectations for examining how narrative and other film techniques construct meanings around identity and belonging for the spectator. It provides feedback forms and announces homework to revise for an upcoming test.
Storyboard speaking skill (ikoh)
1) The document is a lesson plan for teaching speaking skills to senior high school students in Indonesia.
2) The lesson focuses on having students introduce themselves and guess others' professions by role playing conversations at a wedding party.
3) Activities include students working in pairs to make dialogues based on pictures of professions, guessing each other's pictures, and role playing introductions and conversations in front of the class.
Final reflection espanol
The document discusses the topics covered in a Spanish 3 class over one quarter, including Hispanic art, city directions, and travel plans. It describes projects on Salvador Dali's artwork, individually planning a trip around a city using commands and directions, and summarizing classmates' vacation plans. The author's favorite part was learning the future tense, but they still struggle with other verb tenses and want to improve spelling and pronunciation for Spanish 4.
L2 areas of focus and l3 - narrative lesson
This document provides an overview of a lesson plan on film studies. It introduces the key concepts of Unionists, Republicans, and "The Troubles" in Northern Ireland. It then outlines the aims and objectives of analyzing two case studies on "The Troubles" to understand how they represent the conflict. The lesson focuses on narrative construction and how it shapes meanings and issues related to borders and identity. Students are assigned homework on researching the historical context and applying narrative theories to scenes from the case studies.
L10 in the name of the father review
This document provides an overview and instructions for a lesson on the film "In the Name of the Father". It begins with an exam question asking students to analyze how conflict is established in the opening sequence. Students must submit a 1-page review analyzing micro features. The document then provides context about the film's narrative and topics it will cover, including conspiracy and interrogation. It outlines aims of the lesson to recap learning and analyze scenes showing conflict. Students are asked to explain what a character represents and evaluate a hypothetical scenario. The document provides feedback and outlines exam board expectations for identity studies before instructing students to analyze conflict in scenes and produce a homework mind map of themes.
L19 hunger key scenes l1 of 2
You must fill in the gaps to understand people and circumstances that make them act in certain ways, according to Steve McQueen. The document provides instructions and objectives for a lesson on the film "Hunger", including recapping prior learning, establishing how the film represents key exam topics like conflict, division, and authority through analysis of scenes, and developing understanding of narrative and representation theory. Students are tasked with a homework assignment to write a 1-2 page essay analyzing how spectators feel about characters in the film based on examples and using audience and critical theory.
What's hot (18)
L12 in the name of the father key scenes part 2 new
L12 in the name of the father key scenes part 2 new
L29 wjec exam topics preparation 'carousel of questions'
L29 wjec exam topics preparation 'carousel of questions'
Similar to Lesson 3 media stereotypes worksheet
l;Lesson 3
This document outlines a lesson plan on media stereotypes. The lesson introduces the concept of a stereotype and asks students to explore the differences between media portrayals of teenagers and reality. Students describe stereotypical characteristics of teenagers as shown in media examples and compare them to real characteristics. The lesson also has students examine stereotypes of young black males in media images and how those differ from reality. At the end, students self-assess their understanding and effort on a progress bar.
Lesson 3 media stereotypes worksheet
This document outlines a lesson on media stereotypes. It introduces key concepts like representation and stereotypes. The lesson objectives are for students to understand and explain stereotypes, explore how TV stereotypes differ from reality, and examine stereotypes in other media. The lesson includes starter questions defining stereotypes, a main task comparing stereotypes to real teenagers, and extensions exploring exaggerated characteristics of teenagers in TV and young black males in promotional images. Student self-assessments are included at the end.
Lesson three - Media stereotypes.
This document outlines a media stereotypes lesson plan that asks students to understand and explain the concept of a stereotype. It includes starter questions defining stereotypes, a main task comparing stereotypical portrayals of teenagers in media to reality, and two extension tasks exploring stereotypes in different media like TV and music. The lesson plan provides prompts and space for students to describe their own characteristics, compare themselves to stereotypical characters like Vicky Pollard, and identify exaggerated stereotypes of groups like black males in certain images.
Lesson 3 media stereotypes worksheet
in this lesson we had to anotate a picture of vicky pollard and we had to use stereotypes to say what vicky looked like in the picture
Lesson 3 media stereotypes worksheet
This document contains a lesson plan on media stereotypes. The lesson introduces the key concept of stereotype and asks students to understand and explain stereotypes. It has students explore the differences between how teenagers are portrayed in media stereotypes versus reality. The lesson includes a starter activity where students define stereotype, a main task where students describe stereotypes around a teenager's speech, appearance, and body language, and how these differ from reality. It concludes with a plenary where students self-assess their effort on the lesson and progress.
Lesson 3 media stereotypes worksheet
This document contains a lesson plan on media stereotypes. The lesson introduces the key concept of stereotype and asks students to understand and explain stereotypes. It has students explore the differences between how teenagers are portrayed in media stereotypes versus reality. The lesson includes a starter activity where students define stereotype, a main task where students describe stereotypes around a teenager's speech, appearance, and body language, and how these differ from reality. It concludes with a plenary where students self-assess their effort on the lesson and progress.
Media Stereotypes Worksheet
This document outlines a lesson on media stereotypes. It includes key words like representation and stereotype. The learning objectives are for students to understand and explain the concept of stereotype by comparing media portrayals to reality. As a starter, students define stereotype. The main task asks students to describe differences between a stereotypical "Tia" portrayed in media versus real teenagers' speech, appearance, and body language. A plenary section includes a self-assessment of effort and areas for improvement.
School training module thirteen, social skills. (2)
This document outlines training modules for teaching social skills to students with autism spectrum disorders. It discusses how social skills must be explicitly taught through strategies like social scripts, social stories, video modeling, and power cards. These strategies use the student's interests and provide visual supports to teach appropriate behaviors in social situations. Regular practice of the social skills in different settings is important for students to learn the skills.
Social Skills in the School Environment
This document outlines training modules for teaching social skills to students with autism spectrum disorders. It discusses how social skills must be explicitly taught through strategies like social scripts, social stories, video modeling, and power cards. These strategies use the student's interests and provide visual supports to teach appropriate behaviors in social situations. Regular practice of the social skills in different settings is important for students to learn the skills.
Module 1 informal interaction with people
This document provides an overview of the modules used in an English curriculum. It describes the various sections contained within each module, including the module number and title, introduction, learning objectives, instructions for working through the activities, pre-assessments, and post-assessments. The activities are designed to develop language skills like listening, speaking, reading, vocabulary, grammar, literature, and writing. Each activity is introduced by an icon identifying the language skill. The document explains that completing the modules and assessments is intended to help students achieve the learning objectives and communicate better in English.
Representation of class
This document provides guidance for completing a peer assessment of representations of ethnicity in two written paragraphs. It outlines a 7-step structure for the assessment: 1) Introduce the topic in 2 sentences or less, 2) Identify techniques used, 3) Reference the text, 4) Analyze the effect on readers, 5) Discuss representations and stereotypes, 6) Optionally embed relevant theory, and 7) Discuss the impact on social groups. The document also provides context on representing social class and stereotypes to consider in media representations.
Caderno do Aluno Inglês 2 ano vol 2 2014-2017
Here are some tips for dealing with stereotypes:
Dear Assistant,
I have a friend who always makes jokes about people from other countries. He thinks it's funny but I don't like it. What should I do?
Caderno doaluno 2014_2017_vol2_baixa_lc_lem_ingles_em_2s
This extract discusses the overuse of stereotypes in movies. The movie director acknowledges that stereotypes are generalized images that may not represent the truth. They are commonly used in films as a quick way to establish a character trait based on attributes like gender, ethnicity or age. Some of the most common stereotypes seen in movies portray black people as great athletes, foreigners as villains, Italians as loud, and teens as uncivil. While some say positive stereotypes exist, like Asians being very intelligent, the director notes stereotypes in children's movies can still be problematic when they pigeonhole an entire nationality in a certain role.
Y9 com skills t1 spoken lang
The document provides information on developing communication skills related to speaking and listening. It discusses why studying spoken language is important, both currently and in the future, and how skills in speaking and listening can help students now, in two years, and in ten years. The document also examines key features of spoken language like jargon, turn-taking, instant feedback, and overlaps that can be analyzed and applied to improve communication skills.
Aspergers for Teachers 1
The document provides guidance for teachers on understanding and assisting students with Asperger's syndrome, an autism spectrum disorder affecting social skills, communication, and behaviors. It describes common signs of Asperger's including difficulties with social cues, communication, and sensory processing, and offers strategies for teachers to help students improve skills in these key areas through structured routines, clear explanations, social support, and accommodation of sensory sensitivities. Resources for further information on Asperger's syndrome are also listed.
Howtobuildacriminal
This document discusses factors that contribute to criminal behavior and ways to prevent it. It argues that punishing disadvantaged children when they fail only increases the likelihood of criminal behavior. Instead, it promotes a progressive approach of understanding individual circumstances and changing social norms to reduce crime. The document also examines learning disabilities and mental health issues that may influence a student's behavior, advocating that these be considered as "mitigating factors" before suspension.
How to Build a Criminal - Psychosocial Implications for Prevention
This document provides information and strategies for working with students who have various psychological or learning disabilities. It discusses how conditions like ADHD, oppositional defiant disorder, conduct disorder, learning disabilities and others can impact student behavior. The document emphasizes understanding behaviors as manifestations of disabilities rather than willful non-compliance. It provides examples of behaviors that could result from specific disabilities and gives recommendations for accommodating students and de-escalating conflicts through recognition of cognitive and emotional factors. Appendices provide more detailed strategies for managing behaviors related to conditions like ADHD, ODD, language-based and nonverbal learning disabilities.
cross culture understanding.pptx
The document discusses cross-cultural understanding and provides definitions and examples of key concepts like culture, acculturation, language, and stereotypes. It defines culture as beliefs, actions, and human creations and capacities according to several scholars. Acculturation is the process where a person or group adopts elements of another culture while maintaining their own. Language and culture are closely intertwined. Stereotypes are overgeneralizations about people based on past experiences; they can be positive or negative. The document examines how stereotypes spread and can be addressed, and provides examples comparing American and Japanese cultures on aspects like individualism and privacy.
Lesson 4 gender and advertising
This document provides an overview of a lesson on representations of gender in advertising. It includes the learning objectives to develop skills in reading media texts and analyzing representations of gender. It discusses key concepts like dominant, preferred, oppositional, and negotiated readings. It clarifies the difference between sex and gender as the focus is on analyzing gender representations. Students are asked to analyze magazine covers and advertisements for how they represent gender.
English 7 Lesson 1.pptx
This document defines and provides examples of parts of speech, proper pronunciation techniques, colloquialisms and slang, and genres of viewing. It discusses the key characteristics of nouns, pronouns, verbs, adjectives, pitch, volume, tone, speech rate, colloquialisms, idioms, contractions, slang, animated, children's, comedy, drama, educational, fantasy, horror, news, and variety show genres. The document aims to teach English grammar, pronunciation, informal language, and how to identify different media genres.
Similar to Lesson 3 media stereotypes worksheet (20)
School training module thirteen, social skills. (2)
School training module thirteen, social skills. (2)
Caderno doaluno 2014_2017_vol2_baixa_lc_lem_ingles_em_2s
Caderno doaluno 2014_2017_vol2_baixa_lc_lem_ingles_em_2s
How to Build a Criminal - Psychosocial Implications for Prevention
How to Build a Criminal - Psychosocial Implications for Prevention
Recently uploaded
MISS RAIPUR 2024 - WINNER POONAM BHARTI.
Poonam Bharti, a guide of ability and diligence, has been chosen as the champ from Raipur for Mrs. India 2024, Pride of India, from the DK Show. Her journey to this prestigious title is a confirmation of her commitment, difficult work, and multifaceted gifts. At fair 23 a long time ago, Poonam has as of now made noteworthy strides in both her proficient and individual lives, encapsulating the soul of present-day Indian ladies who adjust different parts with beauty and competence. This article dives into Poonam Bharti’s foundation, achievements, and qualities that separated her as a meriting champion of this award.
一比一原版塔夫斯大学毕业证Tufts成绩单一模一样
原件一模一样【微信：6496090】【塔夫斯大学毕业证Tufts学位证成绩单】【微信：6496090】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：6496090】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：6496090】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：6496090】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理塔夫斯大学毕业证Tufts学位证【微信：6496090 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理塔夫斯大学毕业证Tufts学位证【微信：6496090 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理塔夫斯大学毕业证Tufts学位证【微信：6496090 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理塔夫斯大学毕业证Tufts学位证【微信：6496090 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
2024欧洲杯比分投注-2024欧洲杯比分投注推荐-2024欧洲杯比分投注|【网址🎉ac99.net🎉】
2024欧洲杯比分投注堪称近年最强的在线博彩独角马公司，他创立于2012年，总部位于美国波士顿，是美国每日梦幻体育比赛和体育博彩的运营商。去年4月挂牌上市后股价一飞冲天，市值轻松超越凯萨娱乐，成为美国博彩业的亮点。2024欧洲杯比分投注也擅长与体坛或是电视媒体合作。2024欧洲杯比分投注宣布与ESPN建立合作伙伴关系，2024欧洲杯比分投注成为每日梦幻体育博彩的独家内容供应商，并成为从在线体彩链接的独家合作伙伴。
快速办理(加拿大CBU毕业证书)卡普顿大学毕业证毕业完成信一模一样
学校原件一模一样【微信：741003700 】《(加拿大CBU毕业证书)卡普顿大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
HnD_Final File - America's Trendsetting Interior Designer Showcasing Interior...
This edition features a handful of business America's Trendsetting Interior Designer Showcasing Interior Excellence that are at the forefront of leading us into a digital future
一比一原版(McGill毕业证书)麦吉尔大学毕业证如何办理
学校原件一模一样【微信：6496090 】【(McGill毕业证书)麦吉尔大学毕业证成绩单】【微信：6496090 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微6496090
【主营项目】
一.毕业证【q微6496090】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微6496090】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(McGill毕业证书)麦吉尔大学毕业证【微信：6496090 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(McGill毕业证书)麦吉尔大学毕业证【微信：6496090 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(McGill毕业证书)麦吉尔大学毕业证【微信：6496090 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(McGill毕业证书)麦吉尔大学毕业证【微信：6496090 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
一比一原版(UoL毕业证)伦敦大学毕业证如何办理
UoL毕业证成绩单【微信95270640】国外文凭购买伦敦大学留信认证毕业证书印刷品《Q微信95270640》学历认证怎么做：原版仿制伦敦大学电子版成绩单毕业证认证《伦敦大学毕业证成绩单》、伦敦大学文凭证书成绩单复刻offer录取通知书、购买UoL圣力嘉学院本科毕业证、《伦敦大学毕业证办理UoL毕业证书哪里买》、伦敦大学 Offer在线办理UoL Offer伦敦大学Bachloer Degree。
【实体公司】办伦敦大学伦敦大学毕业证学历书学历认证学位证文凭认证办留信网认证办留服认证办教育部认证（网上可查实体公司专业可靠）
— — — 留学归国服务中心 — — -
【主营项目】
一.伦敦大学毕业证成绩单使馆认证教育部认证成绩单等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
国外毕业证学位证成绩单办理流程：
1客户提供伦敦大学伦敦大学毕业证学历书办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。
专业服务请勿犹豫联系我！本公司是留学创业和海归创业者们的桥梁。一次办理终生受用一步到位高效服务。详情请在线咨询办理,欢迎有诚意办理的客户咨询!洽谈。
招聘代理：本公司诚聘英国加拿大澳洲新西兰美国法国德国新加坡各地代理人员如果你有业余时间有兴趣就请联系我们咨询顾问：+微信:95270640山娃很高兴夏令营就设在附近一所小学山娃发现那所小学比自己的学校更大更美操场上还铺有塑胶跑道呢里面很多小朋友一班一班的快快乐乐原来城里娃都藏这儿来了怪不得平时见不到他们山娃恍然大悟起来吹拉弹唱琴棋书画山娃都不懂却什么都想学山娃怨自己太笨什么都不会斟酌再三山娃终于选定了学美术当听说每月要交元时父亲犹豫了山娃也说爸算了吧咱学校一学期才交元呢买图画书回家咱自己练父亲摸着山娃的小平头擤了擤鼻子很感动很无奈窄
Insanony: Watch Instagram Stories Secretly - A Complete Guide
Welcome to the world of social media, where Instagram reigns supreme! Today, we're going to explore a fascinating tool called Insanony that lets you watch Instagram Stories secretly. If you've ever wanted to view someone's story without them knowing, this blog is for you. We'll delve into everything you need to know about Insanony with Trending Blogers!
Recently uploaded (8)
2024欧洲杯比分投注-2024欧洲杯比分投注推荐-2024欧洲杯比分投注|【网址🎉ac99.net🎉】
2024欧洲杯比分投注-2024欧洲杯比分投注推荐-2024欧洲杯比分投注|【网址🎉ac99.net🎉】
HnD_Final File - America's Trendsetting Interior Designer Showcasing Interior...
HnD_Final File - America's Trendsetting Interior Designer Showcasing Interior...
Insanony: Watch Instagram Stories Secretly - A Complete Guide
Insanony: Watch Instagram Stories Secretly - A Complete Guide
Lesson 3 media stereotypes worksheet
- 1. Lesson 3 Media Stereotypes Osaruona (OSA) Hallowell 9G2 Key Words Representation Stereotype L/Os: By the end of the lesson… You Must – understand and explain the concept Stereotype (Starter and Main Task) You Should – Explore the difference between a TV media stereotype and reality (Extension 1) Amazing If – Explore a media stereotype from a different media area (extension 2) STARTER: Write down the meaning of the word stereotype in your own words: Stereotyping is a simplistic way to categorize individuals. MAIN TASK 1: Describe each characteristic to show the difference between this media stereotype and a real teenager.
- 2. Speech: Speak slang at home and around my friends sometime use inappropriate words but in class speaks the right language. (You can insert an Speech: Uses lots of slang and offensive words. Not very articulate and often does not make sense. Anything else: she act like she doesn’t care about her education and all she cares about is being bad. Appearance: She is usually dressed in a pink Kappa tracksuit with her hair pulled up. Body language: curling her lips showing a bored look in her eyes, having her head slightly lowered. putting a hand on her hip Appearance: when I am not in my school uniform I am usually wearing shots, jeans, crop tops etc. Body language: when I bored I just roll my eyes kiss my teeth and etc. Anything else: I am usually moody in school every day.
- 3. Extension 1 – Stereotypes and reality: 1. Which negative characteristics of teenagers have been exaggerated in Vicky Pollard? Not all teenagers are rude, in fact some teenagers help their elders plus not all teenagers speak slangs and have a lot of boyfriends. 2. Explain in your own words how you are different to a ‘stereotypical’ teenager like Vicky Pollard? I do not say yes but no but shut up or be rude all the time or think I am “fit”. Extension 2 – Stereotypes across different media areas (Promotional picture of 50 cent) - Which negative characteristics of young black males have been exaggerated in this stereotypical image? They are basically saying that all black males are dangerous because the carry guns and knives etc. - How does this stereotype differ from reality? Not all black males carry weapons in fact not only black people carry weapons some white people do that as well (NOT TO BE RACIST). PLENARY: Progress Bar: - Circle your effort level for today’s lesson. 1 2 3 4 5 33
- 4. WWW: EBI: Progress Bar: The effort level your teacher has marked you for today’s lesson. 1 2 3 4 5