Overview:
- Objective of Activity: After finding examples of advertising outside of the classroom, students will be able to analyze and identify how advertising negatively affects body image and self esteem of high school students by producing and presenting an “anti-ad” addressing these effects.
- Standard & Anti-Bias Framework Domain and # (write out) : Justice: 13. Students will analyze the harmful impact of bias and injustice on the world, historically and today
- Assessment – Describe how you will assess and provide a Rubric: We will assess the “anti-ad” with the rubric provided.
Process:
- The day before, students will be put into groups of 4. Each student has the responsibility of finding an advertisement that may have a negative effect on body image and self esteem. Identify 1 or 2 details that present unrealistic implication of body image. Student will write a brief paragraph describing the details they consider unrealistic.
- The next period, they will present their advertisement (ie, picture from their phone or hard copy) to their group and describe the unrealistic implications of the ad.
- The group members will take notes on each presentation on their graphic organizer provided (Beauty Ad Graphic Organizer)
- Create and “anti-ad” by choose 2-3 details from the presentations to respond to in their Anti-Ad project. Students will have group roles to ensure equal participation.
- Each group will present their “anti-ad” to the class (presentation could be a variety of mediums).
- Students will reflect on the “anti-ad” ideas presented in class. They will do a quick-write to get their thoughts and ideas about the advertisement that they see everyday.
Content Differentiation
Focus Student #1: English Language Learner
Academic Language Abilities: ELL students generally tend to struggle with new vocabulary that they have not seen before, and struggle to participate in discussions when they are confused about the vocabulary or the topic.
Differentiation Plan: To differentiate for English language learners we will use a vocabulary poster to help prepare the students to learn the vocabulary. Then the students will have to speak the vocabulary and become experts on each of the terms. This differentiation is universal and meant to aid all students with understanding the vocabulary.
Focus Student #2: Student with Special Needs
Special Considerations: Students with special needs will be might be likely to participate in group discussions and could need extra support to help them engage in the discussion. Pairing the special needs students with other students who are willing to support them or help them in these discussions. Graphic organizers are in place to support these students and also other students who need the support.
Differentiation Plan: To support these students we have a graphic organizer in place and several activities to support the vocabulary. A pair share activity that's meant to support new vocabulary terms and structured discussion to give each member time to speak and write down what other members of the group present.
Focus Student #3: Low level student
Special Considerations: The low-level student will need extra support in participating in discussions and staying motivated to complete the task. The teacher should spend extra time with these groups to make sure that the students are participating actively listening to their peers.
Differentiation Plan: We differentiate for the low level students by breaking down the tasks into smaller pieces and then combining those pieces to form a larger idea. The graphic organizer is to help students formalize their ideas and then learn about the overarching goal of the activity.
Focus Student #4: Mid-level student
Special Considerations: These students are usually actively engaged in discussion and participating in the activities at hand. They are willing to work with each other and discuss the topics presented in class. It is good to pair lower level and special needs students with mid level students because they are more likely to help and are willing to keep the same pace as the lower level student, ELL, and students with special needs.
Differentiation Plan: For these students we have created a graphic organizer collector thought before they begin the discussion. The graphic organizer has been designed to help all students and is a universal differentiation.
Focus Student #5: High level student
Special Considerations: These students usually finish the activity very quickly and are ready to move on to something new.
Differentiation Plan: The students will have the option to go above and beyond their analysis of the ads for an opportunity to earn extra credit. These students are also held accountable for the group work and their individual roles that they are a sign within the group.
Academic Language Abilities: ELL students generally tend to struggle with new vocabulary that they have not seen before, and struggle to participate in discussions when they are confused about the vocabulary or the topic.
Differentiation Plan: To differentiate for English language learners we will use a vocabulary poster to help prepare the students to learn the vocabulary. Then the students will have to speak the vocabulary and become experts on each of the terms. This differentiation is universal and meant to aid all students with understanding the vocabulary.
Focus Student #2: Student with Special Needs
Special Considerations: Students with special needs will be might be likely to participate in group discussions and could need extra support to help them engage in the discussion. Pairing the special needs students with other students who are willing to support them or help them in these discussions. Graphic organizers are in place to support these students and also other students who need the support.
Differentiation Plan: To support these students we have a graphic organizer in place and several activities to support the vocabulary. A pair share activity that's meant to support new vocabulary terms and structured discussion to give each member time to speak and write down what other members of the group present.
Focus Student #3: Low level student
Special Considerations: The low-level student will need extra support in participating in discussions and staying motivated to complete the task. The teacher should spend extra time with these groups to make sure that the students are participating actively listening to their peers.
Differentiation Plan: We differentiate for the low level students by breaking down the tasks into smaller pieces and then combining those pieces to form a larger idea. The graphic organizer is to help students formalize their ideas and then learn about the overarching goal of the activity.
Focus Student #4: Mid-level student
Special Considerations: These students are usually actively engaged in discussion and participating in the activities at hand. They are willing to work with each other and discuss the topics presented in class. It is good to pair lower level and special needs students with mid level students because they are more likely to help and are willing to keep the same pace as the lower level student, ELL, and students with special needs.
Differentiation Plan: For these students we have created a graphic organizer collector thought before they begin the discussion. The graphic organizer has been designed to help all students and is a universal differentiation.
Focus Student #5: High level student
Special Considerations: These students usually finish the activity very quickly and are ready to move on to something new.
Differentiation Plan: The students will have the option to go above and beyond their analysis of the ads for an opportunity to earn extra credit. These students are also held accountable for the group work and their individual roles that they are a sign within the group.
Vocabulary Differentiation
Students will complete Vocabulary Posters for each word that contain the word, the definition, and a picture representing the word. They’ll “teach” the word to a partner, and then they’ll trade posters, and the partner will now be responsible for teaching that word to the next student they partner with.
Sample list:
symmetry
ratio
perspective
ethos
pathos
logos
rhetoric
body image
Sample list:
symmetry
ratio
perspective
ethos
pathos
logos
rhetoric
body image
Beauty Ad Graphic Organizer
In small groups, students present ads they found in the community that portray an unrealistic standard of beauty. Students will use this graphic organizer to take notes on their group members' presentations in each of the squares. In the diamond in the center, students will independently reflect on the ads they've learned about in the presentations, and will select which 2 or 3 ads they'd like to incorporate or "respond to" in their final project.
Positive Interdependence
1.) What are the mutual goals?
The mutual goal of this activity is to create an “anit-ad” and present it to the class. Students will do this by first sharing and discussing the ad they brought in that represents unrealistic beauty standards and how those ads can affect teens. The idea of the final project is to collectively create an ad that would represent realistic bodies and an analysis of the “anti-ad”
2.) How will labor, materials, roles and resources be divided?
The material to make the ad will be provided in class. The students can use posters and markers or the class set of ipad to create a digital ad. The roles will be defined by the teacher and then voted on by the group as to who has what role.
3.) What roles and responsibilities will you assign?
Group Facilitator: This is kind of like the team captain. This person makes sure everyone is participating and giving their input. They say things like, “____, what do you think about what ____ said?” They also make sure that everyone presents their ad they brought in to analyze. They keep time and make sure the group is on task and finishing on time.
Skeptic: This person is the critical eye. He/she makes sure that all work in quality work and that when people are making statements, they are clear and can back up what they are saying with an appropriate explanation.
Designer: Although everyone in the group is contributing to the final anti-advertised, the designer is the more artistic member in the driver’s seat.
Presenter: Although everyone will contribute to the project, the presenter is the group member that feels comfortable explaining the anti-ad and the group’s thinking and analysis to the class.
4.) How are all the roles connected?
The roles are connected because without one of the roles, the group could easily fall off task (facilitator) or not produce quality work (skeptic). I like that the roles use different student strengths such as leadership, analytical skills, artistic ability, and public speaking.
5.) What joint/common rewards will you provide
The rewards are participation points as well as points for the project itself.
6.) What are the consequences if not all participate?
Although the students will be assessed as a group, part of their score will be based on their group members rating their contributions.
The mutual goal of this activity is to create an “anit-ad” and present it to the class. Students will do this by first sharing and discussing the ad they brought in that represents unrealistic beauty standards and how those ads can affect teens. The idea of the final project is to collectively create an ad that would represent realistic bodies and an analysis of the “anti-ad”
2.) How will labor, materials, roles and resources be divided?
The material to make the ad will be provided in class. The students can use posters and markers or the class set of ipad to create a digital ad. The roles will be defined by the teacher and then voted on by the group as to who has what role.
3.) What roles and responsibilities will you assign?
Group Facilitator: This is kind of like the team captain. This person makes sure everyone is participating and giving their input. They say things like, “____, what do you think about what ____ said?” They also make sure that everyone presents their ad they brought in to analyze. They keep time and make sure the group is on task and finishing on time.
Skeptic: This person is the critical eye. He/she makes sure that all work in quality work and that when people are making statements, they are clear and can back up what they are saying with an appropriate explanation.
Designer: Although everyone in the group is contributing to the final anti-advertised, the designer is the more artistic member in the driver’s seat.
Presenter: Although everyone will contribute to the project, the presenter is the group member that feels comfortable explaining the anti-ad and the group’s thinking and analysis to the class.
4.) How are all the roles connected?
The roles are connected because without one of the roles, the group could easily fall off task (facilitator) or not produce quality work (skeptic). I like that the roles use different student strengths such as leadership, analytical skills, artistic ability, and public speaking.
5.) What joint/common rewards will you provide
The rewards are participation points as well as points for the project itself.
6.) What are the consequences if not all participate?
Although the students will be assessed as a group, part of their score will be based on their group members rating their contributions.
Individual and Group Accountability
1.) How will roles be assigned?
Immediately following explanation of roles, students will vote (without talking to each other) for who they think should have each role. Then, they’ll discuss the roles they thought each student should have as a group, and decide from there.
2.) How will you hold each student Individually Accountable for learning?
The grades will be 50% based on the group, and 50% based on the individual, so no student can pass without succeeding to at least some degree in both areas. For example, in step one students bring in an ad and an explanation for why they chose the ad. The whole group gets credit no credit for 50% of the grade on this assignment for having ALL of their group members’ ad and explanations included with the final project, but each individual also gets an A-F score for the other 50% of the ad and explanation assignment. This will be the breakdown for the explanation/analysis paper and the Beauty Ad Graphic Organizer.
Each student will also evaluate their peers in the group project process, but they cannot give any two group members the same score. Students will earn a portion of their grade based on how their peers rate them.
These assignments above represent 50% of the overall project grade.
3.) How will you hold each student responsible for the whole group’s learning?
The other 50% of the project grade will be based on the actual project itself, based on the rubric provided.
Immediately following explanation of roles, students will vote (without talking to each other) for who they think should have each role. Then, they’ll discuss the roles they thought each student should have as a group, and decide from there.
2.) How will you hold each student Individually Accountable for learning?
The grades will be 50% based on the group, and 50% based on the individual, so no student can pass without succeeding to at least some degree in both areas. For example, in step one students bring in an ad and an explanation for why they chose the ad. The whole group gets credit no credit for 50% of the grade on this assignment for having ALL of their group members’ ad and explanations included with the final project, but each individual also gets an A-F score for the other 50% of the ad and explanation assignment. This will be the breakdown for the explanation/analysis paper and the Beauty Ad Graphic Organizer.
Each student will also evaluate their peers in the group project process, but they cannot give any two group members the same score. Students will earn a portion of their grade based on how their peers rate them.
These assignments above represent 50% of the overall project grade.
3.) How will you hold each student responsible for the whole group’s learning?
The other 50% of the project grade will be based on the actual project itself, based on the rubric provided.
Group Processing
1.) Observation
The Teacher will observe the students during the group activities to hold students accountable for individual roles and participation during the group activities. While the teacher is observing the groups the teacher will ask questions to the group and to individuals to help promote conversation and discussion about the ads that the group is looking at.
Some Sample Questions:
“How does this ad influence you?”
“Does this ad have a negative influence on your self image?”
2.) Reflection
Students have the opportunity to discuss their findings on an ad of their choosing and then share those findings with their group. After the students have discussed their ads that they brought in, they will discuss among their group which ad they want to present to the class.
3.) Goal Setting
Students will have an opportunity to discuss their ads and the negative effect it has on them. After their discussion the students will share their findings with the class in an effort to bring awareness of the effect that the ads have on individuals self-image and self-worth. The goal of this activity is to have students discuss the negative effect that can have on individual self worth and self image and to work in groups and think critically about the problem. Students set goals within their group and use the group roles to help keep each other on track and moving towards those goals.
The Teacher will observe the students during the group activities to hold students accountable for individual roles and participation during the group activities. While the teacher is observing the groups the teacher will ask questions to the group and to individuals to help promote conversation and discussion about the ads that the group is looking at.
Some Sample Questions:
“How does this ad influence you?”
“Does this ad have a negative influence on your self image?”
2.) Reflection
Students have the opportunity to discuss their findings on an ad of their choosing and then share those findings with their group. After the students have discussed their ads that they brought in, they will discuss among their group which ad they want to present to the class.
3.) Goal Setting
Students will have an opportunity to discuss their ads and the negative effect it has on them. After their discussion the students will share their findings with the class in an effort to bring awareness of the effect that the ads have on individuals self-image and self-worth. The goal of this activity is to have students discuss the negative effect that can have on individual self worth and self image and to work in groups and think critically about the problem. Students set goals within their group and use the group roles to help keep each other on track and moving towards those goals.
Social Skills
1.) Trust Building Activity: We will use the “Toe the line” strategy to establish trust in the classroom. This is an activity that involves the teacher placing a line on the ground and having students number off 1’s and 2’s. The 1’s stand on the opposite side of the line from the 2’s. The teacher asks increasingly personal questions and if the student answers the question “yes” he/she steps on the line without speaking. The students will begin to look down the line and see which students have interests or life events in common with them. This will help them find people in class they can trust and relate to. The questions we ask will be based upon social issues that relate to body image in the United States i.e. “does anyone you know have an eating disorder because he/she wants to look a certain way?”
2.) Communication Activity: We will do a “save the last word” exercise in groups of 4 which involves each student explaining why they chose the advertisement that they chose. Each student will also explain what the message is in their advertisement. Each student will have 2 minutes to explain their article and the other group members will have 2 minutes to ask questions. The group members will rotate until every member of the group has shared.
3.) Decision Making Strategies: Students will form groups of 4 and create a small decision making poster. This poster will involve the students choosing a common decision that high school students must make (i.e. going to parties, playing sports, joining a club, doing drugs.) The poster will list their decision, the pros & cons associated with the decision, and what side of the decision they believe is the right choice
4.) Conflict Resolution: Pairs of students will be given an article that relates to a common body image problem i.e. anorexia in the modeling field and be told to read the article. After reading the article the students must do two things: 1 - Explain how the article explains why this common is prevalent 2 - Explain an alternative method to solve the conflict involved in the article. For example instead of women in the modeling industry being forced into eating disorders to look “beautiful” maybe our view of beautiful needs to change.
Anorexia Article
5.) Leadership Skills: We will use a fishbowl technique to develop student leadership skills. The class will be divided into 3 groups. 1 group that supports the hypothetical legislation of companies providing a label on retouched photos and one group that believes companies should not have to provide such a label. The third group will be the arbitrators who listen to a representative from both sides of the issue and the arbitrators must gather and make a decision to either pass the legislation of reject it.
Impact of Retouched Photos
Retouching photos for Modesty
- Identify How Leaders Are Assigned: Randomized selection because this will create the fairest environment in the classroom. This will make sure the teacher does not choose their favorite students and make the rest of the class feel uncomfortable with their role as a non-leader.
- How will Social Skills be Self-Assessed: Students will give themselves a written judgement of how actively they participated in each of the social skill building activities. At the end of the unit they will give themselves a numbered score based upon how actively they participated in social/community activities and interacted with their peers throughout the duration of the unit.
2.) Communication Activity: We will do a “save the last word” exercise in groups of 4 which involves each student explaining why they chose the advertisement that they chose. Each student will also explain what the message is in their advertisement. Each student will have 2 minutes to explain their article and the other group members will have 2 minutes to ask questions. The group members will rotate until every member of the group has shared.
3.) Decision Making Strategies: Students will form groups of 4 and create a small decision making poster. This poster will involve the students choosing a common decision that high school students must make (i.e. going to parties, playing sports, joining a club, doing drugs.) The poster will list their decision, the pros & cons associated with the decision, and what side of the decision they believe is the right choice
4.) Conflict Resolution: Pairs of students will be given an article that relates to a common body image problem i.e. anorexia in the modeling field and be told to read the article. After reading the article the students must do two things: 1 - Explain how the article explains why this common is prevalent 2 - Explain an alternative method to solve the conflict involved in the article. For example instead of women in the modeling industry being forced into eating disorders to look “beautiful” maybe our view of beautiful needs to change.
Anorexia Article
5.) Leadership Skills: We will use a fishbowl technique to develop student leadership skills. The class will be divided into 3 groups. 1 group that supports the hypothetical legislation of companies providing a label on retouched photos and one group that believes companies should not have to provide such a label. The third group will be the arbitrators who listen to a representative from both sides of the issue and the arbitrators must gather and make a decision to either pass the legislation of reject it.
Impact of Retouched Photos
Retouching photos for Modesty
- Identify How Leaders Are Assigned: Randomized selection because this will create the fairest environment in the classroom. This will make sure the teacher does not choose their favorite students and make the rest of the class feel uncomfortable with their role as a non-leader.
- How will Social Skills be Self-Assessed: Students will give themselves a written judgement of how actively they participated in each of the social skill building activities. At the end of the unit they will give themselves a numbered score based upon how actively they participated in social/community activities and interacted with their peers throughout the duration of the unit.
Face to Face Interaction
1.) Grouping
We will try to create the groups so that there is a mix of English learners, students with special needs, and high, middle, and low performing students in each group. Ideally, English learners who have a lower CELDT score will be put in groups with another English Learner who has a higher CELDT score or who has been re-designated in order to help bridge the gap between the novice English learner and the native English speakers. We’ll have to take student personality into account when making the groups, so that we pair students who are high performing with students who are low performing in such a way that the high performing student will help the low performing student along, rather than simply do the project by him or herself.
2.) Room Arrangement
The desks will be arranged into 6 table groups of 4 or 5 students.
3.) Group Seating
Students will sit at table groups made up of their group members for this project. The table groups will be arranged in a way that all of the desks face towards the center of the group, since most class activities will be group based. Students can quickly and easily break from the groups and turn their desks to the front if necessary during direct instruction.
We will try to create the groups so that there is a mix of English learners, students with special needs, and high, middle, and low performing students in each group. Ideally, English learners who have a lower CELDT score will be put in groups with another English Learner who has a higher CELDT score or who has been re-designated in order to help bridge the gap between the novice English learner and the native English speakers. We’ll have to take student personality into account when making the groups, so that we pair students who are high performing with students who are low performing in such a way that the high performing student will help the low performing student along, rather than simply do the project by him or herself.
2.) Room Arrangement
The desks will be arranged into 6 table groups of 4 or 5 students.
3.) Group Seating
Students will sit at table groups made up of their group members for this project. The table groups will be arranged in a way that all of the desks face towards the center of the group, since most class activities will be group based. Students can quickly and easily break from the groups and turn their desks to the front if necessary during direct instruction.