Media Literacy: Gender Stereotypes

1. Contexts: 10th grade mixed ability English. Suburban setting with mixed socioeconomic and
cultural backgrounds. Mixed male and female students.
2. Broad, Lifelong Goals & Rationale: Students should learn how gender stereotypes impact
the portrayal of men and women in advertisements. This will prepare students to examine
gender stereotypes in literature, media, and society. Society is full of advertisements that
portray men and women in stereotypical ways; students need to be aware that the media uses
this portrayal in order to shape our thinking of masculinity and femininity.
3. Daily Objectives:
Students will evaluate the credibility of visual advertisements by identifying and
analyzing present gender stereotypes.
Students will identity gender stereotypes in visual advertisements and analyze
how the stereotype is shaped based on details that are present.
Students will formulate ways to remove gender stereotype details in visual
advertisements.
Students will evaluate the impact the advertisements have on them.
4. Common Core Standard
SL.9-10.2 Integrate multiple sources of information presented in diverse media or
formats (e.g. visually, quantitatively, orally) evaluating the credibility and
accuracy of each source.
RI.9-10.2 Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
5. Assessment/Outcome:
An informal assessment will take place during the discussion of gender stereotyping in
advertising with partners. Students will be able to discuss stereotyping with a peer, and
the affect that the stereotyping has on them. The teacher will observe how well the
students can identify the stereotypes during pair discussion and whole-class discussion
A formal assessment will be given through a homework assignment. Students are to
complete the Advertising Gender Stereotypes worksheet by viewing different forms of
advertisements (commercials, magazine ads, billboards, etc.). This worksheet requires
students to write down at least 5 different advertisements that they have seen. Next to the
title/format, students will briefly describe the advertisements. Finally, the students will
explain how these advertisements either conformed or did not conform to gender
stereotypes. Students will have to explain how they would change one of the

advertisements so that it no longer portrays gender stereotypes. The students will also
have to evaluate how these advertisements make the feel about their role in society. This
will further prove the students understanding of gender stereotypes in advertising. See
attached Advertising Gender Stereotypes for the criteria and rubric for the assignment.
6. Blooms Taxonomy
Knowledge: Students will be able to define the terms stereotype, sex, gender,
masculinity, and femininity.
Comprehend: Students will be able to give examples of masculine and feminine
stereotypes.
Analyze: Students will examine visual advertisements in order to distinguish
gender stereotypes.
Synthesize: Students will be able to formulate ways to make the advertisements
less stereotypical.
Evaluate: Students will be able to evaluate how the advertisements make them
feel in relation to fitting in based on these representations.
7. Language Requirements
Stereotype
Gender
Masculine
Feminine
Conform
8. Materials: chalk/whiteboard, chalk/dry erase markers, projector, computer, Burger King
commercial (https://www.youtube.com/watch?v=8tZR3M7SQwA), Electrolux commercial
(https://www.youtube.com/watch?v=ACrwJ4tWaZc), Gender Stereotype Definitions word
document, 15 print advertisements (smaller versions in lesson plan will be enlarged and
printed for students), Advertising Gender Stereotypes worksheet/rubric, independent
reading book, journal, and pencil.
9. Methods
Bellringer:
Before the beginning of class, the teacher will write the journal prompt on the
board: What are some personality characteristics, physical characteristics, or
career goals that most people believe men and women have?
Once the bell rings and students are seated, the teacher will read the prompt aloud.
The teacher will also note that all responses need to be school appropriate.
Students will begin writing their responses in their journals.
Response example: Men: short hair, might have facial hair, tough, and
strong. Women: long hair, pretty, thin, and graceful.

 The teacher should quickly take attendance. Once finished, the teacher will also
write a response to the prompt.
The teacher will share her response and ask for volunteers to share.
(5 minutes)
Anticipation:
The teacher will play the Burger King commercial.
o https://www.youtube.com/watch?v=8tZR3M7SQwA
o The commercial shows men as being tough and strong. They want
meat instead of chick food.
Once the commercial is over, the teacher will ask students, How did the
commercial present the man/woman? What characteristics did the
commercial give the man/woman?
o Possible Student Response: Men are supposed to eat a lot of meat.
Men are supposed to be tough. It shows a woman dressed in all pink.
The teacher will explain that advertisements of men and women usually
include several gender stereotypes.
(4 minutes)
Overview:
The teacher will project a word document onto the screen to present the students
with the definitions of stereotype, gender, masculine, feminine, and
conform.
Stereotype:
o Student Definition: A widely held, but over simplified opinion, belief,
or idea about a person or group.
o Academic Definition: A standardized mental picture that is held in
common by members of a group and that represents an oversimplified
opinion, prejudiced attitude, or uncritical judgment (Merriam-Webster
Dictionary).
Gender:
o Student Definition: the behavior or physical traits that determine a
person as male or female.
o Academic Definition: The behavioral, cultural, or psychological traits
typically associated with one sex (Merriam-Webster Dictionary).
Masculine:
o Student Definition: Possessing qualities associated with the male
gender.
o Academic Definition: having qualities appropriate to or usually
associated with a man (Merriam-Webster Dictionary).
Feminine:
o Student Definition: Possessing qualities associated with the female
gender.

o Academic Definition: characteristic of or appropriate or unique to

women (Merriam-Webster Dictionary).
Conform:
o Student Definition: To behave in a way that is acceptable and similar
to most people or beliefs.
o Academic Definition: To do what other people do; to behave in a way
that is acceptable by most (Merriam-Webster Dictionary).
The teacher will read the definitions aloud while students copy the definitions
into their journals.
The teacher will then ask students to give examples of gender stereotypes that
they know. The teacher should prompt the students to look at their journal
responses for ideas.
o Men are construction workers. Women are teachers. Men are strong.
Women are caring.
(4 minutes)
Modeling:
The teacher will play the Electrolux commercial.
o https://www.youtube.com/watch?v=ACrwJ4tWaZc
o Kelly Ripa is running around, and doing everything that a good wife
and mother should do. She is cooking dinner, entertaining a party,
cleaning dishes, and taking care of her children.
The teacher will stop the video periodically to point out gender stereotypes
that she sees and briefly explain them.
o Example: The woman is in charge of all the cooking. She is dressed up
to host a party. She is taking care of her children.
(5 minutes)
Guided Practice:
Students will work with a partner to complete the guided practice.
The teacher will pass out one print advertisements to each pair and explain the
assignment.
o Pictures found through Google search.
The pair of students should look at each advertisement and identify different
stereotypes.
Each student should write their observations in their journals.
Pairs should also discuss how the advertisements make them feel about their
role in society. Each student should write their thoughts in their journals.
The teacher should circulate around the classroom to listen to and talk with
pairs.
The class will then come back together to share their opinions and thoughts.
o Lean Cuisine advertisement. Implies that being a successful woman
means that you dont have time to cook. Implies that this is the next

best option to cooking for a woman. I feel that the ad rejects what I
believe: I can be successful, cook, and take care of the house.
(7 minutes)
Application:
Students will complete the Advertising Gender Stereotypes worksheet for
homework.
The teacher will pass out the Advertising Gender Stereotypes worksheet to
students.
The teacher will explain that, for this assignment, students are to be aware of
advertisements that they come across.
In the first column, students will write the name of the item being advertised
and what form it is (magazine, commercial, billboard, etc.).
In the second column, students will write a brief description of the
advertisement.
In the third column, students will explain how this advertisement is either 1)
portraying a masculine or feminine stereotype, or 2) portraying men or women
in a non-stereotypical way.
The students should find five (5) different advertisements.
On the back of the worksheet, students will answer two prompts.
o Pick one advertisement that portrayed masculine or feminine
stereotypes. How would you change this advertisement to be less
stereotypical? Explain with detail.
o How do these advertisements make you feel about your role in
society? Do you feel like you fit in based on these stereotypes?
Explain your answers.
The worksheet will be due in two days.
(5 minutes)
Silent Reading
Students will silently read their independent reading book.
The teacher will read a book as well in order to model behavior, and monitor classroom
to make sure students stay on task.
(15 minutes)
Closure and Announcements:
The teacher will end the lesson by asking students if they have any questions
about the lesson or homework.
The teacher will end class by delivering any classroom or school announcements.
(5 minutes)
10. Adaptations: By participating in a whole class discussion, students have a chance to share
and discuss thoughts with the teacher or peers. For students with special needs, I will allow
them to work with an intervention specialist to complete the assignment as well as individual
conference time with me for guidance, help, and better understanding. I will also allow ELL

students individual conference time with me for guidance, help, and better understanding.
ELL students can also use media that is in their first language or portrays different cultural
stereotypes. For students with vision problems, I will allow them to sit closer to the screen or
around my desk (they can watch the trailer on the computer). For students who may not have
access to a computer or television at home, I will privately talk with them to figure out a
solution (ex. access to the school computer lab).
11. Possible Problems and Solutions: A potential problem could occur through lack of
participation or the discussion getting out of hand. Both of these issues would be solved by
the teacher guiding and controlling the classroom during the discussion. By allowing time to
write down observations, all students should be focused on the discussion and have at least
one observation. Asking students specific questions will engage them and guide the
discussion if it is needed or becomes too rambunctious.

Gender Stereotype Definitions

Stereotype: A widely held, but over simplified opinion, belief, or idea about a
person or group.
Gender: The behavior or physical traits that determine a person as male or female.
Masculine: Possessing qualities associated with the male gender.
Feminine: Possessing qualities associated with the female gender.
Conform: To behave in a way that is acceptable and similar to most people or
beliefs.

Advertising Gender Stereotypes

Media portrayals of men and women are all around you in your daily lives. For this
assignment, be aware of the different portrayals that you come across. In the chart
below, you will record these observations. You should have five (5) different
advertisements.
In the Advertisement column, you will write the name of the item being advertised
and the form of the advertisement (magazine, commercial, billboard, etc.). In the
Brief Description column, you will briefly describe the advertisement. In the
Gender Portrayal column, you will explain how the advertisement portrays
men/women in stereotypical ways, or you will explain how it does not portray
men/women in stereotypical ways.
On a separate sheet of paper, respond to the two questions below. Each response
should be at least one paragraph (6 sentences) long. Staple the paper to this
worksheet.
1. Pick one advertisement from your list that portrayed a gender stereotype.
How would you change this advertisement to be less stereotypical? Explain
with detail.
2. How do these advertisements make you feel about you role in society? Do
you feel like you fit in based on these stereotypes? Explain your answer.

Advertisement
Example: Lean Cuisine.
Magazine advertisement.

1.

Brief Description
A woman is standing in
front of a kitchen in a grey
dress with glasses.

Gender Stereotype
It breaks female
stereotypes by saying that
a woman can be
successful. However, it
implies that women cant
be successful and fulfill
their stereotypical role of
caretaker and cook.

2.

3.

4.

5.

Rubric:
Each row (1-5) is worth 5 points
1 point= Title and form of advertisement.
2 points= Brief description of advertisement.
2 points= Explanation of gender stereotype.
5 points= Response to question #1. The response should be at least 6 sentences
long, well thought out, and explained with detail.
5 points= Response to question #2. The response should be at least 6 sentences
long, well thought out, and explained with detail.

Total: _____/ 35 points

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