How the Media Influences Me, My Community

& the Globe

Grade: 3rd
Essential Questions:

How does the media influence me, my community, & the globe?

Common Core Standards:

CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.W.3.8
Recall information from experiences or gather information from
print and digital sources; take brief notes on sources and sort
evidence into provided categories.
CCSS.ELA-LITERACY.W.3.2
Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.

Objectives:

Students will be able to directly correlate media they explored in

the previous lesson with responses from people in their community
and world during station work (RI.3.1) (W.3.8)
Students will demonstrate an understanding of how the media
influences them, their community and the globe through the
informative/explanatory text project and by providing examples
(W.3.2)

Materials:
Markers, Crayons, Colored Pencils
Writing utensils
Projector or SmartBoard
White Board Markers
Selected media samples from previous lesson
Selected media response samples
Students Detective Sheets from previous lesson
Paper Plates of 3 different sizes
Hole Punch
Binder Rings (1 per student)
Chart Paper with stereotypes from previous lesson

Hook:

The teacher will begin by saying, we have already learned about
stereotypes, talked about how they can be unfair to others, and really
delved into exploring where we can find stereotypes. We learned that we
could find many stereotypes in the media! This is why we want to be
media literate!
Review Discussion Questions (if needed)

Can something refresh our memories and explain to us what a

stereotype is?
Can someone else explain to us what the media is?
Now who can describe what it means to be media literate?

Today we are going to really dig deep into how the media makes us
think, act, or feel. More specifically, how common stereotypes in the
media (like we found in our sticky note common trends the other day) or
the lack of certain groups in the media (like we thought about on our
detective sheet) would make people think, act or feel. Today I want you
to consider how you think media makes YOU think, act or feel, people in
your COMMUNITY or town think act or feel, and how the media makes
people all over the WORLD think, act, or feel.

Lesson Procedure:
The teacher should have 4-6 stations set up. At each station the teacher
should provide examples of how the media has influenced an individual,
community, or the world.
For example, 4 stations could be: (Station materials should be relevant
and appropriate for student body)
Spoken Word Performances and/or speeches
Music
Books and/or newspaper clippings
Art Work
These examples should be responses to stereotypes in the media that
have impacted individuals, their community, or the world. For example, at
the spoken word station students could listen and read Sojourner
Truths Aint I a Woman Speech which communicates Sojourners
feelings towards being treated unfairly for being African American and a
woman. At the music station students could listen to and read Colbie
Caillats song Try which communicates Colbies frustration of the false
expectation of beauty for women. At the newspaper station the
students could look at articles of people protesting for Civil Rights.

Also provided at each station should be examples of media (used in the

previous lesson) that could have directly influenced the responses at
each station. For example, the media of Disney princesses could be placed
at the music station with the Colbie Caillat song. Students will bring their
detective sheets from the previous lesson to each station. When they
see a response that correlates to a certain media from a previous lesson
they should describe how one could influence the other on the back of
the detective sheet of the media the response corresponds with. There
should be more than one response and form of media at each station so
the students have to critically think about which media at the station
could influence which response. Furthermore, students will be required
to notate on their sheets if the media and response is something that
might affect them, their community, the world, or all three!
The students will move through each station in their groups and work
together to explore the responses and decide what responses
correspond to what media. The teacher will move from station to station
to provide assistance and answer questions.
At the end of the station work the teacher will bring the class back
together for a discussion. The teacher will ask the students how they
found the media to influence the way people feel, think or act. The
teacher will ask each group to provide an example of a media and
response correlation they found and how they thought it made the
person/group think, feel or act and if it related to them, their
community, the world, or all three.

Lesson Closure:
Each student will be provided with 3 plates of different sizes, a binder
ring, markers, crayons etc., and a hole punch for their group. Students
will be required to write on the bottom ridge of the smallest plate ME,
on the medium sized plate MY
COMMUNITY and the large plate
THE WORLD. On each plate
students will be required to write an
informative or explanatory paragraph
describing how the media influences
the way they (little plate), their
community (medium plate) and the
world (big plate) feels, acts or thinks.
The students must provide one
example of media and a response they
explored on each plate. After the
students have finished their
paragraphs they will decorate their
R etrie ved from k idw orldc itizen .org

plates with images depicting their feelings they wrote on each plate.
Then the students will hole punch all three plates and put them on a
binder ring. Although slightly different the plates will look similar to the
image provided once assembled.

Concept Evaluation:
Students will be assessed based on their informative and explanatory
paragraphs on the plate project. Students will be assessed as to whether
they can explain how the media influences them, their community and the
world by also providing examples of media and responses they explored.
Students detective sheets will be assessed by whether they found a
response that correlates to the media they explored to the previous
lesson. Students responses will be evaluated by the accuracy of
correspondence and their description of how the media influenced a
person/group to think, act, or feel.
Students will also be formatively assessed throughout the lesson plan.
The teacher will do this by evaluating if students are participating in
group discussion and being an active group contributor.

Gear up:
Gifted Students
In addition to being required to write an informative or explanatory
paragraph describing how the media influences the way they (little plate),
their community (medium plate) and the world (big plate) feels, acts or
thinks. The gifted students must provide TWO examples of media and a
response on each plate. One should be one they explored in class and one
they can think of from their own experiences.

Gear down:
Struggling Students & ELL Students
Struggling students will be given a job within their group. This could be
recording the groups ideas on the detective sheet, or being the speaker
for the groups answers for the discussion questions at the end of the
lesson procedure portion. These jobs keep the student involved and
empowered, however since they will be working in a group there is less
pressure. If the student is stuck they can use the group for support.
For example, they dont have to come up with the answers to the
discussion questions alone. However, the do have to pay attention to
their groups discussion so they can report to the class.

If there is another student in the class who speaks the same language as
the ELL student the teacher should make sure they are in a group
together so they can help each other with translation. Furthermore the
ELL student depending on their level of English could write their
detective sheet responses and paper plate activity in their native
language (if translator available) or using a drawing. Moreover, if the
student can read and write some English they can make their responses
on the detective sheet and on the paper plates in short bullet points.