ICT Integrated Lesson Plan

Author	E. Miller, M. Carrigan
Title	Deconstructing African-American pop-culture images: a journey of media literacy
Grade Level	8 and 9
Subject Area	PDR
Overview of unit/lessons/activities (assumptions of prior knowledge/learning)	Over a time frame of four to six classes the students will generate some ideas about how African-Americans are represented in pop-culture. This will be followed by the students being divided into groups to analyze four different portrayals of historical experiences, and discuss the means of representation. Students will be called again to generate some ideas about how contemporary society views three prominent African – American’s (brainstorm qualities of the individuals, what stereotypes the media creates or reinforces). We will then as a group study the facts of Martin Luther King Jr.’s biography and, working through graphic organizers, develop a biography of MLK with an emphasis on qualities of character and accomplishments. Students will be encouraged to critically engage with the process of analyzing the difference between manipulated media image and accomplishments. Students will then be expected to create a biography of a person in their life, or in the media, who exemplifies qualities of character or values that the student admires. Students will prepare a biography to present using moviemaker, PowerPoint, videotaped interview, or written copy. All final products to be submitted with completed graphic organizers.
Correlations to ICT and curriculum outcomes	CT 9.2 (relates to 6.1) design and build intranet or Internet websites of student-produced pages about a curriculum topic, in small groups with teacher supervision PTS 9.1 (relates to 6.3) use software to brainstorm, develop a thought web, outline, and map ideas under study with independence SEHI 9.2 (relates to 6.3, 6.4, 6.5, 6.6) identify and demonstrate the values and techniques of mass media, popular culture, and electronic information environments, and evaluate the effects of these techniques SEHI 9.1 (relates to 6.1, 6.2, 6.3) demonstrate understanding of the nature of technology and its impacts on different societies and environments; using technology, in local and global contexts, with due regard for the legal and human rights of others
Projected timeline for preparation and for carrying out activities	Four to six 60 minute classes
Equipment Requirements: (computers, software, etc)	Computers LCD projectors Cameras (office)
Teaching materials provided (Blacklines, worksheets, templates, teacher materials)	Information packages Graphic organizers to help with fact finding etc. Demonstrations of completed materials
Resources available for teacher/student use (websites, references, etc)	http://www.biography.com/blackhistory http://en.wikipedia.Martin Luther King, Jr. - Wikipedia, the free encyclopediaorg/wiki/Martin_Luther_King,_Jr. http://www.bham.wednet.edu/bio/biomaker.htmBSD: Biography Maker http://www.readwritethink.org/lesson_images/lesson243/web.pdf
Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)	Introduction lesson: Class brainstorm of images/famous African-American individuals and attributes we admire about them. Students directed to analyze context of images that we view the individuals in (i.e. clothing, situation, placement of picture, props used etc.). As a class, discuss positive cultural values, and stereotypes that exist. Background mini-lesson on civil rights movement. Students divided into four groups and given packages of material (fact finding graphic organizers provided). Students will be given time in their groups to critically evaluate the images they are given and discuss how the historical content of the packages fits into current cultural values. Students will be asked to generate a thought web discussing the life, accomplishments, attributes that define Martin Luther King Jr. As a class we will then discuss his biographical history and how, as a cultural icon, he is viewed in today’s society. Through the discussion students will asked to unify the brainstorm of famous contemporary figures with the historical content viewed with how our society views the accomplishments of Dr. King today. After this work, students will be guided through the process of creating a biography, as a group, of Dr. King focusing on character, values, and accomplishments. The assignment will then be handed out to the students, and the remainder of the unit will be accomplished in the computer lab with access to equipment.
Samples (include teacher notes, assessment information, student work if available)
Logistics (organization, grouping, management issues, access to technology)	Two classes will be held in traditional classroom environments with materials shared, and summaries created on LCD display. Two classes will be devoted to time set up for computer access for students to complete the work with the needed technology.
Assessment information (e.g., rubrics for products and/or process)	http://www.sites4teachers.com/links/redirect.php?url=http://jeffcoweb.jeffco.k12.co.us/elem/belmar/biographyrubric.pdf
Possible extensions