Technology Lesson Plan

TECHNOLOGY INTEGRATED CLASSROOM LESSON Teacher Megan Soring

Title If I Were a Boy

Description of Activity Students will look into what music says about the male and female role of gender stereotyping based off of the opposite sex’s viewpoints.

Suggested grade level Grade level: 10th grade

Pennsylvania Subject Area Standards 1.3 Reading, analyzing and interpreting literature 1.4 Types of writing 1.5 Quality of writing 1.6 Speaking and Listening 3.1 Unifying themes 3.6 Technology education 3.7. Technology devices

NETS Standards 1. Creativity and Innovation A. Apply existing knowledge to generate new ideas, products, or processes. B. Create original works as a means of personal or group expression. 2 Communicate and Collaboration B.Communicate information and ideas effectively to multiple audiences using a variety of media and formats. 3. Research and Information Fluency B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media 5. Digital Citizenship A. Advocate and practice safe, legal, and responsible use of information and technology. 6. Technology Operation and Concepts A. Understand and use technology systems.

TECHNOLOGY INTEGRATED CLASSROOM LESSON Learning objectives •

• • •

Students have already read, discussed and analyzed society standards and characteristics for males and females from different generations using different articles and chapters of novels: The Beautiful, The Bulimic and the Dead Pondering Manhood’s Price A Women’s Role in the 1950’s Sex, Drugs and Cocoa Puffs by Chuck Klosterman Sex by Madonna Based off of the previous lesson plans of gender roles and stereotyping, Students will analyze the lyrics of Beyonce’s “If I Were a Boy” and compare the gender roles to Limp Bizkit’s “Eat You Alive.” Students will discuss and analyze if the expected stereotypes have an influence on everyday behavior. Using the internet and media, students will identify the stereotypes that were modeled in the videos and discuss the gender roles that are expected from the opposite sex.

Materials required • • • • • • • •

Computers Headphones Microsoft Word KWS Chart Beyonce Video Limp Bizkit Video Lyrics to both songs Venn Diagram

Approximate number of class periods and length Three 80 minute block class periods

TECHNOLOGY INTEGRATED CLASSROOM LESSON Classroom management strategies: The unit will take place in a 10th grade English classroom that has computers for each student. The classroom also has a projector that is linked to the teacher’s computer as well. There are twenty students in the classroom. This lesson plan takes place after previous lesson plans that educate students on gender stereotyping and gender roles from different generations that may or may not influence everyday behavior. This lesson plan also takes place after students have been introduced on how to use Glogster and Wordle

Warm up Students will use a KWS chart to show what they already know and what they want to learn on gender stereotypes.

Activities/ Procedures Day 1: • Students will read over Beyonce’s “If I were a Boy” lyrics and Limp Bizkit’s “Eat You Alive” lyrics • Students will then watch each artists’ music video Beyonce: Limp Bizkit: • Students will be asked what the songs mean and how it relates to gender stereotypes • Students will group together in groups of 4 to analyze the lyrics and the music videos • Students will have an open circle discussion for the whole class on their views of the song Day 2: • Students will re-watch the music videos along with re-reading the lyrics. • Students will use a Venn diagram to compare and contrast the video and the gender stereotypes that were used. • Teacher will analyze and explain the music video based off of the director’s idea when making the video Beyonce: had the gender roles reversed in the beginning of the video ( as if having the female being portrayed as if she was cheating on her boyfriend while her boyfriend was being loyal). However, the roles get reversed where Beyonce is the one that is being taken for granted and its viewed that he is cheating on her, which is considered a common stereotype. Limp Bizkit: It is viewed as if he kidnaps the women, Thora Birch in the video and that police are chasing after him. However, the video shows that Thora’s father despises the lead singer, Fred, of the band because of how he takes advantage of Thors. However, Fred knows the sweet nothings he can say to Thora to keep her around.

TECHNOLOGY INTEGRATED CLASSROOM LESSON • •

Students will debate over the director’s viewpoints of each video in groups of 4. Students will individually summarize their viewpoints based off of the videos if gender stereotyping influences everyday behavior.

Day Three: • Students will use media to show what they have learned within the class up to present on gender stereotypes. • Students will use Glogster to demonstrate their knowledge on gender stereotypes and present it in any way or any role perspective. • Students will also use a Wordle that uses adjectives to describe their gender role.

Assessment strategies • • • • •

Rubric for Everyday behavior Rubric for Glogster Rubric for Wordle Checklist to make sure Venn Diagram is completed Participation Checklist for each activity

Story Writing : Everyday Behavior Rubric Teacher Name: Ms. Soring Student Name:

CATEGORY

________________________________________

4

3

2

1

Focus on Assigned Topic

The entire story is related to the assigned topic and allows the reader to understand much more about the topic.

Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.

Some of the story is related to the assigned topic, but a reader does not learn much about the topic.

No attempt has been made to relate the story to the assigned topic.

Introduction

First paragraph has First paragraph has a "grabber" or catchy a weak "grabber". beginning.

A catchy beginning was attempted but was confusing rather than catchy.

No attempt was made to catch the reader's attention in the first paragraph.

TECHNOLOGY INTEGRATED CLASSROOM LESSON Problem/Conflict It is very easy for the It is fairly easy for the It is fairly easy for the It is not clear what reader to understand the problem of stereotypes and its effects or influences it may have or not have on everyday behavior from the writer's perspective.

Spelling and Punctuation

reader to understand the problem of stereotypes and its effects or influences it may have or not have on everyday behavior from the writer's perspective.

reader to understand the problem of stereotypes and its effects or influences it may have or not have on everyday behavior from the writer's perspective. However, their viewpoint of gender stereotypes is not clear

There are no spelling There is one spelling or punctuation errors or punctuation error in the final draft. in the final draft. Character and place names that the author invented are spelled consistently throughout.

their view on gender stereotypes is nor the effects of everyday behavior.

There are 2-3 The final draft has spelling and more than 3 spelling punctuation errors in and punctuatio the final draft.

Glogster Rubric Teacher Name: Ms. Soring Student Name:

CATEGORY

________________________________________

4

3

2

1

Knowledge Gained

Student can accurately answer all questions related to facts in the glogster and processes used to create the glogster.

Student can accurately answer most questions related to facts in the glogster and processes used to create the glogster.

Student can accurately answer about 75% of questions related to facts in the glogster and processes used to create the glogster.

Student appears to have insufficient knowledge about the facts or processes used in the glogster.

Graphics Originality

Several of the graphics used on the glogster reflect a exceptional degree of student creativity in their creation and/or display.

One or two of the graphics used on the glogster reflect student creativity in their creation and/or display.

The graphics are No graphics made by made by the student, the student are but are based on the included. designs or ideas of others.

Title

Title can be read is quite creative.

Title can be read and Title can be read and describes content describes but the well. content is somewhat confusing.

The title is too small and/or does not describe the content of the glogster well.

TECHNOLOGY INTEGRATED CLASSROOM LESSON Required Elements

The glogster includes all required elements as well as additional information. Required elements: 1.stereotypes depicted from the videos and lyrics viewed in class 2.expression of gender equality and/or stereotypes of women and men from past to present decades

All required elements are included on the glogster. Required elements: 1.stereotypes depicted from the videos and lyrics viewed in class 2.expression of gender equality and/or stereotypes of women and men from past to present decades

All but 1 of the required elements are included on the glogster. Required elements: 1.stereotypes depicted from the videos and lyrics viewed in class 2.expression of gender equality and/or stereotypes of women and men from past to present decades

Several required elements were missing. Required elements: 1.stereotypes depicted from the videos and lyrics viewed in class 2.expression of gender equality and/or stereotypes of women and men from past to present decades

Wordle Rubric Teacher Name: Megan Soring Student Name:

CATEGORY

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4

3

2

1

Attractiveness

Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Use of font, color, graphics, effects etc. but these often distract from the presentation content.

Mechanics

No misspellings or grammatical errors.

Three or fewer misspellings and/or mechanical errors.

Four misspellings and/or grammatical errors.

More than 4 errors in spelling or grammar.

Originality

Product shows a large amount of original thought. Ideas are creative and inventive.

Product shows some original thought. Work shows new ideas and insights.

Uses other people's ideas (giving them credit), but there is little evidence of original thinking.

Uses other people's ideas, but does not give them credit.

TECHNOLOGY INTEGRATED CLASSROOM LESSON Check List: Student Name: ____________________________________ Completed: Venn Diagram: • •

Student Participated in group discussion ______ Student completed Venn Diagram with at least 2 similarities ______

Participation: • Group discussion on music videos • Group discussion on lyrics of songs • Class discussion

Related Web Sites Music Video of Beyonce “If I were a Boy” http://www.youtube.com/watch?v=BVTyLqkez6A Music Video of Limp Bizkit “Eat You Alive” http://www.youtube.com/watch?v=xMHNbE7o9JI Glogster http://www.glogster.com/ Wordle http://www.wordle.net/ Songmeanings for Lyrics Beyonce: http://www.songmeanings.net/songs/view/3530822107858744030/ Limp Bizkit: http://www.songmeanings.net/songs/view/3530822107858489816/

_______ _______ _______

TECHNOLOGY INTEGRATED CLASSROOM LESSON

Back-up plan: (if the technology fails!) If the technology failed in my classroom, I would have already have signed out the technology classroom in advance. I would also make sure that the technology teacher was available in case if students needed assistance. If the music videos do not work, I would bring in my radio and have students listen to the songs. If Glogster or Wordle do not work, I will have the students design a poster for everyday behavior and allow that assignment to be handed in next week. For Wordle, if that did not work; I would make sure to have markers, poster board and magazines for students to make a poster in class of words that describe their gender role.

Branching out I would match up lower-level students with higher-level students for group discussions. For students who are lower level, I would assist them with their writing and multimedia projects. I would also provide headphones and cubicle settings for students to help create a more individualized space while working in the classroom. For students that are higher-level I would have them also complete a VoiceThread that shows a timeline of gender stereotypes and their view of gender roles in 2009.