Lesson+3

__**Purpose**__:
====To increase students abilities to analyze media and think critically about the things that media presents, though the practice of examining the movie Hairspray for its representation of stereotypes, values and ideologies in terms of film and media techniques.====

====LA.1112.1.7.1: The student will use background knowledge of subject and related content areas, prereading strategies (e.g., previewing, discussing, generating questions), text features, and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection;====

====-In groups, students will research key topics from the 60's and come up with a mini-presentation to share with the class in order to cover some of the key background knowledge that is helpful for analysis of the movie Hairspray.====


 * [the purpose of this overt instruction is to increase students background knowledge as they being their analysis of Hairspray, as well as providing a frame for viewing the movie. In this way, students will be focusing on metalanguage and analysis instead of prior knowledge, yet still be able to use the background knowledge taught in their analysis.]

**SITUATED PRACTICE:**
====-Students will be given a handout with questions to guide their note-taking as they watch the movie Hairspray (handout with character charts and spaces to include stereotypes vs how they are presented)====


 * [the purpose here is to help guide students as they view the movie and direct their attention to characters, character development, and what stereotypes are presented through the characters and their movement within the movie's plot]

====-Students will be provided with a second handout, that directs their thinking and analysis of Hairspray, with special attention to stereotypes and how they are presented through the application of Cortes and Golden. The handout will consist of still shots from the movie for students to analyze and comment on stereotypes, film techniques and the presentation of ideas and values. Students will complete this handout within groups, and do so on a rotating basis somewhat similar to a jigsaw, except students will be rotating groups as they complete their handout.====


 * [the purpose here is for students to, while referring to their notes after watching the film, apply what they have learned through overt instruction during this lesson as well as previous lessons to a specific scene from the movie, as represented through the still shots on their handouts. Students will utilize their analytical skills at breaking down the media and deciphering the techniques used to represent different stereotypes within the movie hairspray. students will also be asked to reflect upon these stereotypes and their analysis as pertains to the validity of media representations and comment on how the way stereotypes are portrayed might affect them as well as society at large. This way of thinking will tie in with lesson 4 which furthers students critical framing and asks them to consider refuting stereotypes through the creation of their own form of media representations.]