Common Core Aligned Media Literacy in Careers Lesson Plan
Grade: 7. Subject(s): Family & Consumer Science and Library Skills. Teacher(s): Audrey Hummel and Kathy McHugh.
Student Learning or Instructional Gap:
Recognize bias in images.
Reading images accurately with evidence to support thesis.
Breakdown commonly held stereotypes about specific career clusters and employment options.
Gain an awareness of the variety of jobs within a career cluster.
Common Core Learning Standard(s) Addressed:
*RSIT #9a Using experience and knowledge, think creatively, analytically and persuasively.
*RSIL#8. Distinguish among facts, reasoned judgement based on research findings, and speculation in a text
*RSIL #9. Compare and contrast the information gained from multimedia sources with gained from reading a text on the same topic.
*WSFL #7. Conduct short research project to answer a question, drawing on several sources and generating additional questions that allow for multiple avenues of exploration
*WSFL#8 Gather relevant information from multiple print and digital sources, quote and paraphrasing data and conclusions of others and follow a standard format for citation.
*WSFL#9 Draw evidence from informational text and images to support analysis, reflection and research.

Learning Target(s): What will students know & be able to do as a result of this lesson?
Nouns = concepts or content Verbs = skills
Students will be able to identify evidence to support their hypothesis or conclusions from media (poster/photograph)
Students will be able to differentiate between reality and stereotypes
Students will be able to write persuasively to promote their career
Students will be able to articulate facts about their career
Student-friendly Language (#s
3,4,5)
Big Ideas: Why are the outcomes of this lesson important/relevant in
the real world
and/or other areas of study? How will these outcomes support future learning?
Students will be able to recognize the power of media bias and begin to ask the questions:
"How do I know this is true?".
"What evidence can I find to support my answer?"
"What is true, and what is my opinion?"
By being able to ask these questions, students will have gained a critical and inquisitive thought process which is invaluable for all higher learning and problem solving situations and environments in all subject areas.

Formative Assessment Criteria for Success: How will you & your students know if they have successfully met the intended learning outcomes of the lesson? What specific criteria will be used to determine what student success/good work looks like?
Students will have that "ahh ha" moment during the open discussion when their biases toward certain jobs are revealed.
Students will give evidence for their answers, which will break down their stereotypes and pre-conceived bias for certain types of jobs.
Students will spend time exploring jobs within one of their highest scoring career clusters from their self assessment.
Paper or brochure will be persuasive but not show negative bias.

6. Activities/Tasks: What learning experiences will a.) move students closer to the learning targets and b) provide sufficient opportunities for ongoing formative assessment/checking for understanding? How will you arrange these activities or tasks?
Previous to this lesson, students took a self assessment to determine their interests in 14 "career clusters".
Students will anonymously give initial hypothesis about what type of career people have in a photograph/poster ( each poster represents one of the 14 career clusters) by placing sticky notes on posters as they do a "museum walk" activity.
Each photograph will be projected and the class will have an open discussion guided by the teacher through the socratic method challenging the students to give evidence for their hypothesis
Students will have their stereotypes broken down and realize their preconceived bias towards certain jobs.
Students will be challenged to research a job within one of their top scoring career clusters and write a persuasive paper or brochure supporting the value and positive features of that job.
Students will then create a poster for presentation at a career fair on their chosen job
Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Career posters created in partnership with Project Look Sharp at Ithaca College.
Various career encyclopedias and books from the MS and HS Libraries.
Websites, including www.bls.gov and www.careerzone.org. And others as noted on the MS Library Web page under
Grade 7 and Career Project
Computers, MSWord, MSPublisher

Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson?
Consider all aspects of student diversity.)
Visual prompts
Active walking
Group discussion
Choice of project (paper or brochure)
Resources pulled (multiple reading levels) and websites listed
Guided worksheets to insure that all information is researched before project is completed
Hands on poster created for the career fair
Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for
Students with Disabilities in your class? Be as specific as possible.)
There are a selection of books that are at a lower grade level for reading.
Two teachers and one teacher aide will check for understanding and assist with source selection.
Scribes as needed. Computers and or laptop computers will be available.
Common Core Aligned Lesson: Reflection
Does this lesson reflect one of the
“ shifts
”
in instruction (see Common Core
“
Shifts
”
documents on EngageNY.org)? If so, please describe which shift is addressed and how?
In addition, please choose ONE question below to respond to after you have taught the lesson OR create your own question and respond to it after you have taught the lesson.
How did this lesson engage students in collaborative learning and enhance their collaborative learning skills?
Students will engage in a group discussion, using their own responses as the starting point.

You are also encouraged to use a facilitated
“
Learning from Student Work
”
protocol to review and reflect on student work related to this lesson.