Byron Benter’s QLPs
note: I already had these lessons in existence, but modified them to fit what I learned from our various guest
teachers.
Learner Centered Instruction / Constructivism
STAGE 1 – DESIRED RESULTS
Liking What You See: A Documentary__[Day 1]_
Established Goals:
Reading of two pre-assigned articles on the internet concerning contemporary ideals of body image.
http://mediasmarts.ca/body-image/body-image-girls
http://mediasmarts.ca/body-image/body-image-boys
http://mediasmarts.ca/body-image/body-image-photo-manipulation
(students are asked to read the article that is the opposite of their gender, and the third article)
Understandings: Students will understand that…
- CCSS.ELA-LITERACY.RI.11-12.7
-Both sides of the issue of body image in the media, and
the reason for each
Essential Questions:
-What is the effect of media advertising on the
individual?
-Why does advertising have this effect on the
individual?
-How can education change the way that bodies are
represented in the media?
Students will know:
-the basic issues surrounding body image in the media
Students will be able to:
-hold a conversation about the basic issues of body
image in the media
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks:
-hold an effective group conversation about the
articles
Other Evidence:
-the students will produce and present their findings in small groups
to the class
Key Criteria:
The main purpose of the day’s activities is to introduce them to the contemporary issue of body image in the media.
Discussion should also be held on viewpoint and perspective.
STAGE 3 – LEARNING PLAN
Summary of Learning Activities:
Ponder:
“You are an advertising executive, and you have the choice of one of two images to put in your ad campaign. The first
contains people who are considered to be attractive by your target audience. The second contains people who are of the
average body type for your target audience. Which image do you choose to use in your campaign? Why?” During
discussion of this, ask students to provide honest answers and give thoughtful reasons for their answers. The purpose
of this discussion is to cause the students to sympathize with the motivations of the advertising industry. [15-20]
Small Group Discussion [discussion of reading]:
Ask the students to divide into groups of two boys and two girls. Then ask the students to share with the other gender
to topic of the article they read, and the key points. Also ask students to discuss these issues with their peers. During
this time, I will walk around in order to interject and evaluate conversation.[10]
Class Discussion [class discussion of reading]:
Bring the class back and ask groups to share with the class what they discussed. Encourage conversation within the
class. After this, highlight specific parts of the articles that are important to the student’s understanding of the current
event issue.[10-15]
Lecture [broader discussion of the articles that were read]:
Talk to students about the various ways that the media represents body image, and the reasons that it does so. In the
midst of this discussion, use this video: https://www.youtube.com/watch?v=s2gD80jv5ZQ#t=55 [a video detailing
the evolution of a model from beginning to end]. Let this lecture turn into a class discussion if it lends itself toward the
interest of the students. [20-25]
Conclusion:
Summarize the conclusions of the articles that were read for the day. Also be sure to reference students back to the
Ponder question so that they can understand the reason why these advertisements are created. Remind students to read
the first half of Liking What You See: A Documentary by Ted Chiang for the next class [10]