Application Project Plan (APP) Planning Sheet


Name

Audrey Hummel and Kathy McHugh

Tentative Title

Reaching Beyond Career Stereotypes

Target Audience

7th grade Family and Consumer Science Students

Brief Description

Common Core Aligned Lesson Plan - //Media Literacy in Careers//
- link to file

Curriculum Goals -

Students will expand their awareness and knowledge of a variety of jobs and careers. Discover a career or job and learn about something they weren't aware of before. Learn about a career that is related to their interests or discover an interest. Have students recognize their preconceived stereotypes for each career cluster. Learn about the options that are available for a range of educational levels: high school through PhD. Identify jobs within a Career Cluster that connect their interests with future studies and employment.

  • Students will become more open to opportunities a career cluster has to offer
  • Students will change their thoughts and stereotypes about a career

Media Literacy Goals -


  • Raise awareness about the ways in which careers are stereotyped in the media
  • Careers are stereotyped by how they are portrayed
  • Careers are stereotyped by the careers you don't see
  • Call attention to ways the media undermines the goal of having people be open-minded about careers


Other Goals - Unpacking how our perceptions about careers are connected to gender stereotypes (class, social, racial).

Help students learn to notice what media devices influence their perceptions of various careers
Provide the mechanism for identification of stereotypes
Empower students to broaden their horizons and go after a job they have an interest in
Common Core Learning Standards:
  • RSIT #9a Using experience and knowledge, think creatively, analytically and persuasively.
  • RSIL#8. Distinguish among facts, reasoned judgment 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.

Proposed Activities -

Career Poster Museum Walk
Part 1 - 20 minutes
  • Hang 14 posters (provided by Project Look Sharp) depicting people at work. Each poster contains clues, but could be several different jobs.
  • Students will work individually and start in front of a poster
  • Each student gets 5 sticky notes to write and post their responses to the following two questions
  • Students will examine the poster (setting, dress, equipment), consider these questions: What does this person do for a living? and What is your evidence?
  • Students will have two minutes at each of five posters, then they will rotate. Clarification: There will be students at every poster, but not every student will respond to every poster.

Part 2 - 10 minutes
  • Students sit down
  • Projected pictures
  • Posters are projected digitally one at a time
  • Group decoding and discussion to each poster: What does this person do for a living? What career cluster is this? What is your evidence? How much training/education/experience is required to do this job?

Day 2 - Continue decoding the posters until they have all been completed
  • Next steps to conclude Day 2 and move into Day 3? Is the Google image search activity next?
  • Discussion: How do you know what you know about employment/jobs/careers? Where do you get that information from?
  • Homework: What do you notice on TV, movies, advertisements, cereal boxes, billboards (are there any around?), etc? What do you notice about jobs and careers? Which ones are represented? How are they represented? Who is doing the job?
  • Techniques used to influence and persuade


Google image search of career they are researching. Look at the pictures on the first screen or two (decide). Ask them, what do you notice? Why do you think those images came up? Develop questions to get at the stereotypes and


Assessment/Evaluation


Resources/Support

Posters from Project Look Shart

Difficulties/Obstacles


Planning Steps