This novel is important for young adult readers because it allows them to look deeply into a society similar to our own where materialism and consumption are critical factors in how the society operates. The way the girls are able to explore and find themselves in the context of the story shows how important it is to develop a self identity without the influence of the media and material goods. This book focuses on the power the media has on gender roles and identities. This would be a very teachable lesson and could be adapted to deeply explore our own society and how the media affects our perceptions of gender and identity. Beauty Queens could be taught alongside Lord of the Flies to use in discussion with one another and used across a curriculum. The themes of identity and gender roles might be the most obvious reasons to teach Beauty Queens, but the style and voice within it would also be an important aspect to focus on while teaching. Beauty Queens also develops many civil rights issues of the past and present including racism, sexism and sexual orientation, which give the opportunity to discuss the prevalence of those issues in our society, how we have progressed and what is left to be done.
Challenges that accompany this book:
The main concept that could be challenged in the book is sexuality and gender identification. Petra, one of the main characters, is transgendered. Originally, she was a member of the boy band Boyz will be Boyz, but felt she did not belong in a male’s body. Therefore, she decides to become a female, and is in transition during the course of this novel. Many young readers may not be very familiar with this process which could lead to them being confused or uncomfortable. Also, one character is a lesbian while another is unsure of her sexuality. Again, some students may not be familiar with this topic or could even struggle with it because it goes against their own personal beliefs. However, since both of these concepts are very prevalent in today’s society, it is important for students to be exposed to them and have a safe place to discuss them. Another challenging aspect of this novel is violence and death. The novel begins with a plane crash that killed upwards of thirty girls. Death is always a sensitive subject, and may elicit emotional responses from the reader. Also, the violent interactions between the girls and members of “The Corporation” is something to note, though it is not graphic. This could allow a discussion to focus on how violence is viewed in society and why it is included in this novel. Finally, the language of this book may be challenged. Although it does not happen often, and certainly not on every page, some of the characters swear. This may not bother students as much, but it could definitely be of concern to some parents. To combat this, it is important to discuss how swearing is not a large part of this novel, but how it also might be necessary within the context of the story.
INSTRUCTIONAL PLAN WORKSHEET
Curriculum Context/Rationale: (Provide citation for any curriculum materials used)
EALRs/GLEs/PEs/Common Core Standards:
Grade Level: 9-10
- EALR: 3 Reading
- The student reads different materials for a variety of purposes.
- Component 3.4: Read for literary experience in a variety of genres.
- GLE
3.4.4: Analyze and evaluate the great literary works from a variety of
cultures to determine their contribution to the understanding of self,
others, and the world.
- CCSS English: Reading Literature
- RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
- RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
- CCSS English: Writing
- W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
- W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
CCSS English: Speaking and Listening
- SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
- EALR: 2 Writing The student writes in a variety of forms for different audiences and purposes.
- Component 2.2: Writes for different purposes.
- GLE 2.2.2: Demonstrates understanding of different purposes for writing.
Short Term Learning Targets/Objective(s) for This Lesson:
- Students will create an advertisement that demonstrates an ironic portrait of an aspect of gender roles in society today in the forms of writing a script, videotaping a commercial, or creating a visual advertisement that could appear in a magazine.
- Students will complete a written rationale in which they justify their choice of advertisement and how it is relevant to societal created gender roles and expectations which will be evaluated on a teacher made rubric.
Academic Language Objectives:
- Language Forms:
- _________ advertisement portrays ______ gender role through ______.
- Vocabulary:
- Irony:
- a technique of indicating, as through character or plot development, an intention or attitude opposite to that which is actually or ostensibly stated.
- (especially in contemporary writing) a manner of organizing a work so as to give full expression to contradictory or complementary impulses, attitudes,etc., especially as a means of indicating detachment from a subject, theme, or emotion.
Pre-Assessment:
Students will engage in a discussion about the role media plays in creating gender roles in our society and in the text. Possible questions to lead the discussion may be:
1. What are some forms of media that influence society's view of gender roles and expectations? How do they do this? Which is the most effective?
2. What is an example of an advertisement you have seen whether in a magazine or on television, that has explicitly defined the roles in one way or another?
3. To what extent do these advertisements subconsciously influence the views of young teens in our society?
While discussion is in progress, teacher will take notes on students ideas on a pre-written checklist which will aid in reflecting on the overall understanding of students ideas. This will be used for the post assessment as well in order for the teacher to determine to what extent students ideas have changed or extended throughout this lesson.
Formative Assessment:
After discussing media and gender roles, students will write a short response regarding one of the many commercials or advertisements in Beauty Queens and how their chosen advertisement affected the gender expectations in the context of the text.
Student Voice:
Students articulate which forms of advertisements are most influential in their own lives and consciously/subconsciously impact their views about gender role expectations.
Summative Assessment:
Students will be asked to think about the same questions that were introduced in the pre-assessment:
1. What are some forms of media that influence society's view of gender roles and expectations? How do they do this? Which is the most effective?
2. What is an example of an advertisement you have seen whether in a magazine or on television, that has explicitly defined the roles in one way or another?
3. To what extent do these advertisements subconsciously influence the views of young teens in our society?
Students will be asked to write down their answers and will be assessed based on their overall reflection and increased analysis of these advertisements. This evaluation will be based on a teacher made rubric.
INSTRUCTIONAL SEQUENCE
Activating Prior Knowledge:- “Think about a time when you have seen an advertisement that has portrayed a gender to fit a certain role. This can be anything from women portrayed in a light where they are expected to cook and clean, etc. Turn and talk to the person next to you about that example and what the underlying message would have been to the viewers who are analyzing that particular ad. This can be in the form of something that you have seen on television, in a magazine, or on a billboard.”
- Students will come back together for a class discussion before delving into the project.
Communicating Learning Targets:
- I can critically analyze the underlying message of advertisements that depict gender roles in a particular manner and discuss the ways in which they affect our society today.
Learning Experiences:
Time
10 min
10 min
2 min
2-3 days
during work time
1 day for presentations
| Teacher Tasks:
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Student Tasks:
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Rationale
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Closure :
“Now that we have seen how media and advertisements affect our perceptions on gender roles, I hope that you begin to think critically about how this plays a role in our everyday lives. What were some things that you are now considering after completing this project that you might not have before? How are you more critical thinkers? Where can we find these advertisements? etc.” Student engaged discussion will allow you to see how far students have come as far as critically thinking about the way these ads influence them on a daily basis (learning target).
Classroom Management:
- During the initial discussion students will be expected to sit at their desks, participating in the class discussion by raising their hands.
- During work time, students will have the opportunity to work by themselves or in groups as large as four. Students will be allowed to work in the classroom or hallways or outside for filming purposes as long as they are acting responsibly and are not disruptive to other classes.
- During this time, students will be expected to be on task working on their projects, if group work is something they are unable to stay focused on they will be asked to work on the project alone.
- During presentation time, students will be expected to listen respectfully and engage in conversation when appropriate as their classmates present their work.
Instructional & Assessment Accommodations/Modifications for Diverse Learners: (Indicate plans for differentiating instruction)
- Accommodations/Modifications:
- Students will choose how they represent their advertisement whether in writing, pictures, or on film.
- Working individually or in a group setting
- Multiple representations of the rubric/expectations of the projects
Instructional Materials, Community Resources, and Technology:
- Advertisements on television/computer
- Use of camera for filiming
- Computers for creating visuals or other resources
- Document cameras to project work
- Televisions for showing films (if applicable)
- Instructional Materials:
- paints
- posters
- paper
- markers
- scissors
- cameras
- pens
- glue
- tape
- any other crafts supplies they might individually need
