ALEX Classroom Resource

  

Comic Makeovers: Examining Race, Class, Ethnicity, and Gender in the Media

  Classroom Resource Information  

Title:

Comic Makeovers: Examining Race, Class, Ethnicity, and Gender in the Media

URL:

http://readwritethink.org/classroom-resources/lesson-plans/comic-makeovers-examining-race-207.html

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

Overview:

Stereotyped images create false ideals that real people can't hope to live up to, foster low self-esteem for those who don't fit in, and restrict people's ideas of what they're capable of. In this unit, students explore representations of race, class, ethnicity, and gender by analyzing comics over a two-week period and then re-envisioning them with a "comic character makeover." This activity leads to greater awareness of stereotypes in the media and urges students to form more realistic visions of these images as they perform their makeovers.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 9
1 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.1- Answer who, what, when, where, and why questions to analyze stories, using textual evidence and inferences as support.


English Language Arts
ELA2015 (2015)
Grade: 9
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.9-10.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.3- Describe how characters interact and develop in a story.


English Language Arts
ELA2015 (2015)
Grade: 10
31 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.9-10.1]

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.9-10.1a]

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. [SL.9-10.1b]

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. [SL.9-10.1c]

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. [SL.9-10.1d]

English Language Arts
ELA2015 (2015)
Grade: 10
32 ) Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally), evaluating the credibility and accuracy of each source. [SL.9-10.2]

English Language Arts
ELA2015 (2015)
Grade: 11
1 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.1- Answer who, what, when, where, and why questions to analyze stories, using textual evidence and inferences as support.


English Language Arts
ELA2015 (2015)
Grade: 11
3 ) Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.3- Describe how characters interact and develop in a story; identify the setting of a story; identify the problem in a story.


English Language Arts
ELA2015 (2015)
Grade: 11
9 ) By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems, in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.11-12.10]

English Language Arts
ELA2015 (2015)
Grade: 11
10 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.10- Answer who, what, when, where, and why questions to analyze informational text, using textual evidence and inferences as support.


English Language Arts
ELA2015 (2015)
Grade: 12
29 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.11-12.1]

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.11-12.1a]

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. [SL.11-12.1b]

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. [SL.11-12.1c]

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. [SL.11-12.1d]

Tags: Comic Creator, comics, makeover, stereotypes
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Author: Cassie Raulston