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Is It Just a Joke?

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Baylee VanKirk

Tier 1
For Schools

Lesson Plan

Media Literacy & Substance Use Plan

Students will critically analyze media portrayals of alcohol and tobacco, differentiate between fictionalized depictions and real-life consequences, and develop media literacy skills to challenge glamorized messages.

It's important for students to understand how media influences perceptions of alcohol and tobacco to make informed, healthy choices. This lesson equips them with critical thinking skills to see beyond the glamorization and recognize the real impact of these substances.

Audience

7th Grade

Time

50 minutes

Approach

Interactive analysis, discussion, and activity.

Materials

Whiteboard or projector, Markers or pens, Pop Culture's Influence Presentation, Media Message Scavenger Hunt (one per student), and Reality Check: Media vs. Life Discussion Guide

Prep

Prepare Materials

15 minutes

  • Review the Pop Culture's Influence Presentation and familiarize yourself with the content.
    - Print enough copies of the Media Message Scavenger Hunt for each student.
    - Ensure projector or smartboard is ready for the slide deck.
    - Review the Reality Check: Media vs. Life Discussion Guide prompts.

Step 1

Warm-Up: Media Moments (10 minutes)

10 minutes

  • Display the first slide of the Pop Culture's Influence Presentation (Title Slide).
  • Ask students: "What are some of your favorite movies, TV shows, or songs? Do you ever notice how characters in them sometimes use alcohol or tobacco? How is it usually shown?"
    - Facilitate a brief class discussion, encouraging students to share observations without judgment. Record some key observations on the board.

Step 2

Presentation & Discussion: Deconstructing Media (15 minutes)

15 minutes

  • Use the Pop Culture's Influence Presentation to guide students through common media portrayals of alcohol and tobacco.
  • Discuss the difference between entertainment and reality, focusing on how media can glamorize or normalize substance use.
  • Ask probing questions from the Pop Culture's Influence Presentation to encourage critical thinking about motives behind portrayals (e.g., advertising, character development).

Step 3

Activity: Media Message Scavenger Hunt (15 minutes)

15 minutes

  • Distribute the Media Message Scavenger Hunt worksheet to each student.
  • Explain the activity: Students will work individually or in small groups to identify different ways alcohol and tobacco are portrayed in various media examples (e.g., movie posters, song lyrics, social media ads – teacher to provide examples or direct students to recall their own observations).
  • Circulate and assist students as they complete the hunt, encouraging them to think critically about the underlying messages.

Step 4

Cool-Down & Discussion: Reality Check (10 minutes)

10 minutes

  • Bring the class back together.
  • Facilitate a discussion using the Reality Check: Media vs. Life Discussion Guide prompts.
  • Focus on comparing the glamorized media portrayals with the actual health and social consequences of alcohol and tobacco use.
  • Encourage students to share their insights from the scavenger hunt and how their perspectives might have shifted.
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Slide Deck

Is It Just a Joke?

Deconstructing Media's Portrayal of Alcohol & Tobacco

Grade 7 Health & Wellness
Substance Use Prevention

Welcome students and introduce the topic. Start with a hook about media they consume daily. Ask: 'What media do you interact with every day?'

Media's Big Influence

Media isn't just entertainment; it shapes how we see the world.

From TV to social media, we see messages about almost everything.

Alcohol and tobacco often show up in unexpected places.

Explain that media shapes our perceptions. Ask students to brainstorm how characters or people in media use alcohol or tobacco. 'How do TV shows, movies, or music videos make alcohol or tobacco seem?'

Why Show It? The Media's Motives

Media often uses alcohol and tobacco to:

  • Make characters seem cool or rebellious.
  • Show adults having 'fun' or relaxing.
  • Add drama or conflict to a story.
  • Sometimes, it's just part of the 'real world' setting.

Discuss why companies or creators might choose to show these substances. Is it always a conscious choice, or sometimes just part of a 'cool' image? 'Why might a show or movie include characters drinking or smoking?'

The

Media often shows alcohol as:

  • A way to celebrate and have fun.
  • Something all adults do.
  • A solution to stress.

And tobacco as:

  • A sign of sophistication or toughness.
  • A way to fit in.
  • Something rebellious.

Provide examples or ask students to recall them. 'Can you think of a character who seems 'cool' because they drink or smoke in a movie or show?' Emphasize that these are fictional portrayals.

Reality Check: Media vs. Real Life

What media often doesn't show:

  • Health risks: Addiction, disease, long-term harm.
  • Negative consequences: Legal trouble, impaired judgment, accidents, family problems.
  • The reality for most young people: Most teens don't use alcohol or tobacco.

Transition to the difference between fiction and reality. Ask: 'Does real life always look like what we see on TV?' Discuss the health consequences that media often ignores. 'What are some of the things media doesn't show about alcohol and tobacco use?'

Be a Media Detective!

Don't just watch – think!

Ask yourself:

  • What message is this trying to send?
  • Is this realistic or exaggerated?
  • What are the consequences NOT shown?
  • Who benefits from this portrayal?

Introduce the idea of critical thinking. Encourage students to question everything they see. 'What questions should we ask ourselves when we see alcohol or tobacco in media?'

Your Power: Critical Thinking

You have the power to analyze and question what you see.

Understanding media messages helps you make smart choices for your health and future.

Don't let a 'joke' in a movie become your reality!

Conclude by reiterating the main message: media is powerful, but we have the power to think critically. 'Why is it important for you to be able to tell the difference between media portrayals and reality?'

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Activity

Media Message Scavenger Hunt

Instructions: In this scavenger hunt, you will become a detective and look for different ways alcohol and tobacco are shown in media. Think about movies, TV shows, music videos, social media, or even advertisements you've seen. For each category below, describe an example and explain the message it sends.

Category 1: Alcohol or Tobacco makes someone look 'Cool' or 'Rebellious'

  • Example from media:





  • What message does this send?





Category 2: Alcohol or Tobacco is shown as a way to have 'Fun' or 'Celebrate'

  • Example from media:





  • What message does this send?





Category 3: Alcohol or Tobacco is used by adults to relax or cope with stress

  • Example from media:





  • What message does this send?





Category 4: Alcohol or Tobacco is shown with negative or realistic consequences (even if briefly)

  • Example from media:





  • What message does this send?





Reflection Question:

  • After completing this scavenger hunt, what did you notice about how often media shows the negative consequences compared to the positive or neutral portrayals? What surprised you?











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Discussion

Reality Check: Media vs. Life Discussion Guide

Instructions: Use these prompts to guide a class discussion after the Media Message Scavenger Hunt. Encourage students to share their observations and insights, fostering a critical understanding of media's influence.

Opening Questions:

  1. What were some of the most common ways you saw alcohol and tobacco portrayed in your
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