Media Matters

Unit: Media Mirrors: Girls’ Representation

Lesson 17 of 20
Subject: English
Year Level: 12 (Level 7 of The New Zealand Curriculum)
Duration: 60 minutes
Class Size: 30 students
Curriculum Links:

• English Learning Area – Level 7
• Strand: Listening, Reading and Viewing / Speaking, Writing and Presenting
• Progress Outcome: Students will “integrate sources of information, processes, and strategies confidently to identify, form, and express increasingly sophisticated ideas” [The New Zealand Curriculum - English].

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🔍 Lesson Focus

Lesson Title: Group Discussion: Media Representation Goals
Lesson Description:
In this session, students will engage in structured group discussions to define and reflect on what they believe media should convey about teenage girls. This reflective kōrero emphasises critical thinking, collaborative learning, and kōrero mana-enhancing discussions.

Students are challenged to explore representations, shape collective values, and create a shared vision by outlining their media goals.

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🎯 Learning Intentions

Students will:

• Analyse how teenage girls are currently depicted in media
• Communicate personal perspectives in collaborative settings
• Develop and articulate values-based goals for media representation of teenagers
• Reflect on the implications of representation for identity and audience perception

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✅ Success Criteria

By the end of the lesson, students will be able to:

• Contribute thoughtfully to group discussion with textual and personal insights
• Summarise their group’s shared media goals for teenage representation
• Explain how current representations differ from their ideals
• Respectfully challenge, support or build upon peers’ ideas

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🧠 Key Competencies

• Thinking: Analyse media portrayals to question representation and values
• Using language, symbols, and texts: Interpret and discuss nuanced portrayals in diverse media
• Managing self: Participate responsibly and constructively in complex discussions
• Relating to others: Listen actively and acknowledge differing viewpoints
• Participating and contributing: Contribute ideas to co-construct a media message vision

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🪴 Values Explored

• Diversity
• Equity
• Respect
• Empowerment

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📚 Resources Needed

• Student notebooks or digital devices
• Large A3 papers (1 per group)
• Marker pens
• Printed ‘Media Moments’ cards (5–6 per group): each card has an image or brief description of a media portrayal of teenage girls (from films, ads, music videos, social media influencers, shows)
• Slide or printed provocation questions
• Timer

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🕰️ Lesson Breakdown

⏱️ 1. Introduction & Whanaungatanga – 10 mins

Purpose: Establish emotional safety and clarify intent of discussion.

1. Begin with a welcoming brief karakia or mindfulness exercise.
2. Explain the purpose: “Today, you’ll reflect on how you want teenage girls to be seen in media and what matters to you in those representations.”
3. Go over the success criteria.
4. Share a prompt question on the board:
   “What stories about teenage girls do we hear most often – and which ones are missing?”
5. Quick pair-share (2 minutes) to warm up thinking.

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⏱️ 2. Media Moments Analysis – 15 mins

Purpose: Stimulate discussion using diverse portrayals.

1. In groups of 5 (6 groups total), distribute 5–6 'Media Moments' cards.
2. Ask students to discuss:
   • What do you notice?
   • What are the repeated traits or messages?
   • Who is missing from these stories?
   • What is the tone or mood conveyed about teenage girls?
3. Students annotate their group’s A3 sheet with key ideas (words/doodles/dialogue snippets).

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⏱️ 3. Group Discussion: Media Goals – 20 mins

Purpose: Co-construct an alternative vision.

1. Introduce the prompt:
   “If you could design how teenage girls are represented in media, what would your goals be?”
2. Guidelines for discussion:
   • Use personal, cultural, and wider social experience as evidence
   • Allow each person time to speak (can use a talking token or koha item)
   • Elect one group scribe
3. Each group must come up with:
   • 3 key goals for how teenage girls should be represented
   • A statement: “We want media to portray teenage girls as…”
   • A visual motif or image that represents their vision
4. Circulate to support depth and ensure quieter voices contribute

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⏱️ 4. Sharing & Feedback Loop – 10 mins

Purpose: Synthesis of collective energy and reconnection.

1. Each group quickly presents their three goals (1 min each).
   • Encourage clear voice, paraphrasing, and visual communication.
2. Class provides one piece of warm feedback (e.g. “Ka pai – loved how you included…”).
3. Optional: place posters around walls for a gallery walk the following day.

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⏱️ 5. Reflection & Wrap-up – 5 mins

Purpose: Individual consolidation.

1. Students answer in notebooks (or on an online padlet/space):
   • What’s one belief about teenage girls that I want to challenge through media?
   • What’s one thing I can look for next time I watch a show or film?
2. Teacher wraps up:
   • Honour students’ voices
   • Highlight any common threads that emerged
   • Remind them this kaupapa leads into their final Board submission

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🔄 Differentiation Strategies

• Provide scaffold sentence starters for ESOL learners or quieter students
• Use visuals or Te Reo Māori equivalents for deeper connection
• Assign roles (timekeeper, scribe, kaimahi/kaitautoko) within groups to ensure all contribute

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📝 Assessment Opportunities

This discussion can provide formative evidence for:

• Unfamiliar Texts (AS 1.9 or internal equivalents)
• Building towards final assessment: Create a crafted and controlled visual and verbal text (English AS 2.5 or 2.6 - as applicable at your school)

Collect group posters and individual reflections as evidence of progress towards persuasive or crafted writing pieces.

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🌿 Culturally Sustaining Practice

• Build on ākonga lived experiences and community identities
• Incorporate te ao Māori perspectives by asking:
  “What would mana-enhancing representations look like?”
• Promote presence, voice and agency in line with mana ōrite mō te mātauranga Māori

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💡 Extension / Homework

Creative Thinking Prompt:
Write a short character profile (100–150 words) for a media character that reflects your group’s goals. Think about their background, challenges, triumphs, and how they uplift or challenge stereotypes.

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📌 Teacher Reflection After the Lesson

• What representations did students prioritise and why?
• Were diverse cultural identities activated and acknowledged?
• Did group dynamics allow for all voices to emerge? How might I scaffold this more next time?

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Ko te tamaiti te pūtake o te mātauranga – The child is at the heart of learning. Let this kaupapa elevate the narratives our young people wish to build.