Media Literacy lesson plan

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منهج الانجليزى ثانوية عامة / معكم الاستاذ / جرجس حنا هارون /Unit 1: (Writers and stories) Lesson: 1

Media Literacy

lesson plan

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Media Literacy Lesson

Plan

Media Literacy

lesson plan

(Year............Semester...............Day........Date..........Session..........)

(Project: Media Literacy. Unit:..1............. Lesson: 1......... )

................................................................................................................

Lesson Title:

Fake or True ?

Let's communicate collaboratively and critically.

(Who-Where-How-Why-When-What)

(1-Pre-presentation)

Overview

-Today's lesson talks about (Media Literacy Education). It also talks about the importance of creating a free, positive, and safe media environment as well as practical tips for being better contributors.

-Studying the influence of mass media on our lives allows students to view advertising in a new light. This lesson provides students with the opportunity to look at mass media in a critical way.

Students become aware of the tremendous amount of advertising that they are exposed to on a daily basis. By looking at advertising critically, students begin to understand how the media oppresses certain groups, convinces people to purchase certain products, and influences culture.

The Objectives:

By the end of the lesson , learners become able to:

1--Access,analyze, evaluate, create, reflect and act against the fake

2-Supporting the true advertisement, poster, event, story or text either

it is audio, visual, audio-visual or printed text through communication,

collaboration, creation and critical thinking skills. Learners analyze the

advertisement to discover if ir is fake or reliable.

3- Spot fake news, Events, stories, advertisements, films or texts.

Featured Resources:

I will enable my learners at school to:

1-See a poster, watch an advertisements through TV channels or recorded advertisements on a CD. They use video tapes to go back to.

2-Analyze a daily-life event and a printed journal news text.

-The Material used:

A video tape, a CD, a TV advertisement, daily-life event and a library

journal scientific news.

-Standards: High school students standards in Egypt.

-Time: 45 minutes.

--Teaching aids and online technology:

Video tape, computer, TV, CD and a library Journal.

-Techniques / Strategy:

Call and Response Method.

Teachers can improve students' critical reading and viewing skills through interactive learning activities that make use of a wide

range of nonfiction media, including film, television, print, and the Internet.

Four classroom learning experiences designed to facilitate careful analysis of the ways in which media messages are constructed The critical thinking method depends on (Access, analysis, Evaluation,Creation Reflection and acting.

(2-During Presentation)

Warm up :

- What do you know about today's lesson?

-Are all news, events, posters and advertisements

true and reliable?

-why?

Activities and Practice

( New vocabulary, Activity 1) :

-The teacher creates an authentic situation to use the new

vocabulary in meaningful questions and answers.

(Critical Thinking, Activity 2)

Co-Curriculum Activity Lesson:

From Theory to activity Practice.

The classroom learners are divided into 4 groups:

(Group A, B, C and D). Each group has a leader,

presenter, organizer, reader, writer, timer and evaluator.

1-Group A learners will access to (A fake Poster stuck

on the walls in the street outside).

They access to it, analyze it and evaluate it.

Learners worked in groups to answer the following questions on the

printed media text:

- Who made this poster?

- Where was the poster published?

- How was this poster made?

- Why was this poster made?

- When was this poster made?

- What is this poster missing?

- Where do I go from here?

Group A learners wrote a report and the group presenter

presented it to the whole class.

2-Group B learners do creation .

They created a reliable poster instead of the previous fake

poster that group A had analyzed and evaluated.

They acted it through doing creation,reflection and acting in

terms of communication and collaboration .

The teacher monitors, guides, advises and checks.

3-Group C learners accessed to a (TV advertisement ) which was

recorded on a CD.They accessed to it, analyzed it and evaluated it.

They wrote a report and the group presenter presented it to the whole

classroom learners.

Learners answered the following questions on the

(TV advertisement ) :

- Who made this advertisement?

- Where was the advertisement published?

- How was this advertisement made?

- Why was this advertisement made?

- When was this advertisement made?

- What is this advertisement missing?

- Where do I go from here?

4-Group D learners do creation and acting.

They created a reliable advertisement instead of the previous fake

advertisement that group C had analyzed and evaluated. They

reflected and acted it through collaborative work and doing an

authentic communication about the new true advertisement.

-I, as a teacher, worked as an (Orchestra master). I monitored,

advised, guided encouraged and checked .

Extra-Curriculum Activity:

Another kind of activity is that Learners went to the daily life field.

1-Group A learners accessed to a daily-life event. The event said that

the Minister of education in Egypt decided to reform our education

system through implementing the critical thinking skills instead of

depending on learning by heart. Learners accessed to that daily-life

event and did analysis and evaluation to that event. They found it an

authentic reliable event as it was true not fake.

Image result for Minister of Education in Egypt

Learners answered the following questions on the daily-life event:

- Who made this daily-life event?

- Where was the daily-life event published?

- How was this daily-life event made?

- Why was this daily-life event made?

- When was this daily-life event made?

- What is this daily-life event missing?

- Where do I go from here?

Group A learners wrote a report and the group presenter presented it to the whole class.

2-Group B learners did creation and acting.

They created , reflected and acted another real daily-life event. The

daily-life event said that the Egyptian Olympic national team has

won the African football Championship Cup in 2019. They found it an

authentic reliable event as it was true not fake.

Image result for African nations Cup in Cairo

3-Group C learners accessed to a library printed news. They went to

the school library and read about a scientific news in a journal. The

journal scientific news said that a huge rock was on its way to strike

our Earth planet and that meant the end of life on the Earth. Learners

analyzed the news and evaluated it through collaboration and

communication. They found it fake and not reliable.

Image result for fake huge rock will strike the Earth

Learners answered the questions on the library printed media:

- Who made this scientific news?

- Where was the scientific news published?

- How was this scientific news made?

- Why was this scientific news made?

- When was this scientific news made?

- What is this scientific news missing?

- Where do I go from here?

Group A learners wrote a report and the group presenter presented it to the whole class.

4-Group D learners did creation,reflection and acting.

They created a reliable journal news instead of the previous fake journal news that group C had accessed to, analyzed and evaluated.

After making researching efforts with the journalist, editor and some scientists, they created a reliable journal news stating that the huge

rock was going round our planet and would not strike it at all. They gave their illustrations.

(3-Post-Presentation)

Feedback

Learners summarized (What they had learnt that day). Awareness is needed for all of us in order not to be deceived or tricked and to save our money. Creating a free, positive, and safe media environment as well as practical tips for being better contributors is very important.

Homework:

Learners in 2 groups are free to access, analyze and evaluate 4 advertisements, posters or events as tasks to do collaboratively. They come back to be interviewed by the other 2 groups inside the class.

Assessment

The lesson objectives had been achieved. Learners used their critical thinking skills, created posters and reliable advertisements through communication and collaboration.

Assessment was based on collaboration, communication, analysis, evaluation, creation, reflection, acting, listening, speaking, reasoning,

knowledge, attitudes and performance.It included:

1-Self assessment.

2-Peer assessment.

3-Tutor assessment.

4-Interviewer assessment.

5-Trainer assessment.

Assessment Tools:

1-Discussion, interviews, surveys and questionnaires to gauge the

credibility of media information, reading, analyzing, decoding,

understanding and interpreting the media and the content

they convey, as well as creating and producing messages.

2-Media Conference Recording sheet.

3-Check lists to measure ways of thinking, processing and

interpreting media information.

4-Quantity Survey Research.

5-Qualitative interviews.

6-Standards register that focus on principles of journalism

—skepticism, using informed judgment, asking questions,

and assessing information-collecting processes..

7-Media Portfolio Reflection Sheet.

8-The rubric that allows you to assess work in more than one

way and that makes expectations clear to students.

9- Electronic Portfolios that include using media; understanding

media; and contributing media. Digital portfolio, is a collection

of electronic evidence assembled and managed by a user,

usually on the Web.A developmental e-portfolio is a record of

things that the owner has done over a period of time, and may

be directly tied to learner outcomes or rubrics.

10-The practical side, acting or communication through clearness,

tangibility , authenticity and specificity.

11-The ability of the media created by the learner to reach a much

wider audience.

12-Observation sheets including 3 stages:

A-Pr-observation.

B-During Observation.

C-Post observation.

13-Data Collection and Analysis Form. The interviews are conducted online and recorded, using an online audio and video conferencing software application.

14-A web-based survey instrument is developed using the

results from qualitative data analysis which provided guidance

for areas of interest.

15-Writing Reports.

Evaluation:

I ask questions based on the key concepts:

1-Media are constructions:

Does the student show an understanding of how the media product

was created? (Few media products are made by a single author.

What were the different contributions of different creators to the

final product?) How well does the student analyze how the creators’

beliefs or assumptions are reflected in the content?

2-Audiences negotiate meaning:

Does the student show an understanding of this concept, and

of what elements in a medium or a particular product would

be relevant to it?

Can the student identify the intended audience of a media

product, as well as which other possible audiences might view

it differently?

How well does the student identify and analyze the ways that

different audiences might view the media product differently?

3-Media have commercial implications:

Does the student show a knowledge and understanding of the

commercial factors influencing the creation of this media product?

Does the student show a knowledge and understanding of how the

media product was financed and who owns it? How well does the student analyze how the content of the media product was

influenced either by commercial factors or by who created

and/or owned it?

4-Media have social and political implications:

Does the student show an understanding of this key concept?

Does the student show a knowledge and understanding of

how this medium communicates ideas and values?

(For example):

what kinds of characters are present and which kinds are absent?

Who is shown in a positive light, and who is shown in a negative

light?

Who is shown as having control over their lives, and who is not?

How well does the student analyze the significance of the

conscious or unconscious, explicit or implicit messages

identified in a media product?

Self-Evaluation:

All the learners were involved and used technology in

learning..


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