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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A Summary for my

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in

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, andof 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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