Media Literacy lesson plan

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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:       

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.

 Warm up :

- What do you know about today's lesson?

-Are all news, events, posters and advertisements

true and reliable?

-why?

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.

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:

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: