THE NARRATOR: Media Literacy 102

This lesson plan aligns with Global Competency standards, including:

Global Competence Assessment  – PISA

Global competence is the capacity to analyze global and intercultural issues critically and from multiple perspectives, to understand how differences affect perceptions, judgments, and ideas of self and others, and to engage in open, appropriate and effective interactions with others from different backgrounds on the basis of a shared respect for human dignity.

Knowledge

• Knowledge and understanding of global issues
• Intercultural knowledge and understanding
• Analytical and critical thinking

Skills

• Ability to interact respectfully, appropriately and effectively
• Empathy
• Flexibility

Attitudes

• Openness towards people from other cultures
• Respect for cultural otherness
• Global-mindedness
• Responsibility

Global Competence – Asia Society, Center for Global Education

1. Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research.
2. Recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.
3. Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers.
4. Take action to improve conditions, viewing themselves as players in the world and participating reflectively.

This lesson plan aligns with these Common Core Standards:

• CCSS.ELA-LITERACY.CCRA.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• CCSS.ELA-LITERACY.CCRA.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• CCSS.ELA-LITERACY.CCRA.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
• CCSS.ELA-LITERACY.CCRA.L.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
• CCSS.ELA-LITERACY.CCRA.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
• CCSS.ELA-LITERACY.CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
• CCSS.ELA-LITERACY.CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CCSS.ELA-LITERACY.CCRA.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
• CCSS.ELA-LITERACY.CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
• CCSS.ELA-LITERACY.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

This lesson plan aligns with the International Baccalaureate focus and subjects.

International Baccalaureate Programme

The IB prepares students to succeed in a world where facts and fiction merge in the news, and where asking the right questions is a crucial skill that will allow them to flourish. The programmes focus on teaching students to think critically and independently, and how to inquire with care and logic.

Middle Years Programme 11-16 years (MYP)

The MYP aims to develop active learners and internationally minded young people who can empathize with others and pursue lives of purpose and meaning. The programme empowers students to inquire into a wide range of issues and ideas of significance locally, nationally and globally. The result is young people who are creative, critical and reflective thinkers.

Subject groups:

• Language and Literature
• Individuals and Societies
• Arts
• Language Acquisition
• Science
• Physical and Health Education

Diploma Programme 16-19 years (DP)

The DP aims to make students aware of the interpretative nature of knowledge, including personal ideological biases. It offers students and their teachers the opportunity to:

• Reflect critically on diverse ways of knowing and areas of knowledge
• Consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.
• Be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge
• Recognize the need to act responsibly in an increasingly interconnected but uncertain world.

Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.

Subject groups:

• Individuals and Societies
• Studies in Language and Literature
• The Arts (Film, Visual Arts)
• Science (Biology, Chemistry, Physics, Computer Science, Design Technology, Sports, Exercise and Health Science)

Career-related Programme 16-19 years (CP)

The CP enables students to:

• Follow their chosen education and career pathways in life
• Combine academic subjects with their personal and professional interests and skills
• Engage in learning that makes a positive difference to their community
• Think critically and creatively
• Communicate clearly and effectively in a variety of situations
• Work independently and in collaboration with others
• Consider new perspectives and other points of view
• Develop greater self-confidence and self-awareness
• Demonstrate high levels of resilience and flexibility
• Be internationally-minded and globally aware
• Apply their knowledge to real-world scenarios and situations

This lesson plan aligns with Global Competency standards, including:

Global Competence Assessment  – PISA

Global competence is the capacity to analyze global and intercultural issues critically and from multiple perspectives, to understand how differences affect perceptions, judgments, and ideas of self and others, and to engage in open, appropriate and effective interactions with others from different backgrounds on the basis of a shared respect for human dignity.

Knowledge

• Knowledge and understanding of global issues
• Intercultural knowledge and understanding
• Analytical and critical thinking

Skills

• Ability to interact respectfully, appropriately and effectively
• Empathy
• Flexibility

Attitudes

• Openness towards people from other cultures
• Respect for cultural otherness
• Global-mindedness
• Responsibility

Global Competence – Asia Society, Center for Global Education

1. Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research.
2. Recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.
3. Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers.
4. Take action to improve conditions, viewing themselves as players in the world and participating reflectively.

This lesson plan aligns with these Common Core Standards:

• CCSS.ELA-LITERACY.CCRA.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• CCSS.ELA-LITERACY.CCRA.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• CCSS.ELA-LITERACY.CCRA.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
• CCSS.ELA-LITERACY.CCRA.L.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
• CCSS.ELA-LITERACY.CCRA.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
• CCSS.ELA-LITERACY.CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
• CCSS.ELA-LITERACY.CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CCSS.ELA-LITERACY.CCRA.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
• CCSS.ELA-LITERACY.CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
• CCSS.ELA-LITERACY.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

This lesson plan aligns with the International Baccalaureate focus and subjects.

International Baccalaureate Programme

The IB prepares students to succeed in a world where facts and fiction merge in the news, and where asking the right questions is a crucial skill that will allow them to flourish. The programmes focus on teaching students to think critically and independently, and how to inquire with care and logic.

Middle Years Programme 11-16 years (MYP)

The MYP aims to develop active learners and internationally minded young people who can empathize with others and pursue lives of purpose and meaning. The programme empowers students to inquire into a wide range of issues and ideas of significance locally, nationally and globally. The result is young people who are creative, critical and reflective thinkers.

Subject groups:

• Language and Literature
• Individuals and Societies
• Arts
• Language Acquisition
• Science
• Physical and Health Education

Diploma Programme 16-19 years (DP)

The DP aims to make students aware of the interpretative nature of knowledge, including personal ideological biases. It offers students and their teachers the opportunity to:

• Reflect critically on diverse ways of knowing and areas of knowledge
• Consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.
• Be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge
• Recognize the need to act responsibly in an increasingly interconnected but uncertain world.

Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.

Subject groups:

• Individuals and Societies
• Studies in Language and Literature
• The Arts (Film, Visual Arts)
• Science (Biology, Chemistry, Physics, Computer Science, Design Technology, Sports, Exercise and Health Science)

Career-related Programme 16-19 years (CP)

The CP enables students to:

• Follow their chosen education and career pathways in life
• Combine academic subjects with their personal and professional interests and skills
• Engage in learning that makes a positive difference to their community
• Think critically and creatively
• Communicate clearly and effectively in a variety of situations
• Work independently and in collaboration with others
• Consider new perspectives and other points of view
• Develop greater self-confidence and self-awareness
• Demonstrate high levels of resilience and flexibility
• Be internationally-minded and globally aware
• Apply their knowledge to real-world scenarios and situations

This lesson plan aligns with Global Competency standards, including:

Global Competence Assessment  – PISA

Global competence is the capacity to analyze global and intercultural issues critically and from multiple perspectives, to understand how differences affect perceptions, judgments, and ideas of self and others, and to engage in open, appropriate and effective interactions with others from different backgrounds on the basis of a shared respect for human dignity.

Knowledge

• Knowledge and understanding of global issues
• Intercultural knowledge and understanding
• Analytical and critical thinking

Skills

• Ability to interact respectfully, appropriately and effectively
• Empathy
• Flexibility

Attitudes

• Openness towards people from other cultures
• Respect for cultural otherness
• Global-mindedness
• Responsibility

Global Competence – Asia Society, Center for Global Education

1. Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research.
2. Recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.
3. Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers.
4. Take action to improve conditions, viewing themselves as players in the world and participating reflectively.

This lesson plan aligns with these Common Core Standards:

• CCSS.ELA-LITERACY.CCRA.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• CCSS.ELA-LITERACY.CCRA.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• CCSS.ELA-LITERACY.CCRA.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
• CCSS.ELA-LITERACY.CCRA.L.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
• CCSS.ELA-LITERACY.CCRA.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
• CCSS.ELA-LITERACY.CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
• CCSS.ELA-LITERACY.CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CCSS.ELA-LITERACY.CCRA.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
• CCSS.ELA-LITERACY.CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
• CCSS.ELA-LITERACY.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

This lesson plan aligns with the International Baccalaureate focus and subjects.

International Baccalaureate Programme

The IB prepares students to succeed in a world where facts and fiction merge in the news, and where asking the right questions is a crucial skill that will allow them to flourish. The programmes focus on teaching students to think critically and independently, and how to inquire with care and logic.

Middle Years Programme 11-16 years (MYP)

The MYP aims to develop active learners and internationally minded young people who can empathize with others and pursue lives of purpose and meaning. The programme empowers students to inquire into a wide range of issues and ideas of significance locally, nationally and globally. The result is young people who are creative, critical and reflective thinkers.

Subject groups:

• Language and Literature
• Individuals and Societies
• Arts
• Language Acquisition
• Science
• Physical and Health Education

Diploma Programme 16-19 years (DP)

The DP aims to make students aware of the interpretative nature of knowledge, including personal ideological biases. It offers students and their teachers the opportunity to:

• Reflect critically on diverse ways of knowing and areas of knowledge
• Consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.
• Be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge
• Recognize the need to act responsibly in an increasingly interconnected but uncertain world.

Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.

Subject groups:

• Individuals and Societies
• Studies in Language and Literature
• The Arts (Film, Visual Arts)
• Science (Biology, Chemistry, Physics, Computer Science, Design Technology, Sports, Exercise and Health Science)

Career-related Programme 16-19 years (CP)

The CP enables students to:

• Follow their chosen education and career pathways in life
• Combine academic subjects with their personal and professional interests and skills
• Engage in learning that makes a positive difference to their community
• Think critically and creatively
• Communicate clearly and effectively in a variety of situations
• Work independently and in collaboration with others
• Consider new perspectives and other points of view
• Develop greater self-confidence and self-awareness
• Demonstrate high levels of resilience and flexibility
• Be internationally-minded and globally aware
• Apply their knowledge to real-world scenarios and situations

This lesson plan aligns with Global Competency standards, including:

Global Competence Assessment  – PISA

Global competence is the capacity to analyze global and intercultural issues critically and from multiple perspectives, to understand how differences affect perceptions, judgments, and ideas of self and others, and to engage in open, appropriate and effective interactions with others from different backgrounds on the basis of a shared respect for human dignity.

Knowledge

• Knowledge and understanding of global issues
• Intercultural knowledge and understanding
• Analytical and critical thinking

Skills

• Ability to interact respectfully, appropriately and effectively
• Empathy
• Flexibility

Attitudes

• Openness towards people from other cultures
• Respect for cultural otherness
• Global-mindedness
• Responsibility

Global Competence – Asia Society, Center for Global Education

1. Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research.
2. Recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.
3. Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers.
4. Take action to improve conditions, viewing themselves as players in the world and participating reflectively.

This lesson plan aligns with these Common Core Standards:

• CCSS.ELA-LITERACY.CCRA.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• CCSS.ELA-LITERACY.CCRA.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• CCSS.ELA-LITERACY.CCRA.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
• CCSS.ELA-LITERACY.CCRA.L.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
• CCSS.ELA-LITERACY.CCRA.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
• CCSS.ELA-LITERACY.CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
• CCSS.ELA-LITERACY.CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CCSS.ELA-LITERACY.CCRA.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
• CCSS.ELA-LITERACY.CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
• CCSS.ELA-LITERACY.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

This lesson plan aligns with the International Baccalaureate focus and subjects.

International Baccalaureate Programme

The IB prepares students to succeed in a world where facts and fiction merge in the news, and where asking the right questions is a crucial skill that will allow them to flourish. The programmes focus on teaching students to think critically and independently, and how to inquire with care and logic.

Middle Years Programme 11-16 years (MYP)

The MYP aims to develop active learners and internationally minded young people who can empathize with others and pursue lives of purpose and meaning. The programme empowers students to inquire into a wide range of issues and ideas of significance locally, nationally and globally. The result is young people who are creative, critical and reflective thinkers.

Subject groups:

• Language and Literature
• Individuals and Societies
• Arts
• Language Acquisition
• Science
• Physical and Health Education

Diploma Programme 16-19 years (DP)

The DP aims to make students aware of the interpretative nature of knowledge, including personal ideological biases. It offers students and their teachers the opportunity to:

• Reflect critically on diverse ways of knowing and areas of knowledge
• Consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.
• Be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge
• Recognize the need to act responsibly in an increasingly interconnected but uncertain world.

Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.

Subject groups:

• Individuals and Societies
• Studies in Language and Literature
• The Arts (Film, Visual Arts)
• Science (Biology, Chemistry, Physics, Computer Science, Design Technology, Sports, Exercise and Health Science)

Career-related Programme 16-19 years (CP)

The CP enables students to:

• Follow their chosen education and career pathways in life
• Combine academic subjects with their personal and professional interests and skills
• Engage in learning that makes a positive difference to their community
• Think critically and creatively
• Communicate clearly and effectively in a variety of situations
• Work independently and in collaboration with others
• Consider new perspectives and other points of view
• Develop greater self-confidence and self-awareness
• Demonstrate high levels of resilience and flexibility
• Be internationally-minded and globally aware
• Apply their knowledge to real-world scenarios and situations