LESSON PLAN

THE JOURNALIST: Media literacy 101

Create a classroom newsroom. Learn the basics of editorial writing, including how to write and present an editorial pitch and how to package it into one of the four editorial types: ‘argument and persuasion’, ‘information and interpretation’, ‘tribute, appreciation or commendation’, and ‘entertainment: satirical treatment of a serious subject’.

BENEFITS:

  • Understand and critically evaluate a social issue.
  • Collaborate with peers.
  • Explore editorial types/ purposes.
  • Exercise persuasive writing skills.
  • Philosophically engage with a piece of media.
  • Research and evaluate a film topic. 
  • Exercise presentation and communication skills.

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

*License Pending

STEP 1: INTRODUCTION TO THE NEWSROOM

Select an example of each editorial type and share copies or links with students. Ask them to read each one for tone and purpose, then lead them to distinguish the differences between them. On a large whiteboard or screen make three columns and label each with EDITORIAL, ARTICLE and  OP-ED. Facilitate a discussion using the following prompts:

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

*License Pending

What is the purpose of each editorial type?

How does the tone of the writing differ between them?

Hint: If your students are unfamiliar with these terms, you may consider assigning a reading or research question to be completed before this activity.

STEP 2: SELF + SOCIAL AWARENESS

Prior to viewing the films, introduce the SIFT Worksheet. This is a graphic organizer designed to help students keep track of their reactions while viewing the films. Using the worksheet during the film viewing, ask students to notice and record any physical SENSATIONS, any IMAGES that are particularly evocative, any FEELINGS that they experience, and any THOUGHTS that occur to them. Be sure to supply one worksheet per film for each student. 

In addition, ask your students to write down any thoughts and questions they had while watching the films.

Screen the film(s). After watching each film, allow time for students to discuss their reactions either as a class or in small groups. 

Hint: This reflection is a critical step in learning from the film as it allows an opportunity for participants to make an emotional connection to the issues through the storytelling.

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

*License Pending

STEP 3: CRITICAL THINKING

Divide your students into 3 groups and assign each group to explore one film and emerging social issue. Ask students to create and complete  a KWL graphic organizer in order to generate discussion and research questions about the film topic. 

To create a KWL chart, make three columns on a large paper or whiteboard, and label the first column with Know, the second with Want to know, and the third with Learned. As a group students should complete the graphic organizer by first brainstorming what they know (column 1) and recording any questions or curiosities (column 2)  that arise while doing so. Students then conduct research to answer their own questions and explore the topic in more depth.

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

*License Pending

STEP 4: COLLABORATIVE ACTION

Using the Writing a Headline Exercise template, students continue working in their groups to create a headline and subheading as if they were writing an article, OpEd and editorial about the issue shown in the film. How do their titles vary according to the type of piece you are writing?

Ask each group to present their findings to the class.

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

*License Pending

Duration

This lesson will require two to three class periods depending on the length of the film and word count requirements.

Preparation

Review the resource links at the end of this lesson plan and familiarize yourself with the concepts and differences between an editorial, an article and an OpEd piece. Select three films related to topics you would like your students to explore (or allow students to choose their own).

Alternative Option

You may wish to have each student select a film about an issue he/she cares about, as well as choose a type of journalistic piece. Each student writes their own work. With this option, more films will be addressed and students will write individually instead of in groups. (Consider assigning this as homework.)

Last but not least: Apply for the SIMA Changemaker Award

Apply here. Applications close November 15 every year, winners are announced November 29. Rolling submissions!