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LESSON PLAN
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
Skills
Attitudes
Global Competence – Asia Society, Center for Global Education
This lesson plan aligns with these Common Core Standards:
This lesson plan aligns with the International Baccalaureate focus and subjects.*
*License Pending
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:
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:
Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.
Subject groups:
Career-related Programme 16-19 years (CP)
The CP enables students to:
*License Pending
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
Skills
Attitudes
Global Competence – Asia Society, Center for Global Education
This lesson plan aligns with these Common Core Standards:
This lesson plan aligns with the International Baccalaureate focus and subjects.*
*License Pending
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:
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:
Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.
Subject groups:
Career-related Programme 16-19 years (CP)
The CP enables students to:
*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.
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
Skills
Attitudes
Global Competence – Asia Society, Center for Global Education
This lesson plan aligns with these Common Core Standards:
This lesson plan aligns with the International Baccalaureate focus and subjects.*
*License Pending
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:
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:
Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.
Subject groups:
Career-related Programme 16-19 years (CP)
The CP enables students to:
*License Pending
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
Skills
Attitudes
Global Competence – Asia Society, Center for Global Education
This lesson plan aligns with these Common Core Standards:
This lesson plan aligns with the International Baccalaureate focus and subjects.*
*License Pending
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:
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:
Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.
Subject groups:
Career-related Programme 16-19 years (CP)
The CP enables students to:
*License Pending
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
Skills
Attitudes
Global Competence – Asia Society, Center for Global Education
This lesson plan aligns with these Common Core Standards:
This lesson plan aligns with the International Baccalaureate focus and subjects.*
*License Pending
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:
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:
Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.
Subject groups:
Career-related Programme 16-19 years (CP)
The CP enables students to:
*License Pending
This lesson will require two to three class periods depending on the length of the film and word count requirements.
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).
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.)
Apply here. Applications close November 15 every year, winners are announced November 29. Rolling submissions!
