LESSON PLAN

THE NARRATOR: Media Literacy 102

The goal of this lesson is to sharpen student’s crucial media literacy skills.

BENEFITS:

  • Develop media literacy skills.
  • Understand and critically evaluate media narratives.
  • Exercise persuasive writing skills.
  • Philosophically engage with a piece of media.
  • Research and evaluation of a topic/ film.
  • 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.*

*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:

  • 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

STEP 1: KICK OFF Media has messages

Explain to students that you will be exploring how media messages are driven by the intentions or purpose of their authors, or media makers.

Ask each student to choose one of the following three institutions:

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.*

*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:

  • 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

Advertising Agency (selling a product )

Nonprofit / Charity (raising awareness & asking for donations)

News organization (emphasizing facts to describe the situation)

Screen the your chosen film (one that is under 10 minutes long) to your class without AUDIO (by turning the volume all the way down).

STEP 2: CRITICAL THINKING Media had power

Ask your students to write a voice over for the film, adopting the tone and purpose of the institution they chose. 

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.*

*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:

  • 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

What message do you imagine the institution would want to communicate?

What tone might the narrator adopt in order to convey the message, in addition to the words they use?

Would this message best be conveyed by a male or female voice? Young or old? With any particular accent or other attribute?

What other qualities might you incorporate into your voice over to ensure maximum communication of your message?

Allow time for students to practice their narrations, in front of a mirror if possible. 

Back in class, screen the film again without AUDIO with student narrators presenting a live voice over to the class. Do this at least once of each of the  three institutions so that students can experience the differences in the impact. 

After the presentations, ask students to share their observations. Emphasize how different agendas/ viewpoints or opinions can create a diverse set of meaning for the exact same images and how media messages are driven by the intentions or purpose of their authors.

Alternative option: 

You may wish to divide the class into 3 groups based on their chosen or assigned institutions and have them each nominate a speaker.

STEP 3: GROUP REFLECTION Media has responsibility

Share examples where media images may have been used or misused for the purpose of a personal benefit, a corporate benefit, or a political benefit. You may also want to share images that have been altered in order to misrepresent the truth in the original image.

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.*

*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:

  • 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

What type of use do you consider appropriate and moral or inappropriate and immoral?

What systems, tools or checks and balances are in place in today’s media landscape to ensure an authentic representation of media images? 

What might we add to this list in order to increase the likelihood of authentic representation?

Duration

This lesson will require one class period and an hour for the homework assignment.

Preparation

Choose a film under 10 minutes from the SIMA Library. Review this basic information from Studiobinder defining voice over in order to share it with students. You may consider sharing examples with students, as they may not be aware of what voice over is.

Alternative Option

You may wish to divide the class into 3 groups based on their chosen or assigned institutions and have them each nominate a speaker.

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!