LESSON PLAN ⢠INQUIRY MODEL
The Narrator: Media Literacy 102
Screen a SIMA film with the sound off. Students write and perform a voiceover for the same images as an ad agency, a nonprofit, and a newsroom, and see how the purpose of the media maker changes what an audience understands.
Students Will
- Analyze how purpose shapes a media message
- Write persuasive and informative narration
- Perform for an audience
- Discuss the ethics of how images are used
Preparation
Choose a film under 10 minutes (suggested films below). Review this short guide to voiceover narration and consider showing students a few examples of voiceover.
Brena Lacerda is a Changemaker and Communications Analyst at Voltalia in Rio de Janeiro, Brazil. For the SIMA SDG Challenge, Brena chose to screen the film At Home, In Bed, and in The Streets which follows an inspiring Nicaraguan womenās rights group, Puntos de Encuentro, as it works to end sexual violence at home, in beds, and in the street through a powerful blend of mainstream media and grassroots organizing.
Through the film, she encouraged the audience to connect with Sustainable Development Goal (SDG) Number 5: Achieve gender equality and empower all women and girls.
Why did you choose the SIMA Academy film At Home, In Bed, and in The Streets?
Because it’s a subject our council feels very close to, and we had the intention to partner with Coletivo Violetas, which is a women’s group that focuses on women related issues.Ā
How did the screening meet your objectives for the overall event?
Had we had more time to prepare, we would have had a more profound discussion, maybe brought some speakers who have been through the issues the film presents. But it was still great. We made the screening the center of the event, with a light debate afterwards. People seemed to like it and we’re already working on the next steps.
Can you tell us if and how this event changed the audience’s awareness of the subject matter?
People were really moved by the film and it opened some people’s eyes to issues that we don’t usually talk about.
What were the main topics of discussion at the event?Ā
We discussed about whether or not sexual abuse and sexual exploitation were an issue in our community, and tried to come up with a few suggestions on how to tackle the issue here. One girl asked for advice on how to approach the issues of sexuality with her baby brother in a family that never talks about that. Another woman was their with her teenage daughter and told us she never realized until then that sexual exploitation was a problem so close to us.
Please share a memorable moment during your event.
At some point, a woman who was there by an invitation of her teenage daughter got up and made a few points about not wanting to call herself a feminist. I could see most women in the audience (who were already part of the feminist movement) feel uncomfortable but the answer to that came from her own daughter. Yasmin is 17 and she explained to her mom in front of everyone what feminism is really about and why she should be proud to call herself a feminist. That was very moving and I was personally glad that Yasmin intervened, cause she was able to educate her mother with love and kindness, whereas I think some of the women there would probably have taken a different approach.
AT A GLANCE
FOR
High school, higher education, and leadership programs
TIME
One class period, plus rehearsal as homework
FORMAT
Individual narrators, or three groups
FILMS
One SIMA film under 10 minutes. Suggested films are listed below.
YOU’LL NEED
Projector with volume control; the filmmaker Q&A for the chosen film
SUGGESTED DISCERNMENT LENSES
Construction and Position
Step 1: Media has messages
Explain that the class will explore how media messages are driven by the purpose of the people who make them.
Each student chooses one of three institutions:
- Advertising agency: selling a product
- Nonprofit: raising awareness and asking for support
- News organization: reporting the facts of the situation
Screen the film with the sound turned all the way down.
Step 2: Media has power
Students write a voiceover for the film in the tone and purpose of their institution. Prompts:
- What message would your institution want to communicate?
- What tone would serve that message, beyond the words themselves?
- What qualities of voice, such as pace, warmth, or authority, would serve the message, and why?
- What else would make your message land with the audience?
Students rehearse their narration at home.
Back in class, screen the film again with the sound off while student narrators perform a live voiceover. Do this at least once for each institution so the class hears all three.
Ask students what they noticed. How did the same images take on different meanings? How did each maker’s purpose shape the message?
Alternative: divide the class into three groups by institution, and have each group choose one narrator.
Step 3: Go behind the scenes
Read the film’s filmmaker Q&A together. Compare the filmmaker’s stated intent with each of the three narrations. Which narration came closest to the film’s original purpose? What did the filmmaker choose to show, and what did they leave out? Connect this to the Construction and Position lenses of The Discernment Protocol.
Step 4: Media has responsibility
Share examples of images used or misused for personal, commercial, or political benefit. Include at least one example of an image that was altered, or generated with AI, to misrepresent what happened. Discuss:
- Which uses of images do you consider appropriate, and which inappropriate? Why?
- What checks exist today to help audiences trust that images are authentic? Think about news standards, platform labels, and fact-checkers.
- What would you add to make authentic representation more likely, especially as AI-generated images become harder to spot?
Take it further
For higher education: pair the activity with a short analytical essay on how purpose and framing shape documentary meaning. In media studies, extend Step 4 into a unit on image verification.
Previous lesson: The Journalist: Media Literacy 101.
Brena Lacerda is a Changemaker and Communications Analyst at Voltalia in Rio de Janeiro, Brazil. For the SIMA SDG Challenge, Brena chose to screen the film At Home, In Bed, and in The Streets which follows an inspiring Nicaraguan womenās rights group, Puntos de Encuentro, as it works to end sexual violence at home, in beds, and in the street through a powerful blend of mainstream media and grassroots organizing.
Through the film, she encouraged the audience to connect with Sustainable Development Goal (SDG) Number 5: Achieve gender equality and empower all women and girls.
Why did you choose the SIMA Academy film At Home, In Bed, and in The Streets?
Because it’s a subject our council feels very close to, and we had the intention to partner with Coletivo Violetas, which is a women’s group that focuses on women related issues.Ā
How did the screening meet your objectives for the overall event?
Had we had more time to prepare, we would have had a more profound discussion, maybe brought some speakers who have been through the issues the film presents. But it was still great. We made the screening the center of the event, with a light debate afterwards. People seemed to like it and we’re already working on the next steps.
Can you tell us if and how this event changed the audience’s awareness of the subject matter?
People were really moved by the film and it opened some people’s eyes to issues that we don’t usually talk about.
What were the main topics of discussion at the event?Ā
We discussed about whether or not sexual abuse and sexual exploitation were an issue in our community, and tried to come up with a few suggestions on how to tackle the issue here. One girl asked for advice on how to approach the issues of sexuality with her baby brother in a family that never talks about that. Another woman was their with her teenage daughter and told us she never realized until then that sexual exploitation was a problem so close to us.
Please share a memorable moment during your event.
At some point, a woman who was there by an invitation of her teenage daughter got up and made a few points about not wanting to call herself a feminist. I could see most women in the audience (who were already part of the feminist movement) feel uncomfortable but the answer to that came from her own daughter. Yasmin is 17 and she explained to her mom in front of everyone what feminism is really about and why she should be proud to call herself a feminist. That was very moving and I was personally glad that Yasmin intervened, cause she was able to educate her mother with love and kindness, whereas I think some of the women there would probably have taken a different approach.
Suggested films
- A Turn For The Better (8 min)
- Detroit Hives (6 min)
- Colorful Souls (9 min)
Browse all SIMA Academy films. Go behind the scenes with the filmmaker Q&A.
ā CHANGEMAKER AWARD
Students, educators, and institutions who take their learning further can apply for the SIMA Changemaker Award.
Standards Alignment
Global competence: OECD PISA Global Competence; Asia Society Center for Global Education; UNESCO Media and Information Literacy.
Common Core (US):
- CCSS.ELA-LITERACY.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats.
- CCSS.ELA-LITERACY.CCRA.W.4: Produce writing appropriate to task, purpose, and audience.
- CCSS.ELA-LITERACY.CCRA.SL.6: Adapt speech to a variety of contexts and communicative tasks.
- CCSS.ELA-LITERACY.CCRA.SL.1: Participate effectively in a range of conversations and collaborations.
International Baccalaureate: MYP: Language and Literature; Arts. DP: Film; Language and Literature; Theory of Knowledge.