Unit – Media literacy 

Grade level – 5^th
Subject: reading

C.C. standard – 5RI.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts (Informational text).

Objective: students will analyze and evaluate the different aspects of mass media such as radio, newspaper, and the internet.

Do Now: using prior knowledge, summarize the meaning of mass media

Motivation: where do you get your news information from?

Explicit instruction:

1.       PowerPoint presentation on mass media and what it is comprised of and how it has developed over time.

2.       The breakdown of broadcasting, paper and digital tools used to inform the general public

3.       The history of Broadcasting starting from the radio and ending with the television.

4.       The history of the newspapers and how it has progressed from 131 B.C.E to modern times.

Active engagement:

·         Using construction paper, markers, and crayons students can create their own Newspaper cover along with a written heading that summarizes an event of their choosing.

o   An event will be created and a drawing will be required to summarize the event.

o   A headline would be required to summarize the event (three-word maximum)

Essential questions:

1.       Provide three examples of mass media outlets. (lower-order thinking question)

2.       How would you combine a radio show and a television show? (higher-order thinking question)

Lesson wrap-up

A quick summary of the lesson (whole group) will be conducted and an Exit Ticket will be used to evaluate students understanding in order to further develop the following lesson.

Video - http://www.democracynow.org/2016/9/12/water_protectors_at_standing_rock_react

Alaa's Lesson: Identifying Bias in Media

7th and 8th Grade Writing

55 minutes

Ms. Yousef

Nonfiction Research Across Text Sets

Essential Question: How can we read in such a way that we develop more nuanced understandings of an issue, learning to weigh and evaluate evidence, compare perspectives, and analyze arguments?

Objectives:

Students will be able to:

• Understand different types of bias that need to be considered when analyzing nonfiction texts
• Evaluate a text's credibility and reliability based on its existing biases
• Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts

CCLS

Reading Standards: R7.6, R7.9

Writing Standards:

Speaking and Listening Standards:

Materials:

• Clip 1 (CNN): http://www.cnn.com/2016/06/03/us/muhammad-ali/
• Clip 2 (NBC): http://www.nbcnews.com/news/sports/muhammad-ali-greatest-all-time-dead-74-n584776
• Clip 3 (Democracy Now!): http://www.democracynow.org/2016/6/6/just_take_me_to_jail_remembering
• DN! Transcript on Drone Strikes: http://www.democracynow.org/2016/5/3/the_assassination_complex_jeremy_scahill_glenn
• New York Times: http://www.nytimes.com/2015/04/24/world/asia/drone-strikes-reveal-uncomfortable-truth-us-is-often-unsure-about-who-will-die.html?_r=0
• Copies of “Finding the Bias” graphic organizer
• Google slides presentation: https://docs.google.com/presentation/d/1qQ0r5ggqcqq8b_kHLS7MRydywVqGOy3NIKFsgi-QCjU/edit?usp=sharing

Procedure:

1. Do now: In your notebook, write as much as you can about the following topic: Drake (the musician/rapper). You'll have two minutes.
2. Vocabulary: Bias- prejudice against or for one thing, person, or group. Example: I'm prejudiced or have a bias for Drake because I really like his music so when someone criticizes him, I defend him.
3. Teach/demo: Looking at clip and filling out one side of graphic organizer.
4. Active Engagement: students fill out other side of graphic organizer using the Democracy Now!
5. Workshop: Each table or group is assigned to a nonfiction topic and they will be using the graphic organizer to figure out the bias in articles from each topic.
6. Wrap up: With the class, come up with a summary of what we learned and a few strategies for how to move forward knowing what we know about bias.
7. Exit slip: What other topics or current events have you seen in the news that people might have a bias for or against? How do you think you will get “the whole truth” about your topic when you’re researching?

Teach/Demo:

Today you will learn that Information we get from nonfiction texts almost always has a bias or prejudice. We need to learn to recognize that bias so that when we research a topic, we make sure we are getting whole picture. Once we have the whole picture, we can make up our minds about what we think.

Discuss types of bias then watch clip of Muhammad Ali and fill graphic organizer in CNN column.  

Active Participation:

Now that you have an idea of how to go about it, we will watch another clip and fill in the other side of the graphic organizer.

Watch clip and allow students time to finish graphic organizer. Share out what they got from watching both videos and what bias they could identify using the chart.

Workshop:

In groups of four have two students read the New York Times article about Drone strikes and two read the Democracy Now! Transcript, particularly of Glenn Greenwald’s segment at the end of the hour. After reading or during, students should fill out graphic organizers and when everyone is finished, compare notes and discuss what they read.

After discussion (whole class) students should try to answer the two questions at the bottom of the graphic organizer sheet.

What bias did each source have? How did that bias affect the information you were given or your opinion of the issue?

Assessment:  

• Class discussion
• Graphic organizers
• Answers to Exit question
• Conferencing with students during group work

Plastic Water Bottles - Kids Creating PSA/Media

Week  3 - Kids Creating Media

INFORMATION
Title: Making Connections: Using key ideas to synthesize information between different modalities
Common Core State Standard(s): CCSS.ELA-LITERACY.SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CCSS.ELA-LITERACY.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. CCSS.ELA-Literacy.W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
Central Focus (CF): Students use a variety of strategies to identify, interpret and summarize key details and ideas of informational text in order to describe the connections to different ideas or concepts across modalities.
Learning Objective: Students will be introduced to and develop an understanding of connections between ideas and concepts across non-fiction modalities. In their non-fiction book clubs, students will practice identifying connections between texts using what they know about key ideas.
Teaching Point: “Readers use key ideas and text evidence to identify connections between different ideas and concepts.”
Academic Language: Language Function: identify, summarize, making connections Language Demand: Speaking, Writing, Reading Syntax: completing key idea and details graphic organizer Vocabulary: connection Discourse: Sentence starters for meeting area discussions include One key detail in the text is… The key idea is ____ because in the text… I agree with ____ because in the text… I disagree with ____ because in the text… Language Support: Teaching point, anchor and vocabulary charts, copies of charts, turn and talk opportunities, strategic small group and leveled book clubs
Materials, Including Use of Technology: One Well by Rochelle Strauss and Nature Recycles. How About You? by Michelle Lord, chart paper, copies of making connections graphic organizer, reading notebooks, and microphone sound system Media Links: http://www.democracynow.org/2008/9/12/flow_for_love_of_waternew_film http://ed.ted.com/on/O0aJNEMG http://ed.ted.com/lessons/what-really-happens-to-the-plastic-you-throw-away-emma-bryce http://indykids.org/main/2012/05/keep-climate-promises-for-kids-sake/
PROCEDURES FOR LESSON: (Circle One- Model, Inquiry, Guided Practice)
Procedures for Implementing the MINI LESSON:	Details:	Time:
Motivation/Activating Prior Knowledge “We have been reading and taking notes on different non-fiction texts. What are some ways we can identify the key idea and details?” “So today we will talk a lot about making connections. Turn and talk, what is a connection or what does it mean?” “Which groups would like to share? Can we think of examples of connections?”	Refer to anchor charts and remind students to use the notes in their reading notebooks. Opportunity for students to verbally share and discuss prior knowledge of what connection means. On chart paper, list the synonyms students generate for connection and introduce additional words and visuals that they may not have included; chains, three-legged race, trains lines.	4 mins
Explicit Introduction of Strategy or Central Focus *Small Group Instruction “Today we are going to demonstrate and identify connections.” “Readers use key ideas and text evidence to identify connections between different ideas and concepts.”		1 min
Teacher Modeling (Think Aloud, Demonstration) “I would like for everyone to stand up and if you are wearing the color I say, step into the circle.” “Notice some students have some colors and others have a different color.” “Now step into the circle if you are in the 2nd grade. Notice that we are all in the circle. We all have this in common; this is our connection.”	Have the small group in a circle on the meeting area. Ask the group two simple questions and tell them to move into the circle if they match the question. Pink shoes? Green shoes? Next, ask a question that you know everyone has in common (i.e. in the second grade?). When all the students move into the circle point out this is our connection. We are all different in different ways but we all share something in common that connects us.	2 mins
Differentiation in the Mini-Lesson & Active Engagement *Small Group Instruction Design strategic groups using writing pieces as a formative assessment	Use mobility to engage the kinesthetic learners and accommodate IEPs	---
Procedures for Active Engagement (Guided Practice) “We watched videos about plastic bottles and we read Nature Recycles and One Well. Who can share the key idea of the book or the video? “Turn and talk, what do we think the connection between the book and the video could be?” “Which groups would like to share? What do we think the connection is?” “We are going to practice making connections in our clubs. We are going to use our Learning Across Texts checklist to assess where we are now and how we can push our thinking.” “Let us review the checklist… Right now we are on level 2. During reading, think about what you can you do to move to level 3 and 4.	Address any misunderstandings or fill gaps in understanding Conference with groups to address misunderstandings, probe, push thinking and assess for understanding. Share model responses heard while monitoring turn and talk and hear from groups that did not share during turn and talk.	5 mins
Transition to Work Period	Students transition from meeting rug to desks	2 mins
Procedures for Implementing the WORK PERIOD	Details:	Time:
Work Period/Extended Practice In leveled clubs, students independently compare their notes of nonfiction texts and videos and use graphic organizer to jot the connections between key ideas. Students will create a draft script of the Public Announcement they will make to convince their peers and teachers to create a Plastic Water Bottle Free School.	Students practice identifying the connections between key ideas	20 mins
Differentiation in the Work Period Students will use different and adapted leveled nonfiction texts and transcripts and some will use graphic organizer to prompt writing. Teacher will conference with clubs for guided practice and enrichment.
Procedures for Implementing the SHARE OUT	Details:	Time:
Format and Procedure Students will share and discuss their connection notes with their club’s members. The clubs will then share their scripts and PSA titles and their key ideas. Then the students will share what they think the connection is so that the other students can raise their hand to agree or disagree and explain. Next Day: Students will begin practicing and editing PSAs		15 mins
Procedures for Implementing ASSESSMENT & FOLLOW-UP	Details:
Rubric for Work Period Activity Students track their own progress using the self-efficacy rubric (Rubric 1.1 - Key Idea and Details Self-efficacy Rubric)	Teacher evaluates informally throughout lesson, independent practice and share out to assess student understanding using rubric (Rubric 3.1 - Lesson 3 Teacher Rubric)

Target Population, Specific Needs, Intention:

The target population is a very diverse group of 2^nd graders from different ethnic backgrounds and socioeconomic groups. The school is located in an urban Title 1 school in New York City. The content meets the needs of this population because climate change effects everyone. It is my intention to educate the youth on this topic in hopes to cultivate a more environmentally aware generation who will be the decision makers in the future.

Action & Media Components:

This lesson is the culminating part of a larger climate change unit and each part will have an action item that encourages children to create their own media to inform their peers and school. In this lesson, students will use the creating connections across texts skill to create scripts for PSA to encourage creating a plastic water bottle free school.