Unit 3: Persuasive Power

Sequencing & Pacing Guide

Lesson 1:
Introduction to News (2 days) / The following unit section draws heavily from the Media Awareness Network, a media unit out of Canada.For all handouts (H) and specifics for this first part of the unit, refer to . Once there, type the title of the handout into the “Search” box. Each of the handouts will be accompanied by other articles, ideas and background which can be used at the teacher’s discretion.
Introductory activities:
  • Create a definition of news. Think/pair/share. Create a class def. on projector/overhead
  • Discuss Definition of News (H). Complete Personal News Sources (H) Put into R/WN
  • Drop an egg on the floor: have students write a headline and get the 5Ws of event; each student is randomly assigned 1 of 4 perspectives: chicken, egg, janitor, floor. Each perspective can/will change the bias of the article. (Let kids come up with their own ideas; some ideas might be: Chicken=murder; egg=murder; janitor= mess to clean up; floor= attack. Try not to lead students too much. It is far more interesting and meaningful for the students to come up with the perspective bias on their own.)
  • Write a news story from the point of view given. Include 5Ws and “quotes” from appropriate witnesses. Refer to perspective lessons earlier in the year. Start in class (10 mins.), finish at home. Tape into R/WN.
  • Hand out News Bias (H) and worksheet. Students need to find 3 of the 8 examples of bias by the end of the week. Teachers may want to have examples of each type so students can see what to look for. The website may have some examples that can be accessed as well.
  • Bias assignment is due by end of week.

Lesson 2:
News: The Front Page: News in Print
(2 days) /
  • Have students get into groups based on their “Egg” story perspective (all 1’s together, etc.) Each person read to the small group and group chooses one to share with the class.
  • Have students get into groups of 3. Each group gets a copy of News: The Front Page. (H) Each group turns in one assignment. Each group looks at three (3) different front pages only, to answer the questions.
  • Finish as needed the next class.

Lesson 3:
(1 day) /
  • Bias assignment from Lesson 1 due.
  • Hand out Radio & Television Vocabulary (H). Go over briefly; put aside for use during the next 2-3 classes.
  • Hand out Radio News Questionnaire (H). Students complete in class. News Journalism: Lesson 3 will be helpful (see website). (TV News will be dealt with next class; comparisons can take place once that lesson has been completed).
  • Give directions for listening to radio news over the weekend. In lesson 3 (website), it is suggested that in each group of three (3), each student listens to one (1) station and comes back to class to share, compare and discuss with the other group members. This will be a great opportunity for Accountable Talk. In addition, students can do a quick-write about their group’s findings.
  • Students should complete the Radio News Information Chart (H) (listening to radio news) as homework. Due next class. (If overnight, more time might be given. If over the weekend, the next class is ample time to complete).
  • Hand out Summative Activities (H). Read through and discuss options with the students. Students will need about 1 week to prepare. Some time can be given in school to work on the activity. Groups will share their final project with the class. While there is no set rubric for these activities, a criteria sheet can be created that could work for several of the projects. Areas to include could be: Meets time/ length requirement; news coverage makes sense and “free” of bias, all group members participate; project is comprehensive. For the written aspect, content, organization, and mechanics are possible options for grading.

Lesson 4:
(1 day) /
  • Have students get into their groups of 3 to share and discuss their radio news findings. While they are discussing, remind them to use Accountable Talk technique and work to have everyone participate.
  • Students should do a quick-write response to a prompt such as: “How did the radio reports differ? What did you find surprising? How often do you use the radio for your news? Why is that? Do you know anyone who receives most/all of their news through the radio?
  • Hand out Television News Questionnaire (H) and complete during class.
Students should complete the Television News Information Chart (H). This assignment is essentially like the Radio News assignment from before. Lesson 4 on the website can be helpful in determining format. Run this the same way, or have students watch 3 shows each and report back.
Lesson 5:
(1 day) /
  • Have students get into the same groups of 3 and either share their one TV experiences or all three. In preparation for tonight’s assignment, have the small groups have a general discussion about how radio news is different/the same as TV news.
  • Offer any remaining time to groups to plan for the final project.
  • Using the criteria from the Radio News Information Chart as a guide, have students listen to and make notes on a radio news program and a television news program from the same night.

Lesson 6:
(1 day) /
  • Have students return to their groups to discuss the different ways in which TV and radio each handle the news.
  • Have students write a response to their findings. Again, what surprised them? As a class, discuss the key differences and similarities between radio news and television news.
  • Additionally, print news could be compared to the other two.

Lesson 7:
(3 days) /
  • Allow time for students to work on final projects as necessary.
  • The News Unit Test could be given, if desired.

Lesson 8:
(2 days?) /
  • Students present their projects to the class. Videos and radio shows can be shown/ listened to with the class and reviewed later by the teacher for grading. Each group should explain their process. Classmates can rate/ give feedback based on a rubric.

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