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Determine an author's point of view or purpose in a text and analyze how the author
● CCSS.ELA-LITERACY.RI.8.2
Analyze the purpose of information presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,
● CCSS.ELA-LITERACY.RI.8.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant
evidence is introduced.
● CCSS.ELA-Literacy.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others’ ideas and expressing their own clearly and
persuasively.
● CCSS.ELA-LITERACY.SL.8.2
Analyze the purpose of information presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,
● CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including
● CCSS.ELA-LITERACY.RH.6-8.6
Identify aspects of a text that reveal an author's point of view or purpose (e.g. loaded
Materials Needed:
● LCD Projector
● Class Set of Computers with Internet Access
● Radio Segment Teacher Answer Sheet
● Radio Segment Student Activity Sheet
● Student Lesson Guide (Shared via Google Classroom)
● Student CML Growth & Reflection Blog
Essential Question:
● How does the social aspect affect media?
Lesson Objective:
● Students will be able to exercise critical autonomy by thinking for themselves and
“controlling the interpretation of what they see” (Loucky, 2015) by identifying and
explaining the social impact on media construction.
Bellwork:
Blog Activity:
1. Open the ‘Class Blog URLs’
Anticipatory Set:
1. Define and discuss the word contagion.
a. “the process by which a disease is passed from one person or animal to another by
touching” (learnersdictionary.com)
b. Explain this definition will be discussed later in the lesson.
Lesson:
1. As a class listen to: EMOTIONAL CONTAGION THROUGH SOCIAL NETWORKS:
(Teacher: SKIP AD and play segments listed below)
a. 12:34 [Who? - journal friends]
i. Facebook: Emotional states - can be transferred to others via emotional
contagion - ppl experience same emotions without their awareness
ii. Attack on our senses in the U.S.
iii. People are being intentionally taught to be sensitive or offended
iv. Study: Experimental evidence emotional contagion occurs
v. Why is it important to be aware of emotional language?
b. 23:50 - 26:34 Real life anecdote: Instagram ‘like’ depends on who else likes;
think for yourself
c. 27:34 - 30:40 (Facebook) manipulates to action; Is emotional content more
engaging?
d. 33:59 - 35:40 government involved
e. Elicit student responses and discuss if there is such thing as emotional contagion
(keep in mind the definition for contagion).
2. Open: Landmark Report: U.S. Teens Use an Average of Nine Hours of Media Per Day,
Tweens Use Six Hours
a. Discuss article.
b. Elicit student responses if they feel this article is a reflection on their own media
consumption.
3. Open: More time spent online makes children less happy with their lives, research finds
a. Discuss visual image
Closure:
1. Individual “Exit Ticket” Assignment:
a. Log into your blog and click ‘New Post’
b. Label your post: LP7 - CRAP or Not?
c. Open and read: President Trump Promotes “Buy American and Hire American”
d. Use the CRAP Evaluation Test to determine if this is a legitimate source or not?
e. In three to four sentences:
i. Tell if you think this article is legitimate or CRAP.
ii. Explain why you think this.
Assessment:
Formative:
● Student Discussion of the Social Influence on Media
Summative:
● Completed Radio Segment Student Activity
● “Exit Ticket” Blog Post
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References:
Anthony, S. (Writer). (2018, June 24). Emotional contagion through social networks [Television
https://flowofwisdom.com/2018/06/27/emotional-contagion-through-social-networks/
Common Sense Media. (2015, November 03). Landmark Report: U.S. Teens Use an Average of
Nine Hours of Media Per Day, Tweens Use Six Hours | Common Sense Media. Retrieved
report-
us-teens-use-an-average-of-nine-hours-of-media-per-day
Integrated English Classes. Flipped Instruction Methods and Digital Technologies in the
McKenzie, D. (2013). Information evaluation rubric... C.R.A.P. test [Digital image]. Retrieved
from http://4.bp.blogspot.com/-VOKLx2E0JHM/Uq5EC6IYL4I/AAAAAAAADUc/
Postles, H. (2017, April 12). More time spent online makes children less happy with their lives,
https://phys.org/news/2017-04-spent-online-children-happy.html
The White House (Ed.). (2017, April 18). President Trump Promotes "Buy American and Hire
https://www.whitehouse.gov/briefings-statements/president-trump-promotes-buy-
american-hire-american/