Harris Academy South Norwood Short Term Planning Template: Weekly Overview (2-4 lessons

Subject Area: English and Media Half Term: Summer 1 Week Beginning: One Class: Seven Unit Title: Read All About It – Print Media

Differentiation All

Weekly Learning Objectives
To be able to: • Describe what is meant by the term ‘media’ Students will:

Weekly Learning Outcomes •
• Understand what is meant by the term ‘media’ and the different forms that it entails. Create a brainstorm. Recognise a variety of print media and begin to recognise their features. Analyse a news story and describe how it presented in different newspapers. (S & L as well as written communication)

To begin to understand: • • • The difference between media texts How tabloids and broadsheets are different That language can create certain feelings


To recognise: • The different purposes of a media text To explore: • How the same news story can be presented in a variety of ways • How tabloids and broadsheets present information To be able to explain: • How emotive language can influence a reader

Students will: • Group media types according to ‘information’ and ‘entertainment’. • Sketch a range of media forms and comment on their layout features. • Discuss and categorize headlines in terms of whether they are factual, dramatic or personal. • Evaluate whether the media deals with tragedy sympathetically.


To be able to analyse: • The influence of the media on the public • The language used in tabloids and broadsheets To evaluate: • Our own interpretations of a news story • The use of emotive language in print media

Students will: • Debate whether they trust or learn more from one type of media than another. • Annotate an article and highlight emotive language examples. They will create alternatives that do not have connotations.

Suggested Learning and Teaching Ideas
Starter Lesson 1 What is the Media? Brainstorm with students what they understand by the term ‘media’. Share responses Show PowerPoint ‘What is the media’? (see resource folder) Students to explain, for each example, how they use them. In pairs, students to group them according to their main purpose, for example, ‘entertain’, ‘inform’, Development 1. Explain that the media has become a gigantic industry during the last fifty years, and that one hundred years ago newspapers were the only form of information about what was happening locally and globally. Exploring Media Texts 2. Show students three mystery texts. Which is a newspaper article, magazine article and leaflet? (see resource folder ‘What is the media?’ PowerPoint) Students to complete media table (see resource folder) and share ideas with a partner. Plenary Do you believe or trust more of what you learn from one kind of media than from another? Assessment Self

3. Explain that media texts like these use layout features to communicate.
Students draw three quick sketches, using no words, to show what the format of each text type would look like. Differentiation: place images of three text types on board to assist with sketches (see resource folder ‘What is the media?’ PowerPoint). 4. Based on their three sketches, students to write down what they think the essential ingredients that make the layout of the three text types different: a) The essential layout ingredients of a newspaper page are … b) The essential layout ingredients of a magazine page are … c) The essential layout ingredients of a leaflet are … Share student responses.

Lesson 2 Types of Newspapers: Tabloid and broadsheets Ask students whether they can give examples of tabloids and broadsheets (see resource folder) Note down list in workbook. Read through slides on PowerPoint (see resource folder)

Features of tabloid and broadsheet 1. Students to draw table into their books (see resource folder: tabloid and broadsheet PowerPoint) Analysis of news stories

Students to write paragraph about the differences between tabloid and broadsheet news stories.


2. Students to look at ‘School Riot’ news reports
(see resource folder)


In groups, students look at different story. Complete written analysis. Share findings.

Lesson 3 What’s in a headline? Explain that: Newspaper reports often use language that is emotive rather than factual and neutral. This emotive language affects the way we feel about people and things in the reports. Students to read the headlines reporting on the death of Gordon Brown’s first child (see resource folder) Students to rank the headline according to sympathy, sensitivity and information conveyed. Which headline does all of these things? Share ideas – • How factual is the headline? • How personal is the headline? • How dramatic is the headline? Lesson 4

Emotive language Explain the following: If something is emotive it makes people emotional. If you have just had your new bike stolen then your friends might avoid boasting about their bikes: bikes are an emotive subject for you at the moment. Newspapers often choose emotive language (words) to get their readers to react emotionally to a story. If you call an event a 'riot' rather than a 'disturbance' you are much more likely to get your readers excited. Re-read The Star's report about the school 'riot'. The report uses a lot of emotive language. For example, it uses "mob" instead of crowd or group; "refused" instead of declined or decided not. What quieter, less emotive words could the report have used instead of "terrified" (paragraph 4); "frantic" (paragraph 5)? How do we feel about: the "youngsters” and the teachers who "refused to do dinner duties"? Explain how the writer's choice of words makes us feel these things about the pupils and the teachers.

1. Students to complete emotive language task (see resource folder)
2. Share findings.

You will find that one of the two reports is far more dramatic than the other and uses a lot of emotive language. You will also find that the way that Mike Gatting Looking at Language and the black demonstrators are written about encourages us to feel certain things about them. For example, one of the reports makes Mike Gatting sound Students to read two reports panicky and even a coward. The other report makes Gatting sound more cool published on the same day in 1990 and dignified. (see resource folder). One report is from The Independent; the other is from The Star. They are about a political protest in South Africa. At that time Black 1. Whole class – read both reports. South Africans didn't want other 2. While reading, students to highlight examples of emotive language. countries' teams to come to South 3. Next to each word students write two alternative words that mean almost Africa because Blacks were not the same but are less emotive. Set ideas in a chart - see the example allowed to play in South African teams. An English cricket team

How do the two papers make us feel about Mike Gatting and about the demonstrators?

visited South Africa and many Blacks demonstrated angrily against it. A man called Mike Gatting was the English captain. The reports are about what happened at one demonstration.


EMOTIVE LESS EMOTIVE NEUTRAL MOB GANG CROWD RACED RAN HURRIED Students to write summary about the articles in The Independent and the one in The Star, explaining how each uses language.

LESSON 1 PowerPoint What is the media HANDOUT LESSON 1 PLENARY Who do you trust LESSON 2 PowerPoint Tabloid and broadsheet HANDOUT Comparing news articles School Riot HANDOUT Emotive Language HOMEWORK The History of Media research HOMEWORK Types of news stories PowerPoint Features of a newspaper

The History of Media research Types of stories conventions

Cross Curricular Checklist (in relation to 6 week overview) Lit Num ICT    Ent/WRL