Name: Emily Harris The Influence of Media in Our World

a. Title of Unit

b. Grade 11th Grade

c. Subject English

d. Duration of Unit 2 weeks

e. Rationale In reference to the 11th grade Communication and

Multimodal Literacies Standards, this unit will allow
students to take a deep dive into the cause and effect
relationships between mass media and public opinion
trends. In other words, students will be able to identify
what media is and where it comes from, understand the
impact that it has on our world, and the sort of
influence it can have on the mental, physical, and
spiritual self. Our world is saturated in media content,
so in this unit I want to help students understand what
it is, how to spot bias, values, and point of view within
it, and that not all media is trustworthy. By the end of
the unit, students will have created their own form of
media within groups, that implements some of the
concepts covered over the course of the unit. The 10
concepts allow for a breakdown of media (because it is
so vast), and for a breakdown of content throughout the
2 weeks.
Overall, after completing this unit, students will be able
to sharpen their communication skills, collaborative
skills, and analytical skills

II. Essential Question

What 1 question or problem What is “Media” and how does it impact people of
focuses the unit? modern culture?

III. Learning
Goals/Objectives
(2-3 using Bloom’s Taxonomy)
11.1 The student will make planned, informative and
persuasive, multimodal, interactive presentations,
collaboratively and individually.
2.0 Understand- understand that rhetoric is the
 art of persuasion and argument and understand
how to evaluate and critique content and
delivery of presentations.
3.0 Apply -Select and effectively use
multimodal tools to design and develop
presentation content.
4.0 Analyze- Analyze content and delivery of
presentations.
11.2 The student will examine how values and points
of view are included or excluded and how media
influences beliefs and behaviors.
2.0 Understand- that media messages express
viewpoints and contain values to influence the
beliefs and behaviors of the intended audience
3.0 Apply- Create media messages with a
specific point of view.
4.0 Analyze- analyze and critique how media
reach the targeted audience for specific
purposes and analyze media to determine the
cause-and-effect relationship(s) between media
coverage and public opinion trends

IV. Unit Assessment Title: Media Unit Test and Reflection

8-10 questions per learning See Appendix A
goal

V. Unit Performance Task Title: Media Group Project

How will students demonstrate See Appendix B
mastery?

VI. Daily Goals and See Appendix C

Assessments

VII. Reading Strategies 1. NEWS ARTICLES AND OPINION PIECES:

Students will read real News Articles and opinion
What reading strategies will be pieces (Which will later provide them with examples of
used to help students interact how they will go about their project). They will do
with or deepen understanding
of new knowledge?
VIII. Engaging Strategies
How will you engage students
in the learning process?
IX. Differentiating
Instruction
close readings of these articles in order to gain insight
into things like intended audience, intent, purpose, etc.
2. Title and short description
1. GROUP WORK- Students will be given many
opportunities to discuss and interact in whole and small
groups. Whenever there is direct instruction, students
will engage with the material as opposed to only
having it taught to them.
2. PROJECT LEARNING- Students will be given the
opportunity to create media messages through the use
of technology. They will either create videos or write
news articles or blog posts online. Students will be able
to use what they know and engage with technology in
the process.
1. Special Needs/Struggling Learners:
Provide study guides.
Provide/allocate extra time to complete
assignments/projects
Flexibility with project groups. (students can either
work independently or be paired with stronger learners
depending on the student’s need)
2. Challenging Learners: (I am unsure if
this refers to students who are
challenging or students who need more
challenging work so I will refer to both
here.)
Challenging learners:
Flexibility with project groups. (students can either
work independently or be paired with stronger learners
depending on the student’s need)
Students who need to be challenged:
Provide more assignment options
Offer more challenging assignments (not more in
 quantity)

3. Supporting all Learners:

Provide all students with adequate amount of

preparation time and instructional time. Make sure that
students understand and know the content before
moving on to the project.
V. Daily Lesson Plan See Appendix D
Day 1 (Template in Appendix D)

Appendix A
Unit Assessment
The Unit Assessment in this unit will be a test which covers all of the content covered over the
course of the unity. I will make this test two parts.
1.) (20 Question TEST-50) Half of their grade will be based on how they do on their test,
and the other half will be based on their reflection report of how working in their teams
went, what they think they did well with, what they learned through the process, and how
they think they could improved.
a. This test will cover over some of the concepts covered in the first lesson (so their
concept sheet would be a great study tool)
b. It will also cover key elements of the unit
2.) (REFLECTION-50) They will also be given the opportunity to express what some things
are that they would change about the performance task project in general, and if they
enjoyed/did not enjoy their unit overall and why.
Appendix B
Unit performance task-
Students will be given the ability to demonstrate what they have learned in the unit through the

creation of their own media message. Students will be split into groups of 3 or 4 and will be

given the option to create a News Broadcast, News Written Article, Blog Post, or Video. Their

groups must decide on one topic or argument they would like to present through their form of

media. They must be sure to include the 10 concepts discussed within the unit. They will be

given rubrics based on their ability to communicate, their persuasive techniques, ability to work
with peers, and presentation materials. Due to this task involving so much, I have allocated 5

days for students to work on their media message in some way or another, with the 5th day (day

10) as their presentation day. Students will be given the opportunity to research, work with peers,

have fun using creative persuasive techniques, and practice presenting their presentations. Each

day will be intentional about what students get done in class and how much time is allocated to

the project. Each day that involves project work will not be just a free-for-all with no structure.

Appendix C
Daily Content Goals and Assessments (for additional days, copy and paste below)

Week 1= (Days 1- Day 1 Day 2 Day 3

5)

Media Intended Audience Point of View and

Lesson Plan Title and Persuasive Values in media
Language in media

Learning Goal
2.0 Understand that 2.0 Understand 2.0 Understand
media influences that media
beliefs and That media is often messages express
behaviors and that created to persuade viewpoints and
it can be found an intended contain values to
online, on the news, audience. influence the
and on paper. 3.0 Apply beliefs and
persuasive behaviors of the
rhetorical devices intended audience
3.0 Apply- and techniques
Determine the role
media has in our 4.0 Analyze and 3.0 Apply
modern world critique how media
reach the targeted Examine different
 audience for media messages
specific purposes and identify their
4.0 Analyze the different points of
impact of selected view and values
media messages on
meaning 4.0 Analyze-
Explain how Point
of view and values
impact the content
of media messages

Short Quiz- Parent Letter Shorting writing

Writing prompt/exit ticket-
Students will be Assignment:
assessed on the Students will be
content covered in Students must write given two options
class. They will be a persuasive letter for this assessment.
asked about the to their guardian as They will either
importance of to why they should write a paragraph
media, its role in be able to skip on one of their
society, and where school tomorrow. values that they
Formative it can be found hold strongly and
Assessment Students will be explain why this
assessed on their would impact any
ability to keep in media they create.
mind their indended Or, they will write a
audience (their paragraph
guardian), and their explaining how
creative use of values and point of
persuasive view impact and
language. author’s media
content.

Week 1=Days 1-5 Day 4 Day 5 Day 6

Week 2= Days 6-10
 Objectivity and Purpose and Intent Introduction to
Subjectivity in in media Group Media
Lesson Plan Title media Project

2.0 Understand- 2.0 Understand the 2.0 Understand that

students will be purposeful use of media messages
able to understand persuasive language express viewpoints
the difference and how word and contain values
between connotations to influence the
subjectivity and convey viewpoint beliefs and
objectivity In media and bias behaviors of the
messages intended audience
3.0 Apply-
Determine the
author’s purpose
3.0 Apply and intended effect 3.0 Apply- Choose
on the audience for a topic/idea to
Examine the use of defend in media
Learning Goal Objectivity and media messages
form.
Subjectivity in
various forms of
media messages 4.0 Analyze and
critique how media 4.0 Analyze various
4.0 Analyze reach the targeted media topics to
audience for determine which
Analyze media to would be the most
determine the specific purposes
effective (from a
cause-and-effect persuasive
relationship(s) standpoint)
between media
coverage and public
opinion trends

Formative Reading/writing Writing Students will

Assessment Assignment: Assignment: Blog choose a topic and
Post media outlet for
Students will be their group project.
given an article in Students will write
which they will a blog post They must write a
 need to analyze and discussing their paragraph with
find examples of opinion on a given their group to
subjectivity and topic. (Keeping in determine their
objectivity. They mind their use of thesis. They must
will need to write persuasive have at least 3 main
about the impact language, purpose, points to back up
this has on the topic and intent) They whatever it is they
of the article and must use complete are arguing for.
the impact on the sentences and write
audience. at least 3 Students will be
paragraphs. assessed on their
(this is given as an ability to create an
assessment/quiz, (this is given as an intention/purpose
not as an activity) assessment/quiz. for their media and
This is not to be their thesis.
confused with a
class activity)

Week 2= Days 6-10 Day 7 Day 8 Day 9

Presentation Presentation Work Presentation

Research Day Day in groups Practice Day
Lesson Plan Title

Learning Goal
2.0 Understand 2.0 Understand 2.0 Understand-
that media That rhetoric is the That rhetoric is the
messages express art of persuasion art of persuasion
viewpoints and and argument and argument
contain values to
influence the 3.0 Apply- 3.0 Apply- use
beliefs and Preparing for effective evidence
presentation by and presentation
 behaviors of the gathering evidence skills to convince
intended audience and using an audience. & -
persuasive Present evidence
3.0 Apply- use elements/techniques clearly and
effective evidence in media convincingly, use
to convince an presentations presentation
audience and make technology
purposeful
language choices
based on topic, 4.0 Analyze
audience, and 4.0 Analyze-
Organize thoughtful Organize thoughtful
situation ideas and evidence ideas and evidence
to back up a main to back up a main
point. point.
4.0 Analyze
analyze and critique
how media reach
the targeted
audience for
specific purposes
and analyze media
to determine the
cause-and-effect
relationship(s)
between media
coverage and public
opinion trends

Formative Exit ticket writing Exit Ticket- Reflection Writing

Assessment assignment- Assignment:
Have students write Students will reflect
down in a few short Students will reflect on how they
sentences what on their work with worked as teams
sources or evidence groups. This will be and how their
they are using to a short writing practice-
back up their main assessment where presentation went.
point of their students reflect on They will write at
presentation. areas they do well least a paragraph in
and need complete sentences.
This will assess the Improvement on as This will include
students ability to a group and the their reflection as to
construct an individual student’s how they may need
argument and use contribution to the to tweak their
of persuasive project. project or be more
 language through persuasive, etc.
evidence.

Day 10
Week 2= Days 6-10

Group Media
Lesson Plan Title
Presentations

2.0 Understand
effective oral-
delivery techniques

3.0 Apply- Present

evidence clearly and
convincingly, use
Learning Goal
presentation
technology, support
ideas.

4.0 Analyze the

effectiveness of oral
presentations
 Students will be
given observation
sheets for when each
group presents their
media project. The
completion of this
task along with a
reflection will be for
a quiz grade.
Their observation
sheet will include-
-Topic of
presentation
Formative -main idea or
Assessment message behind the
presentation
-persuasive elements
used
-effectiveness score
(1 least -5 best)
Reflection/feedback-
What the group did
well/ways they
could improve
Favorite part of their
presentation

Appendix D
Daily Lesson Plan (Day 1) -I am including information that I used for my day 1 lesson plan
assignment earlier in the course.

Introduction

Title of Lesson: Influence in Media: Media Concepts

Subject: English 11-Communication and Multimodal Literacies

Date: 12/16/2023

Essential Question/ The big idea of the unit is for students to understand the
influence media can have on the individual and why and how
Big Idea
it has that impact/influence. For this first lesson plan covering
key concepts, students will be asked the essential question of:
What are the 10 main concepts found within Media and why
are they each important to the Media we consume?

Learning Goal: 2.0: Understand-

 Students will understand the difference between
objectivity and subjectivity in media messages.
 Students will understand that media messages express
viewpoints and contain values to influence the beliefs
and behaviors of the intended audience.
 Students will understand the purpose and types of
persuasive language
 Students will understand that word connotations
convey viewpoint and bias.
3.0: Apply:
 Students will be able to evaluate media messages for
content, intent, and impact.
4.0: Analyze
 Students will analyze the impact of selected media
formats on meaning.
 Students will be able to analyze and critique how
 media reach the targeted audience for specific purposes

Anticipatory “News Headline Stations”

Set:
General Outline of Activity:
Activates Prior
Knowledge 1. TTW tell each group which poster they are assigned to in the room.
Students will get up out of their seats to read the headline on the wall
and work with their groups.
The students will…
1. Read the headline. (TTW suggest reading silently or appointing a
member of the group to read the headline, excerpt, and sticky note
questions on the wall.)
2. Observe the picture under the headline.
3. Read the excerpt from the article.
4. Then together they will discuss the prompts given on the sticky note and
will write down the answers their groups talked about. (They should
designate a group member to write on the sticky note!) Their answers
can be in bullet points, but they must write complete sentences for each
bullet. Their group must be prepared to present their responses to the
class at the end of the activity. They can elect another member of the
group to be their spokesperson (make sure this is not the same member
who had the role of writing on the sticky note). They will have 10
minutes to complete this activity!

Direct TTW use a Teacher-Made presentation for direct instruction.

Instruction:
https://www.canva.com/design/DAF2R_IR3NM/YvGUZZ5KMZ0KOuWDaTEHBg/
Links to unit edit?
Incorporates
utm_content=DAF2R_IR3NM&utm_campaign=designshare&utm_medium=link2&ut
higher-level m_source=sharebutton
thinking
The whole idea of the first lesson is to present students with the 10 concepts that make
up media. (In other words, media is broken down into these 10 concepts for students to
later dive more in depth throughout the unit).
At the beginning of the lesson, students will be given a worksheet/chart which outlines
the 10 concepts for students to fill in, along with spaces to fill in each concept’s
meaning and examples covered.
The 10 concepts covered during direct instruction: (definitions are included in a Canva
 presentation. Students will be given the definition of each term and examples).

1. Media
2. Point of View
a. On this slide, students will participate in whole and small group
discussion.
b. Whole group discussion: “What are some things that might
shape your point of view?”
c. Small group discussion: (Within their seating groups students
will discuss and TTW bring the conversation back to whole
group by asking 2-3 groups what their table discussed). “Discuss
for a minute how point of view might present itself in the media
we take in.”
3. Values
4. Intended Audience
a. On this slide, students will participate in the “Stop and Jot”
activity, where students will refer to the questions on the slide
and stop and jot down their answers on a sheet of paper.
Afterwards, TTW allow for different students to share their
answer for each question.
b. Sample questions: If you were to create a YouTube video to
present to the class, who would be your audience? What are
some things that you might do to appeal to your audience? What
could be some examples of persuasive language?
5. Persuasive Language
6. Objectivity
7. Subjectivity
8. Purpose
9. Intent
10. Content

Guided 1. Students will be given a printed copy of the article “Why High
Practice: School Students Should Consider Volunteer Opportunities” and
Engages students TTW pull it up on the smart board. TTW model how to pick up on
in the learning the different concepts within the article and go over why these
process influences of media are important to be aware of.
2. TTW encourage students to underline their printed article worksheet
and write on their papers where each concept is mentioned or
implied, (intended audience, evidence of objectivity and subjectivity,
etc. etc.) TTW also encourage students to use their note chart they
filled out earlier in class.
3. TTW read each paragraph while also asking students questions and
spurring on discussion. Questions would refer back to the key
 concepts like for example: “After reading these introductory
paragraphs, who is the intended audience? What is the purpose of
the article? What was the author’s intended message or intent when
writing the article? What are some word choices that the author uses
that hints at the audience?” “Where is evidence of persuasive
language in this article?” “Why are these elements important to be
aware of within the media that we consume?”
4. This guided practice will help students meet their learning
targets/objectives. Like evaluating media messages for content,
intent, and impact. Analyzing and critiquing how media reach the
targeted audience for specific purposes.etc.
5. Article given to students: Why High School Students Should
Consider Volunteer Opportunities | High Schools | U.S. News
(usnews.com)

Independent 1. TTW provide students with another article, and a “Close Reading
Practice: Guide” On their article sheet students must:
Allows students to a. Circle and label the purpose of the article
practice with new b. Underline where persuasive language is used and present in the
knowledge article
c. Put checkmarks next to where objectivity is present. And X’s
where subjectivity is present.
2. Lastly students will have to answer two short answer questions:
Explain the purpose of the article and its intended audience.
a. Explain how the article did/did not use persuasive language.
b. How might this article influence its readers? Why?
3. Article given to students Here’s why you shouldn't drink coffee first
thing in the morning | T3

Formative Assessment Link: Media Concepts Assessment (google.com)

Assessment:
1.) In the article "Here's Why You Shouldn't Drink Coffee First Thing in
Assesses mastery
of daily learning
the Morning" the first paragraph states:
goal "When you wake up in the morning – regardless of whether you’ve had a
good night’s sleep or not – chances are the first thing you do is put the kettle
on. Everyone loves a morning cup of coffee or tea, but did you know that
the time you drink your first hit of caffeine can actually have a huge impact
on your day?"

Who is the intended audience? How might the author's point of view impact
the content of this paragraph and the rest of the article you had read during
class? (Write 5-6 sentences)
 2.) ___________ refers to the perspective of the person who created a
message or story.
a. Point of view (correct)
b. Values
c. Subjectivity
d. Purpose
3.) Give an example of how media might influence our beliefs or behaviors.
(3-4 sentences)
4.) Explain the difference between Objectivity and Subjectivity and how
they relate to media.
5.) What are some things that may shape a person's point of view? (select
all that apply)
a. Personal experiences (correct)
b. Media influence (correct)
c. Education (correct)
d. Family (correct)
e. Other perspectives (correct)
6.) What can make a media message untrustworthy?
7.) Match the term with its definition (ethos/pathos/logos)
8.) _____________ embodies the overarching reason or rationale for
something, often answering the question "why?"
a. Intent
b. Content
c. Purpose (correct)
d. Value
9.) _______________ is typically associated with a mindset, reflecting a
person's specific aim or plan.
a. Intent (correct)
b. Content
c. Purpose
d. Value
10.) After studying the different concepts relating to media, should
we trust everything we read or see? Why or why not? (5 sentences)
Closure: 1.) Students will participate in a 3-2-1 activity.
Links to learning
Students will write…
goals a. 3 things they learned.
b. 2 things they found interesting.
c. 1 question they still have