Description
A round-up project designed to allow students to demonstrate their news literacy skills by engaging in a three-step analysis of their media consumption habits and news coverage of a current story of interest to them. They will respond to a series of analytical questions and then create a choice product to showcase their analysis to the class. Finally, they will present their findings in a small group context and complete a peer review before giving a 2-3 minute class presentation on the final day.
Objectives
- Students will demonstrate mastery of news literacy skills.
- Students will critique local news coverage through fact-checking and assessing sources for bias.
- Students will evaluate their own bias toward the information they evaluate.
- Students will create an action plan to improve coverage of the topic they chose.
Common Core State Standards
| CCSS.ELA-Literacy.RH.11-12.7 | Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. |
| CCSS.ELA-Literacy.RH.9-10.9 | Compare and contrast treatments of the same topic in several primary and secondary sources. |
| CCSS.ELA-Literacy.W.9-10.1 | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| CCSS.ELA-Literacy.W.9-10.2 | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. |
| CCSS.ELA-Literacy.W.9-10.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) |
| CCSS.ELA-Literacy.W.9-10.5 | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.) |
Length
Five 50-minute classes
As the final project for the news literacy unit, students will need at least three days of work time, with a fourth day for peer review, and a fifth day for presentations.
Resources
Computer lab access
Internet access
Class set: Project Instructions
Lesson step-by-step
DAY ONE
1. Introducing the project — 10 minutes
Use the final project instruction sheet to introduce the final project to the class. Go over each part, stopping to ask for questions and to clarify any points of confusion. Students will have the rest of this class period and the next two class periods to work on their projects.
DAY TWO-THREE
1. Work time
Students should be working on their project, which allows the teacher to check in with students throughout the class period. A “final” draft is due at the end of day three.
DAY FOUR
1. Peer review — 50 minutes
Pair students up for peer reviews of their final. Students should use the peer review checklist provided to give meaningful feedback on each others’ projects.
DAY FIVE
1. Presentations — 50 minutes
Each student will have 2-3 minutes (depending on class size) to present their final project to the class.