Lesson Plan

Point of View In News Media

Students will begin examining how point of view can change the way a news story is told.
Samantha Duchscherer D.
Technology coordinator
Lexington Traditional Magnet School
Lexington, KY
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My Grades 6, 7, 8
My Subjects English Language Arts
Objectives

Students will be able to...

1. Understand that there is a point of view in non fiction as well as fiction. 

2. Identify the point of view in a non fiction news piece. 

3. Articulate how their non fiction author shows his/her point of view. 

Subjects
English Language Arts
Grades 7 - 9
All Notes
Teacher Notes
Student Notes

1 Hook/Attention Getter

Since the lesson will focus on news media and the specifically the 2008 election, get students interested by watching clip from the election,(I picked the 2008 election so that students opinions would be a little less fiery). Watch the clip and have students discuss. 

Student Instructions

1. Watch the video as a class.

2. Engage in think-pair-share about a video

3. Engage in a class wide discussion about the video. 

2 Direct Instruction & Guided Practice

-Continue to facilitate a discussion with students about news perspective, and maybe bring up current vents like "fake news." 

-Then, have students join you on the web page (which is divided into lesson sections). In the first section they'll read four different articles using the PRIZM app from Scholars Lab (it will take student highlights and show their how their peers reacted to the text through highlighting). They do have to sign in with their school Google accounts. 

-Then have students discuss the big questions in the directions.

-Then students can contribute words to the class Answer Garden. Put this up on the screen and discuss as student input grows the garden!

Student Instructions

1. Once in your groups, pull up your groups reading (Ex. group 1 reads article 1).

-Group 1: Article 1

-Group 2: Article 2

-Group 3: Article 3

-Group 4: Article 4

2. Read your article, and use the annotation tools to look for positive connotation, negative connotation, and verbs.

3. When finished discuss with your group about these big questions,

"How does the author feel about the election? Negative or positive? How do you know?"

"How does word choice change the perspective of the story?"

4. As you discuss, contribute to the AnswerGarden by clicking on the link on the web page. 

3 Independent Practice & Wrap Up

Now that students have read their articles, shared, and discussed you can guide students to reflection on today's lesson. Students will reflect on a Padlet (example Padlet linked above) and connect their idea to other students. 

-It's best to encourage silence for five to ten minutes while students write and connect their ideas. This gives them silent time to write and process. 

-Keep the Padlet up on the screen and watch as student responses grow. To sum up the day, lead another discussion on POV using the Padlet as jumping off point. Make sure students are articulating their understanding in text and verbally.

*The Padlet, Prism Highlights and student discussion will give you evidence of student accomplishment of learning goals. Since this is an introductory lesson student discussion will be heavily relied for evidence of learning goals. You would want to continue exploring this topic in class. 

Student Instructions

Respond on this Padlet to the question below, and make sure you put your first and last name as the Title of your entry (double-click on the screen to post).

"Critique how the article you read portrays Barack Obama and use one piece of textual evidence to back up your claims."

Be sure to connect your ideas to others! (See below).