SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

DETAILS
Miss Gilles
News Media Analysis (Halloween special)
10th
Daily Plan- 15 minutes for cooperative learning session
Analyzing the use of techniques in media to interpret
how that affects society as a whole, and analyzing the
complexities and inconsistencies in how news is
reported found from different sources with different
mediums.
How does the medium of the news affect the power of
influence?
Why do news reporters use different mediums?
How does technology affect how the news is shared?
How does technology affect the quality of facts
presented to society?
1.9.10.A: Use media and technology resources for
research and problem solving in content learning.
Identify complexities and inconsistencies in the
information and the different perspectives found in
each medium.
1.9.10.B: Evaluate how the techniques used in media
influence society.
Students will be able to identify one example of how
medium choices affect how society views a topic with
100% accuracy.
Students will be able to identify at least two
complexities and two inconsistencies in the information
presented through the two mediums with 100%
accuracy.

Informal Formative: Observation, Q&A

Formal Formative: Paper quiz that will contain two
sections: 1st pertaining to them writing one example of
how they think the medium choices affected the topic
and the 2nd pertaining a short answer blanks where
they will give 2 examples each of complexities and
inconsistencies of the information.

The ISTE standard that I would use is research and

information fluency.

Accommodations vary as dependent on the student:

written works may be supplemented as

CK

well/audio/visual tools.
SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan

Introduction

My rationale for this plan is to have it as a singular day lesson

(around Halloween) to work on the standards provided and to
look at technology mediums. Around Halloween the kids have
their minds on different things, so having a Halloween themed
lesson I hope will draw them into active and engaged
participation.
Pre-instructional decisions:
The group size for my ideal classroom would be four to a
group, however for this class we will work in pairs. The group
composition will be selected by me as the teacher in order to
have each group be heterogeneous. The roles for each group
will be the: reader, recorder, leader, and presenter. The reader
will read the article out loud to the group, the recorder will
take notes, the leader will conduct the group to assure full
participation from each member (calling on each person to
share their ideas) and the presenter will present their findings
and ideas to the class. For the sake of this lesson, they can
pick two roles each. The room, in my ideal classroom, would
be that each group could move wherever they would like in
order to be closer, but for this class they will simply pair up
beside each other. I would assign corners of the room for each
group, etc. in the real classroom. The materials would be
online for the reading, so each would have their own
technology. For this lesson, we will be doing a variation of the
STAD, where the students will first get into their groups. Then,
I will let them pick roles, and explain that they will watch the
video, then work together as a group to analyze that and the
written article. After their analysis, they will present to the
group their findings. After this, they will receive the quiz,
which will assess their individual mastery of the topic.
Activating Prior Knowledge
Begin with questioning about Halloween myths: has
anyone ever heard of poisoned candy? Who thinks that
candy, every year, gets laced with drugs or razor blades,
please raise your hand? Who thinks this is a myth
created to make sure the parents check their childrens
candy, please raise your hand? Well, today we will be
researching that!
Hook/Lead-In/Anticipatory Set
At this part, Ill allow them all to take out their
technology and search for history of whether a child has
actually died from poisoned or tainted Halloween candy

CK

Explicit
Instructions

Lesson
Procedure

(none have, other than a case where the father poisoned

his own childs candy and was convicted and executed),
where they just get their creative brains flowing. This
should take only about 5 minutes total, do not let the
students get bored and start roaming the internet.
Big Idea Statement
Analyzing the use of techniques in media to interpret
how that affects society as a whole, and analyzing the
complexities and inconsistencies in how news is
reported found from different sources with different
mediums.
Essential Questions Statement
How does the medium of the news affect the power of
influence?
Why do news reporters use different mediums?
How does technology affect how the news is shared?
How does technology affect the quality of facts
presented to society?
Objective Statement
Students will be able to identify one example of how
medium choices affect how society views a topic with
100% accuracy.
Students will be able to identify at least two complexities
and two inconsistencies in the information presented
through the two mediums with 100% accuracy.
Transition
The transition between them researching Halloween
fallacies/truths will be asking them to get into groups
(according to teacher) and allowing them to assign their
own roles (presenter, leader, reader, recorder).
Key Vocabulary
Media
Medium
Technology
PreAssessment of Students
Questioning done during the activating prior
knowledge section.
Modeling of the Concept
The students will be in groups, and at this point in the
lesson we will collectively watch the video:
http://wfla.com/2015/07/09/drug-laced-candies-promptwarning-from-florida-authorities/
After that, they will read the article with that, and decide
whether they thought the video or the article convinced
them more. What was the difference in how the medium
affected your opinion of the topic? Did interviewing
random families make it more significant, or quoting a
bill that was being proposed?
After theyve reflected on these two mediums, they will

look at the article:

http://thefreethoughtproject.com/proposed-titlehalloween-candy-scares-ghost-harry-anslinger/
The students will then compare all the sources theyve
received and think about: how did the choice of medium
affect whether you believed the story or how your views
changed or if it did, and what were two complexities or
inconsistencies of the information presented in any of
the articles. How did they conflict?
Guiding the Practice
While theyre in their groups discussing the above
information, I will be walking around and guiding them
with the key questions and checking progress.
Providing the Independent Practice
They will do the investigative portion of the collaborative
lesson in their groups.
Transition
Transition would be to have them sum up their work for
the presenter to get ready, and have them each share
their findings.
Overhead computer
Personal technology
Google doc with links
Hand out quiz

Reading
Materials
Technology
Equipment
Supplies
Evaluation of
Formal Evaluation
the
Paper quiz that will contain two sections: 1st pertaining
Learning/Master
to them writing one example of how they think the
y of the
medium choices affected the topic and the 2nd pertaining
Concept
a short answer blanks where they will give 2 examples
each of complexities and inconsistencies of the
information.
Informal Evaluation
Observation
Q&A
Closure
Summary & Review of the Learning
Their summary/ review of the learning will be the quiz
that I handout, to be completed then and turned in right
away.
Homework/Assignments
N/A

Teacher

Self-reflection