Lesson MINI

LESSON MINI

Media Literacy: Think. Question. Create.

Grade:

6-12

Topic:

Media Literacy

Unit:

Teaching for Tomorrow

Overview

In this lesson mini, students will examine how media messages are shaped by visuals, structure, audience, and intent. They analyze credibility and persuasive strategies and then reflect on how media influences perception to strengthen their digital literacy as informed consumers and creators.

Ideas for Implementation

English

Social Studies

Digital citizenship/technology

STEAM programs

Library media

Journalism/media production

Library/information science

Key Vocabulary & Definitions

bias (noun): a tendency to favor one perspective or outcome over others, often in a way that is unfair or unbalanced

credibility (noun): the quality of being trusted and believed in, especially in relation to information sources

gatekeeping (noun): the process of selecting, organizing, or prioritizing information before it reaches an audience

media framing (noun): the way information is presented by media sources, which influences how audiences interpret and understand events, issues, or people by highlighting certain aspects over others

perspective (noun): a particular attitude, background, or point of view that influences how someone interprets information

source (noun): the origin or provider of information, including individuals, organizations, or platforms

tone (noun): the general attitude or emotional quality expressed in a piece of media, conveyed through word choice, visuals, or style

Authentic Learning Extensions

Authentic extensions of this lesson invite students to connect media literacy to their everyday lives by applying critical thinking, emotional insight, and creative expression in real-world contexts:

Framing in the Wild: Students take photos or screenshots of real-world media (ads, signs, social media posts) and annotate them to highlight visual framing, message cues, and emotional triggers. They reflect on the creator’s intent and how it shaped their own interpretation.

Media Perspective Interviews: Students interview peers, family members, or school staff about how they interpret the same media image or message. They compare responses and analyze how background and perspective shape understanding.

Message Makeover Challenge: Students select a real media image or headline and reframe it for a different audience or purpose. They explain how tone, visuals, and word choice were altered—and reflect on how those changes could shift interpretation.

Choose Activity

LESSON MINI

Media Literacy: Think. Question. Create.

Activity

1 :

Media Messages in Focus

By the end of the activity, students will be able to analyze how visual media elements and framing choices shape audience interpretation and explore how the creator’s intent, audience, and message influence media representation.

>40

Minutes

Materials and Resources

Materials

Whiteboard or display

Writing utensils

Resources

Implementation

Tell students that during today’s activity they will examine media messages more closely. Begin by displaying Media Images in Focus 1, pointing out that it features a teenager yawning while sitting at a desk with a stack of books, with the headline “Are Teens Getting Enough Sleep?” Ask students to quietly consider the following questions:

What is being shown?

What emotions does this image create?

What message is being sent—intentionally or not?

Divide the class into pairs, and distribute to each pair a copy of the What Is Really Being Said? handout. Instruct students to complete Part 1 of the handout (First Impressions and Visual Framing) while referring to the displayed image. Encourage students to talk about what stands out, what emotions the image evokes, and what assumptions it might trigger. Remind the class that this step is about observing, not evaluating.

Model the activity by briefly identifying a few visual details such as facial expressions, color tones, or headline placement, without drawing conclusions. This will provide students with an example of how to begin their analysis.

After pairs have completed Part 1, ask each group to write a single sentence summarizing what they believe the purpose of the image might be. Bring the class together, and have each pair share their sentence aloud. As students listen, prompt them to notice the following:

Common themes

Unexpected interpretations

How different perspectives shaped different understandings

Record student responses on the board and facilitate a whole-class discussion by asking these questions:

What patterns or differences did you notice in the responses?

What aspects of the image might have influenced your interpretation?

Guide students to think about the role of media framing. Ask them to identify specific elements they noticed and reflect on how those elements might shape meaning.

Ask students to return to their partner groups. In Part 2 of the handout (My Point of View), they will choose one sentence from the board that they agree with, disagree with, or believe could have multiple interpretations. Students should write a brief explanation of their viewpoint, using evidence from the image to support their ideas.

Before writing, encourage students to go deeper with questions such as these:

What specific choices in the image support this interpretation?

Are there other possible messages or meanings?

How might someone else (such as a parent, student, or journalist) interpret this differently?

Explain that media literacy includes recognizing that meaning is not fixed and that different viewers may take away different messages depending on their own context and experience.

Display Media Images in Focus 2. Instruct students to examine this new image with their partners. Direct them to complete Part 3 of the handout (Comparing the Images) by analyzing how the tone, framing, and message differ from the first image, and what choices contribute to those differences.

Point out that this image lacks a clearly stated source, and ask students to consider how that absence affects their analysis.

Have students, still in their groups, brainstorm who might have created the second image and why. Was it produced by a school district, a wellness nonprofit, or a teen-health advocacy group? Ask each pair to develop a short backstory identifying the imagined creator, the creator’s motivation, and the reasoning behind the creator’s framing decisions. Students’ explanations should be specific and reflect a logical connection between the image’s design and its purpose. Students will record their imagined backstory in Part 4 of the handout (The Creator’s Backstory).

Invite several partner groups to share their backstories. As each one presents, encourage the class to reflect on how different intentions led to different interpretations of the same topic. Then ask the following discussion questions:

How do framing choices affect how we interpret media?

Why does it matter who creates a media message?

Distribute a 2-Circle Venn Diagram graphic organizer to each student, or invite students to create their own. To synthesize their learning, students will use the diagram to compare the two images. Students should focus on the motives, framing strategies, and intended audiences for each image. Encourage students to use insights from earlier discussions to support their analysis. Wrap up by emphasizing that media is not neutral—its meaning is shaped by both the creator’s intent and the viewer’s perspective.

Differentiation and Variations

Language Support for Multilingual Learners: Provide a visual glossary of key terms with translated definitions, sentence starters for discussions, and preview time for images with home language discussion. This reduces language barriers and builds confidence for meaningful participation in media analysis.

Prompt Analysis—Idea Web: Use the Idea Web graphic organizer to organize observations around a central image. Add branches for emotion, setting, and message, using color cues if desired. This format helps students categorize visual elements and build structured analysis skills.

Creative Extensions: Have students select and analyze a real-world media image and then design a contrasting version using digital tools. This deepens critical thinking by requiring students to apply media literacy concepts as creators rather than just as consumers.

Flexible Participation Formats: Offer verbal completion with partners, speech-to-text tools, or alternatives to whole-class sharing, such as gallery walks or video reflections. This accommodates diverse learning preferences and ensures all students can demonstrate their analytical thinking skills.

Collaborative Teaching

Team Teaching: For collaborative teaching and learning environments, this learning activity is well suited to a Team Teaching strategy. In this model, sometimes referred to as “tag team teaching,” both teachers deliver instruction together, often alternating or integrating their teaching styles seamlessly. This collaborative approach provides students with multiple perspectives and teaching styles, enriching their learning experience. By modeling effective teamwork and communication, this approach demonstrates how different viewpoints can enhance understanding and create a dynamic and interactive classroom environment. Evidence indicates that team teaching can enhance student engagement and provide a richer, more diverse educational experience.

Activity Introduction and Image Analysis: Teacher A introduces the concept of visual analysis and explains the purpose of the What Is Really Being Said? handout. Teacher B projects Media Images in Focus 1 and leads the class in a brief guided observation. Both teachers circulate and engage with student pairs as they complete Part 1, encouraging discussion of specific visual elements such as facial expressions, text, and color. As students work, both teachers prompt partners to focus on observation without drawing conclusions, helping them distinguish between describing what they see and interpreting its meaning.

Class Discussion and Sentence Sharing: Teacher B facilitates the sharing as each pair reads their purpose sentence aloud. Meanwhile, Teacher A records a range of student responses on the board to highlight different interpretations. Both teachers co-lead a discussion by inviting students to identify patterns in interpretation, reflect on surprising perspectives, and consider how different experiences may shape understanding (Part 2 of the handout). This collaborative facilitation reinforces the value of diverse viewpoints in media analysis.

Interpretation and Comparison: Teacher A supports students as they revisit the class-generated list of interpretations for Media Images in Focus 1, helping them choose a response to agree with, challenge, or reinterpret. Teacher B introduces Media Images in Focus 2 and guides students through Part 3 of the handout. Together, Teachers A and B prompt discussion around how tone, message, and approach differ between the two images. They ask open-ended questions to deepen analysis, such as how the absence of a clear source in the second image might shape interpretation, or how various audiences could respond differently.

Backstory Construction and Wrap-Up: To wrap up, Teacher A frames the media investigator task in Part 4, while Teacher B models a sample backstory aloud. As students write, both teachers circulate to support thinking, encourage deeper reasoning, and clarify misconceptions. The lesson concludes with group sharing and a co-led reflection encouraging students to consider how intent, design choices, and audience can shape the meaning of a media message.

Media Literacy: Think. Question. Create.

Activity

2:

Analyzing Media Influence Through Message Framing

By the end of the activity, students will be able to analyze how media messages are shaped by factors such as audience, purpose, and format, and they will be able to use evidence-based reasoning to explain how those factors influence what is included or emphasized in a message.

<40

Minutes

Materials and Resources

Materials

Devices such as Chromebooks or tablets (one per pair)

Whiteboard and display

Writing utensils

Resources

Implementation

Begin by asking students to consider the following questions:

What do people think about when they create a message for a public audience?

What might influence how that message is shaped?

How do different audiences receive or interpret the same message?

Write the words audience, purpose, and message framing on the board. Lead a short class discussion using student responses. Encourage students to notice that media messages may be shaped by who the message is for, what the message is trying to do, and how the message is presented.

After students share their ideas, introduce the term gatekeeping. Explain that, in media studies, gatekeeping is the process of selecting, organizing, or prioritizing information before it reaches an audience. This can be done by people such as editors or by tools such as algorithms. Let students know that in this activity they will explore how different factors can influence what a message includes and how it is delivered.

Have students work with a partner and log in to their shared device. Distribute the Claim, Evidence, Reason Web graphic organizer and go over the directions together. Students will choose a recent media example that appears informational or neutral at first glance. This could be a news story, an advertisement, a school announcement, or a public message. Their task is as follows:

Make a claim about one factor that may have influenced how the message was shaped

Support the claim with specific evidence from the media sample

Explain their reasoning by connecting the evidence to the factor identified

Let students know that possible influencing factors might include audience, purpose, platform, cultural context, or marketing goals. Recommend that they explore reputable age-appropriate sources such as brand campaigns, school communications, or public service announcements.

To model the thinking process, share a few neutral examples:

A recycling flyer on a city website may reflect community values.

A fast-food commercial that focuses on affordability might connect to current economic concerns.

A school message about online safety may be shaped by student needs and caregiver trust.

Once students understand the task, have partner groups begin searching for a media example. Remind them to select something current and publicly accessible that appears factual or instructive. Circulate to check in, clarify questions, and ensure appropriateness of chosen content.

After students have selected their media sample, they will develop a claim about the most evident influencing factor. Using the Claim, Evidence, Reason Web graphic organizer, they should support this claim with observable details such as word choice, images, tone, and structure. If helpful, students can also research the source to understand its context. As they work, prompt students to consider the following questions:

What is emphasized in the message?

What information seems minimized or missing?

Who is the message intended for, and how can we tell?

What is the creator likely trying to accomplish?

Encourage students to revise their reasoning as they reflect more deeply. Ask guiding questions to support analysis:

What features of the message stand out, and why might they be highlighted?

Are there signs that the message was designed for a particular group or need?

How might someone from a different background or audience interpret this message differently?

Once students complete their analysis, have them print or display their selected media so that it can be shared with the class. Bring the class back together and invite each group to present the following:

Their chosen media example

The factor they believe influenced the message

Their supporting evidence and reasoning

Arrange groups in a way that allows all students to view the examples. After each group shares, invite a few questions or comments from peers. Encourage students to compare findings and look for patterns. Guide them to notice how various messages may be shaped differently depending on purpose, audience, or medium. If helpful, use a board or digital space to record common themes and differences.

Wrap up by facilitating a reflection on what students observed. Ask the following questions:

What did you notice about the media you analyzed?

Did your understanding of the message change after you looked more closely?

How did you decide what counted as evidence?

What was challenging about identifying influence or intent?

How can this kind of thinking help you when you encounter media in your everyday life?

Differentiation and Variations

Language Scaffolds for Multilingual Learners: Provide key vocabulary with clear, student-friendly definitions and visual supports for terms such as audience, message framing, media influence, and gatekeeping. Include sentence starters for each section of the Claim, Evidence, Reason Web graphic organizer (e.g., “This media may be shaped by…because…”). Allow multilingual learners to discuss their ideas in their home languages before writing in English, and consider pairing them with supportive peers. These scaffolds help students access complex thinking tasks and build confidence in sharing their interpretations.

Guided Search: Offer a curated list of age-appropriate credible sources along with a few sample search terms (e.g., “public service announcement,” “media bias in advertising”) to help students locate suitable media efficiently. This approach reduces cognitive load during the search phase and allows students to focus on analyzing the message’s structure and influence. It is especially helpful for learners who benefit from structured support while still promoting independence in content selection.

Advanced Challenge: Invite students ready for deeper analysis to examine how more than one factor (such as audience and economic interest, or platform and cultural values) might shape a single media message. They can complete a second Claim, Evidence, Reason Web graphic organizer and present a comparison to the class. This encourages critical thinking and helps students explore how media can reflect multiple overlapping influences.

Collaborative Teaching

One Teaching, One Observing: For collaborative teaching and learning environments, this learning activity is well suited to a One Teaching, One Observing strategy. In this model, one teacher provides direct instruction to the entire class while the other observes student behavior and engagement to gather evidence of learning. This approach allows for detailed observation and assessment, helping identify students who need additional support or intervention. By focusing on student responses and participation, the observing teacher can ensure that the learning needs of all students are addressed and met in the activity. Research shows that targeted observation can lead to more effective intervention strategies, improving student performance.

Activity Introduction and Media Search Support: Teacher A introduces the concepts of audience, purpose, and message framing and guides students through the Claim, Evidence, Reason Web graphic organizer. As students begin searching for media examples, Teacher B circulates to observe how students are selecting sources, making note of students who may need clarification about choosing neutral, age-appropriate content. Teacher B may offer quiet prompts to reinforce the criteria or help students stay focused.

Partner Work and Media Analysis: As students analyze their selected media, Teacher A facilitates mini conferences with partner groups to monitor understanding and support reasoning development. Teacher B observes how students construct claims and cite evidence, recording trends in student thinking and identifying individuals or groups who may need follow-up support, reteaching, or extension tasks. This observation helps ensure students are using thoughtful, evidence-based reasoning tied to message framing.

Class Sharing and Reflection: During group presentations, Teacher A facilitates the sharing and leads the reflection discussion. Students present their media examples, claims, and reasoning while peers observe and respond. Teacher B tracks participation and comprehension, noting patterns in understanding or misconceptions. After the activity, Teacher B can lead a follow-up mini-lesson or small-group debrief to reinforce key concepts, helping all students reach the intended learning outcomes.

Media Literacy: Think. Question. Create.

Activity

3:

Exploring Media Through Inquiry

By the end of the activity, students will be able to develop and investigate open-ended questions about media messages and analyze how presentation choices may shape audience understanding.

>40

Minutes

Materials and Resources

Materials

Devices such as Chromebooks or tablets (one per student)

Whiteboard and display

Writing utensils

Resources

Implementation

Tell students that during today’s activity they will use inquiry, the process of asking thoughtful, open-ended questions, to explore how media messages are constructed and understood. Let them know that instead of being given answers they will practice investigating real media examples based on their own questions. Begin by posing this question to the class:

What kinds of questions should we ask when we come across media online?

Give students a moment to reflect silently, and then invite a few volunteers to share their thoughts. Record their responses on the board to highlight student thinking and set the tone for the activity.

Distribute the K-W-H-L graphic organizer, and direct students to the first row, labeled “What do you know?” Ask them to write down any thoughts or examples they have about how media messages might shape how information is understood or remembered. Encourage them to think about examples they’ve seen recently—a social media post, video, or headline that stood out to them. Remind students that this section is not a test. It’s simply a chance to reflect on what they already notice. You might share a neutral example such as “I know that different news sources can present the same story with different headlines.”

Have students pair up and share one idea from their “What do you know?” sections. As they listen, ask them to pay attention to anything that surprises them or makes them wonder. Then direct students to return to independent work and complete the “What do you want to know?” section of the organizer. Each student should write one or two open-ended questions they are now curious about, inspired by their own observations or their partner’s. These questions might explore how media is designed, how different platforms present information, or how people respond to what they see. To model the process, you might offer a sample question, such as “How do headlines and images work together to influence what we notice first?”

Ask students to review their questions and circle the one they are most interested in exploring. Let them know they will now begin investigating that question by examining real media examples. These might include news articles, video clips, social media posts, or digital ads. Explain that their goal is to look closely at how information is presented and consider how different choices in format, language, or design might shape how it is received by different audiences.

Have students work with their partner to find a media sample connected to one of their questions. As they search, guide them to look for messages that use design, word choice, or visuals in ways that seem intentional. These might include messages with a clear tone or focus, varied perspectives, or different styles of communication. As they analyze the media, they should begin completing the “How will you learn it?” section of their organizer, noting what kind of media they selected and how it may help answer their question. Encourage partners to discuss their thinking as they work. They can raise new questions, compare notes, and reflect on what stands out in the message. Support students in staying focused on curiosity and evidence rather than forming judgments about intent or accuracy.

Once students have explored their media example, have them complete the “What have you learned?” section of their organizer. Ask them to be specific about what they noticed and how it relates to their original question. Then have partners share their responses with each other. Use questions such as the following to guide further discussion:

How confident are you in your interpretation of the message?

How might someone else understand this message differently?

To wrap up, distribute the Learn It! Use It! exit ticket. Ask students to complete two prompts:

One insight I gained about how media messages are shaped is…

One way I’ll apply this when I view media in the future is…

Encourage students to connect their insight to the question they explored or the example they analyzed. If time allows, invite a few students to share their responses with the class or in small groups. Emphasize that asking thoughtful questions and thinking critically about media is a lifelong skill they can use whenever they interact with content online.

Differentiation and Variations

Language Support for Multilingual Learners: Offer translated definitions and visual aids for key inquiry-related terms such as bias, framing, influence, and perspective. Provide sentence starters for each section of the K-W-H-L organizer (e.g., “I want to know how media can…” and “This media might influence people by…”). Allow students to discuss their questions or findings in their home languages before writing in English. Pair multilingual learners with supportive peers for the partner portions of the activity to encourage collaboration and clear communication.

Inquiry: For students who need additional support developing questions or evaluating media, offer a bank of sample inquiry questions and a short list of preapproved media examples. Provide guiding questions during partner analysis (e.g., “Who created this?” “What choices did they make in presenting this information?”) and checklists for evaluating source reliability or visual elements. These supports help build confidence and ensure meaningful participation while maintaining a focus on student-driven inquiry.

Creative Extension: Invite students ready for deeper analysis to compare two media pieces related to the same topic. Using a second K-W-H-L organizer, they can investigate how different framing or sources shape audience interpretation. As an optional challenge, students can write a short reflection on how critical questioning might help people engage more thoughtfully with media in various contexts. This extension encourages synthesis, perspective-taking, and real-world application of media literacy skills.

Collaborative Teaching

Parallel Teaching: For collaborative teaching and learning environments, this learning activity is well suited to a Team Teaching strategy. In this model, sometimes referred to as “tag team teaching,” both teachers deliver instruction together, often alternating or integrating their teaching styles seamlessly. This collaborative approach provides students with multiple perspectives and teaching styles, enriching their learning experience. By modeling effective teamwork and communication, this approach demonstrates how different viewpoints can enhance understanding and create a dynamic and interactive classroom environment. Evidence indicates that team teaching can enhance student engagement and provide a richer, more diverse educational experience.

Media Literacy: Think. Question. Create.

Activity

4:

Developing Critical Consumers and Creators

By the end of the activity, students will be able to examine media for credibility and emotional impact and articulate the responsibilities inherent in both consuming and creating media content.

>40

Minutes

Materials and Resources

Materials

Coloring supplies

Small poster paper or blank paper (one sheet per pair)

Tape or adhesive putty for hanging posters

Whiteboard and display

Writing utensils

Resources

Implementation

Begin by writing ”Critical Consumer” and “Responsible Creator” on the board. Tell students that during today’s activity they will explore how media images communicate messages to audiences and how these terms relate to that exploration. Ask students to work with a partner to discuss what these terms might mean. After a few minutes, invite pairs to share their thoughts with the class. Through their responses, guide students to consider how critical consumers ask probing questions about what they encounter and how responsible creators consider the potential influence of their content on others.

Distribute a copy of the Evaluating Resources graphic organizer to each partner group. Explain that this tool will help them systematically analyze media by examining various aspects of sources. Provide a neutral media sample for the entire class to analyze. This could be a public service announcement, a product advertisement, or an informational post about a community event. As students work through the organizer with their partners, encourage them to discuss their observations and reasoning. Circulate among the groups to listen and ask open-ended questions that prompt deeper thinking without steering their conclusions.

Bring the class back together to share. Invite a few partner groups to share highlights from their organizer, particularly anything that was surprising or unclear to them. Use their observations to facilitate a discussion about what makes sources reliable and how different purposes might influence content. Ask open-ended questions such as the following:

What specific detail made you question the credibility of the source?

Did your partner notice something you overlooked or interpret the message differently?

Would you feel comfortable sharing this content with others? Why or why not? What would you want to verify first?

Use this moment to help students articulate key takeaways and reinforce the idea that critical consumers engage in thoughtful questioning before accepting or sharing media.

Introduce the Expression Wheel graphic organizer and explain that media can influence how people feel, which affects how they interpret and respond to information. Have students return to their partner groups and use the Expression Wheel to examine their emotional responses to the same media sample. Encourage partners to compare their reactions and discuss how emotions might shape the way people understand, judge, or share media content. Emphasize that recognizing and reflecting on emotional responses is an important component of thinking critically about media.

Ask students to create a visual response based on their Expression Wheel reflections. Each pair should choose one emotion or insight from their analysis and create a mini poster that represents their reaction. This could be a word, phrase, drawing, symbol, or visual metaphor. Once complete, have students display their posters around the room and conduct a silent gallery walk. Ask students to observe quietly and look for patterns in the responses.

After the gallery walk, facilitate a discussion about what students noticed. Ask what stood out in the different posters and how the same media led to various interpretations. Guide students to consider how personal experiences, backgrounds, and perspectives might influence how individuals receive and interpret media. Help them explore the idea that becoming a critical consumer involves examining both the media itself and their own lens through which they view it.

Distribute a Headline Connection exit ticket to each student. Ask students to write a headline that captures their most important learning from the activity about being a critical consumer or responsible creator of media. Remind them that effective headlines are short and clear and capture attention. The headline can reflect any genuine insight they gained. Invite volunteers to share their headlines before collecting the exit tickets.

Differentiation and Variations

Collaborative Analysis: For students who benefit from additional structure, provide a partially completed version of the Evaluating Resources organizer with some examples filled in. Offer guiding questions during partner work to help students focus their analysis and build confidence in evaluating media through structured inquiry.

Emotional Vocabulary: Provide an expanded word bank with emotion words and simple definitions or visual representations for students who need support identifying feelings during the Expression Wheel activity. This supports students who are developing emotional literacy and helps them access the deeper reflection required in later steps.

Creative Expression Choice Board: Allow students to choose from multiple visual response formats for their mini posters, including drawing, collage, comic panels, or symbolic representation. Offer digital design tools as an option for students who prefer technology-based expression. This flexibility ensures all learners can access the visual response task in ways that suit their strengths.

Collaborative Teaching

Alternative Teaching: For collaborative teaching and learning environments, this learning activity is well suited to an Alternative Teaching strategy. In this model, one teacher instructs most of the class while the other works with a small group of students who need specialized attention or remediation. This provides targeted instruction for students who need extra help, ensuring they can keep up with their peers. It also allows for enrichment activities for advanced students, addressing diverse learning needs and ensuring that all students receive the appropriate level of challenge and support. Studies have shown that differentiated instruction significantly benefits students who have varied learning needs, leading to more equitable educational outcomes.

Activity Introduction: Teacher A introduces the terms “Critical Consumer” and “Responsible Creator” and leads the full-class discussion to activate prior knowledge. Teacher B works with a small group to preview vocabulary and offer sentence starters to support discussion participation.

Media Analysis Practice: Teacher A distributes the Evaluating Resources graphic organizer and guides partner groups in analyzing the media sample. Teacher B supports a small group through the organizer step-by-step, providing examples and modeling how to evaluate credibility and bias.

Expression Wheel Reflection: Teacher A introduces the Expression Wheel and explains how to identify and discuss emotional responses. Teacher B works with students who need additional support identifying emotions, using visuals or simplified prompts to scaffold reflection.

Creative Poster Activity: Teacher A facilitates poster creation and the gallery walk. Teacher B helps the small group brainstorm visual responses, offering inspiration or alternatives for students who may struggle with open-ended creative tasks.

Whole-Class Reflection: Teacher A leads the final group discussion, prompting insights about perspective and media interpretation. Teacher B checks for understanding with the small group, helping students connect the reflection to their own experiences and summarize learning on their exit ticket.

Media Literacy: Think. Question. Create.

Activity

5:

Minutes

Materials and Resources

Materials

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Resources

Implementation

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Differentiation and Variations

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Collaborative Teaching

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