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Meaning and Biases from Flood Media: Gladysz, Kunz, McNeill, Rowe, Zegers

Meaning and Biases from Flood Media By Interdisciplinary Grade 6 Unit Teaching Team Outcomes English Language Arts 2.1.1 Apply knowledge of organizational structures of oral, print, and other media texts to assist with constructing and confirming meaning. Social Studies 6.S.9 Detect bias present in the media.

Objectives Students will understand the purpose of various texts. Students will construct meaning from various texts. Students will detect bias in various texts. Students will critically analyze various texts.

Hook (10 mins) Introduce whole interdisciplinary unit idea How do we mitigate the effects of natural disasters? What are the largest effects of the natural disaster and how did it impact society? Show video footage of flood to introduce students to the topic. Teacher talks about people affected with reference to a map of the rivers, cities and towns flooded out. Teacher talks about personal experiences during the flood to provide a real connection for students. Introduce essential question for lesson How do we interpret information to create meaning, taking biases into account?

Body (hour and a half) Introduce students to different types of media to be analyzed video, photo, newspaper articles, and personal stories from survivors. Discuss bias a perspective on a topic, why it happens, the purpose, and who benefits. Rotate through 4 source stations in partners (12 mins each) video, photo, newspaper articles, and personal stories from survivors (all gathered by teacher with several perspectives and biases present). Students will record important information in provided graphic organizer including sections for important points, bias(es), and source advantages and disadvantages, for each source type. Come back as a class and record important information on the board with discussion.

Meaning and Biases from Flood Media: Gladysz, Kunz, McNeill, Rowe, Zegers

Conclusion (15 mins) Discuss as a class what you know, what you would like to know, and what youve learned today. Students write in their journals about these prompts.

Assessment Collect graphic organizers look for clarity, detail, reflections on biases are accurate and expanded on. (Formative) Look through journals for potential misunderstandings, potential areas of emotional stress from the subject at hand, deep understanding, and areas of further interest to students. (Formative)

Differentiation Differentiation for ELL students, low students, and as methods of prompting high achieving students to go deeper. Students work in pairs, class discussions, scaffolded graphic organizer, and use of technology and various media.

Reflection

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