Web 2.0 Tools for Communication and Collaboration-S.

Mathis lesson plan

Lesson Idea Name: News Analysis

Content Standard Addressed: ELAGSE9-10RI2: Determine a central idea of a text and analyze its
development over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including
the order in which the points are made, how they are introduced and developed, and the
connections that are drawn between them.
ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language of a court opinion differs from that of a
newspaper).
ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language of a court opinion differs from that of a
newspaper).

ISTE Technology Standard Addressed: What would you like students to know and be
Empowered Learner-1.1.a: articulate and set able to do by the end of this lesson: Students
personal learning goals, develop strategies leveraging will be able to understand how to look for
technology to achieve them and reflect on the multiple viewpoints on a topic as well as decode
learning process itself to improve learning outcomes. the language used to describe current events.
Knowledge Constructor-1.3.c: curate information
Students will be able to communicate their
from digital resources using a variety of tools and
interpretations of news coverage of current
methods to create collections of artifacts that
demonstrate meaningful connections or conclusions events in multiple formats: verbal discussion,
Creative Communicator-1.6.c: communicate complex graphic creation, visual analysis, and written
ideas clearly and effectively by creating or using a discussion posts. Students will be able to apply
variety of digital objects such as visualizations, prior knowledge of rhetorical devices to a new
models or simulations. unit on news analysis. Students will learn to
Global Collaborator-1.7.b. use collaborative engage in online conversations through use of
technologies to work with others, including peers, the digital communication tools provided in the
experts or community members, to examine issues activities for the lesson, preparing them for
and problems from multiple viewpoints. communication in the larger online community.
1.7.c. contribute constructively to project teams,
Students will learn from assessment tools to
assuming various roles and responsibilities to work
become more accepting of their own
effectively toward a common goal.
interpretation or reading of a current event
(There is no right answer.) Student will develop
confidence in their own voice, speaking their
mind, and their ability to critically think about
information sources available in multiple
formats.

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration-S.Mathis lesson plan

What is the student learning goal(s) for this lesson idea? I can analyze and discuss news coverage of
current events in both oral and digital communication. I can make connections between different
elements of current events by creating both written and visual representations of contemporary
culture wars.

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒ Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply:

☐ Teacher-led: There is no student voice and choice in the activities. Students are guided by the
teacher's direction and expectations. Learning activities are assigned to the
student and mostly practice based.

X Student-Led: Students are given voice and choice in the activities. They may select the topic
of learning and/or determine the tool they will use to meet the learning goal. The
teacher facilitates the learning as the students direct their own learning processes.

X Problem-based (Real world problems) and/or Publishable: Students are solving problems
and completing projects to demonstrate their learning. Additionally, the projects can be shared
outside of the classroom. (Note: This objective could be reached by displaying the project on the
school’s morning newscast, posting the project to the classroom blog, presenting it to another
class, or publishing it via an outside source.)

Lesson idea implementation: The lesson is student-led in the organization. They go from “START
HERE” and progress through tasks #1-#5 and then complete the “END HERE” tile on the Padlet. This
will be a multi-day lesson that is punctuated by group and whole class discussions on contemporary
news coverage, culture wars, and rhetorical devices. Students will access and reassess prior learning
about logos, ethos, and pathos in the Quizizz mini assessment as well as the EdPuzzle questions.
They will be able to see the application of argument-making strategies in context and develop their
own critical viewpoints on current issues, preparing to argue their own points on current events
throughout the semester. The combination of the tools in this lesson help students reflect on their
own learning and develop new knowledge by turning an analytical eye to the methods and manner
in which media shapes society and the dangers of not approaching news coverage with a critical eye.
These tools give me an indication of whether or not they fully understand rhetorical devices through
mini quizzes and forms that I can access. The other aspect of student learning I am assessing is their
ability to form well-supported opinions on real world current events. The opening “START HERE”
activity gives me a sense of where they are at synthesizing information and articulating their
responses. The EdPuzzle revisits this same skill, giving me data I can use when we go into the News
Analysis semester-long project. Students also practice skills in each activity that they will be putting
together as a whole in the final News Analysis project at the end of a semester.

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration-S.Mathis lesson plan

Managing student learning: Will the tool(s) used for this lesson cause a shift in the behavior of
students where they move from passive to active social learners? How?
These tools used in this lesson work to make students active learners by:
-Providing them a chance to respond to both video and text news in written and oral discussion. The
chunking of the delivery of a complex satire (EdPuzzle) helps them begin breaking down the
components that make up the whole.
-The quizzes in MS Forms and Quizizz provide feedback and the correct answer, respectively, stirring
students to reflect on what they learned.
-The activities in this lesson will not be completed in one class period. I will have the time for each
task given as part of the design of the daily agenda. For example, the “START HERE” will be followed
by a discussion of etymology and a paper task on tone in writing
-Tasks 1 and 2 should take about two days as they involve some designing and posting as well as
groupwork.
-Tasks 3 and 4 should take about half a class period. After these tasks, students will have a break to
focus on the role of news in society via a handwritten journal prompt.
-Task 5 will take about a day and a half. After students have finished their Flip, during the second
half of the second day, I will give a brief overview of the sources and process of choosing a topic
before they do some online research and the “END HERE” task will be completed in our Canvas
module. Students will be given at least a couple of days to decide on a topic, find articles, and
comment on their classmates’ choices. We will be doing a deep dive into a current event in the
discussion in the class while this activity remains as part of their “to-do” before we move into the
introduction of the requirements for the semester-long News Analysis project as well as other
content in the class.
Universal Design for Learning (UDL): Engagement: The content in these clips and articles is high
interest. The intro video on the etymology of a hot-button political word addresses the nature of
current political discourse, the culture wars content discusses polarization, engaging students to
understand or contemplate if there is a happy medium for any of these topics, and the standardized
test debate is a debate relevant to their own lives. The content is presented in different mediums,
the same way they need to be able to glean information and form opinions today. The MS Forms
and Quizizz provide instant feedback once they submit their answers. The free-response options in
the Forms and EdPuzzle encourage free expression with “there’s no right or wrong” questions.
Representation: The term “culture wars” is clarified in this lesson. Students are asked to decode
complex viewpoints on contemporary topics. There are closed caption options available on the
videos as well as a “how-to” video I made in ScreenPal to help students get started on looking at
news on the Freedom Forum’s Frontpage website. I will revisit this site during the semester-long
project and dig deeper into its content, asking students to remember the activity of “first
impressions” and discuss what they have learned about news analysis since that activity. Students
may respond to many of the prompts in EdPuzzle using the audio feature. I turned it off for one of
the later questions to get them to get back into the writing mindset. Students are asked to look
closely at work choice, and two activities present the same ideas and language delivered differently,
due to culture wars and political usage.
Action & Expression: As students go through these activities, they respond to multiple choice, free
response, oral discussion, “drawing” their ideas as a group, create a video, comment on their peers’

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration-S.Mathis lesson plan

thoughts, and contribute to an online discussion board. Collectively doing these tasks, the student is
becoming more adept at expression in the varied ways that our society now expects.
Reflective Practice: This lesson really grabbed me. The News Analysis semester-long assignment that
I have students is such a multi-layered assignment. In this activity set, students develop their
analytical skills by staying engaged in topics and articles through immediate response and feedback
tools. Their understanding of the complexity of media representation is enhanced this way. The
“draw” feature in Nearpod allows students to begin to make connections between national and
international events (the ultimate goal of the semester-long project) be able to see that news is a
“text” that needs to be decoded, not just read for information. Overall, students are given free
response to begin to get used to expressing their thoughts on controversial, but vital issues in the
world.
I most look forward to seeing the students’ final video in activity 5 where they argue their point on
standardized testing in a Flip. First, I want to know what their opinions are! I’m curious! Secondly, I
can see how well all the activities have led to improving understanding and expression.

Frazier, 2021