Media Literacy Mavericks Script

Introduction: What is Media Literacy? (10 minutes)

(Teacher displays Slide 1)

"Good morning, future media mavens! Today, we're going to talk about something super important that impacts your daily life, maybe even more than you realize. Let's kick things off with a question: How do you typically get your news and information? Think about social media, TV shows, YouTube, news websites, even just conversations with friends or family. Where does most of your information come from?"

(Allow students to share. Facilitate a brief discussion.)

"That's great! It sounds like you all get your information from a lot of different places. Now, here's a trickier question: How do you think these sources shape what you think, what you believe, or even what you decide to do? Do you ever feel like a story or a post makes you feel a certain way or convinces you of something?"

(Allow a few more responses.)

"Excellent points! That brings us to our topic today: Media Literacy."

(Teacher displays Slide 2)

"Media literacy is like having a superpower! It's your ability to understand where information comes from, to figure out what messages media is sending, to recognize how media might be influencing you, and even to create your own media responsibly. Why do you think this superpower, media literacy, is so important for you in your everyday lives?"

(Teacher displays Slide 3)

"Today, our mission is to become Media Mavericks! By the end of this lesson, you will be able to: first, spot bias, meaning identify different kinds of bias in media messages; second, understand impact, explaining how media can shape our thoughts and decisions; third, become a detective, analyzing media critically to uncover its true message; and finally, you'll create your own report card for a media source."

Recognizing Bias and Perspective (15 minutes)

(Teacher displays Slide 4)

"One of the biggest parts of being a media detective is being able to spot bias. What do you think 'bias' means?"

"Exactly! Bias means favoring one side or viewpoint over others. It's like having a preferred team – you naturally see things from their perspective. Media can have different types of bias, and knowing them helps us stay sharp. Let's look at some common ones:

• Selection and Omission: This is when a media source chooses what details to include and what to leave out. What gets left out can sometimes tell a bigger story than what's included.
• Placement: Think about a newspaper. Is a story on the front page or buried on page 10? The placement can show how important the media outlet thinks it is.
• Spin: This is all about how language is used to influence opinion. Think about describing someone as a 'protester' versus an 'activist.' Those words carry different feelings, right?
• Sensationalism: This is when media exaggerates to grab your attention, often focusing on dramatic or shocking aspects.
• Visual Bias: This refers to the images or videos chosen. A picture can tell a story, and the choice of picture can strongly favor one side.

"So, with these types in mind, why do you think media sources might have bias? Is it always intentional?"

(Teacher displays Slide 5)

"Now, let's put our detective hats on and see bias in action! I'm going to show you a couple of examples. Pay close attention to the headlines, the images, and the specific words used. What biases can you identify?"

(Teacher presents real-world examples, e.g., contrasting headlines from different news sources on the same event, or an advertisement with a clear intended message. Distribute the Worksheet: Spotting the Spin.)

"Now, take a few minutes to work individually or with a partner on this Worksheet: Spotting the Spin. You'll find some short examples there. Your job is to identify any potential biases you see. We'll go over the answers together using the Answer Key: Spotting the Spin."

(Circulate and assist students. After 7-8 minutes, bring the class back together to review answers using the answer key.)

Understanding Media's Impact (15 minutes)

(Teacher displays Slide 6)

"Great job spotting that spin! Now, let's think about the bigger picture. Media doesn't just inform us; it actually shapes us in powerful ways. How do you think media influences our perceptions, our opinions, and even the decisions we make every day?"

"That's right! It can change:

• Our Perceptions: How we see the world and the people in it. Media can create stereotypes or highlight certain aspects of reality.
• Our Opinions: What we believe is right or wrong, true or false.
• Our Decisions: From what clothes we buy to who we might want to vote for when we're older.
• Our Emotions: How stories make us feel – happy, angry, scared, inspired.

"Can anyone think of a time recently when social media or a news story influenced something you thought or did? Maybe it made you try a new trend, worry about something, or change your mind about an issue?"

"Fantastic examples! To really see this in action, we're going to do an activity called Activity: Media Message Detectives. We'll look at a short video clip or advertisement, and you'll work together to figure out its intended message and what impact it might have on its audience. What is it trying to sell or tell us? How does it make us feel?"

(Guide students through the Activity: Media Message Detectives. After the activity, facilitate a class discussion about their findings.)

"What did your detective teams discover? What was the main message, and how might it impact someone?"

Project Introduction: My Media Report Card (10 minutes)

(Teacher displays Slide 7)

"You've all done an amazing job today, and now it's time for your ultimate mission: the My Media Report Card Project! For this project, you will choose one media source – it could be a specific news website, a social media account you follow, or even a TV show. Then, you'll use all your new media literacy skills to investigate and analyze it. You'll look for its fairness, accuracy, and any potential biases."

"Your goal is to create a 'report card' for your chosen media source, giving it grades based on different criteria. Don't worry, I've prepared a Project Guide: My Media Report Card to walk you through each step. We also have a Rubric: My Media Report Card which will show you exactly how you'll be graded. Any initial questions about the project?"

Wrap-Up and Reflection (10 minutes)

(Teacher displays Slide 8)

"Alright, Media Mavericks! We've covered a lot today. You've learned to identify different types of bias, understand media's powerful influence, and critically analyze the messages you receive. Before we go, I want each of you to think about one new thing you learned today, or one way you will approach media differently moving forward."

(Distribute the Cool Down: Media Maverick Pledge as an exit ticket.)

"Please take a moment to complete this Cool Down: Media Maverick Pledge as your exit ticket. It's your personal commitment to being a more thoughtful media consumer. When you're done, you can hand it in on your way out. Great work today, everyone!"

Spotting the Spin: Media Bias Worksheet

Name: ____________________________

Instructions: Read each short media example below. For each example, identify any type of media bias you observe (Selection & Omission, Placement, Spin, Sensationalism, Visual Bias). Explain why you think it shows that bias and what impact it might have on a reader or viewer.

Example 1: Headline Comparison

Headline A: "City Council Passes Controversial Bill Amidst Public Outcry"

Headline B: "City Council Approves New Policy for Community Improvement"

Bias Type(s): ___________________________________________________

Explanation of Bias:

Potential Impact:

Example 2: Social Media Post

A popular social media influencer posts a picture of themselves looking very happy while using a new brand of energy drink. The caption says, "Feeling energized and ready to conquer the day thanks to [Drink Name]! #sponsored #ad"

Bias Type(s): ___________________________________________________

Explanation of Bias:

Potential Impact:

Example 3: News Report Opening Sentence

"The usually quiet suburban town was thrown into chaos today as a small group of disgruntled residents loudly protested the new library renovation plans."

Bias Type(s): ___________________________________________________

Explanation of Bias:

Potential Impact:

Example 4: Image Choice

A news article about a new school budget proposal features a large image of a rundown classroom with broken furniture, even though the article discusses both the proposed cuts and new investments.

Bias Type(s): ___________________________________________________

Explanation of Bias:

Potential Impact:

Spotting the Spin: Media Bias Answer Key

Example 1: Headline Comparison

Headline A: "City Council Passes Controversial Bill Amidst Public Outcry"

Headline B: "City Council Approves New Policy for Community Improvement"

Bias Type(s): Spin, Selection & Omission

Explanation of Bias:

• Headline A uses words like "Controversial Bill" and "Public Outcry," which create a negative perception and suggest widespread opposition. It omits any positive aspects of the bill.
• Headline B uses positive framing with "Approves New Policy" and "Community Improvement," suggesting broad benefits and omitting any potential downsides or opposition.

Potential Impact: Headline A might make readers think the bill is bad and unpopular, leading to negative feelings towards the city council. Headline B might make readers think the bill is good and beneficial, leading to positive feelings. Each headline aims to shape the reader's initial opinion before they even read the article.

Example 2: Social Media Post

A popular social media influencer posts a picture of themselves looking very happy while using a new brand of energy drink. The caption says, "Feeling energized and ready to conquer the day thanks to [Drink Name]! #sponsored #ad"

Bias Type(s): Spin, Visual Bias (and commercial/advertisement bias, though not explicitly listed as a type)

Explanation of Bias:

• The influencer is paid to promote the product, so their positive message is not necessarily genuine opinion but a form of advertisement. The use of "#sponsored" and "#ad" indicates this commercial intent.
• Visual Bias: The influencer looking "very happy" creates a positive association with the product, suggesting that using the drink will lead to similar feelings or results.
• Spin: The language "Feeling energized and ready to conquer the day" is chosen to make the product sound highly effective and desirable.

Potential Impact: Viewers might be swayed by the influencer's apparent happiness and positive endorsement, making them more likely to try or buy the energy drink, without critically evaluating the claims or understanding the commercial motivation.

Example 3: News Report Opening Sentence

"The usually quiet suburban town was thrown into chaos today as a small group of disgruntled residents loudly protested the new library renovation plans."

Bias Type(s): Spin, Sensationalism

Explanation of Bias:

• Spin: Words like "thrown into chaos," "disgruntled residents," and "loudly protested" use emotionally charged language to portray the protest negatively and perhaps exaggerate its scale or impact. "Usually quiet" emphasizes the disruption.
• Sensationalism: The phrase "thrown into chaos" is an exaggeration designed to make the event sound more dramatic and attention-grabbing than it might have been.

Potential Impact: Readers might form a negative impression of the residents and their protest, seeing them as disruptive and unreasonable, rather than people with legitimate concerns. It could also make the event seem more severe than it actually was.

Example 4: Image Choice

A news article about a new school budget proposal features a large image of a rundown classroom with broken furniture, even though the article discusses both the proposed cuts and new investments.

Bias Type(s): Visual Bias, Selection & Omission

Explanation of Bias:

• Visual Bias: The choice of an image depicting a "rundown classroom with broken furniture" creates a strong negative emotional response. It visually emphasizes a problem or a need for funding without showing any positive aspects or existing strengths.
• Selection & Omission: By choosing only this negative image, the article visually omits any other realities of the school or the balanced discussion of the budget proposal.

Potential Impact: Readers are likely to feel anger, sadness, or urgency, and might immediately conclude that the school is severely underfunded or in crisis, potentially swaying their opinion to support or oppose the budget based on this visual alone, regardless of the full context in the article.

Media Message Detectives: Decoding Ads and Videos

Instructions: In your groups, you will watch a short video clip or advertisement. Your mission as Media Message Detectives is to uncover its hidden messages and analyze its potential impact on viewers. Work together to answer the questions below.

Video/Ad Title: (Teacher will provide)

Detective Questions:

1. What is the literal message? (What is the video/ad directly trying to tell you or sell you?)
   
   
   
   
   
   
   

2. What is the implied message? (What underlying ideas, values, or feelings is the video/ad trying to associate with its product or topic? What is it really trying to say without saying it directly?)
   
   
   
   
   
   
   
   
   
   
   
   

3. Who is the target audience? (Who do you think this video/ad is made for? How do you know?)
   
   
   
   
   
   
   

4. What persuasive techniques are being used? (Think about how it makes you feel, what it shows, what words it uses, music, etc. Does it use emotion, humor, celebrity endorsements, fear, etc.?)
   
   
   
   
   
   
   
   
   
   
   
   
   

5. Identify any biases. (Does the video/ad show any favoritism, stereotypes, or leave out important information to make its point?)
   
   
   
   
   
   
   

6. What is the potential impact of this message? (How might this video/ad influence the way people think, feel, or act? Is it positive, negative, or neutral?)
   
   
   
   
   
   
   
   
   
   
   
   
   

Group Discussion & Presentation Prep:

• After answering the questions, prepare to share your most interesting discovery with the class.
• Be ready to explain how your group became Media Message Detectives to decode the video/ad!

My Media Report Card: Project Guide

Project Goal: To become a discerning media consumer by critically analyzing a chosen media source and evaluating its fairness, accuracy, and potential biases.

Part 1: Choose Your Media Source

Select one specific media source to analyze. It could be:

• A news website (e.g., CNN, Fox News, BBC, The New York Times)
• A specific social media news account (e.g., a news organization on Instagram, X, or TikTok)
• A TV news program or documentary
• A popular podcast that discusses current events

Your Chosen Media Source: ____________________________________________________________________

Part 2: Investigate (Research & Analysis)

Spend time observing and analyzing your chosen media source. Look at multiple pieces of content (at least 3-5 articles, posts, or segments) from that source. Use your media literacy skills to consider the following:

Content & Accuracy:

• Does the source present facts clearly and separate them from opinions?
• Do they use reliable sources for their information (e.g., citing experts, studies, direct quotes)?
• Is the information generally accurate? Do you notice any factual errors or misleading statements?

Bias & Perspective:

• What types of bias do you notice (Selection & Omission, Placement, Spin, Sensationalism, Visual Bias)? Provide specific examples.
• Does the source seem to favor a particular political viewpoint, social group, or idea?
• Are different perspectives on an issue presented, or is only one side shown?
• How does the language (word choice, tone) influence the message?

Impact & Influence:

• How might this media source influence its audience's perceptions, opinions, or decisions?
• What emotions does it try to evoke in its audience?

Engagement:

• How does the source interact with its audience (e.g., comments, polls, call to action)?

Part 3: Create Your Report Card (Deliverable)

Design a "Media Report Card" for your chosen source. Your report card should include:

1. Source Information: Name of the media source, type of media (website, social media, TV, etc.), and a brief description of what it generally covers.
2. Grading Categories: Create at least 4-5 categories based on your investigation (e.g., Factual Accuracy, Fairness/Objectivity, Bias Awareness, Source Credibility, Diverse Perspectives, Impact on Audience).
3. Grades: Assign a letter grade (A, B, C, D, F) or a rating (1-5 stars) to your source for each category. Provide clear justifications for each grade, using specific examples from your analysis.
4. Overall Evaluation/Recommendation: Conclude with an overall assessment of your media source. Would you recommend it to others? Why or why not? What advice would you give to someone consuming media from this source?

Part 4: Presentation (Optional, Teacher Discretion)

Be prepared to briefly share your findings with the class. You might be asked to present your report card and explain your conclusions.

Assessment: Your project will be assessed using the Rubric: My Media Report Card. Make sure to review the rubric carefully as you work on your report card.

My Media Report Card Project Rubric

Media Maverick Pledge: Cool Down

Name: ____________________________

Instructions: Reflect on today's lesson. Complete the following sentences to make your personal "Media Maverick Pledge."

1. Today, I learned that being media literate means...
   
   
   
   
   
   
   
   
   
   
   
   

2. One new type of media bias I can now spot is called ____________________________, and it works by...
   
   
   
   
   
   
   
   
   
   
   
   

3. Moving forward, one way I will be a more thoughtful Media Maverick when consuming news or social media is to...
   
   
   
   
   
   
   
   
   
   
   
   
   

4. I pledge to:

   • Pause before I share.
   • Look for different perspectives.
   • Evaluate the source.
   • Decide if it's fair and accurate.
   • Get curious and ask questions.
   • Educate myself and others.

   My signature: _______________________________________