Lesson Plan | Teachy Methodology | Text Comparison

Objectives

Duration: 10 to 15 minutes

This stage aims to guide students in identifying the specific learning goals for the lesson, reinforcing the importance of comparing texts from different sources and developing critical thinking. This way, students will understand the relevance of the activity and be more engaged and prepared for the practice that will follow.

Main Objectives

1. Allow students to identify and compare different types of journalistic texts.

2. Develop students' ability to perceive the purpose and editorial line of different news sources.

3. Encourage critical analysis of the linguistic resources used in texts from different sources.

Introduction

Duration: 20 to 25 minutes

🎯 Purpose: This stage aims to provide an interactive and engaging environment to start the lesson. By using digital tools that are part of students' daily lives, such as their phones, it promotes connection with their reality and encourages information sharing. The initial debate with key questions will help review prior knowledge, fostering critical analysis from the very beginning of the lesson.

Warming Up

📝 Warm-up: Start by explaining to students what it means to compare journalistic texts. Emphasize the importance of understanding different perspectives and editorial lines. Then, instruct them to use their cell phones to find an interesting fact related to the lesson topic, which could be something about current news or a recent event. Allow them to share their findings with the class, highlighting the diversity of sources and approaches.

Initial Reflections

1. What differences did you notice between the news sources you researched?

2. How does language and style vary across different media outlets?

3. Do you think the editorial line of a source influences how the news is presented? How?

4. What elements do you consider most reliable in a news story and why?

5. How can the purpose of the text alter its presentation?

Development

Duration: 70 to 80 minutes

This stage aims to allow students to delve deeper into the critical analysis of different journalistic texts, using modern digital tools and interactive methods. By working in groups and applying the knowledge acquired in practical activities, students will develop essential skills to understand the media in a more critical and aware manner.

Activity Suggestions

It is recommended that only one of the suggested activities be carried out

Activity 1 - 📰 Media Clash: Creation of a Digital Newspaper

> Duration: 60 to 70 minutes

- Objective: Develop students' critical capacity as they compare different approaches to the same news story from various sources, using digital tools to create and share knowledge.

- Description: Students will create a digital newspaper using an online platform (like Google Sites), comparing different approaches to the same news story. Each group will be responsible for a section of the newspaper and must include analyses, texts, and multimedia to present the differing perspectives of the sources.

- Instructions:

• Divide students into groups of up to 5 people.

• Each group will choose a current news story and look for that news in different sources (e.g., newspaper sites, blogs, social media).

• Students should analyze each source, identifying the purpose, editorial line, and resources used in each.

• Then, each group will create a section of the digital newspaper, using a platform like Google Sites, including analyses, comparative texts, and multimedia resources (images, videos, infographics).

• Groups must share the link to the digital newspaper with their classmates and present their sections, highlighting the differences found between sources.

• At the end, promote a discussion about the discoveries and reflections made during the activity.

Activity 2 - 🤳 News on Instagram: Digital Storytelling

> Duration: 60 to 70 minutes

- Objective: Encourage critical analysis of different editorial approaches, using social media and visual resources to promote digital storytelling.

- Description: Students will create a series of Stories on Instagram about a news story, using different editorial approaches. Each group should simulate being different media outlets (e.g., traditional newspaper, alternative blog, social network), using visual and textual resources to highlight their analyses.

- Instructions:

• Divide students into groups of up to 5 people.

• Each group will choose a recent news story and split into subgroups to represent different types of outlets (traditional newspaper, alternative blog, social network).

• Students must create a series of Instagram Stories (on a fictitious account created for the activity) for each type of outlet, using different editorial approaches, languages, and visual resources.

• Groups will share their Stories with the class and explain the editorial choices made, highlighting the differences in approach and purpose among the types of media.

• Promote a discussion on how different media influence the perception of news and which resources are most effective in each context.

Activity 3 - 🎮 Fact-Check Challenge: Gamification of News Verification

> Duration: 60 to 70 minutes

- Objective: Develop fact-checking and critical analysis skills, using gamification to engage students in identifying false and reliable news.

- Description: Students will participate in a digital fact-checking game, using platforms like Kahoot or Quizizz. They will need to identify the veracity of various news items presented in the game, utilizing fact-checking techniques and critical analysis.

- Instructions:

• Divide students into groups of up to 5 people.

• Explain the game dynamics and how to use platforms like Kahoot or Quizizz.

• Each group will receive a set of news articles to analyze and verify their accuracy, using fact-checking techniques (checking sources, looking for signs of fake news, etc.).

• Students will participate in a digital quiz where they will answer questions about the veracity of the analyzed news.

• The group that answers the most questions correctly will be the winner and will receive a symbolic reward.

• At the end, promote a reflection on the importance of fact-checking in the digital age and how to identify reliable news.

Feedback

Duration: 20 to 25 minutes

🎯 Purpose: The purpose of this stage is to consolidate the knowledge acquired by students throughout the lesson, promoting critical reflection and sharing experiences. The group discussion helps reinforce understanding and analysis of the differences between journalistic texts, while the 360° feedback encourages collaboration, mutual respect, and continuous improvement.

Group Discussion

💬 Group Discussion: Facilitate a group discussion with all students, where groups share what they learned from the activities and their conclusions. Use the following script to introduce the discussion:

1. Introduction: Inform students that now is the time to share the discoveries and reflections made during the activities.
2. Sharing: Ask each group to present a summary of what they did, highlighting the sources analyzed, the differences found, and the resources used.
3. Conclusions: Encourage students to discuss the conclusions they reached about the importance of critically analyzing different news sources and how the editorial line can influence the perception of information.
4. Debate: Open the floor for questions and comments from other groups, fostering a healthy and productive debate.

Reflections

1. What were the main differences you found between the news sources you analyzed? 2. How did the editorial line of each source influence how the news was presented? 3. Which linguistic and visual resources were most effective in conveying the message of the news? Why?

360° Feedback

🔄 360° Feedback: Instruct students to conduct a 360° feedback session, where each student must receive feedback from other members of the group they worked with. Guide them to follow these steps so that the feedback is constructive and respectful:

1. Positive Aspects: Each student should point out positive aspects of each colleague's contribution to the group.
2. Areas for Improvement: Comment respectfully and constructively on areas where the colleague could improve.
3. Gratitude: Thank each colleague for their collaboration and effort during the activities.

Conclusion

Duration: 10 to 15 minutes

🎯 Purpose: The purpose of this stage is to consolidate the main learnings of the lesson and connect the content addressed with students' daily lives. By summarizing the activities carried out and reflecting on how the knowledge acquired can be applied in the real world, students will have a deeper understanding of the importance of critically analyzing the media.

Summary

📚 Summary: During the lesson, students explored how different news sources can present the same information in various ways. They became digital journalists, creating their own newspapers and Instagram stories, and participated in a fact-checking quiz. Each activity served to show the importance of critically analyzing the media we consume and understanding different editorial approaches.

World Connection

🌍 In the World: In the digital age, we are constantly exposed to an avalanche of information from various sources. Understanding how these sources can have different purposes and editorial lines is crucial for safely navigating the internet and not being misled by fake news. This lesson prepared students to be more critical and informed media consumers.

Practical Application

📅 Applications: Understanding how to compare texts from different news sources helps students develop a critical eye on the information they consume daily. This skill is essential for making informed decisions and actively participating in society, especially in the context of social media and digital journalism.