SCHOOL OF EDUCATION

Student Name & ID: Chloe McGinnity 20152390,

FORWARD PLANNING DOCUMENT

Jessica Rawnsley 20102978 and Cassie Gunthorpe

Learning Area : English

SCHOOL: Trinity College YR: 9 TOPIC: News, Media and Society FPD week 1

Weeks

Learning

Links to

Teaching & Learning Objectives/Experiences/Content

Resources

Assessment

Area

other LAs

What students are

What will they use?

How will

Outcomes

doing/learning/demonstrating/engaging/activities?

achievement be
judged?
How will results
be recorded?

1) Explore

-Literacy

LESSON 2: Social Media

One computer per

and explain

-ICT

INTRODUCTION:

student

the

competence

1. Lesson recap: Recap previous lesson by asking students to

combinations

-critical and

list the different elements of a news article in a class

Teacher computer

of language

creative

discussion.

connected to main

and visual

thinking

2. Introduce topic: Introduce students to the topic of Social

screen at front of class

choices that

-Intercultural

Media. Ask them to share their knowledge of what Social

authors make

understanding

Media is in a brief class discussion to gather previous

Weebly. (2015). News

to present

-Personal and

knowledge.

Media and Society:

information,

social

3. Get students them to log on to a computer and open up the

Lesson 2, Social Media.

opinions and

competence.

Weebly week 2 process page

Retrieved from

perspectives

4. Students are to read the definition of Social Media and to

http://english2015ccj.

in different

-Media

individually watch the YouTube video 'A Day in the Life of

weebly.com/lesson-

texts

-Society and

Social Media'.

2.html

(ACELY1745)

environment
BODY:

ICT Resoucres:

1. Activity one: Brainstorm. Students are to brainstorm what

Bubbl.us

they know about social media and any information retained

Padlet

from the video previously watched on the ICT platform

Twitter

Bubbl.us.
2. After 10 minutes, students are to post three answers to the
class Padlet.
3. Activity two: Twitter web search: In groups of three, students
are to use the Social Networking platform Twitter to browse
posts from the account the Sydney Morning Herald and decide
what they think are the top 3 stories of the day.
4. Students will then add these 3 stories to the class Padlet
used earlier.
5. Activity three: Tweeting a news story. In same groups of
three, students are to use their twitter account to tweet a news
headline in 140 characters or less. Students are to outline
something that may be happening in their school.
6. Students to post tweet on class Padlet.

CONCLUSION:
1. Class discussion: Briefly ask students why they think social
media is important in sharing news in the 21st century.

Brian, D. (2010,
September 22). A day
in the life of social
media [video file].
Retrieved from
https://youtu.be/
iReY3W9ZkLU

2. Explain that in the next class, students will be looking at how

to find media bias in different news stories: in online and print
media.

LESSON 3: Media Bias

1) Understand

-Literacy

INTRODUCTION:

that authors

-ICT

1. Welcome students and get them to log on to a computer and

One computer per

innovate with

competence

open up the Weebly week 3 process page

student

text structures

-critical and

2. Class discussion: Recap last lesson: How can social media

and language

creative

websites be used to share news? Write key words on

Teacher computer

for specific

thinking

whiteboard.

connected to main

purposes and

-Intercultural

2. Introduce students to topic of Media bias and establish prior

screen at front of class

effects

understanding

knowledge: What do we know about media bias?

(ACELA1553)

-Personal and

2) Explore

social

BODY:

Weebly. (2015). News

- Self assessment

competence.

1. Prezi presentation - outline what bias is and the elements.

Media and Society:

through quiz

Get students to follow along on their Weebly pages by opening

Lesson 3, Media Bias.

and explain
the

-Media

up the Prezi PowerPoint

Retrieved from

combinations

-Society and

2. Activity one: Class quiz: (Self assessment). Teacher will

http://english2015ccj.

of language

environment

read out an excerpt from a made up news story and the

weebly.com/lesson-

and visual

student will then determine whether it is biased or non biased.

3.html

choices that

Students can follow questions on their Weebly if they need to.

authors make

3. Students will either write Biased or Non biased in answer

to present

to each question on the collaborative Padlet board that has

Padlet

information,

been set up for the class. Answers are anonymous.

Easel.ly

opinions and

4. There will be five questions in total).

ICT Resoucres:

perspectives

5. Activity two: Video questionnaire. Students will now watch

in different

the video Hoon Drivers Channel 7 News Report, and answer

texts

accompanying questions written on the Weebly page.

(ACELY1745)

(Students are to read these questions prior to viewing.)

6. Video is to be shown to whole class on large screen at front
of class. Students can rewatch the video from the Weebly page
if they need to.

Gunthorpe, C. (2015,
March 8). Hoon Drivers
[video file]. Retrieved
from http://youtu.be/
E4CrWwT9nLs

7. Questions are to be answered in pairs.

Easel.ly flow chart
CONCLUSION:

informal

6. Using easel.ly students will construct a flow chart poster to

assessment

put into practice what they learned today this will be handed

- Will be assessed

in at the end for assessment

on:

7. Teacher should go through the steps to setting up a fresh

1. Understanding

page on easel.ly with students

of media bias

8. Students will have to draw on what was taught today to

2. Identifying how

devise the content so they can get creative and construct their

to limit media bias

flow charts.

3. ICT capability

LESSON 4: Power and persuasion

1) Analyse

-Literacy

INTRODUCTION:

and explain

-ICT

1. Briefly review the last lesson on bias and ask the class what

the use of

competence

they know about propaganda. This should be a brief

symbols,

-Intercultural

brainstorming discussion with the class

icons and

Understanding

One computer per

student

myth in still
and moving

-Media

images and

-Society and

how these

environment

augment
meaning
(ACELA1560)

2. Ask the class to outline what they know about S.W.A.T

Teacher computer

codes in a pair and share.

connected to main

BODY:
1. Refer the class to the first activity of the lesson Weebly
page. (Lesson 4). Ask students to read through the review
poster about S.W.A.T codes and then move on to the quiz.
Circulate and observe how the students are working and assist
with the quiz task where needed.

2) Explore
and explain
the
combinations
of language
and visual
choices that
authors make
to present
information,
opinions and
perspectives
in different

2. When the class has completed the quiz, briefly pull up

results on the projector screen and get the class to discuss
some different ideas theyve gotten from reading other peoples
answers, which they didnt get themselves. Highlight some of

- Informally
Weebly. (2015). News

assessed on

Media and Society:

knowledge and

Lesson 4, Power and

understanding of

Persuasion. Retrieved

S.W.A.T codes,

from

through the

http://english2015ccj.

Google Forms

weebly.com/lesson-

quiz, as well as

4.html

participation and
insightfulness in

the key ideas that were given in the quiz results.

3. Divide the class into groups of 3 or 4 and give each group a
S.W.A.T code to focus on in their generation of a mind map
analysis of the Triumph of the Will clip. (There may be two
groups working on the same S.W.A.T code, depending on

ICT Resources:

class discussion

Google Forms

about differences

(quiz)

in answers

Popplet

following the quiz.

class numbers). Show the clip to the class as a whole first and
- Formally

go over the Weebly instructions for activity two.

Rawnsilly, J. (2015,

4. Give the class 15 minutes to work on analyse the clip and

March 6). Opening of

make their mind maps on Popplet.

"Triumph of the Will" -

CONCLUSION:

Edited Version [video

1. After the 15 minutes, ask one or two people to come up from

file]. Retrieved from

each group and present their mind map on the projector screen

https://youtu.be/whamx

and explain their findings to the class. If there are two groups

C_EZVw

texts
(ACELY1745)

screen at front of class

assessed on
ideas, knowledge
and understanding
of S.W.A.T codes,
and ICT use when
presenting their
groups mind

working on the same S.W.A.T code, ask one person from each

maps about

group to come up at the same time to present their work to

S.W.A.T codes in

minimise repetition.

Triumph of the

2. Ask anyone who started on the extension task to share

Will. This provides

some of their findings with the class

the teacher with a

3. Ask students to write down three ways in which S.W.A.T

good idea of

codes were used in Triumph of the Will as persuasive devices

students analysis

on an exit card and hand it to the teacher as they leave the

capabilities,

room.

willingness to work
as a team and
confidence to
present their work
to their classmates
(see rubric)

-Informally
assessed for their
knowledge
acquisition with
exit cards, where
students write
three things they
have learnt in
todays class, to
give teachers a
good idea of the

students
progression.