Satire is hard
by Jeff Kocur
Title
Satire is hard
Description
Students are funny. Students are smart. But are they smart enough to be funny with satire in a way that advances the journalistic goals of the publication? Can they do it without violating the SPJ ethical guidelines or their own publications’ ethical guidelines? Use this lesson to help students understand purpose of satire as a journalistic tool.
Objectives
- Students will explore satire’s purpose in creating a message.
- Students will explore satire in its application.
- Students will discuss the mission statements of professional satirists versus their own.
Common Core State Standards
| CCSS.ELA-LITERACY.L.11-12.3 | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |
| CCSS.ELA-LITERACY.SL.11-12.3 | Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. |
Length
50 minutes
Materials / resources
Behind the scenes at The Onion
Your own mission statement
Understanding Satire resource sheet
Lesson step-by-step
Step 1 — Introductory video and discussion (15 minutes)
(The Understanding Satire resource sheet is to help provide teacher background)
Show the students the short video included which highlights the success of The Onion.
-
- Ask the students to work with pre assigned groups to answer two questions after viewing the video.
- What specific conventions of journalism is the Onion News Network critiquing?
- What is the journalistic message in the following stories?
- The story on the new congress threatening to move if they don’t get a new retractable roof.
- The story on daycare being outsourced.
- The story on U.S. breath being at all-time worst
- Ask the students to work with pre assigned groups to answer two questions after viewing the video.
Step 2 — Partner work (25 minutes)
Ask the students to read the mission statement for The Onion.
- What strikes you about the mission statement for The Onion?
- Compare it to your own mission statement and have the students discuss the ways in which your mission statements vary. The students should come to a conclusion on why they vary so much.
Step 3 — Exit ticket (10 minutes)
Before students leave, ask them to complete an exit ticket to answer the following:
In what ways is your newspaper’s mission statement incongruent with publishing work like The Onion’s? And what steps would you as an editor take to ensure your mission statement is not violated through the publication of a satirical piece.
Read MoreSelf-censorship examination
by Lori Keekley
Title
Self-censorship examination
Description
This lesson examines the self-censorship on the individual level. The lesson starts by providing a prompt in which students examine what they would like to cover, but feel they can’t for some reason. Discussion addresses why this self-censorship exists and examines whether this self-censorship should be abandoned.
Objectives
- Students will examine their own self-censorship content
- Students will discuss why this self-censorship exists
- Students will see whether this topic should be covered — is there a newsworthy peg that can be covered in a journalist responsible way.
Common Core State Standards
| CCSS.ELA-LITERACY.SL.9-10.1.C | Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. |
| CCSS.ELA-LITERACY.SL.9-10.1.D | Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. |
| CCSS.ELA-LITERACY.RI.11-12.8 | Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). |
| CCSS.ELA-LITERACY.SL.11-12.1.B | Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. |
Length
100 minutes
Materials / resources
Handout: “Ask These 10 Questions to Make Good Ethical Decisions,” Poynter Institute (teacher may want to print these for easier student reference during both lessons)
Slideshow: Self-Censorship Lesson Slides (see the bottom of the lesson)
Package planner (if you don’t have one, you could use the planner from Tim Harrower’s site.)
Lesson step-by-step
Day 1
Step 1 — Introduction and slide 2 of the slideshow (5 minutes)
Teacher should tell students the information they provide today will be anonymous unless they decide to put their names on their paper. Let them know the information will be used for a class discussion following this activity. This is outlined on slide 2 of the slideshow.
Step 2 — Prompt (5-10 minutes)
Ask students to answer the prompt on slide 3 using their own paper. They may make a list or use full sentences. It’s important they are honest and unafraid of putting the information down. Let students work through the prompt.
Students will be asked to identify the topic they would most like to cover. When this is finished, ask students to turn in their paper. If students could anonymously submit in an electronic form, it would make the second day preparation easier for the teacher.
Step 3 — Continuing the slideshow (15 minutes)
Students will work through a practice scenario starting at slide 5.
Step 4 — Evaluating their topic (10)
Students will evaluate (either alone or with a partner) if they could cover what they identified as the topic they would like to cover. This evaluation begins on slide 9. Students should work through the questions. The teacher may require students to write the answers down or just ask students to work through them.
Step 5 — Debrief (10 minutes)
Ask a few volunteers to share what they did. Students may opt to not to talk about the topic, but talk about the process instead. During the last two minutes of class, ask three people to share what they learned. (These should be three different lessons from the day.)
Day 2
Preparation: Teacher should examine the topics turned in and create a list for students to use in the following lesson. Teacher should have at least three topics for each group to discuss. Also, print out the list of 10 Questions or project them during class.
Step 1 — Review (2 minutes)
Ask a student to talk about the previous lesson. Again, ask students to share what they learned.
Step 2 — Small group discussion/examination (10 minutes per topic, 30 minutes total)
Put students in groups of four by counting off in class. Teacher or a student leader in class should orally provide one of the topics on a sheet. Teacher should not hand out the sheet since handwriting can identify an individual.
This should be completed three times in the group. Remind students they may be given a topic another group member provided. Students should remain respectful in discussion
Step 3 — Application (18 minutes)
The group should select one of the coverage ideas. If you don’t already have a coverage planner, teacher could use the one provided at Tim Harrower’s site. Teacher should assess the package planner sheet.
Extension
Using your student media mission statement and policy statement, evaluate whether these allows an open forum for the free exchange of ideas — and not just those that are popular.
An extension to this assignment would be for students to take one or more of these assignments and show administrators and others why they should be encouraged to report these stories or similar ones instead of having copy prior reviewed.
Self-censorship examination slideshow
Read MoreFake news in an ever-changing media environment
by Jeff Kocur
Title
Fake news in an ever-changing media environment
Description
In the 21st century, we choose the media sources we consume in an increasingly passive manner. Stories show up in our news feeds and social media feeds, or in forwarded emails; often we don’t know the sources, or the sources look familiar, but they are from nefarious sources. Explore the changing nature of how we consume news, and help your students choose their information wisely.
Objectives
- Students will define the terms fake news and post-truth
- Students will determine a difference between inaccuracies in news media and fake news
- Students will explore some of the forces changing the way media is consumed and created.
Common Core State Standards
| CCSS.ELA-LITERACY.SL.11-12.2 | Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. |
| CCSS.ELA-LITERACY.RI.11-12.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. |
| CCSS.ELA-LITERACY.RI.11-12.7 | Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. |
Length
50 minutes
Materials / resources
Article: https://www.wired.com/2017/02/journalism-fights-survival-post-truth-era/
Video clip: http://www.cbsnews.com/news/post-truth-word-of-the-year-2016-oxford-dictionaries/
Newseum: E.S.C.A.P.E. poster from Newseum
Worksheet (below)
As media lines ‘Blur,’ we all become editors
Lesson step-by-step
- Introduction (10 minutes)
Begin the lesson by showing the following video clip illustrating “post-truth” as the Oxford dictionary word of the year.
Share this definition on a screen: “Post-Truth: relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief.”
Ask students to discuss the following questions with a partner:
- What is one potential consequence of a post-truth era?
- Define the difference between fake news and inaccuracies in reporting. Students should try to come up with their own definitions for discussion as a class.
- Article and assessment (40 minutes)
Share the Wired.com article discussing journalism in the post-truth era and ask students to complete the attached worksheet
- Extension/Homework:
Have the students read or listen to this NPR article and email one connection they see between Wired article.
Journalism fights for survival in the post truth era
By Jason Tanz Wired.com
- The article asserts that 30 years ago, people worried the news media might have had too much power. Come up with three reasons (from the article and your own understanding or observations) of why this might have been true.
a.
b.
c.
- From your own understanding of fake news and the post-truth era, in what ways might the media have more power today than it did 30 years ago?
- The article quotes Chomsky and Herman’s view of the historical function of the media “the raw material of news must pass through successive filters, leaving only the cleansed residue fit to print” and they state “The result was a false national consensus, one that ignored outlying facts, voices, and ideas.”
In your opinion, have “outlying facts, voices, and ideas” been brought to light in the internet age? What has been the impact of this?
- Journalists were once pushed toward “middle of the road consensus because of the economic model of journalism.” Using this idea, explain the difference between broadcasting and narrowcasting, and see if you can do it without looking up the terms.
Does better journalism happen when you appeal to a wide range of beliefs and thoughts or does better journalism happen when you can focus on fringe voices that don’t always get heard through mainstream channels?
Defend your answer.
- The author argues that readers are essentially the new publishers. It is demand for stories that drives content, and appealing to people’s feelings is the best way to drive demand. Identify three ways in which an author of a fake news story may try to appeal to people’s feelings?
a.
b.
c.
- Find an example of a widely circulated fake news story that appeals to the emotions of a specific audience.
- Print it off or link to it here
- Identify the audience this story is meant to target. How do you know?
- Using the ESCAPE principles (handout or link), explain why you know not to trust this source.
- Identify the feelings the author is trying to stir to create demand.
Creating a ‘Quick Pins’ board
of native ads, sponsored content
by John Bowen
Title
Activity: Creating a “Quick Pins” Padlet/Pinterest board for native ads and sponsored content
Description
In this lesson, the teacher will lead students to create a Pinterest board that identifies native ads and sponsored content since it always helps to visually explain journalism terminology.
Objectives
- Students will become better informed about what sponsored news/native ads are
- Students will be able to recognize sponsored content
- Students will be able to compare and contrast sponsored content with native advertising.
Common Core State Standards
| CCSS.ELA-LITERACY.RI.11-12.7 | Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. |
| CCSS.ELA-LITERACY.CCRA.L.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| CCSS.ELA-LITERACY.CCRA.W.2 | Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. |
| CCSS.ELA-LITERACY.SL.11-12.1.C | Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. |
Length
50 minutes
Materials / resources
Blackboard or whiteboard
Teacher laptop and digital projector
Internet access
Student computers if available
Lesson step-by-step
Step 1 — Warm-up (5 minutes)
The teacher will ask students if they have ever heard of native advertising or sponsored content, if they could recognize it if they saw it and where might they see it.
Depending on student responses, the teacher will raise other questions and/or ask for more explanation.
The warm-up should lead to the teacher sharing definitions:
- Native advertising is a form of paid media where the ad experience follows the natural form and function of the user platform in which it is placed.
- Sponsored content is material which resembles the publication’s editorial content but is paid for by an advertiser or other information provider and intended to promote the advertiser’s product or services.
(For additional reference, please see the lesson What are native advertising/sponsored content and should we be concerned about them and issues they raise?)
The teacher would also discuss the differences and similarities between the two.
Step 2 — Whole group work (20 minutes)
From there, the teacher will review with students how to create Pinterest/Padlet boards that show journalistic terms like sponsored content and native ads.
Once the boards are created and established for the class, students will individually seek, and then post, links to native ads and sponsored content. Along with the links and images, students should briefly comment on each of their choices.
The teacher will make on ongoing, extra credit assignment for students as they find and post examples.
Step 3 — Student collaboration (20 minutes)
Have students pair up and discuss each other’s findings. Students should be encouraged to offer suggestions and make corrections.
Step 4 — Reflection (5 minutes)
Teacher should ask each partner group to share their best example of each type.
Assessment
The teacher will evaluate the students’ posts, summaries and comments and grant an appropriate amount of extra credit for that school’s program.
Differentiation
Students and the teacher can vary the credit by having special assignment posts or creating specific challenges like which student can find the most issues of sponsored content or others stemming from the specific assignment.
Read MoreSponsored content and native ads:
Community education
by John Bowen
Title
Sponsored content and native ads: Community education
Description — fourth in the sequence
From previous lessons, student journalists should be aware of native ads and sponsored content and the importance of understanding the issues they raise. Now, they take this awareness and knowledge a step further and become the teachers to their various communities. They can use the positions they reported in the last lesson and inform others.
Objectives
- Students will identify a community for which they would prepare a presentation on native ads or sponsored content.
- Students will prepare arguments, pro and con, to prepare for the presentation.
- Students will construct the presentation for their chosen community to create dialogue and action.
Common Core State Standards
| CCSS.ELA-LITERACY.SL.11-12.1.C | Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. |
| CCSS.ELA-LITERACY.SL.11-12.1.A | Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. |
| CCSS.ELA-LITERACY.RI.11-12.7 | Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. |
| CCSS.ELA-LITERACY.CCRA.SL.4 | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. |
Length
50 minutes
Materials / resources
Blackboard or whiteboard
Teacher laptop and digital projector
Internet access
Rubric for student article summary and statement
Small group Action Plan organizational form
Lesson step-by-step
Step 1 — Warm-up (5 minutes)
Students have learned about sponsored content and native ads. Now they are going to create plans to share their knowledge with chosen communities.
Step 2 — Small group work (45 minutes)
The teacher will ask students to discuss what they think would be the most effective strategies to influence others about the topics of native ads or sponsored content. During the discussions students would also talk about the best strategies and to which communities students could reach out.
Students should reassemble into small groups of their choice to do the following:
- Identify and choose a community they feel would benefit from a presentation about native ads or sponsored content. (Middle school groups, other high school peers, civic groups, school board, faculty, etc.)
- Select a focus on either native ads or sponsored content.
- Discuss which resources they had access to turning their classes on the topic that would be the most helpful for a presentation to their chosen community They could assignment certain resources to group members.
- Presentation platform(s) (live presentation, forum, podcast, video, written articles, slideshows, combinations, etc.)
- Begin to complete the action plan organizational form
- Depending on choice of group, type of presentation and more, the small group teams will work to create their action plan organizational form and establish a timeframe for its presentation.
- Students would do as much planning, research and decision-making in this class as they can. They should also try to share with the teacher questions and concerns.
Assessment
Because it is a group project, the teacher will ask students to create a one-page reflection on the outcomes of the action plan.
Differentiation
It is quite likely the teacher might plan one or more work days for completion of the action plan. Additional class periods might be set aside for:
- Completion of research and outline of presentation. Personal assignments
- Practice of presentation approaches. Development of evaluation approaches and forms.
- Evaluation of the presentation