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With this lesson plan, students have the opportunity to share their cultural background. Built into the lesson is the Liberating Structures strategy of "Shift and Share" where students report out their ideas and receive feedback, ask questions, etc. Here students can share their personal stories and their experiences. In the final activity, students will begin researching a topic for their speeches. Again, they can infuse their cultural heritage however they see fit. For accessibility, students can use online MindMaps, graphic organizers, text to speech options for Microsoft Word, or any other technology that they can use to outline their speech idea.

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Analyzing Media Coverage: A Comparative Case Study

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Analyzing Media Coverage: A Comparative Case Study

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“Case studies allow students to evaluate real-world scenarios and compare and contrast possible outcomes and solutions. It forces students to think through multiple sides of a situation, challenging them to understand that there is not always a correct answer.” (Harvard University)

Analyzing Media Coverage: A Comparative Case Study

Your task is to select an event from the past three years extensively covered in the media and compare how different media sources covered it.

Complete the Following:

(Note:  You can research news coverage in various mediums (articles, videos, podcasts, etc.).

1. Choose a recent significant event. Think especially of events highlighting marginalized communities or social justice issues.

2. Research how three different media sources covered this event. If applicable, consider selecting media sources from other countries, cultures, and perspectives. Include at least one mainstream and one alternative media source to show a wide range of viewpoints.

3. Investigate the focus, tone, and language of each source.

4. Research the ownership and potential influences on these media sources.

5. Complete a report in the format of your choice to highlight

As you research, think about answering the following questions:

Who are the main individuals or groups involved?

What are their roles?

What key elements did each source cover?

Were any details omitted or highlighted?

Who owns and who influences each of the media sources you selected?

Your report should include the following:

A summary of the event.

Describe the focus, ownership, and influences for each source.

Compare coverage, noting similarities and differences. Note how different media sources represent various demographics and cultures, if applicable, and consider the importance of diverse representation in media coverage.

Summarize findings and your reflection on media impact.

Presentation:  Prepare and present findings with visuals to the discussion board. You may choose how you would like to present your findings (e.g., slides, posters, videos)

Discuss with other students: View other students' presentations and respond to three. Remember, various viewpoints are encouraged, so please respond respectfully and with something you are curious about regarding their presentation. You may also provide kind and constructive feedback.

I have highlighted the EDIA components of this lesson in bold print (sections are also bolded, hopefully it's still clear).

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Building an EDIA Online Learning Community Frank

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Building an EDIA Online Learning Community Frank

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Building an EDIA Online Learning Community

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I chose the activity type Jigsaw. A jigsaw is where students are grouped, and within the group each student selects a different topic and researches it. At the end, the students teach their group about their topic. It allows students the sense of responsibility to become an expert in their chosen topic, and they need to work as a team to achieve the goal of collecting information on several topics. This is a highly collaborative strategy where students have to work together to decide who gets which topic, and they have to be able to work together to ensure their whole group gets information about all topics by the end. This collaboration helps build community building, and the choice of topic within the group helps build engagement. The aspect of choice of topic also helps inclusivity as students can pick a topic that is important to them or may apply to their life/identity. For accessibility, students are given possible websites/resources to start their learning with various learning styles, but students are not limited to these sites and can learn about their topic from any source that works for them.

This lesson allows students to work as a team on a collaborative document to reseach the families of the periodic table.

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This assignment prioritizes fairness by ensuring all students have equal access to the resources and opportunities needed to complete it successfully. The teacher can support students when they connect with elders, and all students can choose how they approach the interview. Students need to be able to engage with the task in a way that suits them. The assignment also aims to foster community building through students' interactions with elders and includes questions that encourage personal engagement by exploring students' experiences.

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Digital Interview with a Community Elder  