Program Identification
The purpose of the program is to teach adult learners on ways of observing televised news broadcasts critically while utilizing a Graphic Organizer. The individuals participating in the exercise will be in small or large groups.
Goal of the Lesson
The goal of the lesson is to ensure that the learners manage to compare two TV news broadcasts successfully with the use of a Venn diagram.
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Learning Objectives
The learners will be required to:
Attend an oral as well as a visual information presentation, which will feature two distinct televised news pieces
Monitor understanding as well as adjust the approaches for viewing in order to acquire the information needed with the utilization of a Venn diagram (Adams, 2013)
Examine the correctness, practicality, and bias apparent in the TV news pieces via discussing with educators and colleague
Required Materials
The following materials are possible to adapt for differing scenarios. The learners might decide to work on their own or choose their partners. The feedback that the students receive would come from either the instructor or the peers. In undertaking the activity, the time needed will be between 30-40 minutes depending on the speed on the learners. In the event of the absence of the video equipment, the students can perform the similar exercise using articles in newspapers or news magazines (Edwards, 2011) . The materials that the adult learners will require comprise of the following:
TV monitors with accompanying video players
Videotaped recordings of two news broadcast pieces, which will feature a national network and a local station
Writing instruments and paper for the students ‘Chalkboard, whiteboard, or chart paper with the required writing apparatuses
Overhead transparency attributed to a blank Venn diagram
Overhead projector
Books: “A Tree for Me” and “In the Woods Who’s Been Here?”
Sample of a Venn diagram (Adams, 2013)
For the optional products, the students might need to have own Venn diagram sample copies, which would serve as worksheets for every participants in the study
Activity/Procedure Description
Introduction phase: The phase will entail discussing regarding the value that visual analysis and observation portray as skills. The educator will point out ways that the individuals utilize the skills on a daily basis unconsciously. For instance, the examples that prevail will revolve around a cooking fish’s doneness, a child’s growth, and water filer’s color. The instructor will tell the students that they will learn ways of utilizing specific approaches that will provide them with an avenue of arranging their thoughts visually (Prior & Gerard, 2014) . The students will learn distinct means of comparing items by separating the items graphically to things, which are similar and distinct as well. This approach is referred to as a Venn diagram.
The instructor will explain the important role that Venn diagrams play when it comes to assisting children learners in making comparisons as well. For instance, when kids are reading two books, they can use the Venn diagram to analyze them (Prior & Gerard, 2014) . The teacher will ensure to read the two books to the learners, including “A Tree for Me” and “In the Woods: Who’s Been There?” while ensuring that they are capable of seeing the pictures.
For the overhead projector, it will be utilized in showing a sample of a Venn diagram, which matches the two books. The instructor will explain that the books’ titles exist in their individual circles with every book having its own traits under the under the ideal title. The teacher will then extrapolate that any traits illustrating the two books should be situated in the middle areas where the circles overlap. The educator will encourage the learners to include additional differences and similarities to the diagrams. After conforming the ideas, the educator will ensure to incorporate them to the overhead while using a marker.
The instructor will explain to the students that it is possible to use a Venn diagram when it comes to comparing distinct information types. For instance, it is possible to analyze the sources of news while utilizing this approach. The educator will show the learners the different ways through which the two previously videotaped news pieces depict a similar topic. The teacher will encourage the students to take noes as well as deploy other present language arts approaches for recalling the information (Edwards, 2011) . When required, the students will need to watch the video pieces again to ensure that they acquire sufficient details for examining as well as discussing the observations that they make.
The teacher will ensure to guide the students while working in groups on ways that they can put the information attained from the news stories to the diagram. The educator will utilize questions concerning bias, accuracy, and usefulness related to the information provided. The process will prompt the learners to analyze the content keenly. For instance, the teacher might ask the learners about the facts apparent in the two news stories. In the event that they do not, the teacher would ask about the differences. While the students work on the activity, the educator should ensure to affirm the vocabulary terms, which would differentiate the distinctions and similarities present. The instructor would also ensure to review as well as highlight the present goals of language arts, including distancing major points from supporting details apparent in expository writing. A different area of focus on this case would relate to ways of identifying persuasive language through asking questions (Adams, 2013) . These might appear like, what do you think is the report’s major point of view? How would you ascertain that?
The instructor should then require the groups of students to report their findings realized from the activity undertaken. When the students are reporting, the teacher should ensure to develop a class Venn diagram on overhead or board. The teacher should ensue to offer guidance to ensure that the different categories in the Venn diagram appear different from each other clearly (Prior & Gerard, 2014) . The educator should make sure to continue acknowledging the efforts of the students by emphasizing on the traits that appear similar and the ones that differ.
Conclusion: At the end of the lesson, the educator needs to discuss how differentiation information in this manner assists people in organizing their thoughts as well as in making effective decisions. The teacher should ask the students the new ideas they gathered once they viewed and arranged the information. Furthermore, the teacher should discuss ways in which the activity would influence the students when seeking information from news sources in the future. The teacher should also praise the learners based on the accomplishments they realize and the ideas they introduce (Prior & Gerard, 2014) . Furthermore, the educator should ensure to discuss the distinct other avenues that a Venn diagram would apply.
Assessment
| Objectives | Names of Students | Comments |
| Ensures to attend to oral and visual information into distinct news pieces | ||
| Utilizes Venn diagram strategy for monitoring and fine-tuning approaches of viewing | ||
| Analyzes the bias, correctness, and usefulness of TV news pieces vid discussing with colleagues and instructors | ||
| Students portray an overall improvement in comparing distinct news pieces |
Reflection Areas
From the activity, the students will be required to reflect on certain key areas. These will comprise of the following:
What approaches worked?
What approaches failed to work?
What interventions would have led the activity to emerge more successful?
What do you think would be the prospective follow-up activities based on what the students learned from the activity?
References
Adams, R. H. (2013). Picture it! Fun with Venn diagrams (ebook). Dayton: Lorenz Educational Press.
Edwards, A. W. (2011). Cogwheels of the mind: The story of Venn diagrams. Baltimore: JHU Press.
Prior, J., & Gerard, M. R. (2014). Environmental print & building vocabulary: Word sort with a Venn diagram. Los Angeles: Teacher Created Material.
