learning session

LEARNING SESSION PLANNING
I. INFORMATION DATA
AREA SESSION NO. DURATION DATE DEGREE SECTION
1 TO
COMMUNICATION 3 HRS 18/09/19 2
B
CYCLE BIMESTER UNIT TEACHING
VI III VI John Charles Chino Street
II. SESSION TITLE
Facts and opinions in the media
III. EXPECTED LEARNINGS

COMPETENCES CAPABILITIES INDICATORS
Communicates orally in Express your ideas clearly Organize your ideas around a specific topic based on
his/her native language your previous knowledge
Use nonverbal and paraverbal Strategically uses gestures and body movements to
resources strategically emphasize his opinions
IV. THEMATIC FIELD

The facts and opinions
V. TEACHING SEQUENCE
START (15 minutes)
The teacher welcomes the students.
Three volunteers dramatize the opening scene and answer the four proposed questions.
Ask them to mention the media where they can see the topic they are talking about recreated.
students (match between Atlanta and Deportivo)
The question is, what are the media looking for: facts or opinions? How can I tell facts from opinions?
The purpose of the sheet is to recognize the difference between facts and opinions.
DEVELOPMENT (60 minutes)
They are asked to individually solve the questions in their workbook.

Students read key information: facts and opinions.
The teacher explains the difference between a fact and an opinion.
And the purpose of the media: to inform, educate, entertain and form opinions.
In pairs, choose one of the topics from which one will write a short informative note and the other a short opinion text.
Then answer the questions.
Raise new topics that allow facts and opinions to be presented
Perform the following dynamic in pairs: for one minute, one person gives a fact and the other gives an opinion; then
they exchange roles.
The students are analyzed to see if what they said is correct.
CLOSING (5 minutes)
 The teacher proposes the elaboration of a commentary on the importance of valuing linguistic variety in
Peru.
 The teacher explains the task for the next class.
VI. HOMEWORK TO WORK ON
- develops the application activities: complete the following semantic network of Cesar Abraham Vallejo
Read the poems The Black Heralds and The Eternal Dice and answer the following questions: What feeling does the
poet convey in the poems? What themes do they present in the poems?
VII. ASSESSMENT
COMPETENCES CAPABILITIES INDICATORS YO. EVALUATION
Communicates orally Infers and interprets Determine the validity of the OBSERVATION
in his/her native information from oral text information by comparing it with other GUIDE
language oral texts.
Use nonverbal and paraverbal Strategically uses gestures and body
resources strategically movements to emphasize his opinions
VIII. MATERIALS OR RESOURCES TO BE USED
Resources: poster, blackboard, cards, Communication 4 school text, newspapers, magazines.
Tacna, September 17, 2019
__________________________ ______________________
SUB DIRECTORATE Prof. John Chino
ANNEX 1
ANNEX 2
Do the media just entertain? Media should play a more active role in educationBy
León Trahtemberg, member of the National Education Council. El Comercio, 9 Sep. 2013.
When psychologists, sociologists and educators argue that the media have a strong impact on people's education, and
that they should do their part to achieve a "good education" of the population, they usually argue that it is not their
responsibility to educate, but basically to inform and entertain. There is a dispute between the two sides, which is legally
resolved in favour of the discretion of the media to self-regulate their conduct by appealing to freedom of information and
opinion, an argument that does not please those of us on the other side of the field.
For example, there is hardly a soap opera in which adultery is not part of the central plot, or a newscast that does not
begin by highlighting acts of blood and violence; there is hardly a comedy programme that does not mock authority, or a
film about teenagers in which it is not seen as normal that some of them are drugged or drunk, or an advertisement for
cosmetics that does not turn women into objects of sexual desire; there is hardly a rant or complaint against a public
figure (even if innocent) that does not give rise to a fiscal investigation; there is hardly a media outlet that does not
condition the selection and presentation of news and headlines to the line and editorial opinion of the outlet; etc.
The media maintains that it is their right to present issues as they wish. Mental health professionals and educators
argue that presenting reality in this way shapes the way media users view reality, creating a powerful parallel school in
which public opinion is educated.
As long as the right balance is found, we can only hope that so-called media self-regulation will be closely linked to its
social responsibility.
Retrieved from http://www.trahtemberg.com/articulos/2230-no-solo-entretener-los-medios-de-comunicacion-deben-

jugar-un-rol-mas-activo-en-la-educacion.html
QUALIFIED PRACTICE: RECOGNIZING THE OPINION ARTICLE
Student:………………………..….. Grade and section:………………… Date:…………………
DIRECTIONS: Perform the following activities:
YO. BEFORE READING: answer: Have you ever plagiarized? How did you feel?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………
In the hypothetical situation where the teacher finds you plagiarizing, what do you think the consequence would
be?
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
II. DURING READING: read the article silently, imagine the situation and compare your answers.
III. AFTER READING: Mark the text with brackets to identify the structure and use macro rules to identify
what is requested.
What is the structure of an opinion article? Circle the correct answer.
……………………….
Complete the information:

ISSUE:……………………………………………………….
STRUCTURE:
Answer: What is your opinion on this article?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………..

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LEARNING SESSION PLANNING

II. SESSION TITLE

Facts and opinions in the media

III. EXPECTED LEARNINGS

IV. THEMATIC FIELD

They are asked to individually solve the questions in their workbook.

VI. HOMEWORK TO WORK ON

VIII. MATERIALS OR RESOURCES TO BE USED

Resources: poster, blackboard, cards, Communication 4 school text, newspapers, magazines.

Tacna, September 17, 2019

Retrieved from http://www.trahtemberg.com/articulos/2230-no-solo-entretener-los-medios-de-comunicacion-deben-

Student:………………………..….. Grade and section:………………… Date:…………………

DIRECTIONS: Perform the following activities:

Complete the information:

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