Overview

This week-long unit introduces 11th grade students with learning disabilities (Mod 2) to the different roles within a school media center as they prepare for school news broadcasting. Students will gain an understanding of various responsibilities, collaborate to produce simple assignments, and develop communication and organizational skills aligned with the Common Core State Standards (CCSS). Lessons are structured to support diverse learners through scaffolding, visuals, and interactive activities.

---

Standards Alignment

• CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in collaborative discussions.
• CCSS.ELA-LITERACY.SL.11-12.2: Integrate multiple sources of information presented in diverse formats.
• CCSS.ELA-LITERACY.W.11-12.2: Write informative/explanatory texts to examine a topic and convey ideas clearly.
• CCSS.ELA-LITERACY.RI.11-12.3: Analyze how the author unfolds an analysis or series of ideas or events.
• CCSS.ELA-LITERACY.L.11-12.6: Acquire and use accurately general academic and domain-specific words.

---

Learning Objectives

By the end of the week:

• Students will identify at least five different roles in a media center related to news broadcasting.
• Students will describe the key responsibilities and skills required for each role.
• Students will collaborate in small groups to simulate role activities.
• Students will communicate clearly about their assigned role in an oral presentation.
• Students will demonstrate understanding through a creative project summarizing the team roles.

---

Materials Needed

• Role cards with descriptions and responsibilities
• Visual chart of media center roles
• Graphic organizers (Role Profile Sheet)
• Simple cameras or smartphones (if available)
• Computer/tablet for typing short scripts or notes
• Whiteboard and markers
• Printed scenario prompts for role-play
• Checklist for self and peer assessment

---

Daily Breakdown (45 minutes each)

---

Day 1: Introduction to Media Center Roles

Objective

Students will identify and understand different roles in the media center.

Activities

• Warm-up (5 min): Ask: "What roles have you seen in TV news or school broadcasts?" Write ideas on the board.
• Direct Instruction (10 min): Use a visual chart to introduce 5 key roles (e.g., Anchor, Reporter, Camera Operator, Editor, Producer). Show role cards.
• Group Activity (15 min): In groups of three, students pick one role card and fill out a Role Profile Sheet (responsibilities, skills needed).
• Class Discussion (10 min): Groups share brief summaries about their roles.
• Wrap-up (5 min): Exit ticket — Students write 1 thing they learned and 1 question about media roles.

Modifications

• Use visuals and simplified language on role cards.
• Provide sentence starters on the Role Profile Sheet.

---

Day 2: Skills and Tools of Each Role

Objective

Students will describe the skills and tools needed for each media center role.

Activities

• Review (5 min): Recap roles from Day 1 using a matching game on the board.
• Interactive Presentation (15 min): Show pictures or videos of tools (camera, microphone, editing software). Discuss which tools belong to which role.
• Hands-on Exploration (15 min): Provide simple props or devices for students to practice handling (mock camera, script reading).
• Pair Share (5 min): Students discuss in pairs what skills they think are most important for their favorite role.
• Reflection (5 min): Write or draw a tool that would help them do their role well, explaining why.

Modifications

• Provide tactile objects for kinesthetic learners.
• Allow use of drawings instead of writing for expression.

---

Day 3: Collaboration and Teamwork

Objective

Students will collaborate to plan a simple news broadcast segment.

Activities

• Warm-up (5 min): Brief review of roles.
• Group Role Assignment (10 min): Assign each student a role to simulate in a mock news broadcast.
• Planning Session (20 min): Using a graphic organizer, groups will plan a short news segment including who does what and when.
• Group Presentation (5 min): Share plans with the class.
• Closure (5 min): Discuss importance of teamwork in broadcasts.

Modifications

• Provide templates for the planning organizer.
• Encourage verbal rather than written responses if preferred.

---

Day 4: Role-Play and Practice

Objective

Students will demonstrate understanding by role-playing their assigned media center jobs.

Activities

• Setup (5 min): Review the broadcast plan.
• Role-Play (30 min): Students act out their parts in small groups (Anchor reads script, Camera Operator "films," Editor organizes clips).
• Feedback Circle (5 min): Each group shares one success and one challenge.
• Wrap-up (5 min): Think-pair-share about which role they enjoyed and why.

Modifications

• Provide scripts with highlighted lines.
• Allow movement breaks as needed.

---

Day 5: Creative Project and Assessment

Objective

Students will create a visual or written summary of media center roles and self-assess learning.

Activities

• Project Work (25 min): Students choose 1) draw a poster, 2) write a one-page role summary, or 3) create a short video explaining the roles.
• Gallery Walk/Sharing (10 min): Students share projects in small groups.
• Self and Peer Assessment (5 min): Use a simple checklist to reflect on participation and learning.
• Closing Discussion (5 min): Teacher-led recap on the importance of each role for successful news broadcasting.

Modifications

• Provide sentence frames or word banks for writing.
• Permit digital format for video submissions.

---

Assessment

• Role Profile Sheets (Day 1)
• Participation in role-play and group planning (Days 3-4)
• Creative project demonstrating comprehension (Day 5)
• Informal observations and checklist-based assessments for communication and collaboration skills

---

Extensions & Resources

• Invite a school media professional for a Q&A (live or recorded).
• Provide vocabulary flashcards of media terminology.
• Use assistive tech apps for scriptwriting and reading.

---

Teacher Tips

• Differentiate by allowing choice of expression (drawing, writing, speaking).
• Use consistent, clear routines to aid comprehension.
• Encourage peer support and buddy systems.
• Celebrate small successes to boost confidence.

---

This comprehensive approach builds foundational media literacy and teamwork skills customized for students with learning disabilities while meeting rigorous CCSS standards and fostering meaningful engagement.