Section 1.

Project plan overview

In this section, provide a concise plan of the PBL project you design for the unit you have been assigned.

PROJECT-BASED LESSON PLAN

I. PROJECT IDEA
Unit: Unit 7 - The World of Mass Media Grade /Level: 12
Topic: Mass Media in Our Lives: Impact, Reliability, and
Responsibility

Other subject areas to be included, if any: Duration:

- Civic Education (media responsibility, fake news awareness) - 20 days (approximately 3 weeks)
- Information Technology (digital tools, online publishing, media - 3 periods/week (Unit time)
formats) - 1 extended presentation session (120–150 minutes) with authentic
audience during a professional/school activity)

Brief description of teaching & learning context: This project is designed for a mixed-ability Grade 12 class in a Vietnamese
high school. Students are digital natives but often lack critical thinking skills
regarding fake news and the psychological impacts of mass media. The
project integrates textbook Unit 7 knowledge into a real-world context of
media production and critique.

Tentative How can we, as teenage media creators, use different mass media platforms to promote healthy media consumption and combat
driving fake news in our school community?
question:

Learning Content knowledge:

goals: - Understand characteristics, advantages, and limitations of digital and traditional mass media
- Recognize the impact of mass media on individuals and communities
- Develop awareness of fake news and responsible media use
 - Apply media knowledge to design messages that promote responsible media use and address fake news in the school context.
Language Knowledge & Skills:
- Vocabulary related to mass media
- Pronunciation: linking /r/
- Grammar: adverbial clauses of manner and result
- Integrated skills:
● Reading: comparing viewpoints on media
● Listening: attitudes toward fake news
● Writing: descriptions, scripts, comparative texts
● Speaking: using English to communicate persuasive messages through selected media formats (small talk, discussion,
presentation)

Success Skills (21st-Century Competencies):

- Media Literacy & Critical Thinking: analyse different types of mass media, evaluate the credibility of information sources, and
identify bias, misinformation, and fake news.
- Collaboration: work effectively in groups by assigning roles, negotiating ideas, and ensuring shared responsibility for research,
production, and presentation tasks.
- Communication: present information clearly and appropriately through spoken, written, and visual modes; adapt language, tone,
and format to suit different audiences and media platforms.
- Creativity: design original and engaging media products (e.g. posters, videos, podcasts, infographics) that communicate messages
effectively and responsibly.
- Self-management & Responsibility: plan project stages, meet deadlines, reflect on individual contributions, and demonstrate
responsible use of mass media for the community.

Project Students will work in groups to act as a "Media Agency." They will research a specific aspect of mass media (e.g., Social Media
summary addiction, Fake News on Facebook, or the Evolution of Print Media).
Based on their interests and strengths, each group chooses one final product format to communicate their findings to a real
audience. Through this project, students develop an understanding of how responsible media creation can positively influence
peers’ media habits and reduce the impact of misinformation in their school community.
Major final (Students choose one)
product(s)
● Option 1: A 5-minute Podcast/Video Interview about media habits.
● Option 2: A Digital Infographic & Awareness Leaflet.
● Option 3: A Multimedia Blog/E-Magazine comparing media types.

Each final product must explicitly address healthy media consumption or fake news awareness in the school context.

Making it - Presentation session with authentic audience:

public ● Other classes
● Teachers
● School club members

- Products displayed:
● School notice board
● Class blog / Google Classroom
● Shared Padlet or school media page

Key project - Student resources:

documents  Grade 12 English textbook – Global Success (Unit 7)
 Online articles, videos, and statistics about mass media
 Sample charts and media texts
- Scaffolding tools:

● Project guidelines and timeline

● Research note-taking templates
● Language support sheets: Model texts and sentence frames (vocabulary, grammar structures)
● Presentation planning checklist

- Assessment tools:
● Formative: observation checklists, peer feedback, progress logs
 ● Summative: final product rubric (content, language use, creativity, teamwork, presentation)
● Reflection Prompts: self-assessment and group reflection questions

II. PROJECT PATH OVERVIEW

Stage 1: Project launch/ Entry event
Milestone Lessons / Activities Scaffolding Techniques Checkpoints
(Partial (Deadlines / Formative
Product) Assessments)
Week: 1 Lesson 1: Getting Started - Activating prior knowledge • Agreed project theme
Step 1: • Teach basic concepts of mass - Using stories (real media • Group list & rolesy Topic
Agree on a media and key vocabulary from cases)
theme the textbook - Providing context
Step 2: • Entry event: short viral fake- - Creating opportunities for
Determine news clip / contrasting headlines student
final + Class discussion on students’ conversation/discussion
outcome roles as teenage media creators in
Step 3: responding to fake news and
Structure unhealthy media habits.
the project • Introduce driving question and
project requirements
• Students form groups (4–5) and
agree on a general project theme
Homework:
• Workbook – Getting Started
• List common media types
students use daily
Stage 2: Build knowledge and inquiry
Milestone Lessons / Activities Scaffolding Techniques Checkpoints
(Partial (Deadlines / Formative
 Product) Assessments)
Week: 1 Lesson 2: Language
Step 4: • Teach vocabulary related to - Providing visual models • Vocabulary, pronunciation,
Prepare for mass media. and grammar check.
- Offering verbal cues and
information • Pronunciation focus: linking /r/.
guiding questions
gathering • Teach and practise adverbial
clauses of manner and result - Showing examples
using media-related examples.
• Groups build a shared
vocabulary and sentence-pattern
bank for the project.
Homework:
• Vocabulary, pronunciation, and
grammar exercises.
• Add 5 useful words or sentence
patterns to the project glossary.
Week: 1 Lesson 3: Reading • Modeling with think-alouds • Source list
Step 5: • Read and understand text comparing • Breaking topic into parts • Research notes
Gather digital and traditional media • Guiding questions
information
• Identify main ideas, specific
information, and writer’s views

• Model how to extract pros/cons for

project research

Homework:

• Reading exercises

• Find one credible external article

 related to the chosen media type.

Stage 3: Create Products

Milestone Lessons / Activities Scaffolding Techniques Checkpoints
(Partial (Deadlines / Formative
Product) Assessments)
Week: 2 Lesson 4: Speaking • Creating opportunities for • Finalized inquiry focus
Step 6: • Teach small talk strategies discussion
Prepare for related to media topics • Offering sentence stems
information • Group discussion: media • Connecting to student
compiling influence on young people interests
and • Groups finalize which media
analyzing types to compare
Homework:
• Speaking practice
• Prepare interview/survey
questions (if used)
Week: 2 Lesson 5: Listening • Asking follow-up questions • Verified data set.
Step 7: • Listen for specific information • Providing context
Compile and attitudes towards fake news.
and analyze • Discuss how to evaluate
information information reliability.
• Groups check and refine
collected data for accuracy.
Homework:
• Listening exercises.
• Finalise survey results or
interview notes.
• Evaluate credibility of sources.
Week: 2 Lesson 6: Writing • Providing visual models • Peer feedback session focusing
Step 8: • Teach how to describe pie • Offering sentence stems on message clarity, accuracy,
Prepare for charts accurately and logically. and persuasive impact.
language • Students convert their survey • Revision of product based on
demand of data into pie charts and write the peer and teacher feedback.
final activity Data Analysis section for their
media product.
Homework:
• Complete chart descriptions.
• Draft script or layout of the
product.

Week: 3 Lesson 7: Communication & • Modeling with examples. • Revised draft (language and
Step 8: Culture / CLIL • Language models. fluency focus)
Prepare for • Practise Everyday English • Guided practice. • Completed small-talk practice
language (Small Talk). sheet
demand of • Learn about different types of
final activity mass media used around the
(continued) world.
• Rehearse small talk strategies to
engage visitors during the
exhibition.
Homework:
• Review teacher-provided model
small-talk dialogues used in
exhibitions or media events.
• Complete a Small Talk Practice
Sheet (5–6 prepared questions
and responses to introduce the
group’s media product).
 • Revise the final script/content of
the media product, focusing on
language accuracy, fluency, and
audience engagement.
• Prepare individual speaking
notes (opening, explaining the
product, responding to questions).

Stage 4: Present Products

Milestone Lessons / Activities Scaffolding Techniques Checkpoints
(Partial (Deadlines / Formative
Product) Assessments)
Week: 3 Lesson 8: Looking Back & • Model presentations. • Mini-presentation completed.
Step 9: Project • Language support sheets. • Peer feedback forms
Present final • Review key vocabulary and • Guided feedback questions. submitted.
product grammar of Unit 7.
• Selected groups deliver in-class
mini-presentations to demonstrate
their media products.
• Peer feedback collected using
simplified rubrics focusing on
message clarity, language
accuracy, and relevance to
healthy media consumption or
fake news awareness.
• Teacher provides final
formative feedback and clarifies
expectations for the public
presentation..
 Extended Presentation Session • Presentation checklist. • Final product publicly
(120–150 minutes – outside • Small talk prompts. presented.
regular class time) • Audience feedback forms. • Audience feedback collected.
• Students organise a public • Teacher completes summative
exhibition / showcase of media assessment rubric.
products for an authentic
audience (teachers, students from
other classes, school clubs).
• Groups use small talk strategies
to engage visitors and explain
their products.
• Audience members provide
written or oral feedback on the
impact and persuasiveness of
each product.

Stage 5: Reflect & Evaluate

Milestone Lessons / Activities Scaffolding Techniques Checkpoints
(Partial (Deadlines / Formative
Product) Assessments)
Week: 3 Post - Lesson 8: Reflection • Guided questions. • Reflection portfolio.
Step 10: • Students submit a reflection • Reflection prompts.
Evaluate portfolio including the research
project & log, final product link, and
reflect on reflection journal.
learning • Class discussion on Being a
Responsible Media Creator.