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SKILLS

EFL 5.3.4: Respond to and interpret literary texts as a community of readers, using appropriate vocabulary and text-based evidence.
EFL 5.4.10: Evaluate and utilize a variety of reading strategies (e.g., inferring editorial bias, analyzing editorial writing styles) to understand the literal and implied meanings of complex literary and media texts.

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REAL-LIFE APPLICATION

In a world saturated by 24-hour news feeds, algorithms, and digital storytelling, the line between media and literature is increasingly blurred. Mastering inference and stylistic analysis allows students to decode subtext, recognize sensationalism, and critically evaluate how narrative choices shape public opinion—making them conscious consumers rather than passive targets of digital media.

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LEARNING ACTIVITIES

SESSION 1 (80 min) ANTICIPATION

Part 1 ( 15- 20 min)

Anticipation Activity: “The Timeline Time Capsule” (10–15 mins)

• Objective: Analyze how language structures and societal values evolve by comparing historic print media with contemporary digital journalism.
• Instructions:
  1. Project or hand out two media texts from different eras addressing a similar theme (e.g., public communication or technology).

CONSTRUCTION

Part 2: Vocabulary Development (15 min)

The teacher explicitly introduces key vocabulary needed for the lesson, ensuring students clearly understand meaning and use. The phrases include:

Word/Phrase	Meaning	Context
To read between the lines	To infer a deeper, unstated message or hidden agenda.	Literary & Media
Editorial bias	A preference or prejudice toward a particular perspective by a writer or outlet.	Media Studies
Sensationalism	The use of exciting or shocking stories/language at the expense of accuracy to provoke public interest.	Media Studies
Subtext	An underlying and distinct theme in a piece of writing or commentary.	Literary
Nuance	A subtle distinction or variation in tone, meaning, or expression.	Literary & Media
The fourth estate	A segment of society that wields an indirect but significant influence on society (traditionally referring to the press/media).	Media Studies

Part 3: Grammar Introduction using Presentation (20 min)

Grammar Introduction: Modals of Stance and Speculation

• Focus: Using complex modal structures (Modal + have + Past\ Participle or Modal + be + -ing) to speculate with nuance about an author’s unstated intentions or historical context.
• Theory: At the C1 level, instead of saying “The author thinks…”, students use modals to show varying degrees of certainty when analyzing subtext or editorial bias.
• Structures & Examples:
  • High Certainty (Past): The editor must have known that using such sensationalism would cause public outrage.
  • Possibility/Nuance (Present Continuous): Given the heavy subtext, the novelist might well be hinting at the corruption of the fourth estate.
  • Strong Probability/Expectation: A text written in the 18th century is bound to have reflected the societal anxieties of its time.

Part 4: Guided Practice (25 min)

Grammar Practice Activity (25 mins)

• Task: “The Speculation Syndicate”
• Instructions:
  1. Distribute a worksheet containing 5 factual, flat observations about an old newspaper article or text (e.g., “The article includes inaccurate information. The writer wanted more views.”).
  2. Students must rewrite these flat observations into sophisticated C1 sentences using Modals of Stance and Speculation to evaluate the subtext (“The writer might well have relied on sensationalism in order to boost readership.”).
  3. In pairs, students compare their sentences and decide whose speculation sounds more convincing based on academic tone.

SESSION 2: CONSTRUCTION – REINFORCEMENT (40 min)

“The Literary Investigative Report” (40 mins)

• Objective: Reinforce style analysis, inference, and modal structures by cross-adapting media and literature.
• Instructions:
  1. Setup (10 mins): Provide a short, formal excerpt from a classic literary work involving a conflict (e.g., a structural betrayal or a societal shift from 1984 or The Great Gatsby).
  2. The Media Adaptation (20 mins): Students act as investigative journalists. They rewrite the literary scene into a sophisticated, modern op-ed or hard-hitting news article. They must include at least two distinct vocabulary words from Day 1.
  3. The Critique & Speculation (10 mins): Students swap articles. The partner acts as an editor and must write three editorial notes inferring the writer’s hidden agenda. These notes must use modals of stance and speculation (e.g., “Your choice of adjectives suggests you could be displaying an editorial bias against the government,” or “This paragraph is bound to have alienated the target audience.”).

SESSION 3: CONSOLIDATION (80 min)

Part 1 – ( 2 x 40min)

Reinforcement:

Period 1: The Critical Reading & Media Literacy Exam (40 mins)

• Format: Written Assessment.
• Task: Provide students with a split text: a modern literary essay alongside an editorial news piece covering the same theme (e.g., technology’s impact on isolation).
• Questions to answer:
  • 3 Text-dependent inference questions evaluating the unstated motives and subtext of both authors.
  • 2 Sentence-transformation tasks requiring students to rewrite plain observations about the text into advanced modal speculation sentences.
  • A context-based section identifying editorial bias or sensationalism within the provided texts.
    
    https://docs.google.com/document/d/1Up0rcWng4MzMFyc5zKvqnT6PWFXCNnGbuqHp9twk-vw/edit?usp=sharing

Period 2: The Editorial Broadcast (40 mins)

• Format: Speaking & Rhetorical Application Assessment.
• Task: “The Press Briefing.”
• Instructions:
  1. In pairs, students deliver a live, formal 2-minute analytical critique comparing how a specific modern crisis or event would be treated by a sensationalist media outlet versus a serious literary novelist.
  2. Rubric Criteria: Deliver a highly formal, C1-level tone. They must naturally integrate at least two different modals of stance and speculation to debate the creators’ underlying intentions and accurately utilize 2 target vocabulary terms. The observing students must write down what they inferred about the presenters’ stance based on their word choice.

NEE – Agregar el tipo de adaptaciones curriculares

Principio II: Pautas 6.1 – 6.3 – 6.4 
Principio III: Pautas 7.1 – 8.1 – 9.1
ALUMNO 1: Constante monitoreo. Dar tiempo adicional para el desarrollo de la actividad y se reduce el número de ejercicios o se modifican los ejercicios con un nivel de dificultad reducido, de acuerdo con sus necesidades académicas. 
ALUMNO 2: Constante monitoreo, Dar tiempo adicional para el desarrollo de la actividad y se reduce el número de ejercicios o se modifican los ejercicios con un nivel de dificultad reducido, de acuerdo con sus necesidades académicas.
ALUMNO 3: Constante monitoreo. Corroborar que el contenido entregado en clase haya sido comprendido por la estudiante mediante retroalimentación.