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9th grade · English Language Arts · Unit 12 of 12

Media Analysis

Rhetoric, framing and synthetic media

What your child practices

Students analyze the purposes and techniques of media messages (rhetorical appeals, framing, propaganda, sponsored content, deepfakes) and how beliefs and algorithms shape interpretation.

Alaska content standards learning standard: RI.9-10.7; SL.9-10.2 · analyzing how media messages use appeals, framing and other techniques

How we explain it

Children can open this short lesson before they practice.

  1. Media shape feelings with music, framing and charts. A cut-off y-axis can make a trend look bigger.
  2. Confirmation bias is favoring information you already agree with.
  3. A filter bubble is a feed that shows mainly what you already agree with.

Example: What is confirmation bias? “Confirm” means show something is true. People tend to look for what backs up their beliefs. Answer: the tendency to favor information that matches what you already believe

Media Analysis in Alaska

In the Alaska content standards, this is unit 12 of 12 in 9th grade English Language Arts, after Proofreading.

Gradelings describes a child's practice on this unit as Beginning, Approaching, Meeting or Exceeding (Four practice steps). That reflects practice, not a report-card mark: the teacher decides the mark.

Source: Alaska Department of Education and Early Development

Sample questions

A taste of this unit. In the app, questions change every time and get easier or harder to match your child.

  1. Question 1

    Why do media makers use stereotypes?

    • they are always accurate
    • they are required
    • they are quick shortcuts, but they can spread unfair ideas
    • they make stories longer

  2. Question 2

    How can a viewer's political beliefs affect their interpretation of a news story?

    • everyone interprets the same
    • beliefs change the facts
    • they may read the same facts as support for their own view
    • beliefs have no effect

  3. Question 3

    What is the effect of an ominous soundtrack in a news segment about a new technology?

    • it has no effect
    • it makes the facts clearer
    • it encourages viewers to feel worried about it
    • it shows the source

  4. Question 4

    How might framing a protest as a “riot” versus a “rally” affect readers?

    • it changes the date
    • it changes how readers judge the people involved
    • it makes the story longer
    • it has no effect

  5. Question 5

    Why might the same speech be described as “bold” by one outlet and “reckless” by another?

    • words have no meaning
    • the speech changed
    • one outlet heard a different speech
    • each outlet frames it to fit its perspective

  6. Question 6

    Why might a company sponsor a scientific study about its own product?

    • companies cannot fund research
    • it is required by law
    • it guarantees accuracy
    • it may hope for results that help sales

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