English lesson plan · 12th grade (Year 13 in England) · 30 minutes
Evaluating AI-generated and edited media
Reading Comprehension
CCSS RI.11-12.7CCSS W.11-12.8England: Media literacyEngland: A-level Media StudiesEngland: AP Seminar (evaluating sources)
Objective and success criteria
Students will: Evaluating AI-generated and edited media.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Checking claims online: lateral reading and tracing sources; Evaluating research sources: primary vs secondary, authority, purpose; Bias and loaded language in reporting
Leads to: the next skill in this area.
Materials: A short text or extract (one copy each), Highlighters, Question cards, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Checking claims online: lateral reading and tracing sources; Evaluating research sources: primary vs secondary, authority, purpose; Bias and loaded language in reporting). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Is the proposed answer correct? A website's address looks almost like a famous newspaper's, but with one letter different. What should you suspect? → it may be an imitation site pretending to be the real one (yes, it is correct / no, it is not correct) → yes, it is correctPrompt: Good checkers leave the page and see what other reliable sources say.
- For a research project, is this usually a primary or a secondary source? the original data table from a scientist's experiment (primary source / secondary source) → primary sourcePrompt: Was it created at the time, by someone directly involved?
- Is the proposed answer correct? A news story is shared today, but the article is dated four years ago. Why does this matter? → old articles are always false (yes, it is correct / no, it is not correct) → no, it is not correctPrompt: Good checkers leave the page and see what other reliable sources say.
Hook · 3 min
- Read the first lines of a short text aloud and ask what students predict will happen and why.
- Share the objective: Evaluating AI-generated and edited media. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Read the question and choose. What is a 'deepfake'?
- Step 1: AI can generate convincing text, images, audio and video; judge media by its provenance and by independent confirmation, not by how real it looks.
- Step 2: Deepfakes use AI to fabricate realistic media of real people.
- Step 3: So the answer is: video, audio or images altered or generated by AI to show someone saying or doing something they didn't
- Answer: video, audio or images altered or generated by AI to show someone saying or doing something they didn't
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Is the proposed answer correct? An audio message 'from your cousin' urgently asks for money, but the voice sounds slightly odd. What should you do? → send the money quickly (yes, it is correct / no, it is not correct) → no, it is not correctPrompt: Realistic is not the same as real: ask where the content came from and who confirms it.
- Read the question and choose. A shocking clip of a politician spreads online, but no major news outlet has reported it. What is the most sensible conclusion? (it must be real because it's shocking / share it so others can decide / treat it with caution until it is confirmed by reliable sources / it must be fake because it's online) → treat it with caution until it is confirmed by reliable sourcesPrompt: Realistic is not the same as real: ask where the content came from and who confirms it.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Read the question and choose. What do some platforms and camera makers now attach to images to show how they were made or edited? (a guarantee that the image is true / nothing at all / a watermark saying 'fake' on every photo / provenance information (content credentials or metadata)) → provenance information (content credentials or metadata)Prompt: Realistic is not the same as real: ask where the content came from and who confirms it.
- Is the proposed answer correct? A friend says an online 'AI detector' proved an essay was written by AI. What is the most accurate response? → detectors can only check maths (yes, it is correct / no, it is not correct) → no, it is not correctPrompt: Realistic is not the same as real: ask where the content came from and who confirms it.
Watch out for
- Answering from memory or opinion instead of evidence in the text.
- Copying a long quote without explaining what it shows.
Support and stretch
Support
- Review first: Checking claims online: lateral reading and tracing sources.
- Use concrete materials: a short text or extract (one copy each).
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-12.
Free lesson plan from eurekami.com/lesson-plan-builder