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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.
  1. Is the proposed answer correct? A news story is shared today, but the article is dated four years ago. Why does this matter? → dates are only for decoration (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.
  2. For a research project, is this usually a primary or a secondary source? a photograph taken at a 1963 protest march (primary source / secondary source) → primary sourcePrompt: Was it created at the time, by someone directly involved?
  3. Is the proposed answer correct? A quote is shared with a famous scientist's photo, but you can't find it in any of her speeches or writings. What should you conclude? → it may be made up or wrongly attributed, so don't share it (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.

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.
  1. Is the proposed answer correct? A shocking clip of a politician spreads online, but no major news outlet has reported it. What is the most sensible conclusion? → treat it with caution until it is confirmed by reliable sources (yes, it is correct / no, it is not correct) → yes, it is correctPrompt: Realistic is not the same as real: ask where the content came from and who confirms it.
  2. 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 / it must be fake because it's online / treat it with caution until it is confirmed by reliable sources / share it so others can decide) → 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.
  1. Is the proposed answer correct? 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 (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.
  2. Read the question and choose. Which is the most reliable way to check where an image came from? (count how many times it was shared / trace it back to its original source, for example with a reverse image search / judge by whether it looks realistic / trust the caption) → trace it back to its original source, for example with a reverse image searchPrompt: 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

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Evaluating AI-generated and edited media

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Two Views on AI and Art

Text 1. When photography was invented, some painters declared that art was dead. Instead, painting changed: freed from the need to record reality, artists explored colour, emotion and abstraction. Image-generating AI may play a similar role. Used as a tool, it can help people sketch ideas quickly, test compositions and bring visual thinking to those who never trained as artists. The question is not whether AI will end art, but what new kinds of art people will make with it. Text 2. Comparisons with photography are tempting but misleading. A camera records the world; many AI image tools are trained on millions of existing artworks, often without their creators' permission or payment. Until artists can choose whether their work is used, and are fairly credited, it is hard to call this simply a new tool. The problem is not the technology itself but the way it has been built.

  1. Question 1

    Read "Two Views on AI and Art". What does Text 2 identify as the main problem?

    • A. how the tools were built, using artists' work without permission or credit
    • B. that photography is better than painting
    • C. that computers are expensive
    • D. that the images are low quality

  1. Question 2

    Read the question and choose. Why is 'it looks real' no longer good evidence that a photo is genuine?

    • A. real photos look blurry
    • B. cameras no longer exist
    • C. modern tools can create or edit highly realistic images
    • D. photos are always fake

  2. Question 3

    Is the proposed answer correct? What is a 'deepfake'? → any video with special effects in a film

    • A. yes, it is correct
    • B. no, it is not correct

  3. Question 4

    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?

    • A. it must be fake because it's online
    • B. treat it with caution until it is confirmed by reliable sources
    • C. it must be real because it's shocking
    • D. share it so others can decide

  4. Question 5

    Is the proposed answer correct? What do some platforms and camera makers now attach to images to show how they were made or edited? → provenance information (content credentials or metadata)

    • A. yes, it is correct
    • B. no, it is not correct

  5. Question 6

    Read the question and choose. What is a 'deepfake'?

    • A. video, audio or images altered or generated by AI to show someone saying or doing something they didn't
    • B. any video with special effects in a film
    • C. a very deep photograph
    • D. a recording made underwater

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Answer key: Evaluating AI-generated and edited media

  1. 1. A. how the tools were built, using artists' work without permission or credit

  2. 2. C. modern tools can create or edit highly realistic images

  3. 3. B. no, it is not correct

  4. 4. B. treat it with caution until it is confirmed by reliable sources

  5. 5. A. yes, it is correct

  6. 6. A. video, audio or images altered or generated by AI to show someone saying or doing something they didn't