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English lesson plan · 12th grade (Year 13 in England) · 45 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 · 5 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 dramatic photo is going viral with the caption "Flooding in our city today". How can you check it? → ask the person who shared it if it's real (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 recording of a politician's speech (primary source / secondary source) → primary sourcePrompt: Was it created at the time, by someone directly involved?
  3. Is the proposed answer correct? Which source is usually most useful for checking a surprising claim quickly? → a forum with anonymous users (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 · 5 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 · 10 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 · 10 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? → it must be real because it's shocking (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. An AI chatbot gives you three book references for your essay. What should you do before using them? (ask the chatbot if it is sure, and trust its answer / delete your essay / use them, because AI never makes mistakes / check that each book and quotation really exists and says what was claimed) → check that each book and quotation really exists and says what was claimedPrompt: Realistic is not the same as real: ask where the content came from and who confirms it.

You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Read the question and choose. 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) / nothing at all / a guarantee that the image is true / a watermark saying 'fake' on every photo) → provenance information (content credentials or metadata)Prompt: Realistic is not the same as real: ask where the content came from and who confirms it.
  2. Is the proposed answer correct? Why is 'it looks real' no longer good evidence that a photo is genuine? → modern tools can create or edit highly realistic images (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.

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

Name

Date

Score/ 8

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 the images are low quality
    • C. that photography is better than painting
    • D. that computers are expensive

  1. Question 2

    Is the proposed answer correct? What is a 'deepfake'? → a recording made underwater

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

  2. Question 3

    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. nothing at all
    • B. a guarantee that the image is true
    • C. a watermark saying 'fake' on every photo
    • D. provenance information (content credentials or metadata)

  3. Question 4

    Is the proposed answer correct? Why is 'it looks real' no longer good evidence that a photo is genuine? → modern tools can create or edit highly realistic images

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

  4. Question 5

    Read the question and choose. A friend says an online 'AI detector' proved an essay was written by AI. What is the most accurate response?

    • A. detectors can be wrong, so they shouldn't be treated as proof on their own
    • B. the essay must be plagiarised
    • C. detectors are always 100% accurate
    • D. detectors can only check maths

  5. Question 6

    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 be wrong, so they shouldn't be treated as proof on their own

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

  6. Question 7

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

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

  7. Question 8

    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? → contact your cousin through a different, trusted channel before doing anything

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

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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. B. no, it is not correct

  3. 3. D. provenance information (content credentials or metadata)

  4. 4. A. yes, it is correct

  5. 5. A. detectors can be wrong, so they shouldn't be treated as proof on their own

  6. 6. A. yes, it is correct

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

  8. 8. A. yes, it is correct