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E9 E - Design a balanced media-use campaign

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E9 E - Design a balanced media-use campaign

Mini-description: Design an English media campaign about balanced and intentional media use. Your campaign contains a slogan, an infographic, a short text and a short audio message. Target group: Year 9. Use media critically, compare perspectives and check sources. Do not use private social-media data.

Introduction

Media are useful for learning, communication, entertainment and creativity. At the same time, feeds, notifications and recommendation systems can compete for attention. In this course, balanced media use means making conscious choices about what you use, when you use it and why.

Your goal is not to tell other people what they must do. Your campaign should inform, suggest options and help an audience make its own choices.

English first → understand → respond → ask → hint → improve → use again.

I can ...

I can understand the main ideas in an authentic English video about recommendation systems.
I can read a short source-based text and separate claim, evidence and opinion.
I can discuss different views on media use and ask spontaneous follow-up questions.
I can design a clear slogan, infographic, short text and audio message for a Year 9 audience.
I can revise my own English after feedback without losing my own voice.
I can check whether a source, image or AI-generated claim is reliable enough to use.

Before you start: quick media check

Look at the image. What does it suggest about digital life?

Think – pair – share:

Name two useful things you do with digital media.
Name one situation in which you prefer fewer digital interruptions.
Complete: For me, balanced media use means ...

Do not share private screen-time statistics, account names, messages or personal social-media data.

Media starter

Listen to the short notification sound.

Fast response: What can one small sound do in a campaign? Think about attention, mood and timing.

Listening and viewing

Viewing focus: Use the section about recommendation algorithms, especially about 0:55–4:20.

First viewing – gist:

What is the main topic?
Why are recommendation systems used?

Second viewing – evidence:

Note three signals a platform may use to recommend content.
Write one benefit mentioned in the video.
Write one question you would ask the speaker.

Do not copy whole sentences. Use keywords, then explain the ideas in your own English.

Source check

The KQED / Above the Noise video explains that recommendation systems can use signals such as viewing, clicking and sharing to rank content for users. Platform systems differ and can change. Treat a video as a source to check, not as automatic proof.

Check before you use a claim:

Who published it?
When was it published or updated?
What evidence is named?
Is the statement a fact, interpretation or opinion?
Can another reliable source confirm the main point?

Reading

Read the text. Then mark one claim, one example and one recommendation.

A balanced campaign

Digital media can support learning, friendships, hobbies, news and entertainment. The important question is not simply “How many minutes?” A useful campaign asks about purpose, timing and choice. A student may use a phone to practise vocabulary, watch a tutorial, message a friend or relax with a game. These activities have different goals.

Recommendation systems can make large amounts of content easier to navigate because they select and rank material. However, users do not always see why a certain post appears first. That is why media literacy includes checking sources, noticing persuasive design and making deliberate choices.

A balanced media-use campaign should avoid fear and blame. Instead, it can offer practical options: turn off non-essential notifications during focused work, choose a stopping point before starting a long feed, or decide which media activity fits the current goal. Different people may choose differently.

A strong campaign does not say, “Phones are bad.” It gives a clear message, useful evidence and realistic choices.

Reading response

Explain the difference between screen time and media purpose.
Find one sentence that avoids a moralising message.
Add one counterpoint: When can frequent media use still be useful?
Write a 2-sentence summary without translating the text.

Context vocabulary

Word	Meaning in this course	Use it
balanced	planned so different needs can fit together	balanced media use
audience	the people a message is made for	target audience
slogan	a short memorable campaign line	write a slogan
claim	a statement that needs support	check a claim
evidence	information that supports a claim	reliable evidence
source	where information comes from	name your source
recommendation	content suggested by a system or person	recommendation system
persuasive	designed to influence an audience	persuasive language
revise	improve a draft after checking it	revise your text

Pronunciation and fluency

Say the words in short chunks, then use them in full sentences.

AL-go-rithm
per-SUA-sive
re-com-men-DA-tion
AU-di-ence

Fluency goal: Speak clearly enough to be understood. You do not need to copy a particular accent.

30-second challenge: Explain your campaign idea without reading a full script. Use only four keyword cards.

Speaking

Work with a partner.

Round 1 – state a view: “Media balance should be about purpose, not only time.”

Round 2 – respond: “I partly agree because ...” “I see your point, but ...” “One example is ...”

Round 3 – ask: “What evidence supports that?” “Would this work for every student?” “How could the campaign show another perspective?”

Round 4 – improve: Repeat your answer with one clearer reason and one more precise example.

Functional grammar

Use grammar to make campaign language clear rather than complicated.

Modal verbs for suggestions and limits:

You could mute non-essential notifications during focused work.
You should check a source before sharing a claim.
A campaign must not use private data without permission.

First conditional for choices and results:

If you set a clear purpose, you will know when the activity is finished.
If a claim has no source, you will need to verify it.

Linking ideas: because – however – therefore – while – for example – in contrast

Campaign workshop

Your campaign has four connected parts.

Product	E9-E target
Slogan	3–8 words; memorable; no fear message
Infographic	headline, 3–5 key points, icons or simple visuals, source line
Short text	about 120–170 words; claim, evidence, another perspective, conclusion
Audio message	about 30–45 seconds; clear structure, natural pace, optional recording

Campaign brief: Your fictional school wants an English campaign for Year 9 students called Choose Your Media – Choose Your Moment. You may keep this title or create your own.

Slogan lab

Compare:

Weak: “Stop using your phone!”

Stronger: “Choose the screen. Choose the moment.”

Why is the second version more suitable for an informative campaign?

Now write three alternatives. Test them with a partner for clarity, tone and memorability.

Infographic lab

Your infographic can use a phone image, icons, shapes and short text. Use only self-created or freely licensed media and give attribution when required.

Possible structure:

Purpose: What do I want to do?
Focus: What could interrupt me?
Choice: Which setting or habit fits this task?
Check: Is the information reliable?
Finish: What tells me I am done?

Do not copy app screenshots with private accounts, usernames, messages or notifications.

Persuasive language in media

Watch for examples of ethos, pathos and logos.

For your campaign:

Use logos for clear reasons and evidence.
Use ethos by naming reliable sources.
Use pathos carefully: a friendly tone can engage an audience, but avoid fear or shame.

Audio lab

Write a 60–90 word audio script.

Structure:

Hook: one short question or statement.
Message: one clear idea.
Evidence: one checked fact or source-based point.
Choice: one realistic option.
Close: repeat or vary the slogan.

Recording is optional. You can perform the script live instead. If you record, keep the file private/local unless your teacher has set up a safe class space and everyone involved agrees. Do not upload voices, names or profiles to public platforms without permission.

Mediation

Your German school newsletter wants a short note about your English campaign.

Write 70–90 words in German for the newsletter. Do not translate your campaign line by line. Select only what German readers need to understand:

campaign aim
target group
two key ideas
where the evidence came from

Help levels

Hint 1 – words: audience, purpose, choice, evidence, source, focus, revise

Hint 2 – sentence starters:

“Our campaign is for ...”
“The main message is ...”
“One source explains that ...”
“However, another perspective is ...”
“We suggest ... because ...”

Hint 3 – structure: claim → evidence → perspective → recommendation → slogan

Hint 4 – self-check: Can your audience understand the message in under 20 seconds?

Feedback and revision

Give feedback on the work, not the person.

Two stars and one next step:

One part that is clear.
One part that fits the audience.
One change that would improve evidence, language or design.

Then revise your own text. Keep your first draft so you can see what you changed.

Error analysis

Mark your own draft with these codes:

M = meaning unclear
G = grammar problem
W = word choice
S = source or evidence missing
A = audience mismatch

Choose only the two most important changes first. Then read the new version aloud.

AI and source safety

AI tools are not required for this course.

If your school allows AI support:

Use it only for limited help such as idea lists or language feedback.
Check every factual claim against reliable sources.
Keep your own text and compare versions.
Do not enter private profiles, messages, names, photos or recordings.
Do not upload material to external AI services without school permission.
Treat AI feedback as a suggestion, not as a final answer.

Transfer

Imagine the same campaign for a different context:

a study week
a gaming club
a school trip
a family media evening

What must change in the slogan, tone, examples and evidence for the new audience?

Can-do check

I can ...	Yes	Almost
understand the key idea of an authentic video	☐	☐
separate claim, evidence and opinion	☐	☐
discuss and answer follow-up questions	☐	☐
write a coherent campaign text	☐	☐
design an infographic for a target audience	☐	☐
check media licences and source quality	☐	☐
revise my English after feedback	☐	☐

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What is the main goal of this campaign task? (To inform an audience and support conscious media choices) (!To ban smartphones from school) (!To collect private screen-time data) (!To prove that one media habit is correct for everyone)

Which item belongs in the final campaign? (A short slogan) (!A private chat history) (!A full translation of every source) (!A public list of classmates' accounts)

What is evidence? (Information that supports a claim) (!A catchy font) (!A personal username) (!A random opinion without a source)

Which question helps you check a source? (Who published this information?) (!Which colour is the website?) (!How many emojis are used?) (!Is the headline the longest one?)

Which sentence is a suitable campaign suggestion? (You could mute non-essential notifications during focused work.) (!Everyone must stop using all social media.) (!Phones always cause problems.) (!Only one media routine is acceptable.)

What should a strong infographic include? (A clear headline and a source line) (!Private message screenshots) (!Long paragraphs in tiny text) (!Unsourced statistics)

What does revise mean? (To improve a draft after checking it) (!To delete every original idea) (!To translate every sentence) (!To publish immediately)

Which structure is useful for an argument? (Claim evidence perspective conclusion) (!Username password profile message) (!Title title title title) (!Question without answer without source without revision)

What is the safest rule for an optional audio recording? (Keep it private unless a safe class process and permission are in place) (!Upload it publicly first) (!Include full names and profiles) (!Send it to unknown external services)

What should you do with an AI-generated fact? (Check it against reliable sources) (!Use it automatically) (!Remove your own draft) (!Treat it as proof without checking)

Memory

Slogan	Short memorable campaign line
Audience	People the message is designed for
Evidence	Information supporting a claim
Infographic	Visual mix of short text and information
Voice-over	Spoken message added to media
Revision	Improvement after feedback and checking

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Source check	Tests whether information is reliable
Target audience	Defines who should understand the message
Slogan	Makes the core message memorable
Infographic	Combines visual information with short text
Revision	Improves a first draft after feedback

Kreuzworträtsel

Slogan	What is a short memorable campaign line called?
Audience	Who is the group a campaign wants to reach?
Algorithm	What can rank and recommend content on a platform?
Evidence	What supports a claim?
Balance	What is the key idea behind combining media with other goals and activities?
Revision	What is the process of improving a draft?

LearningApps

Lückentext

Offene Aufgaben

Leicht

Slogan: Write three English slogans for a balanced media-use campaign and explain which one best fits Year 9.
Bildanalyse: Choose one freely licensed image from this course and write five English keywords that connect it to your campaign.
Speaking: Give a 30-second campaign pitch using only four keyword cards.
Quellencheck: Compare the publisher, date and purpose of two course sources.

Standard

Infografik: Design an infographic with 3–5 key points, one clear visual hierarchy and a source line.
Schreibaufgabe: Write a 120–170 word campaign text with claim, evidence, another perspective and conclusion.
Audio: Create a 30–45 second audio script and perform or privately record it; recording is voluntary.
Peer-Feedback: Test another group's campaign with two stars and one next step, then revise your own product.

Schwer

Perspektivenvergleich: Compare two different views of balanced media use and explain what each view values.
Recherche: Find two reliable English-language sources, check author or organisation, date, evidence and purpose, and document the links.
Mediation: Write a 70–90 word German school-newsletter note that selects the most relevant campaign information instead of translating everything.
Präsentation: Present the complete campaign for 2–3 minutes and answer two spontaneous follow-up questions from the audience.

Lernkontrolle

Campaign analysis: A poster says “Delete every app now!” Explain two reasons why this wording does not fit the campaign brief and rewrite it.
Source evaluation: You find a striking statistic without an author or date. Explain what you would check before using it and why.
Audience transfer: Adapt one slogan and one recommendation from a Year 9 campaign for a school parents' evening. Explain the changes.
Argumentation: Write a short paragraph that includes one claim, one piece of evidence, one contrasting perspective and one conclusion.
Media design: Explain how image, slogan and audio can work together so that the same core message is clear in three modes.
AI literacy: An AI tool gives you a campaign fact but no source. Describe a safe verification process before you use the statement.

Lernnachweis

For a successful learning record, show that you can:

create a connected slogan, infographic, short text and audio script;
write coherent English for a Year 9 audience;
use at least one checked source and identify it;
compare more than one perspective;
use media legally and avoid private data;
respond to questions in a short presentation;
revise your own text after feedback;
explain what you changed and why.

OERs zum Thema

Further learning sources:

Media rule: Check the licence on every file page. When attribution is required, name creator, work, source and licence. Embedded YouTube videos are for viewing; do not copy them into your own campaign.

Folgekurs

Next step: E9 E - Evaluate persuasive media messages – analyse how creators combine evidence, emotion, visuals and audience targeting.

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Englisch Klasse 9

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