•	Compare tabloid and broadsheet newspapers.
•	Examine the language used.
•	Reflect on the nature of the reports.
•	Consider the impact such reporting might have on different people.

•	Activity Sheet 2.1, Analysing the Media
•	Activity Sheet 2.2 and Activity Sheet 2.3 , two newspaper articles (these could be replaced by more recent examples collected by the class)
•	2 coloured pencils each

1. Analyse articles

	Give out Activity Sheet 2.1 and the articles on Activity Sheet 2.2 and Activity Sheet 2.3 .
	It may be necessary to go through the articles to get the class started.
	It may also be useful or necessary to split the class into small work groups to tackle this analysis: you could perhaps start one group off with one newspaper and ask them to compare answers with another group analysing another newspaper.

2. Plenary

	Allow a few minutes at the end for students to prepare for the plenary by answering the questions at the bottom of Activity Sheet 2.1 .
	Use these questions to focus the discussion of their findings at the end of the lesson.
	Draw out the different ways in which articles are read by different people and how this affects the impact they have on people.

•	How are articles interpreted?
•	What impact could they have on people?
•	What images do they portray?
•	How would the imagery used make a refugee feel? What about someone whose family had been refugees in the past?
•	How do such negative images impact on racism in society? This is a crucial point to draw out - can society tolerate such negative views of asylum seekers (branded as the 'other') and at the same time welcome 'refugees' fleeing persecution? What impact do such negative stereotypes have on the way racists see people from ethnic-minority groups generally?

Take an article which gives a negative impression of asylum seekers and try to rewrite it in the style of the newspaper but without any obvious bias.

It may be necessary for the teacher to add some starter points to the table on Activity Sheet 2.1 before copying it for less-able students. This will model the way they should work and help them get started.

Alternatively, students could be asked to focus on different aspects of the text. For example, one group could list adjectives, another group could find metaphors, some might count opinions and others could think about the different pictures selected. If you are using other examples, students could look at the amount of space given over to each story.

Write your own non-biased article telling the story of this event with as many facts, but as few opinions, as possible.

	1(h) The significance of the media
	2(a) Think about issues by analysing information,
	2(c) contribute to discussion
	Key skills: communication