Language Arts · Grade 7

Active learning ideas

Analyzing Digital Media and Social Influence

Active learning helps students move beyond passive scrolling to examine how digital platforms shape opinions. By manipulating real-world examples, students identify manipulation tactics rather than accepting them at face value, building critical literacy skills that last beyond the classroom.

• Ontario Curriculum Expectations
• CCSS.ELA-LITERACY.SL.7.2

• 30–60 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Gallery Walk
• 45 min · Small Groups

Gallery Walk: Influencer Post Analysis

Print 6-8 screenshots of influencer promotions on posters. Label stations with focus questions on techniques, algorithms, and ethics. Small groups rotate every 7 minutes, adding observations via sticky notes. Conclude with whole-class share-out of patterns.

Explain how algorithms on social media platforms influence the information users consume.

Facilitation Tip

For the Gallery Walk, arrange posts by color or size to subtly guide attention to specific elements like captions or comments.

What to look for

Present students with a screenshot of a social media post from an influencer. Ask them to identify one persuasive technique being used and explain in one sentence how it aims to influence the viewer. Collect responses as students leave.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 02

• Case Study Analysis
• 30 min · Pairs

Pairs: Algorithm Simulation Game

Provide pairs with scenario cards describing user interactions. Pairs sort content cards into 'next feed' piles using engagement rules. They rotate roles, then discuss how choices create biases. Share findings in a quick class chart.

Analyze the persuasive techniques used by influencers to promote products or ideas.

Facilitation Tip

In the Algorithm Simulation Game, limit the number of swaps students can make to model how platforms prioritize certain content over others.

What to look for

Pose the question: 'Should social media platforms be held responsible for the spread of misinformation amplified by their algorithms?' Facilitate a class debate, prompting students to use evidence from their analysis of influencer content and targeted ads.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 03

• Jigsaw
• 50 min · Small Groups

Jigsaw: Persuasive Techniques Experts

Assign small groups one technique (e.g., social proof, urgency). Groups research examples from media clips, prepare mini-teachings. Experts jigsaw into new groups to share. Assess via exit tickets on applications.

Evaluate the ethical implications of targeted advertising and personalized content.

Facilitation Tip

During the Ethics Debate Prep, assign roles like ‘platform representative’ or ‘user advocate’ to ensure balanced perspectives.

What to look for

Provide students with a scenario describing a new product launch promoted via social media. Ask them to write two sentences explaining how an algorithm might influence who sees the ad and one sentence describing a persuasive technique an influencer might use to promote it.

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 04

• Case Study Analysis
• 60 min · Whole Class

Whole Class: Ethics Debate Prep

Divide class into pro/con teams on 'Targeted ads: helpful or harmful?' Teams gather evidence from prior activities, outline arguments. Hold structured debate with rebuttals. Vote and reflect on persuasion used.

Explain how algorithms on social media platforms influence the information users consume.

Facilitation Tip

For the Jigsaw activity, provide a graphic organizer to help students categorize persuasive techniques systematically.

What to look for

Present students with a screenshot of a social media post from an influencer. Ask them to identify one persuasive technique being used and explain in one sentence how it aims to influence the viewer. Collect responses as students leave.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

A few notes on teaching this unit

Teach this topic by starting with experiences students already have, then layering analysis and evidence. Avoid lecturing about ‘what to think’—instead, teach ‘how to think’ by modeling close reading of media and discussing real examples. Research shows that when students engage with media they actually use, their analysis becomes more nuanced and personally relevant.

Successful learning shows when students can explain how algorithms prioritize engagement over balance and recognize persuasive techniques in content they encounter daily. They should also articulate ethical concerns about privacy and transparency in digital spaces.

---

Watch Out for These Misconceptions

• During the Algorithm Simulation Game, watch for students who assume the feed shows a balanced mix of content.

  Pause the simulation midway to ask, ‘What patterns do you notice in the content that appears most frequently?’ and have groups present their findings to challenge assumptions.

• During the Gallery Walk, watch for students who overlook subtle sponsorship cues.

  Provide sticky notes with examples of disclosure language and ask students to annotate posts where they spot these or other hidden cues.

• During the Jigsaw activity, watch for students who believe targeted ads are always beneficial to users.

  Have expert groups prepare a two-column chart: one side listing benefits, the other risks, and require them to present both during their debrief.

---

Methods used in this brief

• Gallery Walk
• Case Study Analysis
• Jigsaw