{"product_id":"language-digital-media-assessment-pack-immediacy-distance-multimodality-grades-11-12","title":"Language in Digital Media Assessment Pack | immediacy and distance, multimodality, commentary, exam planning | Language \u0026 Media Unit | Grades 11–12","description":"\u003cp\u003e\u003cstrong\u003eLanguage in Digital Media Assessment Pack\u003c\/strong\u003e is a complete language and media unit for grades 11–12 that combines writing practice with two original practice assessments: a 32-page student book and a 20-page teacher guide with expected answers, timed lesson plans and marking guidance. It works with Koch and Oesterreicher’s model of communicative immediacy and distance, which separates the medium (spoken or written) from how a message is organized, and adds multimodal analysis of image, voice and writing.\u003c\/p\u003e\u003cp\u003eStudents start by placing two messages on both dimensions: “there soon, same place?” in a familiar chat and a prepared voice message that says “The meeting begins on 12 June at 2 pm in room 3”. They then analyze a school video in which a casually dressed speaker says “Glad you’re joining us” while a calendar and subtitles give exact dates, take apart the claim that emojis destroy language and should be banned from all school communication, and look at a student who notices after 60 minutes that the task asked for a comparison. The two practice assessments deal with a school that wants short illustrated posts and a newsroom that replaces a written circular with an explanatory video.\u003c\/p\u003e\n\u003ch2\u003eWhat's Included\u003c\/h2\u003e\n\u003cul\u003e\n\u003cli\u003e32-page student book (A4 PDF): four five-page sections, each with explanation, case material, workshop, judgment page and extension page\u003c\/li\u003e\n\u003cli\u003eFour original case materials (M1–M4): a chat message and a voice message, a school video, a short text calling for an emoji ban and a 90-minute writing plan that goes wrong\u003c\/li\u003e\n\u003cli\u003eConcept page defining medium, conception, immediacy and distance, with a relationship task\u003c\/li\u003e\n\u003cli\u003eTwo practice assessments in the student book, each with an original source text, a task page (25\/40\/25\/10 marks) and a writing plan, plus a jigsaw, a portfolio page and a self-check\u003c\/li\u003e\n\u003cli\u003e20-page teacher guide (A4 PDF): aims, sequence planning, differentiation, a minute-by-minute plan for each 90-minute lesson and expected reasoning for every A, B and C task\u003c\/li\u003e\n\u003cli\u003eFeedback and exit-diagnosis pages for each section, and marking guidance for both practice assessments on a 100-point scheme\u003c\/li\u003e\n\u003cli\u003eEditable Word text edition (.docx) with its own pagination\u003c\/li\u003e\n\u003cli\u003eSources and an AI production note on the final teacher page\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ch2\u003eFour 90-Minute Lessons + Assessment\u003c\/h2\u003e\n\u003col\u003e\n\u003cli\u003e\n\u003cstrong\u003e1 · Two dimensions rather than one label\u003c\/strong\u003e — Student book pp. 3–7. A chat can be written yet conceptually immediate; a lecture read aloud can be spoken yet conceptually distant. Students place two messages on both axes, turn the chat message into a public announcement without just fixing spelling, and debate why “digital equals oral” does not hold.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003e2 · Multimodality extends the model\u003c\/strong\u003e — Pp. 8–12. What image, voice and writing each contribute. Students separate staged familiarity from explicit information in a school video, build a table of resources and functions, and ask whether a text can be personal and institutional at once.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003e3 · Argument rather than feature list\u003c\/strong\u003e — Pp. 13–17. Reconstructing claim, example and conclusion. Students find the missing premise in “Emojis destroy language…”, write a counterargument with an example from section 2, and discuss when an observation becomes an unjustified generalization.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003e4 · Planning and checking\u003c\/strong\u003e — Pp. 18–22. Command word, text type, audience and revision time. Students analyze a 10\/15\/50\/15-minute plan that a classmate ignored, create a five-point checklist and debate whether fluent writing that misses the task should get a high mark.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eConcepts, practice assessments and jigsaw\u003c\/strong\u003e — Pp. 23–32. Concept page, two timed practice assessments with writing plans, a jigsaw, a portfolio page and a self-check.\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003ch2\u003eStudents Will Learn To\u003c\/h2\u003e\n\u003cul\u003e\n\u003cli\u003eDistinguish the medium of a message (phonic or graphic) from its conception on the scale between immediacy and distance\u003c\/li\u003e\n\u003cli\u003eExplain how image, voice and writing interact in a multimodal text and why planned texts can still sound familiar\u003c\/li\u003e\n\u003cli\u003eReconstruct an argument and identify an unstated premise before writing a counterargument\u003c\/li\u003e\n\u003cli\u003ePlan a timed response by identifying the command word, text type and audience, and revise for evidence and coherence\u003c\/li\u003e\n\u003cli\u003eWrite a source-based commentary for a school audience in a 90- or 135-minute practice assessment\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ch2\u003ePerfect For\u003c\/h2\u003e\n\u003cul\u003e\n\u003cli\u003eGrades 11–12 ELA and English Language courses studying language change and digital communication\u003c\/li\u003e\n\u003cli\u003eTeachers who need marked practice assessments on language and media with original source texts\u003c\/li\u003e\n\u003cli\u003eClasses that confuse “written” with “formal” and “online” with “oral”\u003c\/li\u003e\n\u003cli\u003eWriting workshops on planning and revising timed analytical essays\u003c\/li\u003e\n\u003cli\u003eUK, Australian and IB classes: roughly maps to A Level English Language (Years 12–13), Years 11–12 senior secondary English and IB Diploma language courses\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ch2\u003eWhy Teachers Choose This Unit\u003c\/h2\u003e\n\u003cul\u003e\n\u003cli\u003eEvery lesson is timed: opening (0–10 min), exploration (10–30), analysis (30–55), experiment (55–75) and consolidation (75–90), so you can see where a 45-minute break falls.\u003c\/li\u003e\n\u003cli\u003eEach analysis task has two support levels. Support 1 starts with two marked details linked to a concept; Support 2 asks students to test an alternative explanation. The guide adds vocabulary cards, sectioned readings and oral rehearsal for students who need them.\u003c\/li\u003e\n\u003cli\u003eMarking guidance splits 100 points into reconstruction 25, analysis and comparison 40, judgment 25 and communication 10, with sub-criteria such as 'serious objection and response 5'. No particular opinion is required for full marks.\u003c\/li\u003e\n\u003cli\u003eThe planning section uses a concrete exam scenario: a 90-minute plan of 10 minutes reading, 15 outlining, 50 writing and 15 revising, and a student who starts writing at once and misses the comparison. The guide’s answer shows which planning step would have caught it.\u003c\/li\u003e\n\u003cli\u003eAll cases and assessment texts were written for this unit, so students meet them fresh and you can mark responses against the expected reasoning in the guide.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cstrong\u003eSave with the bundle:\u003c\/strong\u003e this unit is part of the \u003ca href=\"https:\/\/teachlessons.us\/products\/language-digital-media-bundle-emojis-memes-multimodal-analysis-online-communication-grades-11-12\"\u003e\u003cstrong\u003eLanguage \u0026amp; Digital Media Bundle\u003c\/strong\u003e\u003c\/a\u003e — all four language \u0026amp; media units for $49.90 instead of $99.96. All 24 upper-secondary units are in \u003ca href=\"https:\/\/teachlessons.us\/products\/upper-secondary-complete-24-units-music-media-philosophy-psychology-grades-11-12\"\u003e\u003cstrong\u003eUpper Secondary Complete\u003c\/strong\u003e\u003c\/a\u003e for $149.90.\u003c\/p\u003e\n\u003cp\u003eTeaching the whole course? See also \u003ca href=\"https:\/\/teachlessons.us\/products\/language-and-communication-in-analog-and-digital-media-grades-10-12\"\u003eLanguage and Communication in Analog and Digital Media\u003c\/a\u003e ($24.99).\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eCreated with AI assistance: ChatGPT (OpenAI) and Claude (Anthropic). Illustrations were generated with OpenAI image generation as discussion prompts; they are not photographs. Edited for classroom use before publication. Sources and the full AI note are on the final teacher guide page.\u003c\/em\u003e\u003c\/p\u003e\n\u003ch2\u003eFrequently Asked Questions\u003c\/h2\u003e\n\u003cp\u003e\u003cstrong\u003eWhich courses and exams does this unit fit?\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003eIt is written for grades 11–12 English Language Arts, language and media electives and media literacy courses that work on language in digital media, multimodal texts and analytical writing. It roughly maps to A Level English Language (Years 12–13) in the UK, Years 11–12 senior secondary English in Australia and IB Diploma language courses. There is no official endorsement by College Board\/AP, IB, any UK exam board, ACARA or a state. The unit was originally developed for German upper-secondary courses; the English edition is a full parallel version.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eHow long does it take?\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003eThe teacher guide plans four 90-minute core lessons covering student book pages 3–22, one per section. Workshop and extension tasks can need extra time. The jigsaw takes 45–60 minutes, and each practice assessment takes 90 minutes, or 135 for extended advanced-course work. The guide says plainly that four double lessons do not cover every activity in the pack, so you choose which extensions and assessments to add.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eDo I need to teach the immediacy-distance model first?\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003eThe student book introduces it in section 1. A diagram places private chat, legal text, conversation and formal address on two axes, and the concept page defines medium, conception, immediacy and distance. The explanation stresses that the model does not rank good and bad language and that one feature, such as short sentences, is not enough to place a text. Koch and Oesterreicher’s publication is listed in the sources if you want to read further.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eHow is it delivered?\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003eInstant digital download after checkout: the 32-page student book and the 20-page teacher guide as A4 PDFs, plus an editable Word text edition. The PDFs print on US Letter if you select fit-to-page in the print dialog. For graded use, the guide recommends handing out only the source material and tasks and keeping the teacher guide separate. Published primary texts, translations and third-party recordings are not included.\u003c\/p\u003e\n\u003cscript type=\"application\/ld+json\"\u003e{\"@context\": \"https:\/\/schema.org\", \"@type\": \"FAQPage\", \"mainEntity\": [{\"@type\": \"Question\", \"name\": \"Which courses and exams does this unit fit?\", \"acceptedAnswer\": {\"@type\": \"Answer\", \"text\": \"It is written for grades 11–12 English Language Arts, language and media electives and media literacy courses that work on language in digital media, multimodal texts and analytical writing. It roughly maps to A Level English Language (Years 12–13) in the UK, Years 11–12 senior secondary English in Australia and IB Diploma language courses. There is no official endorsement by College Board\/AP, IB, any UK exam board, ACARA or a state. The unit was originally developed for German upper-secondary courses; the English edition is a full parallel version.\"}}, {\"@type\": \"Question\", \"name\": \"How long does it take?\", \"acceptedAnswer\": {\"@type\": \"Answer\", \"text\": \"The teacher guide plans four 90-minute core lessons covering student book pages 3–22, one per section. Workshop and extension tasks can need extra time. The jigsaw takes 45–60 minutes, and each practice assessment takes 90 minutes, or 135 for extended advanced-course work. The guide says plainly that four double lessons do not cover every activity in the pack, so you choose which extensions and assessments to add.\"}}, {\"@type\": \"Question\", \"name\": \"Do I need to teach the immediacy-distance model first?\", \"acceptedAnswer\": {\"@type\": \"Answer\", \"text\": \"The student book introduces it in section 1. A diagram places private chat, legal text, conversation and formal address on two axes, and the concept page defines medium, conception, immediacy and distance. The explanation stresses that the model does not rank good and bad language and that one feature, such as short sentences, is not enough to place a text. Koch and Oesterreicher’s publication is listed in the sources if you want to read further.\"}}, {\"@type\": \"Question\", \"name\": \"How is it delivered?\", \"acceptedAnswer\": {\"@type\": \"Answer\", \"text\": \"Instant digital download after checkout: the 32-page student book and the 20-page teacher guide as A4 PDFs, plus an editable Word text edition. The PDFs print on US Letter if you select fit-to-page in the print dialog. For graded use, the guide recommends handing out only the source material and tasks and keeping the teacher guide separate. Published primary texts, translations and third-party recordings are not included.\"}}]}\u003c\/script\u003e","brand":"Teach Lessons","offers":[{"title":"Default Title","offer_id":58787419390296,"sku":null,"price":24.99,"currency_code":"USD","in_stock":true}],"url":"https:\/\/teachlessons.us\/products\/language-digital-media-assessment-pack-immediacy-distance-multimodality-grades-11-12","provider":"Teach Lessons","version":"1.0","type":"link"}