|High School Library
December 20, 2016
|Objective: English 9 students will learn about misinformation and disinformation and develop the skills needed to critically evaluate information. Students will be asked to identify and debunk at least one fake news story.|
|Essential Question: What media literacy skills do students need to evaluate the reliability of a news source?|
|Outline of lesson: |
- Students will login and be introduced to Pear Deck - an app that I learned about at the Google Summit Dec 3-4, 2016 and was recently purchased for those of us who attended the summit.
- Students will participate in a group discussions gauging their background knowledge and personal experience with fake news on the Internet.
- Students will interact with the presentation
- Students will be asked to look for fake news between now and that next time we meet to share and debunk.
Students will indicate learning and understanding through Pear Deck responses. I will be quick check their responses throughout the lesson. Pear Deck allows teachers to save sessions which means we save the class set of responses and can review students answers and complete the lesson.
Formal Assessment/Final Activity (may need to do in another block):
Students will be asked to debunk one fake news story - in a Google Doc, screen castify, graphic or other method.
Students will be asked to indicate questions they still have about identifying misinformation and disinformation and concerns they have about the effects of fake news.
I have created a News Literacy LibGuide with all of the resources I have used or referenced (including my presentation as a Google Slides). I shared the guide with students for future use and independent learning. bit.ly/dontgetduped
|INDICATOR 2a: Planning of instructional content that is aligned with standards, builds on students’ prior knowledge and provides for appropriate level of challenge for all students.||I had worked with Mrs. Malavazos' English 9 class for their research projects and many students wanted to "just Google" information. I noticed that despite both she and I discussing web site evaluation, students were not reading sites critically.|
|INDICATOR 2b: Planning instruction to cognitively engage students in the content.||I will use current events and social media and ask students to share their own experiences. Students will be engaged by working along with me but on their own computers.|
|INDICATOR 2c: Selecting appropriate assessment strategies to monitor student progress.||Students will be assessed through discussion, feedback through Pear Deck and a final activity.|
|INDICATOR 3a: Implementing instructional content for learning.||Students will understand the the CRAAP test that we taught them was NOT just for school research. They will understand the importance of critically and skeptically reading, especially on the Internet. They will understand that misinformation and disinnformation is an epidemic in the world we live in.|
|INDICATOR 3b: Leading students to construct meaning and apply new learning through the use of a variety of differentiated and evidence based learning strategies.||Students will be watching, listening and reading throughout the lesson and will be asked to provide feedback in multiple ways. Student will be allowed to submit their Fake News DeBunk to me through Google Doc, a Screencastify, a graphic.|
|INDICATOR 3c: Assessing student learning, providing feedback to students and adjusting instruction.||Students will be asked implement learning throughout the lesson. I will observe and talk to students to monitor their level of understanding and adjusting instruction as needed.|
|CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. |
CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of evidence
|ISTE (Insternational Society for Technology in Education) |
Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
3a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
3b Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
3c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
|AASL (American Association of School Librarians) Standards for 21st Century Learner|
Indicator 1.1.4: Find, evaluate, and select appropriate sources to
- Identify and prioritize possible sources of information based on specific information needs and strengths of different information formats.
– Use specialized reference materials to find specific and in‑depth information.
– Use both primary and secondary sources.
– Evaluate sources based on criteria such as copyright date, authority of author or publisher, depth of coverage, and relevance to research questions.
News literacy lesson plan with indicators & standards
Writing a lesson plan prior to an evaluative observation is time consuming. The following is the lesson I wrote for the news literacy/fake news lesson I taught 9th graders. I have included Connecticut Indicators and Common Core, ISTE and AASL Standards. I hope this helps others creating similar lessons.
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