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Teacher(s) : Daniel Dandurand, Alex Subject:: Direct Instruction

This document provides a lesson plan for teaching students how to spot fake news. The lesson objectives are for students to be able to analyze, describe, and determine the differences between fake and real news when presented with documents for evaluation. Students will use criteria provided to determine bias and verify the accuracy of news. The lesson includes direct instruction where the teacher provides examples of real and fake news and the criteria for evaluating them. Then students practice evaluating news articles through a guided activity where the teacher leads discussion and checks for understanding. Finally, students independently evaluate additional news articles on their own to assess whether they can accurately spot fake news.

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84 views5 pages

Teacher(s) : Daniel Dandurand, Alex Subject:: Direct Instruction

This document provides a lesson plan for teaching students how to spot fake news. The lesson objectives are for students to be able to analyze, describe, and determine the differences between fake and real news when presented with documents for evaluation. Students will use criteria provided to determine bias and verify the accuracy of news. The lesson includes direct instruction where the teacher provides examples of real and fake news and the criteria for evaluating them. Then students practice evaluating news articles through a guided activity where the teacher leads discussion and checks for understanding. Finally, students independently evaluate additional news articles on their own to assess whether they can accurately spot fake news.

Uploaded by

api-383124798
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Direct instruction

Teacher(s): Daniel Dandurand, Alex Subject:


Greenwald, Nick Lange, and Shaye Sweet Spotting Fake News

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards
apply to this lesson

AZ Content Standards
Strand 2. Concept 1 PO 5. Describe the difference between a primary source document and
a secondary source document and the relationships between them.
Strand 2. Concept 1 PO 6. Determine the credibility and bias of primary and secondary
sources
Strand 2. Concept 1 PO 8. Analyze two points of view on the same historical event.
Strand 3. Concept 4 PO 2. Discuss the character traits (e.g., respect, responsibility, fairness,
involvement) that are important to the preservation and improvement of constitutional
democracy in the United States

AZ Anchor Standards
68.RH.1. Cite specific textual evidence to support analysis of primary and secondary
sources.
68.RH.6. Identify aspects of a text that reveal an authors point of view or purpose (e.g.,
loaded language, inclusion or avoidance of particular facts).
68.RH.8. Distinguish among fact, opinion, and reasoned judgment in a text.

ISTE Standards
1. Empowered Learner.
C. Use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
3. Knowledge Constructor.
B. Evaluate the accuracy, perspective, credibility and relevance of information,
media, data or other resources.
C. Curate information from digital sources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or
conclusions.
Objectives (Explicit): Use Blooms verbiage and formula

Students will be able to analyze, describe, and determine the differences between fake news
and real news when presented with documents for evaluation using presented criteria to
determine bias of the author or entity toward the subject in question.

Evidence of Mastery (Measurable): An actual product /Include an explanation of how you


are going to grade/grading tool? (rubric, checklist, etc.)

Using presented criteria students will be able to spot fake news with 75% accuracy

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language


objectives action verbs such as write, list, highlight, etc.)

Key vocabulary: Materials/Technology Resources to be


Fake News Used:
Actual News Laptops/iPads/Smartphones (Student
Facts Preference)
Fabrication Peardeck.com for presentation.
Primary Source
Secondary Source

Opening (state objectives, connect to previous learning, and make RELEVANT to real life)
ENGAGE/ hook the students

Is it fake or is it real, you decide. All too often we are inured with false information. Many
times we see some blurb off to the side of our Facebook page that says so and so will be
missed implying that the person has died. But, if you dig a bit deeper into reputable
sources you find that the person in question is just fine! The purpose of this bit of fake news
is to simply peak our curiosity enough to click on the link in question that inevitably leads us
to some advertisement we would not have clicked on if advertised at face value.
Instructional Teacher Will: Be specific Student Will: Be specific
Input
Provide students with two Listen and follow along with a
examples of legitimate and/or presentation that provides instructions
fake news and criteria on how on spotting fake news articles and how
to spot the differences between to tell if an article is real.
them.

Co-Teaching Strategy/Differentiation How will your instruction look


different for those students who need differentiation or accommodations
during your instructional input/teaching?

Students will be able to use the help of a shoulder partner if needed and
teacher will confirm understanding of new concepts and ask for questions
at each new idea or concept presented.

Guided Teacher Will: Be specific Student Will: Be specific


Practice
Present students two articles Determine whether an article is, or
that contain both fake and real could be, fake news or real news based
news or facts. on the criteria presented to the students
Show the articles and do a Q&A for determining the validity of such.
on whether it is fake news, and
why or why the students think it
is or is not fake news.

Co-Teaching Strategy/Differentiation/Check for Understandinghow are


you going to know if EACH student is ready to move onto independent
practice? And how are you going to differentiate if they do not
understand?

Stop the presentation and get a thumbs up and ask if there are any
questions at this time before moving to independent practice.

Independent Teacher Will: Be specific Student Will: Be specific


Practice Possible idea:
Instructor will give students Students will evaluate two articles and
two articles via the determine if they are real or fake.
peardeck.com presentation to
analyze and determine if they
are fake or real.

Co-Teaching Strategy/Differentiation How will your instruction look


different for those students who need differentiation or accommodations?

If the instructor is confident and confirms understanding then the students


may work independently. If there appears to be some students who are not
as confident then students may work as teams with their shoulder partner.

Closing/Student Reflection/Real-life connections: What connections will students make to


their real lives? What essential questions will they reflect on in their closure of the lesson?
Students are presented with large amounts of information on a daily basis. Some of this
may be in the form of tweets or as expansive as a magazine or newspaper articles. The
essential skill for the student to take away from this lesson is the ability to determine the
credibility of information they are exposed to by applying tools learned in this lesson.

Links:
http://www.pbs.org/newshour/extra/lessons_plans/lesson-plan-how-to-teach-your-students-
about-fake-news/

http://www.pbs.org/newshour/extra/daily_videos/why-is-it-important-for-news-sources-to-be-
trustworthy/

https://www.buzzfeed.com/craigsilverman/viral-fake-election-news-outperformed-real-news-on-
facebook?utm_term=.qdMBRR71L#.twG700p2W

https://www.smithsonianmag.com/history/remedy-spread-fake-news-history-teachers-
180961310/

http://www.npr.org/2016/11/22/503052574/stanford-study-finds-most-students-vulnerable-to-
fake-news

http://edwired.org/2008/12/18/you-were-warned/\
Presentation Method:

Peardeck

Assessment Methods:

Decision Table via Flashcards

Fake News Site #1: https://www.snopes.com/media/notnews/chainsawmassacre.asp


Use this first to introduce the concept. Its about a haunted house which is better at
grabbing their attention and is more accessible than a story about politics.

Fake News Site #2 https://www.snopes.com/immigrants-california-wildfires/


Mexican and Iranian immigrants blamed for California wildfire. Apparently other sites like
Breitbart and Infowars picked up this story and reported it as true, when it wasnt. This shows
that these false stories have the potential to be reported by other sites as well which may make
it seem more real.

Fake News Site #3: https://www.snopes.com/james-comey-taken-from-home/


Report that James Comey was taken from his home. More of a political fake news story.

Good news #1: http://www.independent.co.uk/news/world/middle-east/isis-al-qaryatayn-syria-


attack-kills-civilians-raqqa-islamic-state-army-revenge-a8014746.html

Good news #2:

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