LESSON TITLE: The Credibility Challenge Lesson #: ___2___

TEACHER NAME: ___Chloe Lee ___________ DATE:_ April 13, 2017______________

Attach any handouts or materials required for this lesson.

Preparation/Planning
ESL Course: ESOL 49
Level Beginning Intermediate Advanced Multilevel
Topic/Theme:

Listening Activelisteningtoinstructorandclassmates
Objectives Activelisteningtocommunicateinsmallgroupandclass
discussion

Speaking Small group discussion in English based on reliable and unreliable

Reading
Writing
Bridging
What background knowledge
do the students already have?
What will you do to activate
or link students prior
knowledge or experience to
upcoming content?
Engagement with New Material
What will you do to engage
students in the active learning about reliable and unreliable sources because it is the topic that my
of the new material?
What will you do to ensure
that all students are engaged? They will complete the worksheet as they identify features that
sources. They will discuss why and how it is reliable. Furthermore,
students will share what they have learned through reading reliable and
unreliable sources to understand the difference between the two. Students
will answer the following questions:
Whatdidyoulearnabouthappiness?
Arethevisualsrelevanttothetopicofhappiness?
Isthearticlereliableenoughtowriteaportionofyourresearchpaper?
Students will read one reliable and one unreliable article in order to
determine reliable sources for their upcoming research. They will
determine why it is reliable or not through the worksheet that each group
will complete.
Students will write down their answers on the worksheet to demonstrate
their understanding of reliable and unreliable sources.
The students are starting to work on their research paper. They went
over the essay prompt and they have seen the instructor modeling how
to find a reliable article. The instructor will go online and show what
search engines to use. Now, it is the students turn to find reliable
articles for their research topic.
In order to activate their prior knowledge, I will go over how a research
paper is written and model again what has been reviewed in the
previous class to help them recall their prior learning.
I will engage the students with the topic of happiness in the discussion
students are interested in. It is important to choose a topic that most of
the students are interested in.
A worksheet will be assigned to each group of three (See Appendix B).
differentiate reliable from unreliable sources.
Application
What opportunities will you
provide students to practice
and apply their
knowledge/skill to meet the
objectives for this lesson? To
apply to other contexts?
Assessment
How will you assess their
learning of the objectives?
Closing
How will you help students
recap the learning and link it
back to the original purpose of
the lesson?
Technology and Materials
If applicable for your context
and your lesson, how will you
meaningfully integrate
technology into your lesson?
Reflection
What went well? How do you
know?
What didnt go as planned?
What contingency plan did
I will provide the students with the opportunity to notice the difference
between reliable and unreliable sources. The only way for them to be
aware and notice is through doing hands-on projects where they
discover the answers on their own. They will apply compare and
contrast as part of their knowledge/skills to meet the objectives for this
lesson. After the activity, the students will look at the sources for their
own research and demonstrate one example of reliable and one
example of unreliable source.
The learning objectives are for the students to notice, identify, and
become aware of what reliable sources look like and where they can
find it. In order to assess the learning objectives, I will assign in-class
activities that relates to supporting students to find the right source.
I will help the students to recap the learning and link it back to the
original purpose of the lesson by restating the questions they must ask
when identifying a reliable source.
I have attached the worksheets, guiding questions, and two articles.
During class session, I will use a doc came when I am going over the
worksheet with the students and use projector when I am showing the
online process on how to use search engines.
Students did well on differentiating between reliable and unreliable
sources. To some students it was a review and to some students it was a
new topic. However, I was able to know the outcome because when I
walked around and spoke with each small group, the response from the
students were right on track. Most of the students were able to know if
the article was reliable or unreliable by asking the first question what
did you learn about happiness?. If they have not learned much and the
article does not go in depth, they automatically knew it was unreliable.
Showing the different search engines did not go well. There were many
search engines, such as EBCOhost, JSTOR, Ethnic NewsWatch,
Newspaper Source Plus, and US Newsstream, that students were able
to use. However, students wanted to know the difference in each
engine. Because I have not used all of the provided search engines, I
explained them in a way that these are like google, yahoo, and bing to
find reliable sources for research paper. Students understood when I
compared the search engines they were familiar with. However, I
thought I could have explained better on how each one of them are
different and how useful they are in a certain way.
Following the questions for search engines, I gave the examples of
you employ? what the students were familiar with so that their comprehension will
flow better.
What would you do If I had a chance to redo it, I will definitely know the difference of all
differently next time? search engines that the school provides in school library.

Did your students meet the With the guiding questions and worksheet to support their
purpose and objectives for this
understanding of differentiating the reliable and unreliable sources, the
lesson? What is your student met the purpose and objectives for the lesson. My evidence for
evidence for each? each are the worksheet the students completed by the end of the class.
What do your students need Now that the students know how to differentiate reliable and
next? How do you know? unreliable, it is now their turn to find an article that suitable for their
research topic and see if it is reliable or unreliable.
What did you learn about your Glow: As a teacher, I think I chose a relevant topic that the students
glows and grows as a teacher? are interested in. Because we are almost at the end of the semester,
What can you do to work on many students were under the stress. Having said this, it was a good
your areas needing growth? topic to read about happiness and how important it is to be happy. Not
it only was a relevant topic, but it changed the learning atmosphere.

Grow: I could have done a better job of explaining the search engines.
Even though it is alright to use all of the given search engines from the
library, I wish I can go back and explain what each engines are for. In
that way, when the students go back and try to search for their articles,
they know right away which search engines to choose.

Appendix:

A. Guiding Questions
B. Worksheet
C. Pursuit of Happiness

A. Guiding Questions
How do I identify reliable sources?
When collecting evidence for a research project, information report, argument paper, or similar task, it is
important to use factual information. For an argument paper, it is true you want to sway your reader and
will have a clear position and perspective. However, basing your evidence on facts will be more
convincing to your readers. For a research project or report, you will want to include accurate and reliable
facts and information. Consider the following when you collect evidence so you can use credible sources.
Does the writing seem too good to be true?
Sometimes content seems so amazing that it makes a reader wonder if its true or not. Beware of this as it
can indicate unreliability and inaccuracy. Ask these questions to help you determine if the writing might
be largely untrue: Does this information seem unbelievable? Does it make sense to you or others? Does
what you read conflict with something you already know to be true? Does the writing seem like hyperbole
where something is grossly exaggerated? Is there a way to check this information out so you know
whether it is true or not?
Who wrote this information?
Identifying the author can help you determine the credibility and truthfulness of your source. Consider
these questions: What is the authors education, training, or experience as it relates to this content? Does
he or she have a professional title or is he or she recognized as an authority? Is the author connected
with an organization? If so, can you determine if it is a respected organization? Can you contact the
author or the company? If the author is unnamed, can you take extra steps to find information about this
author?
When was the article written?
For certain topics, how old the information is can impact the reliability and accuracy. Does the author
include a date for the information written? Is it important that the information be current or are you
researching a topic from long ago? Do the links on the site work, or are they outdated?
Can the information be verified?
To check the accuracies of information, we might consider these questions: What sources does the author
of this information use? Are these sources listed in the article? Does the author include a works cited or
other links to provide additional resources or original source information? Are there identified sources
for any data or statistics in the content? Can you find other sources that share the same information, or is
this the only source?
How might the tone or style of the writing reflect its credibility?
The actual design of the website will not necessarily mean it is unreliable. What is most important is the
actual writing. The way in which an article is written can reveal clues about its credibility. Consider the
following: Does the article have several grammar, spelling, punctuation, or capitalization errors? Is the
writing emotional and include language that has a bitter, critical, or demanding tone? Is the writing so
informal that it seems hard to trust? Does it seem unfair or extremely slanted to a point of view and
biased? If it is biased, are there facts to back it up or other sites to verify what it states? Does it seem like
it would anger or manipulate people?
Why does the author write this information?
Sometimes people write articles for reasons that contribute to unreliability, bias, and untruths. This
doesnt mean that a company writing an article about something it is passionate about will be unreliable.
Or that a person who writes a persuasive piece is completely biased. Argument papers are by nature meant
to persuade a reader, so take this into account while reading. As you read sources, use your judgment and
the clues about credibility to make sure you access the information you need to satisfy your task.

Figure 8.10 Reprinted From Google Search Education/Lesson Plans

(http://www.google.com/insidesearch/searcheducation/lessons.html).B.

B. Worksheet
RELIABLE RECORD SHEET
Search Topic: _________________________ Site Address:
________________________________
Group Members: ______________________________________________ Class Period:
________
Directions: Review a site and answer these questions and prompts. You may divide this task
among group members.
Who wrote this information?

What is the authors education,

training, or experience as it relates to
this content?

Does s/he have a professional title or

is s/he recognized as an authority?
Identify the title.

Is the author connected with an

organization? If so, can you determine
if it is a respected organization? Name
the organization.

Can you contact the author or

company? How?

If the author is unnamed, can you take

extra steps to find information about
this author? What steps did you take?

When was the article written?

Does the author include a date for the

information written? What is it?

Is it important that the information be

current or are you researching a topic
from long ago?

Do the links on the site work, or are

they outdated?

Can the information be verified for accuracy?

What sources does the author of this

information use? Name one.

Are these sources listed in the article?

Does the author include a works cited

or other links to provide additional
resources or original source
information? Identify one.
Are there identified sources for any
data or statistics in the content? Write
one statistic and its source.

Can you find other sources that share

the same information, or is this the
only source? Name which other
source you accessed.
FIGURE 8.8 Reprinted from Google Search Education/Lesson Plans
(http://www.google.com/insidesearch/searcheducation/lessons.html).

C. Reliable Pursuit of Happiness Article In Pursuit of Happiness by Olivia Mellan and Sherry
Christie

Unreliable Happiness Article - http://www.successconsciousness.com/happiness-articles.html