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Team Teach Lesson Plan
Team Teach Lesson Plan
Team Teach Lesson Plan
Teachers: Subject:
Gloria Garza-Wells Josue Diaz Timothy Singer How to Identify Fake News
Common Core State Standards:
● Integration of Knowledge and Ideas
● 11-12.RI.7
o Integrate and evaluate multiple sources of information presented in different media or formats (e.g.,
visually, quantitatively) as well as in print in order to address a question or solve a problem.
● 11-12.RI.8
o Delineate and evaluate the rhetorical effectiveness of the author's ' reasoning, premises, purpose, and
argument in seminal U.S. and world texts.
● 11-12.RI.9
o Analyze foundational U.S. and world documents of historical and literary significance for their themes,
purposes, and rhetorical features.
Objective (Explicit):
● Students will be able to recognize the differences, and provide examples of, factual based news
articles/stories, and those that are either satire or lacking factual evidence/research.
Evidence of Mastery (Measurable):
◻ Include a copy of the lesson assessment.
◻ Provide exemplar student responses with the level of detail you expect to see.
◻ Assign value to each portion of the response.
● Student grades will be based up a Grading Scale of 1 - 10, where 1 is the lowest, and 10 is the
highest.
● A grade of 1 means that there was minimal effort and they did not meet the standards as shown
above.
● A grade of 10 means that all resources were used to divulge whether or not a news article was
fabricated or truthful.
● A middle grade, 4 - 6, will be given upon students showing understanding, and possibly delving
into the subject matters more intently, but not necessarily using all source materials as intended.
● 7 - 9 will be given based on knowledge and resources used, but still needing more substance to
drive the point home of why the article was false or factual.
Sub-objectives, SWBAT (Sequenced from basic to complex):
◻ How will you review past learning and make connections to previous lessons?
◻ What skills and content are needed to ultimately master this lesson objective?
◻ How is this objective relevant to students, their lives, and/or the real world?
● SWBAT: Analyze and Evaluate news articles for integrity and factuality based upon outside
resources and further readings on the Subject Matter.
● SWBAT: Explain to their classmates in articulate and easy to understand presentations as to why
the article was factual or fabricated.
● SWBAT: Draw reasonable conclusions to news articles and stories that are circulating in the
current administration, and will be able to conduct in class lectures/discussions based upon their
new understandings of the material presented to them.
Key vocabulary: Materials:
Internet or new articles
Credible (adj.) Believable based on evidence,
convincing
Discern (v.) To recognize or identify, to perceive
something using your senses
Impressionable (adj.) Easily influenced or
persuaded
Differentiation Strategy
◻ What accommodations/modifications will you include for specific students?
◻ Articles will be read aloud in class and accessible to every student.
◻ Do you anticipate any students who will need an additional challenge?
Allow students to work in pairs when evaluating sources.
2
Teacher Will: Student Will:
◻ How will you ensure that all students have multiple ◻ How will students practice all knowledge/skills required
opportunities to practice new content and skills? of the objective, with your support, such that they
◻ What types of questions can you ask students as continue to internalize the sub-objectives?
you are observing them practice? ◻ How will students be engaged?
◻ How/when will you check for understanding? ◻ How will you elicit student-to-student interaction?
◻ How will you provide guidance to all students as ◻ How are students practicing in ways that align to
they practice? independent practice?
◻ How will you explain and model behavioral
expectations?
◻ Is there enough detail in this section so that
another person could facilitate this practice?
Instructor will conduct activity that has Students will have to review each given resource
students guess based on observation whether and based upon evidence from the source, make a
or not a given piece of content is trustworthy judgement as to whether or not the source was
or unreliable. reliable or unreliable.
G
u
Instructor facilitates a circle order in which the Peer constructive criticism/debate is encouraged
i
resource is shown, each student called on within civil class discussion about a given
d
explains their opinion on the reliability and resource.
e
then after those have spoken are finished the
d
truth is revealed and explained with examples Student engagement occurs as a result of their
within the source cited. involvement in going through the resources and
P
having to make a judgement.
r
See list provided (Game Resource for
a
Instructor)
c
t
Instructor will guide class discussion towards
i
why a given source may be reliable or
c
unreliable.
e
Co-Teaching Strategy
◻ Which co-teaching approach will you use to maximize student achievement?
◻ Additional instructors could each take an equal portion of the class to work through more in depth instructed guidance
and discourse on the lesson.
Differentiation Strategy
◻ What accommodations/modifications will you include for specific students?
◻ Captions are provided with video sources, and textual sources will be read aloud in class. Translations will also be
provided.
◻ Do you anticipate any students who will need an additional challenge?
◻ If students need the extra challenge allow them to show that they can go through a source and a provide specific
examples that show whether a source is reliable or unreliable.
◻ How can you utilize grouping strategies?
3
n ● Student will be given Lesson 1 handout and
t ● Teacher will give each student time to apply it to news articles located on the
P independently complete their worksheet internet and print.
r ● Teacher will check for understanding
a ● Teacher will provide rubric for students ● Students will find an event in history that
c before hand to self evaluate. can be easily mistaken for “fake news”
t ● Students will use rubric to make sure they
i are on task
c Co-Teaching Strategy
e ◻ Which co-teaching approach will you use to maximize student achievement?
One Teach, One Assist- One instructor focuses on helping individual students
Differentiation Strategy
◻ What accommodations/modifications will you include for specific students?
◻ Do you anticipate any students who will need an additional challenge?
These students will be able to create a photo journal while the rest of the class can use a graphic organizer
For each of the following statements, rate how strongly you agree.
1. Do a Visual Assessment Assess the overall design. Fake news sites often look amateurish,
have lots of annoying ads, and use altered or stolen images. Yes No
Overall, does the news article and website seem high quality?
2. Identify the News Outlet The Wall Street Journal and CNN are examples of news outlets. If
you haven't heard of the news outlet, search online for more information. Yes No
3. Check the Web Domain Many fake news URLs look odd or end with ".com.co" or ".lo" (e.g.,
abcnews.com.co) to mimic legitimate news sites. Yes No
4. Check the "About Us" Section Trustworthy news outlets usually include detailed
background information, policy statements, and email contacts in the "About/About Us"
section. Yes No
4
5. Identify the Author Fake news articles often don't include author names. If included, search
the author's name online to see if he or she is well known and respected. Yes No
6. Identify the Central Message Read the article carefully. Fake news articles often push one
viewpoint, have an angry tone, or make outrageous claims. Yes No
7. Assess Spelling, Grammar, and Punctuation If the article has misspelled words, words in
ALL CAPS, poor grammar, or lots of "!!!!," it's probably unreliable. Yes No
8. Analyze Sources and Quotes Consider the article's sources and who is quoted. Fake news
articles often cite anonymous sources, unreliable sources, or no sources at all. Yes No
9. Find Other Articles Search the internet for more articles on the same topic. If you can't find
any, chances are the story is fake. Yes No
http://blogs.proquest.com/wp-content/uploads/2017/01/Fake-News1.pdf
5
Checkers FactCheck.org, Snopes.com, PolitiFact.com are widely trusted fact-checking
websites. Yes No
Do the fact checkers say the news story is true? Based on your research, do you think the
article is more likely to be true or false? Explain
https://www.reddit.com/r/fakenews/comments/836xj8/elon_is_giving_his_fortune_away_to_canadanew/ (“fake”)
http://www.bbc.com/news/world-us-canada-43450805 (reliable)
http://www.clickhole.com/article/doing-his-part-support-high-school-students-walkin-7570 (unreliable)
https://www.npr.org/2018/03/18/594756338/britain-accuses-russia-of-stockpiling-deadly-nerve-agent (reliable)