Cara Fidler

Media Literacy: FAKE vs. REAL News UNIT PLAN

SUBJECT AREA: ELA/Journalism, 8th Grade

Central Focus: Students will research, draft, edit and evaluate real and fake news and work collaboratively through the publication
process in order to demonstrate an understanding of what constitutes a credible news source.

Unit Pedagogy: This unit takes students through an inquiry based cycle that has students interact with authentic texts and using
critical tools generate a hypothesis whether or not given information is credible; students then build upon this knowledge to develop
and create their own articles through a collaborative investigative cycle. The unit also uses CONSTRUCTIVIST pedagogy as students
are building upon prior knowledge and their meaning making is developed through a collaborative, creative process. Using a
portfolio-based authentic assessment is both collaborative and reflective.

Context: This unit is being taught in a journalism elective course with 18 female students and 5 male students. There are no ELL
students, 3 students with 504 plans for various medical conditions and dysgraphia, and 2 students with IEPs for language processing.
At least half of the students in this class are GATE identified and are eager to improve their writing skills and enjoy collaborating and
the creative freedom and responsibility that comes with student based and collaborative learning. Throughout the year students go
through the production and writing process in a variety of media and forms including individual articles, a school wide newspaper,
and student media broadcasts. This unit follows an Introduction to Media Literacy Unit where students defined media and identified
purpose and audience for different types of media, asked critical questions to a variety of media and completed group slideshows
applying critical questions to online ads. Following this unit students will publish their articles in collaborative groups on student-
created websites using Google Sites.

Unit Assessments:
- Students will work as a collaborative group to come up with a group topic they are interested in. They will individually
complete an article portfolio of a fake or real news article that fits within that topic. Students will apply the ESCAPE criteria
confirming their article as “real” or “fake” using Evidence, providing Sources, giving Context, identifying an Audience, making
clear their Purpose, and having clarity of Execution. They will complete a writing portfolio submitting research, drafts,
 revisions, self-and peer edits, and a final draft. Students will participate in self-reflection justifying and reflecting on
application of the ESCAPE criteria and the effectiveness of their choices.

Summative 2 (next unit):

- Students work in a group on a creative project to design a website around a topic they are interested in (nature, pop culture,
science, etc.). They will publish two websites: one for the group’s two “real” articles and one for the group’s two “fake” articles.
They will apply the ESCAPE criteria confirming their website as “real” or “fake” using Evidence, providing Sources, giving
Context, identifying an Audience, making clear their Purpose, and having clarity of Execution.

Professional Organization Standards: JEA supports authentic assessments and engaging a variety of media that encourages student
inquiry, creativity, collaboration and critical evaluation.

DAY 1: MONDAY - Introduce ESCAPE acronym for determining Real vs. Fake news. Group Work with Authentic Multimedia Texts
(Adapted from Newseum Media Literacy Resources)

Lesson Objectives: Students will be able to identify and apply key concepts identified in ESCAPE (Evidence, Source, Context, Audience,
Purpose, and Execution) for evaluating news sources through a variety of real and fake online news sources.

Using assigned group roles students will work cooperatively in teams to complete the assigned task.

Essential Questions:
- Are some forms of unreliable news more dangerous than others?
- What happens when mainstream media is labeled as “fake news”?
- How can you identify fake news?
- What are your responsibilities as both consumers and producers of media?

Common Core State Standards:

CCSS.ELA-LITERACY.RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences
drawn from the text.
CCSS.ELA-LITERACY.RI.8.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
CCSS.ELA-LITERACY.RI.8.9
Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the
texts disagree on matters of fact or interpretation.

CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.8.2
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and
evaluate the motives (e.g., social, commercial, political) behind its presentation.
CCSS.ELA-LITERACY.SL.8.3
Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and
sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Materials Activities Best Practices for ELA Traditional vs Authentic

Instruction/Assessment

-Links to “real” and “fake” news Opening (10 mins):
articles: -Do Now: Students will
respond to the prompt: “How
Group 1: do you decide whether or not
Soon You May Be Able to Get the news you find online is
Your Suntan From a Pill trustworthy?” If time permits
they can respond to another
student’s answer following the
established community
Product-driven reading and
writing instruction (unit is
designed with end product in
mind - all lessons drive toward
that final goal)
Previewing whole unit and
vocab
Traditional:
-Body of knowledge students
need to acquire determined by
curriculum/teacher: ESCAPE
terms
-Students answer specific text-
based question to assess
understanding of news articles
to complete the worksheet
Grandpa Nearly Dies after Girl
Unplugs His Life Support So
She Can Charge Her Phone:
Group 2:
Scientists Warn Pink Cows on
the Verge of Extinction
Artist of Stolen $18K Bullet-
Riddled Bieber Painting Says
Thief Called Him to Confess
Group 3:
Clown Candidate Running for
Boston City Council
Samsung Pays Apple $1 Billion
Sending 30 Trucks Full of 5
Cent Coins
Group 4:
U.S. Navy Will Use Xbox
Controllers to Steer Submarine
Periscopes
Eclipse Blinds Thousands of
Trump Fans After Not Believing the overhead one concept at a
Scientists
agreements
-Assign Group roles (Resource
Monitor,
Task Manager, Reporter,
Scribe,
and Facilitator) are assigned
based on Group and seat
assignment and posted on the
white board. Laminated group
role cards provide job
summaries and “sound bites”
--Share unit and lesson
objectives
--Introduce essential questions
--Review critical questions for
media literacy from previous
lessons and four purposes of
media
Introduction of New Material
(10 mins):
-Distribute copies of
E.S.C.A.P.E.
bookmark, one for each
student.
-Introduce E.S.C.A.P.E. acronym
by revealing the visual poster
on
Use of essential questions
Unpacking assessment to
identify necessary
skills/knowledge for success
Use of wide range of different
media from multiple sources
Students engage in interactive,
small-group discussion
Questions drive student-led
reading thought, and
discussion
Lesson uses a mix of media—
particularly real websites to
heighten engagement
Sentence frames support
discussion
Authentic:
-Formative assessment of
knowledge through small
group discussion
-Students work collaboratively
in groups
-Students have opportunities
to connect topics to their own
lives
--Examples are authentic texts
from real-life examples that are
relevant and of interest to
students

Group 5:
15 Pounds of Frozen Italian
Sausage Crashes Down on
Family’s Roof
Virginia DOT to Ban Vehicles
Valued Under $60,000 From
Driving on Interstate 66
--Copy for each student of
E.S.C.A.P.E. Bookmark with key
points which provides bullet
points for each concept
--Additional sample online
articles for guided practice
--Copy of “E.S.C.A.P.E” Junk
News Worksheet for each
student of their group
assigned acronym: either
Evidence, Source, Context,
Audience,
and Purpose. One copy for
each student of worksheet
“Execution” (attached as a
separate document)
--Group Role Cards (one set
time, calling upon students to
share the key points from their
bookmarks.
--Explain that considering even
one of these six concepts can
help determine whether
information is reliable.
Guided Practice (15 mins):
-Teacher reads brief sample
article aloud sharing on
overhead, modeling
active reading
strategies.
-Teacher asks students to turn
and
talk to discuss their first
impressions of the article.
-Teacher puts “Execution”
worksheet on the overhead
projector and restates
questions
to ensure clarification.
Students
vote by raising hands to share
their score for each section
(clarity, style etc) and raise
hands
to share justification.
-Teacher puts “Evidence” on
worksheet on overhead and
for each group) which define
individual roles and
responsibilities for Resource
Monitor, Task Manager,
Reporter, Scribe, and Facilitator
models thinking through
answer
for first question finding fact
one
from the article. Teacher cold
calls to find another fact from
the
audience. Teacher models
process for verifying fact on
computer projected on screen.
-Teacher continues above
process
working through one example
for
“Source” and “Context” using
targeted questioning to
determine
whether or not more modeling
is
necessary.
Group Work/Independent
Practice (25 mins):
-Teacher directs students to
location of group article links
in
Google Classroom (or other
hyperlink document or print
out ahead of time). –Teacher
refers students to posted
group roles on the whiteboard
and writes group# with
assigned
group worksheets on the
board
(ie Group #1: Evidence and
Execution, Group #2: Source
and Execution). Teacher checks
forunderstanding by having
groupmembers raise their
hands toindicate their assigned
group roles. Teacher directs
student
resource monitors get the
worksheets for their group
from the materials table and a
set of
group role cards.
-Teacher circulates while
students
work in small groups asking
probing questions to guide
group
work and discussion and to
perform on the spot
assessments.

Closing (5 mins):
-“Reporters” provide updates
on group work
-Teacher
asks that the “scribe” compile
 group worksheets and informs
students they will begin class
tomorrow by reviewing their
worksheets and preparing for
class presentations.
-Exit slip on process

DAY 2 Tuesday: Group Presentations and Discussion Questions

Lesson Objectives:
Students will present their evaluations of the credibility of a variety of websites.

Students will analyze and discuss their evaluations and apply their findings to the previous lesson’s essential questions.

Common Core State Standards:

CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.8.1.A
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
CCSS.ELA-LITERACY.SL.8.1.B
Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and
define individual roles as needed.
CCSS.ELA-LITERACY.SL.8.1.C
Pose questions that connect the ideas of several speakers and respond to others' questions and comments with
relevant evidence, observations, and ideas.
CCSS.ELA-LITERACY.SL.8.1.D
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of
the evidence presented.
CCSS.ELA-LITERACY.SL.8.2
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and
evaluate the motives (e.g., social, commercial, political) behind its presentation.
CCSS.ELA-LITERACY.SL.8.3
Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and
sufficiency of the evidence and identifying when irrelevant evidence is introduced.
CCSS.ELA-LITERACY.SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound
valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Materials Activities Best Practices for ELA Traditional vs Authentic

Instruction/Assessment

-Links to “real” and “fake” news Opening (5 mins):

articles from Monday’s lesson
-“ESCAPE Junk News
Worksheets” from Monday’s
lesson
-Review ESCAPE acronym
-Clarify Group Roles and Task
Group Work (15 mins):
-Using Group roles Complete
assigned worksheet
-Prepare for whole class share-
out of article and findings
Group Presentations (25
minutes):
-Each group presents brief
summary of article and
findings applying ESCAPE
Sentence frames and assigned
group roles support discussion
and presentation.
Students connect subject
matter to real-life experience.
Students engage in interactive,
small-group discussion
Traditional: Lesson begins as
teacher-led with
Teacher provides specific
discussion questions
Authentic: Students connect
with news stories that appeal
to them and unit is rooted in
real-life experience
Students collaborate to
prepare for presentation with
peers
Whole Class Discussion (10 Students choose how they
mins): present their findings

1. From one E.S.C.A.P.E.

concept alone, could you make
a determination about the
reliability of this story? Why or
why not?
2. Which of these
concepts do you think is the
most helpful in figuring out
whether information is
reliable? Why?
3. Which of these
concepts do you think is the
most difficult to understand or
apply? Why?
4. Did you feel you had
enough time to apply your
concept to this story? In real
life, how could you speed up
the process of evaluating
information that crosses your
path?

Closing (5 mins):
Exit slip: address one of the
discussion questions
DAY 3: Wednesday – MUSE News Individual Practice

Lesson Objectives:
Students apply key concepts identified in ESCAPE (Evidence, Source, Context, Audience, Purpose, and Execution) to identify the “fake
news” article in a collection of articles.

Common Core State Standards:

CCSS.ELA-LITERACY.RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences
drawn from the text.
CCSS.ELA-LITERACY.RI.8.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

Materials Activities Best Practices for ELA Traditional vs Authentic

Instruction/Assessment

-5 sets of” “Spot the Fake
News” articles from various
issues of Cricket Media Muse
-“Muse News! Spot the Fake
Story” Worksheet
Opening:
-Distribute one set of articles
to each student, having each
table or group of 5 students
working on the same group of
articles
-Explain that they will work
independently to read the brief
articles and apply the ESCAPE
criteria to each article
Students use a graphic
organizer to organize their
thoughts and analyses.
Students engage with articles
chosen to support their
interest.
Traditional:
-Students complete teacher
worksheet to apply set terms
for analysis
-Students read independently
for analysis
Authentic:
-Informational texts from
authentic texts on topics
relevant to teens and written
for/by teenage audience.
-After reading all the articles -Informal assessment through
they will determine which collaborative small-group
article is the FAKE news article discussion
-Preview Jigsaw strategy: -Students apply knowledge
explain they will get to be the practically to determine which
“experts” for tomorrow’s small article is “fake” and become
group discussion. experts to present to other
small groups through “jigsaw”
Independent Work:
Students Complete Worksheet
reading their assigned articles.
Teacher performs frequent,
oral informal checks for
understanding while
circulating the room.

Closing:
Students share the most
“shocking” thing they’ve
learned from reading their
articles (real or fake!).
Circle/square/triangle exit slip
allows for teacher to assess
student engagement and
understanding. Students who
did not complete worksheet in
class can complete for
homework.
DAY 4: Thursday – – Jigsaw Group Share

Lesson Objective:
Students participate in a collaborative discussion about a text and present their “expert” findings to a small group.

Common Core State Standards:

CCSS.ELA-LITERACY.SL.8.1.C
Pose questions that connect the ideas of several speakers and respond to others' questions and comments with
relevant evidence, observations, and ideas.
CCSS.ELA-LITERACY.SL.8.1.D
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of
the evidence presented.
CCSS.ELA-LITERACY.SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound
valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Materials Activities Best Practices for ELA Traditional vs Authentic

Instruction/Assessment

-5 sets of” “Spot the Fake
News” articles from various
issues of Cricket Media Muse
--Muse News “Jigsaw”
Worksheet
Opening:
-Distribute one set of articles
to each student, having each
table or group of 5 students
working on the same group of
articles
-Explain that they will work
independently to read the brief
articles and apply the ESCAPE
criteria to each article
Students use a graphic
organizer to organize their
thoughts and analyses.
Sentence frames support
discussion.
Students engage in interactive,
small-group discussion.
Students connect subject
Traditional:
-Students complete teacher
worksheet to apply set terms
for analysis
-Students read independently
for analysis
Authentic:
-Informational texts from
authentic texts on topics
relevant to teens and written
 -After reading all the articles
they will determine which
article is the FAKE news article
Independent Work:
Students Complete Worksheet
reading their assigned articles
Jigsaw Small Group:
Students share their collection
of articles with the group using
the worksheet as a guide while
other students try to “guess”
the fake news story.
matter to real-life experience.
Students become “experts” on
their group of articles and then
“jigsaw” in groups for a
student-led flipped classroom.
for/by teenage audience.
-Informal assessment through
collaborative small-group
discussion
-Students apply knowledge
practically to determine which
article is “fake” and become
experts to present to other
small groups through “jigsaw”

Closing:
To prepare for the introduction
to the fake/real news project
students discuss any patterns
in the TYPES of news stories
that were real/fake.
Exit slip: What story were you
surprised to learn was real?
fake?

DAY 5: Friday Introduction to Fake vs. Real News Portfolio Project

-Creation of collaborative groups
--Brainstorming

Lesson Objectives:

Introduce Fake vs. Real News Portfolio Project. Students will understand elements in project rubric and timeline.

Understand categories of real and fake news articles.

Using a graphic organizer, students will collaborate with small group to come up with specific article ideas

Common Core State Standards:

CCSS.ELA-LITERACY.W.8.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

Materials Activities Best Practices for ELA Traditional vs Authentic

Instruction/Assessment

-Introduce Fake Vs. Real News Product-driven reading and Traditional:

Fake Vs. Real News Production
Project Outline
Fake Vs. Real News: Individual
Article Rubric
Production Project using
“Project Outline” and rubric
-Highlight categories of Real
vs. Fake news reviewing how
writing instruction
Unpacking assessment to
identify necessary
skills/knowledge for success
-Body of knowledge students
need to acquire determine by
curriculum/teacher
--Summative article must be in
traditional academic style
 online article examples and
Muse articles fit into each
category
-Using small groups have
students brainstorm articles in
each category based on news
stories they’ve heard and/or
topics they’re interested in to
complete a graphic organizer
using the following categories:
Real:
-Stories that sound fake
-Unusual Animal stories
-Sounds like sci-fi
-Just bizarre
-Unusual research
Fake:
-Satire or parody
-Stories with a hint of truth
-Sci-fi
-Absurd
-Sounds like a good idea
DAY 6: Monday Proposal, Article Research Sheet
Lesson Objectives:
Determine individual and group topics in collaborative groups and present proposal to class for discussion.
Use of clear CCCS aligned
rubrics
Use graphic organizer to
brainstorm article ideas
Use of specific examples to
spark ideas from previous
lessons.
Collaborative small group
discussion to develop ideas
Group collaboration
-List of categories is teacher is
teacher-provided and defined
Authentic:
-Students work collaboratively
in groups to brainstorm topics
for their own articles
-Students apply knowledge of
authentic texts to develop their
own ideas
-Summative assessment is a
writing portfolio developed
over time and includes time for
brainstorming, research, self-
and peer-edit, revision and
reflection
Understand components of research for writing task using graphic organizer.

Identify relevant resources from multiple sources to verify and support your claim.

Common Core State Standards:

CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.8.1.B
Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and
define individual roles as needed.
CCSS.ELA-LITERACY.SL.8.1.C
Pose questions that connect the ideas of several speakers and respond to others' questions and comments with
relevant evidence, observations, and ideas.
CCSS.ELA-LITERACY.SL.8.1.D
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of
the evidence presented.

CCSS.ELA-LITERACY.W.8.9
Draw evidence from literary or informational texts to support analysis, reflection, and research

Materials Activities Best Practices for ELA Traditional vs Authentic

Instruction/Assessment

Article Research Worksheet --Using graphic organizer from Product-driven reading and Traditional:
previous lesson have students writing instruction -Body of knowledge students
 decide on a group topic and
identify individual articles for
each group that fits the topic
--Have each group present
their group topics to the class
inviting feedback
-Reviewing criteria from
previous lesson on credible
sources, have students begin
article research using “Article
Research Worksheet”
Day 7 Tuesday– Research, Escape Checklist
Project Work Day:
-Complete article research worksheet: identify three relevant articles, assess credibility of sources, identify experts, provide quotes and
paraphrases of key ideas, and make inferences from the text.
-Use “ESCAPE Checklist” to ensure you have a variety of print and digital sources to support your claim
Common Core State Standards:
Collaborative small group
discussion to develop ideas
and get feedback before
determining articles
Group collaboration
need to acquire determine by
curriculum/teacher
--Summative article must be in
traditional academic style
-List of categories is teacher is
teacher-provided and defined
Authentic:
-Students work collaboratively
to determine final topics
-Students apply knowledge of
authentic texts to develop their
own ideas
-Summative assessment is a
writing portfolio developed
over time and includes time for
brainstorming, research, self-
and peer-edit, revision and
reflection
CCSS.ELA-LITERACY.W.8.7
Conduct short research projects to answer a question (including a self-generated question), drawing on several
sources and generating additional related, focused questions that allow for multiple avenues of exploration.

CCSS.ELA-LITERACY.W.8.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.

CCSS.ELA-LITERACY.W.8.9
Draw evidence from literary or informational texts to support analysis, reflection, and research

Materials Activities Best Practices for ELA Traditional vs Authentic

Instruction/Assessment

Continue to use Article
Research Worksheet
ESCAPE Checklist
-Review Goals for Project work
day:
-Complete article research
worksheet: identify three
relevant articles, assess
credibility of sources, identify
experts, provide quotes and
paraphrases of key ideas, and
make inferences from the text.
-Share “ESCAPE Checklist” with
students and have students
use to ensure a variety of print
and digital sources to support
your claim
Students use graphic organizer
to facilitate and focus research
Students use a wide range of
media
Traditional: Students are given
specific guidelines for research
and follow academic
guidelines for citations
Authentic:
Topics are chosen by students.
Research involves a variety of
media and formats.
 -Work individually or in small
groups with students that need
extra assistance

DAY 8: Wednesday – Write Article Draft

Lesson Objectives:
Students will draft a news article making a specific claim providing clear reasons and relevant evidence.

Students will follow inverted pyramid format to organize their article.

Students will draft their article in a shared word processing document.

Common Core State Standards:

CCSS.ELA-LITERACY.W.8.1
Write arguments to support claims with clear reasons and relevant evidence
CCSS.ELA-LITERACY.W.8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.8.6
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas
efficiently as well as to interact and collaborate with others.

Materials Activities Best Practices for ELA Traditional vs Authentic

Instruction/Assessment
 --Review Fake Vs. Real News:
Individual Article Rubric
--Inverted Pyramid Guide
--Review components of
project with students, clarifying organize ideas for draft.
elements of individual article
rubric
-Review Inverted Pyramid
format of News stories
--Discuss Purpose and
Audience for article
--Have student draft article
using Inverted Pyramid Format
Students use webbing to help
Student writing is scaffolded.
Portfolio/product driven
writing
Traditional:
Article outline is teacher-
determined based on
established academic
guidelines.
Authentic:
Topics are chosen by students.
Assessment is authentic
summative portfolio of writing
over time.

DAY 9: Thursday – Self Edit & Revise

Lesson Objectives:
Complete self-edit, reading article as an informational text.

Using self-edit and rubric make revisions before peer edit workshop.

Common Core State Standards:

CCSS.ELA-LITERACY.W.8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.8.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
CCSS.ELA-LITERACY.W.8.6
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas
efficiently as well as to interact and collaborate with others.
CCSS.ELA-LITERACY.RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the
text.
CCSS.ELA-LITERACY.RI.8.2
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting
ideas; provide an objective summary of the text.

Materials Activities Best Practices for ELA Traditional vs Authentic

Instruction/Assessment

Individual Article Self-Edit
Worksheet
--Have students use rubric-
aligned self-edit checklist to
revise draft
Students apply metacognitive Traditional:
analysis to own writing Self-edit guide is teacher-
generated.
Students work through writing
process over time and read Article outline and
own writing as an editor. requirements are determine by
teacher.
Students apply project rubric
to writing
Authentic:
Students engage writing as a
process to produce a writing
portfolio.

Students are empowered as

self-editors.

Students revise writing.

DAY 10: Friday -Peer Edit Workshop

Lesson Objective:

Participate in collaborative peer edit workshop using peer edit worksheet to provide useful feedback for revision.

Common Core State Standards:

CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8
topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.W.8.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Materials Activities Best Practices for ELA Traditional vs Authentic

Instruction/Assessment

Individual Article Peer Edit
Worksheet
Have students share
documents (using Google
Drive if students have been
using Google Docs) and
complete a Peer Edit
worksheet. Each article should
be read by all group members
so that at end of class period
they have feedback from
multiple students.
Students collaborate and
provide peer feedback for
revision
Students work through writing
process over time and shared
writing as an editor.
Students apply project rubric
to writing
Traditional:
Peer-edit guide is teacher-
generated.
Article outline and
requirements are determine by
teacher.
Authentic:
Students engage writing as a
process to produce a writing
Closing: Exit slip reflecting on
the writing process
Homework: Using peer
feedback and article rubric
have students make any
revisions and submit final draft
to Google Classroom
portfolio.
Students learn through
collaboration and peer
modeling
Students revise writing.