Stage One: Lesson Planning Considerations

CONSIDERATIO RESPONSES (Respond in this column)

NS
Grade (Age) 16-17 (First year of diploma program)

Subject (Course) English A: Language and Literature

Unit Digital Literacy

Focus/topic Evaluating digital sources

AoEs: readers, writers and texts; time and space
(p.22-23)
Concepts: Identity, Culture, Communication,
Perspective (p.27-28)
Origins/Rationale We live in an increasingly digital world, and it is
important to understand how the digital space
functions and how to be critical of what we see/read
on the internet. Taking the time to evaluate our
sources of information will help us determine credible
sources of information and keep ourselves aware of
who’s perspectives we do or do not often see. I
believe this lesson should be taught in every
curriculum as we want students to be well-informed
and not fall prey to misinformation.
Class/School An obstacle for me would be that I am not currently a
Setting (if teacher and have very limited experience, thus I
applicable) cannot know if my lesson would truly be effective or
what the obstacles/barriers students may face will
be.
Prior Learning This is an introductory lesson that assumes students
have experience with the internet, but not necessarily
critical digital literacy skills.
Next steps In the next lesson students will explore how different
countries approach a common topic. For example,
what political leaders have said in regards to the
COVID 19 pandemic, or how news outlets across the
world are treating this topic.
Working towards paper 1: guided textual analysis

Stage Two: Lesson Plan

Part I: Basics
Focus/Topic Evaluating digital sources

Aims & Students will explore the different ways in which a text
Objectives can affect us, how texts offer insights and challenges,
and how meaning is achieved. (Language A Guide
p.22)
Students will explore how texts offer insight into
culture and how context affects texts. (Language A
Guide p.23)
Students will explore how perspective is represented
in texts and how culture and identity affect
Part II: Key IB Elements
In the lesson plan there should be evidence of several key IB elements, as identified
below. Select 2-3 of these elements (though certainly not all of the following, as
might be required in a unit plan) and specify what/how they will be employed. Again,
cite guides (with page numbers, where possible)
· Concepts
· Global context/authentic (real world) connection (PYP: Transdisciplinary
Themes)
· Inquiry statement/questions
· Approaches to Learning (PYP: Transdisciplinary Skills), Service as Action,
TOK connections

Key IB Element Specific details re: what/how

Inquiry questions How does author perspective affect meaning in writing?

How does reader perspective affect meaning in writing?
Authentic connection Students will look at articles critically and consider how
they receive and check information on a daily basis.
TOK How far can a reader understand a text that was written
in a context different from their own and
which may have addressed a different audience? (Guide
p.24)

Part III: Lesson Activities (in sequence)

(assume 60 minutes duration; indicate time allocation breakdown per item below):
i) Opening Students will be asked to create a mind map about
Approx. where they receive information. The centre title will be
10mins “sources of digital information” and they will include
websites/apps that they use regularly, then branch off
and add what categories of information they read/see
from these sources. They will also indicate if they have
changed their thinking/actions based on information
received from these sources and whether they did any
fact checking. Specific examples are encouraged.
Students are encouraged to also think about sources
they use when they are looking for information in their
daily lives and when doing school work and make
connections of how they decide to use that information.
Examples:

Students are encouraged to share their charts with the

class and participate in a discussion about how they
receive and interact with information.
ii) Main Part Teacher will use The Canada Guide website to
Approx. demonstrate evaluating digital sources. Prompt
45mins questions will be asked to the class so students can
(Canada guide
come up with ideas of their own while guided by the
15mins)
(Think-pair- teacher.
share 5mins) What is the use of this website? What information can
(News articles be found on the website?
10mins) Let’s look at the Travel and Tourism section of the
(Student website. Read “Why come to Canada?” and “Downsides
exploration
of Canada” and consider the following questions: What
15mins)
is being said in these sections? Does the text favour
tourism to Canada or discouraging tourism to Canada?
How do you determine if the text leans one way or the
other?
Given this analysis consider the following questions:
Does the website seem credible/Does it offer accurate
information? Where can we find information about the
author?
Teacher will then go to the “About” page of the website
and point to key elements such as having a single
person sourcing the information of the website, the
mention of qualifications, and political leanings leading
to possible bias.
After learning this information, does the website lose or
gain credibility? Would you have guessed that this
website was run by a team? How does learning about
the author change your perception of the website and
the information you read? Would this website and the
information given look different if someone else wrote it?
How so?
Teacher will state that readers will have their own
perspective.

Think-pair-share How does your own established ideas/

opinions/perspective affect how you read information/
articles?

Teacher will present a series of articles surrounding the

Ontario minimum wage increase. Students will be asked
what they think of the titles of the articles and discuss
how the framing is different for each article. Students will
be asked to read sections of the articles and discuss
how reporting on the same issue can be framed
differently depending on the news outlet, one’s political
iii) Exit ticket reflection for Learner Portfolio: Answer the
Conclusion following question: How does personal context (bias/
Approx. 5mins perspective) affect the construction of meaning in writing
(writing articles or reading them)?
Students are reminded that they will need to think
critically and analyze the texts and works they read in
the class to prepare themselves for the Guided Textual
Analysis summative assessment.
iv) Language A English Language and Literature Guide
References/ Mind map making website: whimsical.com
resources Example source website: The Canada Guide | In-depth
reference website for all things Canadian
About | The Canada Guide
Padlet: Padlet
Media bias article for additional research/teaching:
Automated identification of media bias in news articles:
an interdisciplinary literature review
News articles about Ontario minimum wage:
Doug Ford's minimum wage move signals it's election
time in Ontario (msn.com)
Ontario Premier Doug Ford reinstating minimum wage
increase to $15 | CP24.com
Premier Ford raises minimum wage to $15 an hour by
Jan. 1 | Cornwall Standard-Freeholder
Higher minimum wage still too low. Plus: Remembering
'Kush' | Opinion | chroniclejournal.com
Globe editorial: Doug Ford isn’t the first to play political
football with the minimum wage. But can’t we change
the rules of this game? - The Globe and Mail
Ontario minimum wage will increase to $15 per hour in
January | CTV News
News websites for student perusal and analysis use:
Toronto Sun
Ottawa Citizen
Windsor Star
CBC News
CTV News