Direct Instruction Lesson Plan Template

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

Prolific (adj.) Producing a large amount of

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something
Teem (v.) To be filled to overflowing, to be full of
something
Opening (state objectives, connect to previous learning, and make relevant to real life)
◻ How will you activate student interest?
◻ How will you connect to past learning?
◻ How will you present the objective in an engaging and student-friendly way?
◻ How will you communicate its importance and make the content relevant to your students?
● Student interest will be obtained via the display/readings of outlandish FAKE NEWS that is
delivered in authentic and tasteful manners, as well as acceptable by school guidelines.
● The articles themselves will be divergent of the same lesson, whether it be the discussion of
economics, war times, or general development of the United States and its allied nations.
● Students will be given handouts and access to QR code scannables to find fun, creative, and
wacky news stories that may or may not be FAKE NEWS. It will be then that they have to decide
which news articles they want to discuss in class for their presentations.
● The FAKE NEWS articles that are expertly done to look as real as possible will be compared side to
side with real, reputable news sources and articles to discuss the manner of how something that is
not true can be easily concluded as factual in the wide expanse of today’s media sources. IE
online, television, or magazine/newspaper

Teacher Will: Student Will:

◻ How will you model/explain/demonstrate all ◻ What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material?
◻ What types of visuals will you use? ◻ How will students be engaged?
◻ How will you address misunderstandings or
common student errors?
◻ How will you check for understanding?
◻ How will you explain and model behavioral
expectations?
I ◻ Is there enough detail in this section so that
n another person could teach it?
s ● Students will be given handouts, as well as visual ● Students will be actively engaged with listening to
t documentation done live on screen, to determine instruction, as well as following along on their
r what a reputable source is, as well as what to handouts to find the content being discussed.
u spot in a real/fake article to determine its content ● Furthermore, students will have time after each
value. instructional point to ask questions, review the work
c ● Mostly Power Point and a ScreenCast-O-Matic they have done so far, and work together to help their
t ● By having a Question and Answer session after neighbors in determining whether their individual
i each point to clarify, as students use their article is FAKE or REAL.
o handouts to find the sources, and facts being
demonstrated on the screen.
n ● Yes, there is enough information here.
a
l
I Co-Teaching Strategy
n ◻ Which co-teaching approach will you use to maximize student achievement?
p ◻ One teach, one assist. While one instructor is guiding the students along with the presentation,
u another instructor can be running down the class roster to ensure everyone is following along and
t not encountering problems.
Teaming- Sharing the instruction of the whole group and building-off of each other

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.

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 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?

I Teacher Will: Student Will:

◻ How will you plan to coach and correct during this ◻ How will students independently practice the knowledge and
n
practice? skills required by the objective?
d
◻ How will you provide opportunities for remediation and ◻ How will students be engaged?
e extension? ◻ How are students practicing in ways that align to
p ◻ How will you clearly state and model academic and assessment?
e behavioral expectations? ◻ How are students using self-assessment to guide their own
n ◻ Did you provide enough detail so that another person learning?
d could facilitate the practice? ◻ How are you supporting students giving feedback to one
e another?

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 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

Closing/Student Reflection/Real-life connections:

◻ How will students summarize and state the significance of what they learned?
◻ Why will students be engaged?
For Homework, student will take gather all information that they have researched and
write a paragraph per article that was found about how it can be fake or real news and how you can
identify the difference.

LESSON HANDOUT 1 “Identifying Fake News”

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

Is the news outlet well known, well respected, and trustworthy?

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

Does the URL seem legitimate?

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

Does the site provide detailed background information and contacts?

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 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

Does the article have a trusted author?

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

Does the article seem fair, balanced, and reasonable?

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

Does the article have proper spelling, grammar, and punctuation?

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

Does the article include and identify reliable sources?

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

Are there multiple articles by other news outlets on this topic?

10. Turn to Fact

http://blogs.proquest.com/wp-content/uploads/2017/01/Fake-News1.pdf

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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

(Game Resource for Instructor)

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)