# 10th Grade ELA: Information Fluency

## 10th Grade ELA: Information Fluency

### Title and Description

This unit is titled: Information Fluency: You Can’t Fool Me!

The description of the purpose of the unit: In this unit students will understand where “fake news” comes from, why it exists and how they can think like fact checkers to become fluent consumers, evaluators, and creators of information. They will apply this knowledge by selecting a controversial topic to evaluate, synthesize, and analyze all aspects before sharing with a local audience.

## Content Area Skill:

Writing

Multiple Literacies

## Digital Age Skill(s):

Knowledge Constructor

Creative Communicator

3 weeks

## Overview of Unit:

In this unit, students will understand where “fake news” comes from, why it exists and how they can think like fact checkers to become fluent consumers, evaluators, and creators of information. They will apply this knowledge by selecting a controversial topic to evaluate, synthesize, and analyze all aspects before sharing with a local audience.

## Empower Learner Activity:

### Detailed Description:

1. Students will take a pre-assessment using the Facticiousgame, playing at least three rounds that get progressively more challenging. Students will report the average percent correct.

2. Students will use this Google form to reflect on the outcome of their score and rate themselves on a scale of 1-4 in terms of “I was fooled…..Can’t fool me.”

3. Students will self assess each student-friendly learning target using a likert scale.

4. Students will set goals for the unit based on the learning targets and pre-assessment data.

## Knowledge Application:

Describe the purpose of the Knowledge Application activity/activities (Formative/Summative)

## Artifact Profile:

### Title of the Artifact:

The Truth Will Set You Free--Quality Journalism

### Detailed Description:

Your hometown is in chaos. Due to misinformation, no one can agree on anything. Each side “cites” their own “sources” leaving everyone confused. What’s real? What’s fake? Who do you believe? As a result, you and your peers have been hired by a local news organization to research and report on controversial issues (local or global). You will choose a topic to research, and using appropriate digital tools, create some form of communication that “clears up” the controversy. Your mission is to report both the facts as well as varying opinions surrounding the issue. You will need to use your communication skills to gather evidence and opinions, evaluate information for bias and credibility, synthesize information, and effectively communicate it with your local audience in a format you see fit (print, digital, video, etc).

LA 10.1.6.a, LA 10.3.3.d, LA 10.4.1.a, LA. 10.4.2.b

### Digital Age Skills

Knowledge Constructor

Creative Communicator

Research & Information Fluency

The Truth Will Set You Free

## Knowledge Deepening:

### Detailed Description:

Provide a description

### Task 1: Why does fake news exist?

Students will utilize the playlist to choose a combination of articles, games, and videos for consumption focused on the following essential questions:

1. What did you notice?

2. What do you wonder?

3. Why would someone write fake news?

4. What components make fake news go viral?

### Task 2: Four Moves and a Habit: How not to be fooled (Direct Instruction)

Using the OER text, Web Literacy for Student Fact Checkers as a guide, students will each receive a digital text (article, image, Tweet, FB post). Some will be fake, others will be real. During the guided instruction, the teacher walks students through the Four Moves and Habit for fact checking. Students will apply each step to their article and discuss their analysis with a shoulder partner. At the end, students will categorize their article and justify their evaluation on the padelt. Students will report out in small groups as well.

### Task 3:  How do we become verification experts? (Station Rotations)

* Guided Reading of Informational Text (Teacher Led)

* Reliability, Validity, Credibility, and Bias (Collaboration)

* Evaluating Images (Independent)

### Task 4: How do we sort through all of the information? (Flex)

Students will complete the free introduction to the types of information and purpose for communicating in this self-paced online mini-course.

### Task 5: How do we become “Democracy’s Watchdog”?  (Flex)

Students will complete the free module on becoming a “watchdog” for democracy.

### Task 6: What makes “quality journalism”? (Flex)

Students will complete the free module focusing on the question: What are the standards for quality journalism? Students will apply what they have learned in Tasks 1-5 to a fictional scenario. Students will be expected to apply a similar process in Task 7.

### Task 7:  Becoming an Investigative Journalist   (Flex/Teacher Small Group)

After choosing a topic, students will spend five days applying skills acquired in previous tasks. During this time, the teacher will work one on one with students as well as small groups based on students’ topic choices as well as their final format choices. Small group lessons will be tailored to student choice and instructional need.

### Task 8: The Truth Shall Set You Free (Whole group--Final product presentations)

Students will present their final projects to the class as well as other authentic audiences via social media, schools newsletter, and/or other avenues as identified by student interests.

## Direct Instruction:

### Detailed Description

Provide a description of the instruction

## Learning Path:

Include in the table below the breakdown of each day of the unit.

## Resources:

The Ultimate Guide to Teaching Source Credibility

Evaluating Sources: What’s a reliable source?