Summary
In this lesson, students will determine the credibility of a source. Students will first examine professional writing and web pages, then they will use a reflective strategy to help them analyze and determine the credibility of sources.
Essential Question(s)
How can we determine validity and credibility in sources?
Snapshot
Engage
Students reflect on how they determine what types of people are trustworthy or credible.
Explore
Students analyze a variety of web pages and sources and look for discrepancies to determine credibility.
Explain
Students are guided through a reflective process to analyze articles and determine their validity and credibility.
Extend
Students work in pairs using the SIFT instructional strategy to annotate and analyze sources.
Evaluate
Students create a CER statement identifying what they believe that makes a source credible or not.
Materials
Lesson Slides (attached)
Card Sort Cards (attached; one per group)
SIFT handout (attached; one per student)
SIFT Annotations handout (attached; one per student)
CER Organizer (attached; one per student)
Engage
15 Minute(s)
Begin by displaying slide 3 and ask students to think about and share their responses to the following prompt:
What makes a person trustworthy?
Next, move to slide 4 and review the Card Sort instructional strategy with students. Place students into small groups of 3 and pass out the attached Card Sort: Category Cards and Card Sort: Sorting Cards to each group. The category cards include a variety of different professionals. The card sort cards include a variety of questions and issues that each of the provided professionals could assist with based on their experience.
Encourage students to first lay out the Category Cards and then explain to them that they will work together as a group to place the card sort cards under the professional they would trust most to assist with the presented question or issue. Allow groups time to work through the activity.
Once they have completed the card sort activity, invite groups to share their choices and reasoning with the entire class.
At this time, ask the entire class the following question:
What can happen when you trust people who are not actually experts or information that is not actually valid?
Allow students to share their responses.
At this time, share and review the essential question and learning objectives on slide 5 and slide 6.
Explore
20 Minute(s)
Display slide 7 and introduce the Walking Vote instructional strategy. Explain to students that they will be reviewing a variety of web sources. Their goal is to determine whether the source they are reviewing is real or not.
Give students 30 seconds to respond to a question about the source by moving to a specific side of the classroom. One side represents “real,” the other represents “fake.” After students have selected their “vote,” have them discuss with those around them why they voted for that specific source. Then have them come together as a whole group to discuss their choices.
Once students have heard reasoning from both sides, ask students to have one final discussion in their voting groups to come up with their most persuasive reasons to support their vote.
Have one person from each group share out their reasons. Once they have shared their reasons, have them conduct one final vote and reveal the correct answer and reasoning to the other students.
Navigate to the Street Cred wakelet to view all five resources with students.
Explain
20 Minute(s)
Display slide 8 and review the SIFT instructional strategy. Pass out the attached SIFT Annotations handout and a highlighter to each student and explain that they will be working together as a class and reviewing an article and analyze its credibility. Review the steps in the handout with students and answer any question before beginning.
At this time, pass out the article you chose and any materials needed such as highlighters and pencils to each student. Then, guide students through the SIFT annotations together.
Extend
25 Minute(s)
Display slide 9. Place students into pairs. Pass out the attached SIFT handout and explain to students that they will be reviewing a variety of sources and using the SIFT strategy to analyze them.
Provide links to the sources you chose for students to analyze.
Allow pairs time to work through their SIFT handout analyzing the sources you provided.
Move to slide 10. Once students have completed this activity, have pairs find another pair and discuss the following:
Share your responses and findings with each other.
How were you able to determine if the source was credible?
What was difficult about determining the source's credibility?
Evaluate
10 Minute(s)
Display slide 11. and pass out the attached CER Organizer handout to each student. Review the Claim, Evidence, Reasoning (CER) instructional strategy. Explain to students that they will work individually to respond to the prompt provided on their handout. They will respond to a prompt by making a claim, providing evidence and reasoning to support their claim.
Allow students time to work on their CER statements. Collect these at the end of the lesson.
Resources
Gallagher, K. (n.d.). “Building deeper readers & writers.” AOW Blog Archive. https://www.kellygallagher.org/aow-archive
K20 Center. (n.d.). Card sort. Strategies. https://learn.k20center.ou.edu/strategy/147
K20 Center. (n.d.). Claim, evidence, reasoning (CER). Strategies. https://learn.k20center.ou.edu/strategy/156
K20 Center. (n.d.). Walking vote. Strategies. https://learn.k20center.ou.edu/strategy/4126
NASA. (n.d.). Return to the moon. Website. https://www.nasa.gov/
Oklahoma State Treasurer. (n.d.). Find your unclaimed property. Website. https://yourmoney.ok.gov/
Pacific Northwest X-Ray Inc. (n.d.). Catalog. Website. https://www.pnwx.com/
Wikipedia. (n.d.). List of fake news websites. Website. https://en.wikipedia.org/wiki/List_of_fake_news_websites
Wikipedia. (n.d.). List of satirical news websites. Website. https://en.wikipedia.org/wiki/List_of_satirical_news_websites