Published using Google Docs
(3rd grade) Information Literacy Curriculum
Updated automatically every 5 minutes

Information Literacy

GRADE 3

Orange Township Public Schools

Gerald Fitzhugh, II, Ed.D.

Office of the Superintendent

Information Literacy 3rd Grade

Course Description:

“Information literacy” means a set of skills that enables an individual to recognize when information is needed and to locate, evaluate, and use effectively the needed information. Information literacy includes, but is not  limited to, digital, visual, media, textual, and technological literacy.

The Grade 3 Information Literacy curriculum offers instruction on fundamental life skills that empower students to critically evaluate and expand upon information from diverse sources. Upon completion, students will be adept at applying information literacy skills to locate, assess, and utilize information from both modern and traditional sources. Key areas of focus will include understanding the research process and the creation of information, employing critical thinking with various resources, and distinguishing between primary and secondary sources. Students will also learn to differentiate between facts, viewpoints, and opinions, access peer-reviewed print and digital library resources, and navigate the economic, legal, and social issues related to information use. Additionally, they will gain insights into the ethical production and responsible use of information.

  • Students will be able to adapt information literacy skills to evaluate the validity of various sources of information

  1. Students will be able to discuss and maximize the research process and how information is created and produced.
  2. Students will be able to combine critical thinking and using information resources.
  3. Students will be able to develop research methods, including testing the difference between primary and secondary sources.
  4. Students will be able to discuss and elaborate on the difference between facts, points of view, and opinions.
  5. Students will be able to create projects accessing peer-reviewed print and digital library resources.
  6. Students will be able to discuss and predict the economic, legal, and social issues surrounding the use of information.
  7. Students will be able to elaborate on the ethical production of information.

Scope and Sequence

Timeline

Major Works

(Units of Study)

Outcomes of Major Works

(Performance Outcomes)

Module 1

  • Research process and how information is created and produced.

  • Critical thinking and using information resources (incorporates the examination of Primary and Secondary Sources).

Students will be able to effectively assess the reliability of information and understand the purpose and intent behind different types of communication, including print, digital, and other formats.

  • Students will be able to explore and discuss different sources of information, using critical thinking to make reasonable guesses about the outcomes based on the information provided.

Module 2

  • Difference between facts, points of view, and opinions.

  • Peer-reviewed print and digital library resources.

Students will be able to identify facts, points of view, and opinions, and recognize the differences between scholarly and non-scholarly publications in various formats such as print, digital, and other types of communication.

Module 3

  • Economic, legal, and social issues surrounding the use of information.

  • Ethical production of information.

  • Students will be able to discuss and explore different issues related to the ethical use of information, using basic critical thinking and research skills.  

Module 1

Information Literacy

Grade

3

Unit Plan Title:

The Research Process and the use of information resources

 Overview/Rationale

Module 1 Overview-  This module is designed to equip students with fundamental skills and strategies for discerning the proper and improper use of information. Students will embark on the research process, developing critical thinking skills to analyze how information is created and disseminated. They will also learn to evaluate and compare various sources, questioning the credibility and validity of different publications. By the end of this module, students will be proficient in selecting appropriate sources and will have a deeper understanding of how unchecked information can potentially cause harm.

New Jersey Student Learning Standards- 

Currently in the design stage (2024) scheduled to be available 2025.

Career Readiness, Life Literacies, and Key Skills

9.1.5.CR.1: Compare various ways to give back and relate them to your strengths, interests, and other personal factors.

Technology/Computer Science and Design Thinking

Standards

8.1.2.CS.1: Select and operate computing devices that perform a variety of tasks accurately and quickly based on user needs and preferences

8.1.2.NI.3: Create a password that secures access to a device. Explain why it is important to create unique passwords that are not shared with others.

8.1.2.NI.4: Explain why access to devices need to be secured.

8.1.2.IC.1: Compare how individuals live and work before and after the implementation of new computing technology.

8.1.2.DA.1: Collect and present data, including climate change data, in various visual formats.

8.1.2.DA.2: Store, copy, search, retrieve, modify, and delete data using a computing device.

 8.1.2.DA.3: Identify and describe patterns in data visualizations.  

8.1.2.DA.4: Make predictions based on data using charts or graphs.

Interdisciplinary Standards

Standards

RL.3.1. Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers

RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

RL.3.5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters.

RL.3.7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

RL.3.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.

RI.3.1. Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

RI.3.7. Use information gained from text features (e.g., illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) to support specific points the author makes in a text.

RI.3.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic.

RI.3.10. By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

21st Century Skills: 

E = Encouraged, T = Taught,  A = Assessed

E

T

Civic Literacy

E

Communication

Global Awareness

E

Critical Thinking and Problem Solving

E

Health Literacy

E

Collaboration

Financial, Economic, Business, &   Entrepreneurial Literacy

E

Creativity and Innovation

Environmental Literacy

Other:  

Essential Question(s)

  • How does the reliability of sources influence the accuracy, production, and presentation of factual information regarding real-world issues and beliefs?
  • Why is it crucial to employ critical thinking and the research process to ensure the information is reliable and to prevent distortion, exaggeration, or misrepresentation?
  • How can integrating the research process with both primary and secondary sources help mitigate the impact of media influence on cultural, political, and societal messages?

Enduring Understandings

  • Understanding the Research Process and Information Integrity: Students will learn about the research process and explore the underlying reasons for misinformation, disinformation, and fake news. They will develop an awareness of how these issues impact the reliability of information.

  • Recognizing the Value of Source Types:  Students will understand and identify the importance of distinguishing between primary and secondary sources. They will ascertain how these sources contribute to a more accurate and comprehensive understanding of information.

  • Evaluating Information Reliability:  Students will review and apply the research process to assess the reliability of information. They will recognize the role of fact-checking and source verification in ensuring that information is accurate and trustworthy.

Student Learning Targets/Objectives

By the end of this module:

  • I can use the research process to recognize that not all information is reliable and that misleading or harmful results can arise from unreliable sources.

  • I can effectively utilize both primary and secondary sources, along with the research process, to assess the dependability of information.

  • I can critically evaluate information by applying critical thinking, leveraging primary and secondary sources, and employing a thorough research process.

Weekly Objectives:

  • Week 1:

             I can effectively apply the research process to write comprehensively about a chosen topic.

  • Week 2:

 I can select and use appropriate resources to gather relevant and accurate information.

  • Week 3:

I can identify and assess reliable and valid sources of information.  

I can explain why certain sources may not be suitable for providing accurate information.

  • Week 4:  

I can organize information from credible sources to develop a coherent draft on a topic.

  • Week 5:  

I can enhance my draft by integrating essential and well-researched information.

  • Week 6:
  • I can revise, edit, and prepare my draft for publication, ensuring clarity and accuracy.

  • Week 7:

I can finalize and publish my topic with the necessary support and revisions to ensure high-quality presentation.

  • Week 8:  

I can identify and utilize primary, secondary, and tertiary sources of information.  

I can effectively use a range of sources, including digital, visual, media, textual, and technological formats.

  • Week 9:

I can apply critical thinking skills to evaluate the validity and credibility of information resources.

Assessments

Assessments will be formative and ongoing throughout the module. Formative assessments will include, but will not be limited to the following;  (Examples)

  • Observations during in-class activities; of students non-verbal feedback during lecture
  • Homework exercises as review for exams and class discussions)
  • Reflections journals that are reviewed periodically during the semester
  • Question and answer sessions, both formal—planned and informal—spontaneous
  • Conferences between the instructor and student at various points in the semester
  • In-class activities where students informally present their results
  • Student feedback collected by periodically answering specific question about the instruction and their self-evaluation of performance and progress

Summative assessments may be utilized to meet district requirements or to validate the transfer of learning objectives. (Examples)

  • Presentations
  • Performance Tasks
  • Student evaluation of the course
  • Instructor self-evaluation

Teaching and Learning Actions

Instructional Strategies

Differentiation examples:

Academic Vocabulary -  Create and keep a current Word Wall consisting of words and terms used in the VPA content area, in which children can use and interact with. Important for all learners, academic vocabulary and language must be taught explicitly, particularly to second language learners.

Accountable talk - Talking with others about ideas is fundamental to classroom learning. Classroom talk that promotes and sustains learning should be accountable to other learners, use accurate and appropriate knowledge, and adhere to rigor in thinking. Accountable talk responds to and further develops what others have said through relevant observations, ideas, opinions, or more information.

Cognates-Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. 30-40% of all words in English have a related word in Spanish and this guide provides a helpful list of cognates in Spanish and English.

Conferencing - A one-to-one teacher conference with a student about his or her work in progress is prevalent in teaching writing and speaking, but it is also useful in other areas. The purpose of the conference-- engaging in meaningful conversation about the student’s work in progress--will not be realized automatically. Preparation (on the part of both the teacher and the student) before the conference, careful listening during the conference, recordkeeping, and follow-up are essential components for a successful outcome. In student-to-student conferencing, participants require guidance, a focused protocol, and accountability.  Video resource: https://www.youtube.com/watch?v=Pad1eAcsHho

Content Stations – Areas where students work on different tasks simultaneously.  Can and should be leveled for review, challenge, and remediation at appropriate level.  Teacher rotates and facilitates instruction and assistance.  Activities reach various learning styles.  Houghton Mifflin Harcourt leveled readers to assist in background knowledge, skills application, etc.

Cues, questions, activating prior knowledge- Frequently assess your students for prior content knowledge to assist in planning your lessons.  Use effective questioning to prompt students to recall and apply what they have already learned.

Effective questioning - Teacher questioning and student response are common classroom learning activities. Research finds that teacher questions (and cues) are effective when they focus on what is important, require students to respond at higher levels, provide adequate wait time after a question is asked and establish an engaging introduction for the lesson. Effective questioning can also play a role in focusing students on unit learning goals or overarching themes throughout a longer period of study.

Flexible Groupings-   Teacher meets with groups to meet curricular goals, engage students, and respond to individual needs.

Integration of content areas - There is a strong case to be made for integrating curriculum. It strengthens skills that students encounter in one content area, but also practice in another, such as reading and writing, and it

can lead to the mastery of those skills. It provides meaningful instruction for students in multiple areas of standards in a single class or learning experience. It is also a more authentic way of

learning because it reflects what we experience, both professionally and personally, in the world. It can be a way to engage students when introducing them to a challenging subject. STEM education is a current example of effective content integration. Research supports the integration of content areas.

Intentional Use of Technology – whiteboard presentations and activities available and encouraged for use through HMH.

Leveled Instruction – Teacher gives introductory lesson to the entire class, then provides varying access points for students to practice skills.  Teacher provides several assignments with different levels of difficulty- the student OR teacher chooses an assignment.

Modeling - Modeling is an instructional strategy wherein the teacher or another student demonstrates a new concept or skill and students learn by observing and emulating. Modeling is an effective instructional strategy when it allows students to observe thought processes and imitate particular behaviors or steps in a process. Types and purposes of modeling can include approaches such as task and performance modeling (demonstrating a task), metacognitive modeling (thinking aloud), and disposition modeling (conveying one’s own enthusiasm, interest, or commitment). Modeling can be used across disciplines and in all grades and ability levels.

Read-aloud - Read-aloud is an instructional format, included formally in elementary reading programs and as an instructional activity in all areas and levels of the curriculum. A primary purpose of a read-aloud is to create a community of readers in the classroom and establish a known text as a basis for related literacy activities. Reading aloud allows teachers to model important components of literacy, such as fluency, expression, and interacting with texts while exposing students to vocabulary that is just beyond their instructional level and demonstrating how reading is a source of information and enjoyment.

SIoP Strategies - Sheltered Instructional Observation Protocol consists of eight components; lesson preparation, building background, comprehensible input, strategies, interaction, practice, lesson delivery, and review and assessment.  Using these eight components teachers can design instruction that will help Multilingual learner (MLL) to reach English language acquisition.

Student goal setting - Teachers who set, define, and communicate learning objectives effectively with students employ research-based findings that say goal setting with students should: (1) be flexible and general because when a goal is too narrowly focused, it may limit learning (2) encourage student ownership (e.g., creating own goals, personalizing teacher goals, committing to contracts, and providing feedback on their progress in journals, videos, etc.); (3) focus on understanding over accomplishing tasks; and (4) allow students enough time to adapt goals to their own interests, learning styles, and prior knowledge. Setting goals benefits from explicit instruction.

Targeted feedback - Research and effective practice points to the following keys to using targeted feedback to improve student achievement and avoid negative effects: (1) link feedback to objectives; (2) use a formative evaluation approach over a summative approach; (3) make guidance specific (e.g.,proofing remarks or codes may not communicate well); (4) provide feedback in a timely manner (not long after assignment is forgotten); and (5) identify how students should use feedback to make improvements.                                                                                                 Thumbs Up/Down, “Stop Light”, “Smiley Face”- for quick, formative assessment                                                                                                    Think-Pair-Share– Turn & Talk with a neighbor to discuss/review various concepts/vocabulary/etc.  Each child that is called on to share reports out their partner’s ideas/response; then switch.

Word wall - A word wall is an organized collection of words prominently displayed in a classroom and

frequently used as an interactive literacy tool for teaching vocabulary and spelling to children. There are many different types of word walls, such as high frequency words, word families, and story- or unit-related names.

Activities: Including G/T, SE, and ELL Differentiation

Differentiation examples:

Students with a 504:
All modifications and health concerns listed in his/her 504 plan MUST be adhered to.

  •  Provide scaffolded support when they respond to questions (ie. Rephrase questions, have them Turn & Talk to peers, provide sentences frames for response, etc)
  • Sentence frames discussions/sharing.
  • Encourage participation using words, phrases, gestures, illustrations, and dictation, as needed.
  •  Refer to visuals throughout lesson/activity
  • Divide instruction into smaller chunks of time
  • Post pictures with new vocabulary words when possible and have children repeat each word.
  • Students demonstrate understanding verbally or drawing.
  •  Allow role-play responses.
  • Provide sentence frames for forming opinions:  I agree with ____ because ___. Or I do not agree with ____ because _____.
  • Encourage use of content vocabulary.
  • Use words, gestures, and repetition  to assist in developing vocabulary meaning retention.
  • Retell stories, have children point to an image that matches their retelling.
  •  Have children highlight vocabulary/key words in their student workbooks..
  • Model using class anchor charts to assist in their writing, speaking, and reading..
  • Provide word/phrase cards to assist in accomplishing tasks.
  •  Model sentence structure when responding to questions.
  • Ask “yes” and “no” questions from time to time.
  • Allow frequent movement in the classroom, going up to the SMARTBoard, or big book to point out things relevant to the lesson.
  • Thumbs Up/Down for quick assessments.
  • Take dictation.
  • Have student make a line for each word of their response, then work with them to write the sentence decoding and reading the room to help with their writing. (ie. “I like the part when Keisha could build a tower using blocks.” _ _ _ _ _ _ _ _ _ _ _ _.)
  •  Encourage asking questions for clarity. Provide displayed anchor chart of question words with question phrases on it.
  • Assign partner work.
  • Snap & Read Google extension (reads to student in selected language).
  • Small group instruction
  • Inclusion of videos, images, and Google Expeditions
  • Choice in task products (song, dance, writing, role play, drawing)
  • Use of Google Chromebook Accessibility Features, including:  screen magnifier, font increase, black/white contrast, larger cursor, Chromevox, on-screen

Module 1

Week 1:

Focus: Research process and how information is created and produced

Activity: Overview of the Writing and Research Process

1. Task Definition

  • Collaborate with students or teachers to assign a topic for discussion, exploration and seeking information, with the intent of writing a summary or research project.
  • Unpack the Task - identify the writing task; define important vocabulary.

1.1 Define the information problem

  • After a topic has been chosen, discuss various sources of gathering information.
  • Generate Ideas - guide students in researching the topic; text annotation; concept mapping; narrowing a topic.

Product: After explanation of 1 and 1.1, complete Activity #1

3 M1.W.1Prewriting.concept-web.pdf

3 M1.W.4.GRADE 3 SCORING RUBRIC.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 2:

Focus: Research process and how information is created and produced

Activity: Overview of the Writing and Research Process (continued)

2. Information Seeking Strategies

2.1 Determine all possible sources.

  1. Allow students to search without instruction and discuss the various sources they may use to provide information. Focus on sources that are not reliable and provide valid sources of information to find the same information. Explain why the initial source was not as reliable as the provided.  

  1. Selecting the best sources.

Explore Ideas (Deep Dive)/Evidence Collection - source collection and annotation; exploration of online databases; reliable and valid sources; summary vs. direct quotes vs. paraphrase; annotated bibliography; works cited.

Product: After explanation of 2.1, complete Activity #2

3 M1.W.2.Prewriting.Isthissourcereliable.pdf

3 M1.W.2.Prewriting.pdf

3 M1.W.4.GRADE 3 SCORING RUBRIC.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 3:

Focus: Research process and how information is created and produced

Activity: Overview of the Writing and Research Process (continued)

3. Finding information within sources

3.1 Use of Information. Demonstrate how information can be used to support the topic of discussion.

3.2 Engage (e.g., read, hear, view, touch)

3.3 Extract relevant information

Product: After explanation of 3.1-3, complete Activity #3

3 M1.W.3.Gathering information practice.pdf

3 M1.W.3.Gathering new information worksheet.pdf

3 M1.W.4.GRADE 3 SCORING RUBRIC.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 4:

Focus: Research process and how information is created and produced

Activity: Overview of the Writing and Research Process (continued)

4. Synthesis

  • Organize from multiple sources
  • Present the information

4.1  Drafting

  1. Thesis Development - working thesis statement must be revisited and refined as the writer progresses through the research process
  2. Point Outline - the writer outlines the paper through brief ideas
  3. Sentence Outline - the writer shifts from brief ideas to full sentences in the outline
  4. Developing Commentary - the writer deeply considers how the ideas of others help develop their own ideas, fleshing out commentary and building in evidence as support of their claims
  5. Refining - the writer, with the help of the teacher, peers, or other feedback mechanisms, considers style and voice

Product: After explanation of 4.1 a-e, complete Draft Activity

3 M1.W.4.Draft.pdf

3 M1.W.4.GRADE 3 SCORING RUBRIC.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 5

Focus:  Research process and how information is created and produced

Activity:  Overview of the Writing and Research Process (Draft continued)

4.1  Drafting

  1. Thesis Development - working thesis statement must be revisited and refined as the writer progresses through the research process
  2. Point Outline - the writer outlines the paper through brief ideas
  3. Sentence Outline - the writer shifts from brief ideas to full sentences in the outline
  4. Developing Commentary - the writer deeply considers how the ideas of others help develop their own ideas, fleshing out commentary and building in evidence as support of their claims
  5. Refining - the writer, with the help of the teacher, peers, or other feedback mechanisms, considers style and voice

Product: After explanation of 4.1 a-e, continue Draft Activity

3 M1.W.4.Draft.pdf

3 M1.W.4.GRADE 3 SCORING RUBRIC.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 6

Focus:  Research process and how information is created and produced (revise, edit, publish)

Activity:  Overview of the Writing and Research Process

  1. Revising 
  1. Use the rubric as a checklist for requirements
  2. Read aloud with partner
  3. Teacher conferences
  4. Peer Review
  1. Editing
  1. Conduct proofreading, including spell/grammar check
  2. Conduct peer worksheets and receive/provide feedback
  3. Revisit teacher feedback
  4. Read aloud with partner
  5. Self-assess based on rubric
  1. Publishing
  1. Display work
  2. Read aloud
  3. Participate in a publishing celebration

Product: After explanation of the remainder of the writing process, revise and edit student work.

3 M1.W.4.Draft.pdf

3 M1.W.4.GRADE 3 SCORING RUBRIC.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 7

Focus:  Research process and how information is created and produced (revise, edit, publish) Expanding till completion of publications.

Activity:  Overview of the Writing and Research Process

  1. Revising 
  1. Use a rubric as a checklist for requirements
  2. Read aloud with partner
  3. Teacher conferences
  4. Peer Review
  1. Editing
  1. Conduct proofreading, including spell/grammar check
  2. Conduct peer worksheets and receive/provide feedback
  3. Revisit teacher feedback
  4. Read aloud with partner
  5. Self-assess based on rubric
  1. Publishing
  1. Display work
  2. Read aloud
  3. Participate in a publishing celebration

Product: After explanation of the remainder of the writing process, revise and edit student work until publications are complete.

3 M1.W.4.Draft.pdf

3 M1.W.4.GRADE 3 SCORING RUBRIC.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 8

Focus:  Research process and how information is created and produced

Activity:  Types of Literary Sources; introduction of Primary Sources and Secondary Sources

  1. Provide brief explanations and examples of primary, secondary, and tertiary  sources of information.
  1. Primary Sources - These are accounts of an event, written by someone who first hand experienced or witnessed the event in question.
  2. Secondary Sources - Accounts not witteness, but may refer to a primary source for this information.They can cover the same topic, but add a layer of interpretation and analysis.
  3. Tertiary Sources-  Tertiary sources of information provide broad overviews or condensed narratives of topics. They analyze and summarize the information in primary and secondary sources in order to provide background on an idea, event, or topic. Tertiary resources often provide data in a convenient form and provide context of the topic for a frame of reference.  Some examples of tertiary sources include textbooks, dictionaries, encyclopedias, and almanacs.

  1. Provide students with various sources of published information; digital, visual, media, textual, and technological.

Product: After explanation of 8.1-2, complete primary versus secondary worksheet.

3 M1.W8.Primary versus Secoundary.pdf

3 M1.W8.Primary Secoundary Tertiary examples.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 9

Focus:  Critical thinking and using information resources

Activity:  Is Seeing Believing? (Common sense education)

  1. Open with a discussion about believing what you see. Ask students to share stories or times when they saw something, but later found out the information was not real. Examples can be toy advertisements and similar outrageous claims.
  2. Ask students, “Why do people alter digital photos and videos?

Listen for responses and elaborate that it's hard to truly know if information has been altered or not.

  1. Explain the web is full of photos, and even videos, that are digitally altered. And it's often hard to tell the difference between what's real and what's fake. Help your students ask critical questions about why someone might alter a photo or video in the first place.
  2. Explain the overall objective.
  • Recognize that photos and videos can be altered digitally.
  • Identify different reasons why someone might alter a photo or video.
  • Analyze altered photos and videos to try to determine why.
  1. Vocabulary (Hide definitions and have an open discussion)

advertising – messages or photos that are made to persuade someone to buy a certain product

alter – to change the way something looks, sometimes using a computer or other digital tools

persuade – to cause someone to believe something

photo retouching – digital alteration of a photo to enhance the way someone looks (removing wrinkles, clearing of skin, changing their body, etc.)

Product:

3 M1.W9.Is Seeing, Believing? - Lesson Slides

3.M1.W9.Is Seeing, Believing? - Lesson Slides_(Spanish)

3 M1.W9.Is Seeing Believing (Lesson plan).pdf

3 M1.W9.Is Seeing, Believing_ - Photo Fake, Example 1 Student Handout.pdf

3 M1.W9.Is Seeing, Believing_ - Photo Fake, Example 2 Student Handout.pdf

3 M1.W9.Is Seeing, Believing_ - Photo Fake, Example 3 Student Handout.pdf

3 M1.W9.Is Seeing, Believing_ - Photo Fake, Example 4 Student Handout.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Experiences (virtual and live field trips)

Federal Hall (Home to the nation's first Congress, Supreme Court, and Executive Branch offices, Federal Hall is the birthplace of the American Government. Right on Wall Street, George Washington took the oath of office as our first President. Students visiting Federal Hall will be able to see the place where the American Government was born first hand!)

Democracy Now! (Democracy Now! is a national, daily news program. Students are invited to the studio each day to watch the broadcast. This is a great chance for students to see independent journalism in action, learn about current events in context, dive into media literacy, and hear stories about active citizenry.)

Liberty Hall Museum ( Built in 1772, Liberty Hall Museum & Arboretum is the perfect place to discover the living past. Students can role play as citizens in colonial New Jersey on the eve of the Revolutionary War, or learn what life was like across five periods of American history.)

NEW JERSEY PERFORMING ARTS CENTER, NJPAC (New Jersey Performing Arts Center offers curriculum-driven programs that are designed to give you and your students opportunities to create, collaborate, and connect.)

ACTORS SHAKESPEARE COMPANY (Actors Shakespeare Company is committed to providing unique opportunities for young people to experience Shakespeare  as a living experience. Students may attend a weekday 10am performance. Each performance is followed by a talkback with the actors and director.

AFRICAN ART MUSEUM OF THE SMA (The African Art Museum is dedicated to the arts of Africa, with permanent collections including painting, costumes and decorative arts, exhibited on a rotating basis.)

BERGEN COUNTY ZOOLOGICAL PARK (Bergen County Zoological Park, on an 18-acre site, is a great place to see wildlife from North, Central, and South America, buffalo and horses, as well as more exotic animals.)

LIBERTY SCIENCE CENTER (Liberty Science Center in Liberty State Park features interactive, hands-on science exhibits, and a planetarium that houses 12 museum exhibition halls, a live animal collection with 110 species, giant aquariums and more.)

LIBERTY STATE PARK (Liberty State Park features exhibits and programs focusing on the natural history and ecology of the Hudson River Estuary. Visit for spectacular views, interpretive programs, and miles of trails suited to recreational activities.)

MONTCLAIR ART MUSEUM (MAM) Montclair Museum through its large collection of American and Native American art, strives to understand artistic expression in historical and regional contexts. Its programs teach critical thinking in art and history through exploration of the visual elements and evolution of American art.

MONTCLAIR HISTORY CENTER (Montclair History Center offers four historic homes for public viewing, including the Nathaniel Crane House, Clark House and Library and the Charles Shultz House, all built in the 18th or 19th centuries.)

MORRIS MUSEUM (Field trips to the Morris Museum allow youth groups to experience hands-on learning using museum artifacts, reproductions, and interactive activities in the science, arts, and humanities exhibits and activities.)

NEWARK MUSEUM (The Newark Museum is the state’s largest museum with a fine collection of American art, decorative arts, contemporary art, and arts of Asia, Africa, the Americas, and the ancient world.)

THE JEWISH MUSEUM OF NEW JERSEY (The Jewish Museum of New Jersey is housed at Congregation Ahavas Sholom, one of the oldest continually active synagogues in Newark. It includes permanent and rotating exhibit space, a library and media center.)

THE SHAKESPEARE THEATRE OF NEW JERSEY (See Shakespeare’s plays come to life at The Shakespeare Theatre of New Jersey dedicated to Shakespeare’s canon and other classical masterworks)

THOMAS EDISON NATIONAL HISTORIC PARK (At Thomas Edison National Historic Park, step back in time and tour Thomas Edison’s home and laboratory, where one of America’s greatest minds changed the course of modern technology.)

TURTLE BACK ZOO (Turtle Back Zoo is committed to providing an enriching experience that fosters excellence in wildlife education and wildlife conservation.)

VISUAL ARTS CENTER OF NEW JERSEY (As the state’s largest contemporary art institution, the Visual Arts Center of New Jersey hosts work by local and national artists. Past exhibits have featured illustration, collage, mixed media, painting, installation art, and other media.

Resources

3 M1.W.1Prewriting.concept-web.pdf

3 M1.W.2.Prewriting.Isthissourcereliable.pdf

3 M1.W.2.Prewriting.pdf

3 M1.W.4.GRADE 3 SCORING RUBRIC.pdf

3 M1.W.3.Gathering information practice.pdf

3 M1.W.3.Gathering new information worksheet.pdf

3 M1.W.4.Draft.pdf

3 M1.W.4.GRADE 3 SCORING RUBRIC.pdf

3 M1.W8.Primary versus Secoundary.pdf

3 M1.W8.Primary Secoundary Tertiary examples.pdf

3 M1.W9.Is Seeing, Believing? - Lesson Slides

3.M1.W9.Is Seeing, Believing? - Lesson Slides_(Spanish)

3 M1.W9.Is Seeing Believing (Lesson plan).pdf

3 M1.W9.Is Seeing, Believing_ - Photo Fake, Example 1 Student Handout.pdf

3 M1.W9.Is Seeing, Believing_ - Photo Fake, Example 2 Student Handout.pdf

3 M1.W9.Is Seeing, Believing_ - Photo Fake, Example 3 Student Handout.pdf

3 M1.W9.Is Seeing, Believing_ - Photo Fake, Example 4 Student Handout.pdf

Pacing/ Time Frame: 

 9 Weeks

Module II

Information Literacy

Grade 3

Unit Plan Title:

Facts, Opinions, and Points of View

 Overview/Rationale

Module 2 Overview-  This module aims to equip students with the skills to predict, analyze, and test information effectively. Students will explore various examples and strategies to distinguish between facts, points of view, and opinions. Building on the skills acquired in Module 1, they will learn to utilize databases and other information sources to discuss and debate various topics. Additionally, students will gain experience in using valid sources of information while applying the research process. By the end of this module, students will be proficient in applying these skills to critically evaluate and interpret information. The validity of information presented in various forms in everyday life to be aware of misinformation, disinformation and fake news.

New Jersey Student Learning Standards:

Currently in the design stage (2024) scheduled to be available 2025.

Career Readiness, Life Literacies, and Key Skills

9.1.5.CR.1: Compare various ways to give back and relate them to your strengths, interests, and other personal factors.

Technology/Computer Science and Design Thinking

Standards

8.1.2.CS.1: Select and operate computing devices that perform a variety of tasks accurately and quickly based on user needs and preferences

8.1.2.NI.3: Create a password that secures access to a device. Explain why it is important to create unique passwords that are not shared with others.

8.1.2.NI.4: Explain why access to devices need to be secured.

8.1.2.IC.1: Compare how individuals live and work before and after the implementation of new computing technology.

8.1.2.DA.1: Collect and present data, including climate change data, in various visual formats.

8.1.2.DA.2: Store, copy, search, retrieve, modify, and delete data using a computing device.

 8.1.2.DA.3: Identify and describe patterns in data visualizations.  

8.1.2.DA.4: Make predictions based on data using charts or graphs.

Interdisciplinary Standards

Standards

RL.3.1. Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers

RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

RL.3.5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters.

RL.3.7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

RL.3.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.

RI.3.1. Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

RI.3.7. Use information gained from text features (e.g., illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) to support specific points the author makes in a text.

RI.3.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic.

RI.3.10. By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

21st Century Skills: 

E = Encouraged, T = Taught,  A = Assessed

T

Civic Literacy

T

Communication

E

Global Awareness

T

Critical Thinking and Problem Solving

E

Health Literacy

E

Collaboration

Financial, Economic, Business, &   Entrepreneurial Literacy

Creativity and Innovation

E

Environmental Literacy

Other:  

Essential Question(s)

  • How can failing to distinguish between facts, points of view, and opinions lead to people being deceived by false narratives and misinformation on television, social media, and other publications?

  • How can utilizing reliable resources and critical evaluation techniques help individuals avoid falling victim to fake news and misleading information?

Enduring Understandings

  • Recognizing Intentions Behind Information: Students will develop an awareness that information can be presented with varying intentions and biases, influencing how it is perceived and interpreted.

  • Distinguishing Facts from Opinions: Students will learn to critically evaluate and challenge information, differentiating between facts and opinions across different media platforms to enhance their understanding of the content.

  • Applying Critical Scrutiny to Information:   Students will practice applying rigorous scrutiny when engaging with information resources, enabling them to effectively assess, defend, and evaluate the credibility of information in diverse publications.

Student Learning Targets/Objectives

By the end of this module:

  • I can effectively apply skills to differentiate between facts, points of view, and opinions across various media sources.

  • I can critically evaluate and challenge information by utilizing reliable resources and supporting evidence to ensure accuracy and credibility.

Weekly Objectives:

  • Week 1:  

I can accurately distinguish between facts and opinions.

  • Week 2:

I can identify and articulate various points of view.

  • Week 3:  

I can interpret and analyze points of view presented in different publications.

  • Week 4:

I can critically evaluate the differences between fact and opinion.

  • Week 5:

I can thoroughly dissect and differentiate between fact and opinion in various contexts.

  • Week 6:

I can effectively validate facts and separate them from opinions.

  • Week 7:  

I can select and utilize reliable sources to support my information needs.

  • Week 8-9:

I can proficiently locate and verify reliable sources when researching online, ensuring the credibility of the information.

 

Assessments

Assessments will be formative and ongoing throughout the module. Formative assessments will include, but will not be limited to the following;  (Examples)

  • Observations during in-class activities; of students non-verbal feedback during lecture
  • Homework exercises as review for exams and class discussions)
  • Reflections journals that are reviewed periodically during the semester
  • Question and answer sessions, both formal—planned and informal—spontaneous
  • Conferences between the instructor and student at various points in the semester
  • In-class activities where students informally present their results
  • Student feedback collected by periodically answering specific question about the instruction and their self-evaluation of performance and progress

Summative assessments may be utilized to meet district requirements or to validate the transfer of learning objectives. (Examples)

  • Presentations
  • Performance Tasks
  • Student evaluation of the course
  • Instructor self-evaluation

Teaching and Learning Actions

Instructional Strategies

Academic Vocabulary -  Create and keep current, a Language Arts Word Wall, for children to use and interact with. Important for all learners, academic vocabulary and language must be taught explicitly, particularly to second language learners.

Accountable talk - Talking with others about ideas is fundamental to classroom learning. Classroom talk that promotes and sustains learning should be accountable to other learners, use accurate and

appropriate knowledge, and adhere to rigor in thinking. Accountable talk responds to and further develops what others have said through relevant observations, ideas, opinions, or more information.

Cognates-Using Cognates for words in Multilingual learner (MLL) native language

Conferencing - A one-to-one teacher conference with a student about his or her work in progress is prevalent in teaching writing and speaking, but it is also useful in other areas. The purpose of the conference-- engaging in meaningful conversation about the student’s work in progress--will not be realized automatically. Preparation (on the part of both the teacher and the student) before the conference, careful listening during the conference, recordkeeping, and follow-up are essential components for a successful outcome. In student-to-student conferencing, participants require guidance, a focused protocol, and accountability.  Video resource: https://www.youtube.com/watch?v=Pad1eAcsHho

Content Stations – Areas where students work on different tasks simultaneously.  Can and should be leveled for review, challenge, and remediation at appropriate level.  Teacher rotates and facilitates instruction and assistance.  Activities reach various learning styles.  Houghton Mifflin Harcourt leveled readers to assist in background knowledge, skills application, etc.

Cues, questions, activating prior knowledge- Frequently assess your students for prior content knowledge to assist in planning your lessons.  Use effective questioning to prompt students to recall and apply what they have already learned.

Effective questioning - Teacher questioning and student response are common classroom learning activities. Research finds that teacher questions (and cues) are effective when they focus on what is important, require students to respond at higher levels, provide adequate wait time after a question is asked and establish an engaging introduction for the lesson. Effective questioning can also play a role in focusing students on unit learning goals or overarching themes throughout a longer period of study.

Flexible Groupings-   Teacher meets with groups to meet curricular goals, engage students, and respond to individual needs.

Integration of content areas - There is a strong case to be made for integrating curriculum. It strengthens skills that students encounter in one content area, but also practice in another, such as reading and writing, and it

can lead to the mastery of those skills. It provides meaningful instruction for students in multiple areas of standards in a single class or learning experience. It is also a more authentic way of

learning because it reflects what we experience, both professionally and personally, in the world. It can be a way to engage students when introducing them to a challenging subject. STEM education is a current example of effective content integration. Research supports the integration of content areas.

Intentional Use of Technology – whiteboard presentations and activities available and encouraged for use through HMH.

Leveled Instruction – Teacher gives introductory lessons to the entire class, then provides varying access points for students to practice skills.  Teacher provides several assignments with different levels of difficulty- the student OR teacher chooses an assignment.

Modeling - Modeling is an instructional strategy wherein the teacher or another student demonstrates a new concept or skill and students learn by observing and emulating. Modeling is an effective instructional strategy when it allows students to observe thought processes and imitate particular behaviors or steps in a process. Types and purposes of modeling can include approaches such as task and performance modeling (demonstrating a task), metacognitive modeling (thinking aloud), and disposition modeling (conveying one’s own enthusiasm, interest, or commitment). Modeling can be used across disciplines and in all grades and ability levels.

Nonlinguistic representations- drawings, blocks, physical models, kinesthetic activities, graphic organizers, realia

Read-aloud - Read-aloud is an instructional format, included formally in elementary reading programs and as an instructional activity in all areas and levels of the curriculum. A primary purpose of a read-aloud is to create a community of readers in the classroom and establish a known text as a basis for related literacy activities. Reading aloud allows teachers to model important components of literacy, such as fluency, expression, and interacting with texts while exposing students to vocabulary that is just beyond their instructional level and demonstrating how reading is a source of information and enjoyment.

Semantic Mapping -The association of meanings and context for a given word that may include: origin, images, multiple meanings, word structure, synonyms, antonyms, descriptors, common contexts, examples, historical or cultural connotations and personal associations. When using a semantic map, it will assist students by building a meaningful network of associations around the words that must be learned which will be stored more deeply in memory and retrieved more easily.  

Share the Pen- Interactive writing strategy where teacher and students “share the pen” to create a written product such as a sentence, story, or list.

SIoP Strategies - Sheltered Instructional Observation Protocol consists of eight components; lesson preparation, building background, comprehensible input, strategies, interaction, practice, lesson delivery, and review and assessment.  Using these eight components teachers can design instruction that will help Multilingual learner (MLL) to reach English language acquisition.

Student goal setting - Teachers who set, define, and communicate learning objectives effectively with students employ research-based findings that say goal setting with students should: (1) be flexible and general because when a goal is too narrowly focused, it may limit learning (e.g., If the goal is to learn how a piston works, students may not learn its relationship to other parts of an engine), although too general goals may be unattainable; (2) encourage student ownership (e.g., creating own goals, personalizing teacher goals, committing to contracts, and providing feedback on their progress in journals, videos, etc.); (3) focus on understanding over accomplishing tasks; and (4) allow students enough time to adapt goals to their own interests, learning styles, and prior knowledge. Setting goals benefits from explicit instruction.

Targeted feedback - Research and effective practice points to the following keys to using targeted feedback to improve student achievement and avoid negative effects: (1) link feedback to objectives; (2) use a formative evaluation approach over a summative approach; (3) make guidance specific (e.g.,proofing remarks or codes may not communicate well); (4) provide feedback in a timely manner (not long after assignment is forgotten); and (5) identify how students should use feedback to make improvements.                                                                                                 Thumbs Up/Down, “Stop Light”, “Smiley Face”- for quick, formative assessment                                                                                                    Think-Pair-Share– Turn & Talk with a neighbor to discuss/review various concepts/vocabulary/etc.  Each child that is called on to share reports out their partner’s ideas/response; then switch.

Word wall - A word wall is an organized collection of words prominently displayed in a classroom and

frequently used as an interactive literacy tool for teaching vocabulary and spelling to children. There are many different types of word walls, such as high frequency words, word families, and story- or unit-related names.

Activities: Including G/T, SE, and ELL Differentiation

Differentiation examples:

Students with a 504:
All modifications and health concerns listed in his/her 504 plan MUST be adhered to.

  •  Provide scaffolded support when they respond to questions (ie. Rephrase questions, have them Turn & Talk to peers, provide sentences frames for response, etc)
  • Sentence frames discussions/sharing.
  • Encourage participation using words, phrases, gestures, illustrations, and dictation, as needed.
  •  Refer to visuals throughout lesson/activity
  • Divide instruction into smaller chunks of time
  • Post pictures with new vocabulary words when possible and have children repeat each word.
  • Students demonstrate understanding verbally or drawing.
  •  Allow role-play responses.
  • Provide sentence frames for forming opinions:  I agree with ____ because ___. Or I do not agree with ____ because _____.
  • Encourage use of content vocabulary.
  • Use words, gestures, and repetition  to assist in developing vocabulary meaning retention.
  • Retell stories, have children point to an image that matches their retelling.
  •  Have children highlight vocabulary/key words in their student workbooks..
  • Model using class anchor charts to assist in their writing, speaking, and reading..
  • Provide word/phrase cards to assist in accomplishing tasks.
  •  Model sentence structure when responding to questions.
  • Ask “yes” and “no” questions from time to time.
  • Allow frequent movement in the classroom, going up to the SMARTBoard, or big book to point out things relevant to the lesson.
  • Thumbs Up/Down for quick assessments.
  • Take dictation.
  • Have students make a line for each word of their response, then work with them to write the sentence decoding and reading the room to help with their writing. (ie. “I like the part when Keisha could build a tower using blocks.” _ _ _ _ _ _ _ _ _ _ _ _.)
  •  Encourage asking questions for clarity. Provide displayed anchor chart of question words with question phrases on it.
  • Assign partner work.
  • Snap & Read Google extension (reads to students in selected language).
  • Small group instruction
  • Inclusion of videos, images, and Google Expeditions
  • Choice in task products (song, dance, writing, role play, drawing)
  • Use of Google Chromebook Accessibility Features, including:  screen magnifier, font increase, black/white contrast, larger cursor, Chromevox, on-screen

Week 1:

Focus:  Difference between facts and opinions.

Activity: Identify and describe facts and opinions in different sources of media.

  1. Engage the student in a discussion and provide definitions or facts versus opinions.
  2. A fact is something that can be proven true.
  3. An opinion is someone's feelings about a particular topic.
  4. State: “Today we will be learning about the difference between facts and opinions.” Ask: “What is the difference between a fact and an opinion?” Give students time to turn and talk.
  5. Ask students to give a thumbs up for fact and thumbs down if the question presented is fact or opinion. Ask the following of similar questions:
  1.  Lunch is the best part of the school day.  
  2. Students need more time to eat lunch.  
  3. The vegetables on pizza are healthy for you.
  4. The vitamins in fruit help keep you healthy.
  5. Lunch is the most important meal of the day.
  6. An apple is a fruit.
  7. The school should offer dessert for lunch.
  8. I believe we should eat pizza every Friday.
  9. Chocolate milk has sugar in it.
  10. Tacos are better than hot dogs.

Product: After explanation of 1-5, complete student worksheets

3 M2.W1.Fact versus opion Teacher questions for the class.pdf

3 M2.W1.Fact versus opinion class worksheet.pdf

3 M2.W1.Fact versus opinion class worksheet 2.pdf

3 M2.W1.Fact versus opinion class worksheet 3.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 2:

Focus:  Facts, Opinions, and Points of View (Part 1)

Activity: Points of view (Related to social media and other digital publications)

  1. Introduce Point of View to the student via charts or presentation. Explain, point of view of information is the perspective from which the story is told. Authors can choose to give the information a particular point of view in order to create certain effects in the story. The narrator’s point of view shapes the reader’s point of view because the reader experiences the story through the narrator’s description of the events.

  1. Explain that POV (Points of view) can also be presented in video form.
  2. A POV (point of view) video is a type of video filmed from the perspective of the person who is creating it, giving the viewer a sense of being there in the moment and experiencing the events as they unfold.

KEY VOCABULARY (develop and maintain a Word Wall)

Performative social media activism — a mode of activism used to increase one's social capital or personal gain rather than genuine support or criticism toward a movement, issue or cause

" Slacktivism" — the practice of supporting a political or social cause by means such as social media or online petitions, characterized as involving very little effort or commitment

Bias — the action of supporting or opposing a particular person or thing in an unfair way, because of allowing personal opinions to influence your judgment

Reading upstream — navigate directly to the primary source as opposed to reading other second-hand pieces about the topic (Stanford History Education Group)

POV refers to the perspective or voice that you adopt when posting content on social media. Here are some ways to use POV on social media:

Personal POV: Share your personal experiences, opinions, and thoughts with your followers. This creates a more authentic and relatable connection with your audience and helps you stand out from the crowd.

Brand POV: If you're representing a brand on social media, adopt a consistent brand voice and tone that reflects the values and personality of the brand. This can help you build a strong brand identity and establish trust with your followers.

Expert POV: If you have expertise in a specific topic, use your social media platform to share your knowledge and insights. This positions you as a thought leader in your field and can help you build a following of loyal followers.

Storytelling POV: Use social media to tell stories about your brand, products, or services. This can help you engage your audience and build emotional connections with them.

Humorous POV: Use humor to add personality to your social media presence. This can help you stand out from the crowd and create a more lighthearted and approachable image.

5. After reviewing and discussing various forms of POV (Points of View), discuss the importance of challenging the information presented.

  1. Examples of POV (Point of view):

  1. Personal POV: A food blogger sharing personal anecdotes and experiences while cooking and trying new recipes.

  1. Brand POV: A clothing brand posting content that showcases its fashion sense, values, and personality through visuals, captions, and voice.

  1. Expert POV: A financial advisor sharing expert tips and insights on personal finance, retirement planning, and investments.

  1. Storytelling POV: A travel company sharing stories and photos of travelers visiting unique and exotic destinations.

  1. Humorous POV: A pet supply company creating and sharing funny memes, videos, and jokes related to pets and pet ownership.

6.  Explain to students it’s time to put their POV (Point of view) checking skills to the test. Choose a current event or topic. Do a Google search with a 3-4-word keyword search phrase and find three search results. Have students identify the POV used in providing the information.  

Product: After explanation of lesson content, assist students in completing associated worksheets.

3 M2.W2.Points of view online worksheet 1.pdf

3 M2.W2.Points of view worksheet 2.pdf

3 M2.W2.Points of view worksheet 3.pdf

3 M2.W2.Points of view worksheet 4.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 3:  Facts, Opinions, and Points of View (Part 2)

Focus:  Points of view (Related to social media and other digital publications)

Activity:

  1. Introduce Point of View to the student via charts or presentation. Explain, point of view of information is the perspective from which the story is told. Authors can choose to give the information a particular point of view in order to create certain effects in the story. The narrator’s point of view shapes the reader’s point of view because the reader experiences the story through the narrator’s description of the events.

  1. Explain that POV (Points of view) can also be presented in video form.

A POV (point of view) video is a type of video filmed from the perspective of the person who is creating it, giving the viewer a sense of being there in the moment and experiencing the events as they unfold.

KEY VOCABULARY(develop and maintain a Word Wall)

Performative social media activism — a mode of activism used to increase one's social capital or personal gain rather than genuine support or criticism toward a movement, issue or cause

" Slacktivism" — the practice of supporting a political or social cause by means such as social media or online petitions, characterized as involving very little effort or commitment

Bias — the action of supporting or opposing a particular person or thing in an unfair way, because of allowing personal opinions to influence your judgment

Reading upstream — navigate directly to the primary source as opposed to reading other second-hand pieces about the topic (Stanford History Education Group)

POV refers to the perspective or voice that you adopt when posting content on social media. Here are some ways to use POV on social media:

Personal POV: Share your personal experiences, opinions, and thoughts with your followers. This creates a more authentic and relatable connection with your audience and helps you stand out from the crowd.

Brand POV: If you're representing a brand on social media, adopt a consistent brand voice and tone that reflects the values and personality of the brand. This can help you build a strong brand identity and establish trust with your followers.

Expert POV: If you have expertise in a specific topic, use your social media platform to share your knowledge and insights. This positions you as a thought leader in your field and can help you build a following of loyal followers.

Storytelling POV: Use social media to tell stories about your brand, products, or services. This can help you engage your audience and build emotional connections with them.

Humorous POV: Use humor to add personality to your social media presence. This can help you stand out from the crowd and create a more lighthearted and approachable image.

5. After reviewing and discussing various forms of POV (Points of View), discuss the importance of challenging the information presented.

  1. Examples of POV (Point of view):

Personal POV: A food blogger sharing personal anecdotes and experiences while cooking and trying new recipes.

Brand POV: A clothing brand posting content that showcases its fashion sense, values, and personality through visuals, captions, and voice.

Expert POV: A financial advisor sharing expert tips and insights on personal finance, retirement planning, and investments.

Storytelling POV: A travel company sharing stories and photos of travelers visiting unique and exotic destinations.

Humorous POV: A pet supply company creating and sharing funny memes, videos, and jokes related to pets and pet ownership.

6.  Explain to students it’s time to put their POV (Point of view) checking skills to the test. Choose a current event or topic. Do a Google search with a 3-4-word keyword search phrase and find three search results. Have students identify the POV used in providing the information.  

Product:  After explanation of lesson content, assist students in completing associated worksheets.

3 M2.W2.Points of view online worksheet 1.pdf

3 M2.W2.Points of view worksheet 2.pdf

3 M2.W2.Points of view worksheet 3.pdf

3 M2.W2.Points of view worksheet 4.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 4:  

Focus: Identifying and differentiating facts and opinions. (Part 1)

Activity:  Fact vs. Opinion Activities

 

  • Defining Fact and Opinion for Students

  1. Use simple definitions to help students.

(differentiate between fact and opinion)

  • A fact is a statement that can be verified.

  • An opinion is an expression of belief about something.

  • You can add additional qualifiers to your explanation. Facts rely on observation or research and generally involve the use of empirical data and information. In many cases, facts also involve our physical senses, like hearing, seeing, smelling, touching, or tasting.
  • Explain, opinions are based on assumptions that cannot be proven and reflect somebody's views, beliefs, personal perspectives, or values. In a news story, all opinions must be quoted from a source, and sources from both sides should be cited. Even a statement like “it is too hot outside” can be an opinion. Some people prefer hot weather, whereas others do not. Opinions cannot be verified.  

  1. Fact Clues

  • The research confirms…
  • The doctors recently discovered that COVID-19 is airborne…, COVID-19 is ...
  • "According to [source]" is usually followed by a fact. But it can also be followed by an opinion statement. You need to know your source.
  • The source of a fact has to be credible. It cannot simply be your mother or your relatives—unless they are a recognized authority.

2.  Opinion Clues

  • I think, I believe, I feel, In my opinion, Some people think, My friends think, My parents think, Some people claim, He/she claims
  • Always/Never, Awful/Wonderful, Beautiful/Ugly, Better/Best/Worst, Delicious/Disgusting, Enjoyable/Horrible/Favorite, For/Against, Good/Bad,, Inferior/Superior, Oppose/Support, Terrible/Unfair, Worthwhile

Product: After explanation of lesson content, assist students in completing associated worksheets.

3 M2.W3.Fact or Opinion Worksheet 1.pdf

3 M2.W3.Fact or Opinion Worksheet 2.pdf

3 M2.W3.Fact or Opinion Worksheet 3.pdf

3 M2.W3.Fact or Opinion Worksheet 4.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 5: Identifying and differentiating facts and opinions. (Part 2 Expanding)

Activity:  Fact vs. Opinion Activities (Review the following or introduce to students not in attendance for previous lesson)

 

  • Defining Fact and Opinion for Students

  1. Use simple definitions to help students.

(differentiate between fact and opinion)

  • A fact is a statement that can be verified.

  • An opinion is an expression of belief about something.

  • You can add additional qualifiers to your explanation. Facts rely on observation or research and generally involve the use of empirical data and information. In many cases, facts also involve our physical senses, like hearing, seeing, smelling, touching, or tasting.
  • Explain, opinions are based on assumptions that cannot be proven and reflect somebody's views, beliefs, personal perspectives, or values. In a news story, all opinions must be quoted from a source, and sources from both sides should be cited. Even a statement like “it is too hot outside” can be an opinion. Some people prefer hot weather, whereas others do not. Opinions cannot be verified.  

  1. Fact Clues

  • The research confirms…
  • The doctors recently discovered that COVID-19 is airborne…, COVID-19 is ...
  • "According to [source]" is usually followed by a fact. But it can also be followed by an opinion statement. You need to know your source.
  • The source of a fact has to be credible. It cannot simply be your mother or your relatives—unless they are a recognized authority.

2.  Opinion Clues

  • I think, I believe, I feel, In my opinion, Some people think, My friends think, My parents think, Some people claim, He/she claims
  • Always/Never, Awful/Wonderful, Beautiful/Ugly, Better/Best/Worst, Delicious/Disgusting, Enjoyable/Horrible/Favorite, For/Against, Good/Bad,, Inferior/Superior, Oppose/Support, Terrible/Unfair, Worthwhile

Product: After explanation of lesson content, assist students in completing associated worksheets.

3 M2.W4.Fact or Opinion Worksheet 5.pdf

3 M2.W4.Fact or Opinion Worksheet 6.pdf

3 M2.W4.Fact or Opinion Worksheet 7.pdf

3 M2.W4.Fact or Opinion Worksheet 8.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 6:  Identifying and differentiating facts and opinions.

Focus: Validating facts from opinion

Activity: Fact vs. Opinion Activities (Expanding)

  1. Facts versus opinions are an essential skill that students must be able to apply and demonstrate proficiency. As many forms of receiving information are now available, without receiving scrutiny by scholars and fact checkers, students must be able to validate facts from opinion.  
  2. Students will apply proving and validating facts from fiction. Given the challenges facing many media publications, students must be able to determine the difference between facts and opinions.
  3. Provide valid sources of challenging facts presented for the students. Provide a brief and effective way of searching for ways of validating facts and identifying opinions.

Product: After explanation of lesson content, assist students in completing associated worksheets.

3 M2.W6.Fact or Opinion Worksheet 9.pdf

3 M2.W6.Fact or Opinion Worksheet 10.pdf

3 M2.W6.Fact or Opinion Worksheet 11.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 7:

Focus:  Peer-reviewed print and digital library resources.

Activity: Using reliable sources for information

  1. Students will begin to explore the internet and search for information via safe search engines. Students will be provided links for district and other safe data-bases or search engines to find information on topics to support English language arts classrooms or topics chosen by classroom discussions.

  1. Britannica Encyclopedia Online. A comprehensive encyclopedia organized by topic and grade level. "Learning Materials" section has additional activities and more

 

  1. Gale.  This database is especially for elementary students. Use this for science, social studies and other school projects.

  1. A Spanish elementary encyclopedia for Grades K-8. A resource for Spanish-language students and native speakers alike.

  1. ProQuest SIRS Discoverer is a general reference database for upper elementary and middle school learners

Databases above are only suggestions. Compare with unreliable sources of information. (i.e. Wiki and et.). Introduce students to the CRAAP Test?

The CRAAP Test is a litmus test to determine whether a source is... well, you know—whether it’s any good or not. The acronym stands for Currency, Relevance, Authority, Accuracy, and Purpose. Teachers can teach students how to evaluate a source by considering the questions associated with each word in the acronym.

Currency: Is the information timely? Is it out-of-date? Does it matter for what you’re researching? Has the information been updated since it was published?

Relevance: Is the source directly related to your topic? Who is the intended audience? Does it meet the needs of your work?

Authority: Is the author qualified to write on this topic? What are their credentials that make them an expert?

Accuracy: Is the information supported by evidence? Can you find the information from more than one source? Is writing professional?

Purpose: What is the purpose of the information? Is it to inform, teach, sell, entertain, or persuade? Is the information presented as fact or opinion?

Product: After explanation of lesson content, assist students in completing associated worksheets.

3 M2.W7.Data bases worksheet 1.pdf

3 M2.W7.Data bases worksheet 2.pdf

3 M2.W7.Data bases worksheet 3.pdf

3 M2.W7.Data bases worksheet 4.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 8:

Focus:  Peer-reviewed print and digital library resources.

Activity: Locating and verifying reliable sources when working with online information.

  1. Students will engage with various skills in order to locate reliable sources online. Students will learn about the important reasons to evaluate digital sources for reliability and bias. In addition, student will identify common reasoning errors when approaching digital information.
  2. Ask students the following questions and have an open discussion:
  • What makes an online source reliable?
  • How do we identify bias and avoid thinking errors when evaluating online information?

  1. Vocabulary

reliable (adjective) trustworthy; containing true and legitimate information

evaluate (verb) to judge or determine the reliability of information

online (adjective) found on the internet

reasoning (noun) the act of thinking through

  1. Compare and Contrast

 Explain to your students that you are going to have them look at two to three different websites about school lunches and consider the information presented. Explain that all of these sites came from a basic search of the words “school lunch.” Give them printouts or screenshots of two to three of the following webpages:

National School Lunch Program

USDA Shifts Obama-era School Lunch Guidelines

School Meal

  1. Give students 10 minutes to scan the information on the printouts or screenshots you have shown them.

  1. Have students work in partnerships or small groups to complete the

Choosing Reliable Sources Venn diagram worksheet comparing and contrasting the sources they have reviewed. Where the circles don’t overlap, students should write details that tell how the web pages are different. Where the circles overlap, they should write details that tell how the web pages are alike. Encourage students to think about the information conveyed through photographs and other images as well as text. If your students are unaccustomed to working with Venn diagrams, you can do this activity as a whole group.

  1. If students need help finding similarities and differences, you can use the following questions to aid their work:

When was each page created or updated?

What is similar or different about the images on each page?

What is the main idea or reason behind each page?

What seems to be the author’s purpose on each page?

Product: After explanation of lesson content, assist students in completing associated worksheets.

Finding Reliable Resources on the Internet

3 M2.W8.locating and verifying reliable information worksheet 1.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 9: 

Focus:  Peer-reviewed print and digital library resources.

Activity: Locating and verifying reliable sources when working with online information. (Expanding)

(Continued from previous lesson)

Develop a Checklist

  1. Bring your students together. Explain that different sources online present different information, even about the same topics. As students work with online information, they should think about which sources are the most reliable.

  1. Provide students with a definition of the term reliable. Write “Our Reliability Checklist” on the board, and have students offer ideas for questions they might ask themselves when evaluating the reliability of a source. If your students have trouble getting started, you can model questions for them:

Who wrote this source?

What was the purpose of the author who wrote this source?

What other sources does this source reference?

Does this source say the same things as other sources?

Does this source echo what I know from personal experience?

  1.  You can keep this checklist posted in your classroom or type it up for students to put in notebooks or on their walls at home.

  1.  Have students answer the questions for the websites they reviewed and choose which of the two or three sources is most reliable. You can do this as a class or in small groups.

Kids React

  1. Finally, perform an online image search for the words “school lunch,” and project the results or create handouts with the images from the search results. Have students focus their attention on one image at a time. Ask them to make a face or display thumbs up, down or in the middle to convey their emotional reaction to the image. Chart their reactions.

  1. As a class, discuss the assumptions they might have been making when reacting to these images. Some examples of assumptions are below:

All school lunches are disgusting.

All school lunches are nutritious.

Kids are usually smiling when they eat school lunch.

Kids only like junk food.

Schools are always racially diverse.

American kids are less healthy than kids in other countries.

  1. Referring back to the chart of student reactions, have kids write in their notebooks or journals about some of the assumptions a person might find themselves making based on a simple online image search.

Product:  After explanation of lesson content, assist students in completing associated worksheets.

3 M2.W8.locating and verifying reliable information worksheet 1.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Experiences

(virtual and live field trips)

Federal Hall (Home to the nation's first Congress, Supreme Court, and Executive Branch offices, Federal Hall is the birthplace of the American Government. Right on Wall Street, George Washington took the oath of office as our first President. Students visiting Federal Hall will be able to see the place where the American Government was born first hand!)

Democracy Now! (Democracy Now! is a national, daily news program. Students are invited to the studio each day to watch the broadcast. This is a great chance for students to see independent journalism in action, learn about current events in context, dive into media literacy, and hear stories about active citizenry.)

Liberty Hall Museum ( Built in 1772, Liberty Hall Museum & Arboretum is the perfect place to discover the living past. Students can role play as citizens in colonial New Jersey on the eve of the Revolutionary War, or learn what life was like across five periods of American history.)

NEW JERSEY PERFORMING ARTS CENTER, NJPAC (New Jersey Performing Arts Center offers curriculum-driven programs that are designed to give you and your students opportunities to create, collaborate, and connect.)

ACTORS SHAKESPEARE COMPANY (Actors Shakespeare Company is committed to providing unique opportunities for young people to experience Shakespeare  as a living experience. Students may attend a weekday 10am performance. Each performance is followed by a talkback with the actors and director.

AFRICAN ART MUSEUM OF THE SMA (The African Art Museum is dedicated to the arts of Africa, with permanent collections including painting, costumes and decorative arts, exhibited on a rotating basis.)

BERGEN COUNTY ZOOLOGICAL PARK (Bergen County Zoological Park, on an 18-acre site, is a great place to see wildlife from North, Central, and South America, buffalo and horses, as well as more exotic animals.)

LIBERTY SCIENCE CENTER (Liberty Science Center in Liberty State Park features interactive, hands-on science exhibits, and a planetarium that houses 12 museum exhibition halls, a live animal collection with 110 species, giant aquariums and more.)

LIBERTY STATE PARK (Liberty State Park features exhibits and programs focusing on the natural history and ecology of the Hudson River Estuary. Visit for spectacular views, interpretive programs, and miles of trails suited to recreational activities.)

MONTCLAIR ART MUSEUM (MAM) Montclair Museum through its large collection of American and Native American art, strives to understand artistic expression in historical and regional contexts. Its programs teach critical thinking in art and history through exploration of the visual elements and evolution of American art.

MONTCLAIR HISTORY CENTER (Montclair History Center offers four historic homes for public viewing, including the Nathaniel Crane House, Clark House and Library and the Charles Shultz House, all built in the 18th or 19th centuries.)

MORRIS MUSEUM (Field trips to the Morris Museum allow youth groups to experience hands-on learning using museum artifacts, reproductions, and interactive activities in the science, arts, and humanities exhibits and activities.)

NEWARK MUSEUM (The Newark Museum is the state’s largest museum with a fine collection of American art, decorative arts, contemporary art, and arts of Asia, Africa, the Americas, and the ancient world.)

THE JEWISH MUSEUM OF NEW JERSEY (The Jewish Museum of New Jersey is housed at Congregation Ahavas Sholom, one of the oldest continually active synagogues in Newark. It includes permanent and rotating exhibit space, a library and media center.)

THE SHAKESPEARE THEATRE OF NEW JERSEY (See Shakespeare’s plays come to life at The Shakespeare Theatre of New Jersey dedicated to Shakespeare’s canon and other classical masterworks)

THOMAS EDISON NATIONAL HISTORIC PARK (At Thomas Edison National Historic Park, step back in time and tour Thomas Edison’s home and laboratory, where one of America’s greatest minds changed the course of modern technology.)

TURTLE BACK ZOO (Turtle Back Zoo is committed to providing an enriching experience that fosters excellence in wildlife education and wildlife conservation.)

VISUAL ARTS CENTER OF NEW JERSEY (As the state’s largest contemporary art institution, the Visual Arts Center of New Jersey hosts work by local and national artists. Past exhibits have featured illustration, collage, mixed media, painting, installation art, and other media.

Resources

3 M2.W1.Fact versus opion Teacher questions for the class.pdf

3 M2.W1.Fact versus opinion class worksheet.pdf

3 M2.W1.Fact versus opinion class worksheet 2.pdf

3 M2.W1.Fact versus opinion class worksheet 3.pdf

3 M2.W2.Points of view online worksheet 1.pdf

3 M2.W2.Points of view worksheet 2.pdf

3 M2.W2.Points of view worksheet 3.pdf

3 M2.W2.Points of view worksheet 4.pdf

3 M2.W3.Fact or Opinion Worksheet 1.pdf

3 M2.W3.Fact or Opinion Worksheet 2.pdf

3 M2.W3.Fact or Opinion Worksheet 3.pdf

3 M2.W3.Fact or Opinion Worksheet 4.pdf

3 M2.W4.Fact or Opinion Worksheet 5.pdf

3 M2.W4.Fact or Opinion Worksheet 6.pdf

3 M2.W4.Fact or Opinion Worksheet 7.pdf

3 M2.W4.Fact or Opinion Worksheet 8.pdf

3 M2.W6.Fact or Opinion Worksheet 9.pdf

3 M2.W6.Fact or Opinion Worksheet 10.pdf

3 M2.W6.Fact or Opinion Worksheet 11.pdf

3 M2.W7.Data bases worksheet 1.pdf

3 M2.W7.Data bases worksheet 2.pdf

3 M2.W7.Data bases worksheet 3.pdf

3 M2.W7.Data bases worksheet 4.pdf

3 M2.W8.locating and verifying reliable information worksheet 1.pdf

Pacing/ Time Frame:

9 Weeks

Module 3

Information Literacy

Grade

3

Unit Plan Title:

Ethical use of information

Overview/Rationale

Module 3 Overview- This module is designed to deepen students' critical thinking abilities and enhance their application of previously acquired skills and strategies for evaluating and testing information. Students will engage with real-world examples that challenge them to discern between facts, points of view, and opinions. Building on the skills developed in Modules 1 and 2, students will explore advanced strategies for applying their knowledge. By the end of this module, students will be more adept at assessing the validity of information encountered in various formats, becoming more discerning in recognizing and addressing misinformation, disinformation, and fake news in everyday life.

New Jersey Student Learning Standards:

Currently in the design stage (2024) scheduled to be available 2025.

Career Readiness, Life Literacies, and Key Skills

9.1.5.CR.1: Compare various ways to give back and relate them to your strengths, interests, and other personal factors.

Technology/Computer Science and Design Thinking

8.1.2.CS.1: Select and operate computing devices that perform a variety of tasks accurately and quickly based on user needs and preferences

8.1.2.NI.3: Create a password that secures access to a device. Explain why it is important to create unique passwords that are not shared with others.

8.1.2.NI.4: Explain why access to devices need to be secured.

8.1.2.IC.1: Compare how individuals live and work before and after the implementation of new computing technology.

8.1.2.DA.1: Collect and present data, including climate change data, in various visual formats.

8.1.2.DA.2: Store, copy, search, retrieve, modify, and delete data using a computing device.

 8.1.2.DA.3: Identify and describe patterns in data visualizations.  

8.1.2.DA.4: Make predictions based on data using charts or graphs.

Interdisciplinary Standards)

RL.3.1. Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers

RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

RL.3.5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters.

RL.3.7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

RL.3.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.

RI.3.1. Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

RI.3.7. Use information gained from text features (e.g., illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) to support specific points the author makes in a text.

RI.3.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic.

RI.3.10. By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

Essential Question(s)

  • How can critical thinking and a structured research process help prevent the unethical use of information?

  • How can the absence of ethical decision-making contribute to the spread of misinformation and the production of false information by various media sources?

Enduring Understandings

  • Students will develop the ability to apply critical thinking and previously learned strategies to recognize and address ethical issues in diverse forms of information.

Student Learning Targets/Objectives

By the end of this module:

  • I can apply my skills to distinguish between accurate information and false narratives.

  • I can critically evaluate and challenge information by utilizing reliable resources and supporting evidence to confirm its authenticity.

Weekly Objectives:

  • Week 1:  

I can assess whether the information presented is genuine or misleading.

  • Week 2:

I can take responsibility for my actions and behavior while online.

  • Week 3:  

I can use appropriate language and maintain good etiquette in online interactions.

  • Week 4:  

I can communicate effectively and respectfully while using the internet.

  • Week 5:

I can recognize how my online activities impact my personal identity and reputation.

  • Week 6:

I can contribute to creating and maintaining a safe and supportive online community.

  • Week 7:  
  • I can substantiate the authenticity of information by verifying its validity.

  • Week 8-9:  

I can identify and test the credibility of online content to determine its validity.

Assessments

Assessments will be formative and ongoing throughout the module. Formative assessments will include, but will not be limited to the following;  (Examples)

  • Observations during in-class activities; of students non-verbal feedback during lecture
  • Homework exercises as review for exams and class discussions)
  • Reflections journals that are reviewed periodically during the semester
  • Question and answer sessions, both formal—planned and informal—spontaneous
  • Conferences between the instructor and student at various points in the semester
  • In-class activities where students informally present their results
  • Student feedback collected by periodically answering specific question about the instruction and their self-evaluation of performance and progress

Summative assessments may be utilized to meet district requirements or to validate the transfer of learning objectives. (Examples)

  • Presentations
  • Performance Tasks
  • Student evaluation of the course
  • Instructor self-evaluation

Teaching and Learning Actions

Instructional Strategies

Academic Vocabulary -  Create and keep current, a Language Arts Word Wall, for children to use and interact with. Important for all learners, academic vocabulary and language must be taught explicitly, particularly to second language learners.

Accountable talk - Talking with others about ideas is fundamental to classroom learning. Classroom talk that promotes and sustains learning should be accountable to other learners, use accurate and

appropriate knowledge, and adhere to rigor in thinking. Accountable talk responds to and further develops what others have said through relevant observations, ideas, opinions, or more information.

Adapting to learning styles/multiple intelligences – Allow movement, choice, linguistics, visual, and other methods of teaching/learning to foster different interests, providing variety and differentiation in instruction, and developing the whole child.

Cognates-Using Cognates for words in Multilingual learner (MLL) native language

Conferencing - A one-to-one teacher conference with a student about his or her work in progress is prevalent in teaching writing and speaking, but it is also useful in other areas. The purpose of the conference-- engaging in meaningful conversation about the student’s work in progress--will not be realized automatically. Preparation (on the part of both the teacher and the student) before the conference, careful listening during the conference, recordkeeping, and follow-up are essential components for a successful outcome. In student-to-student conferencing, participants require guidance, a focused protocol, and accountability.  Video resource: https://www.youtube.com/watch?v=Pad1eAcsHho

Content Stations – Areas where students work on different tasks simultaneously.  Can and should be leveled for review, challenge, and remediation at appropriate level.  Teacher rotates and facilitates instruction and assistance.  Activities reach various learning styles.  Houghton Mifflin Harcourt leveled readers to assist in background knowledge, skills application, etc.

Cues, questions, activating prior knowledge- Frequently assess your students for prior content knowledge to assist in planning your lessons.  Use effective questioning to prompt students to recall and apply what they have already learned.

Effective questioning - Teacher questioning and student response are common classroom learning activities. Research finds that teacher questions (and cues) are effective when they focus on what is important, require students to respond at higher levels, provide adequate wait time after a question is asked and establish an engaging introduction for the lesson. Effective questioning can also play a role in focusing students on unit learning goals or overarching themes throughout a longer period of study.

Flexible Groupings-   Teacher meets with groups to meet curricular goals, engage students, and respond to individual needs.

Integration of content areas - There is a strong case to be made for integrating curriculum. It strengthens skills that students encounter in one content area, but also practice in another, such as reading and writing, and it

can lead to the mastery of those skills. It provides meaningful instruction for students in multiple areas of standards in a single class or learning experience. It is also a more authentic way of

learning because it reflects what we experience, both professionally and personally, in the world. It can be a way to engage students when introducing them to a challenging subject. STEM education is a current example of effective content integration. Research supports the integration of content areas.

Intentional Use of Technology – whiteboard presentations and activities available and encouraged for use through HMH.

Leveled Instruction – Teacher gives introductory lesson to the entire class, then provides varying access points for students to practice skills.  Teacher provides several assignments with different levels of difficulty- the student OR teacher chooses an assignment.

Modeling - Modeling is an instructional strategy wherein the teacher or another student demonstrates a new concept or skill and students learn by observing and emulating. Modeling is an effective instructional strategy when it allows students to observe thought processes and imitate particular behaviors or steps in a process. Types and purposes of modeling can include approaches such as task and performance modeling (demonstrating a task), metacognitive modeling (thinking aloud), and disposition modeling (conveying one’s own enthusiasm, interest, or commitment). Modeling can be used across disciplines and in all grades and ability levels.

Nonlinguistic representations- drawings, blocks, physical models, kinesthetic activities, graphic organizers, realia

Phoneme Grapheme Correspondence

Read-aloud - Read-aloud is an instructional format, included formally in elementary reading programs and as an instructional activity in all areas and levels of the curriculum. A primary purpose of a read-aloud is to create a community of readers in the classroom and establish a known text as a basis for related literacy activities. Reading aloud allows teachers to model important components of literacy, such as fluency, expression, and interacting with texts while exposing students to vocabulary that is just beyond their instructional level and demonstrating how reading is a source of information and enjoyment.

Semantic Mapping -The association of meanings and context for a given word that may include: origin, images, multiple meanings, word structure, synonyms, antonyms, descriptors, common contexts, examples, historical or cultural connotations and personal associations. When using a semantic map, it will assist students by building a meaningful network of associations around the words that must be learned which will be stored more deeply in memory and retrieved more easily.  

Share the Pen- Interactive writing strategy where teacher and students “share the pen” to create a written product such as a sentence, story, or list.

SIoP Strategies - Sheltered Instructional Observation Protocol consists of eight components; lesson preparation, building background, comprehensible input, strategies, interaction, practice, lesson delivery, and review and assessment.  Using these eight components teachers can design instruction that will help Multilingual learner (MLL) to reach English language acquisition.

Student goal setting - Teachers who set, define, and communicate learning objectives effectively with students employ research-based findings that say goal setting with students should: (1) be flexible and general because when a goal is too narrowly focused, it may limit learning (e.g., If the goal is to learn how a piston works, students may not learn its relationship to other parts of an engine), although too general goals may be unattainable; (2) encourage student ownership (e.g., creating own goals, personalizing teacher goals, committing to contracts, and providing feedback on their progress in journals, videos, etc.); (3) focus on understanding over accomplishing tasks; and (4) allow students enough time to adapt goals to their own interests, learning styles, and prior knowledge. Setting goals benefits from explicit instruction.

Targeted feedback - Research and effective practice points to the following keys to using targeted feedback to improve student achievement and avoid negative effects: (1) link feedback to objectives; (2) use a formative evaluation approach over a summative approach; (3) make guidance specific (e.g.,proofing remarks or codes may not communicate well); (4) provide feedback in a timely manner (not long after assignment is forgotten); and (5) identify how students should use feedback to make improvements.                                                                                                 Thumbs Up/Down, “Stop Light”, “Smiley Face”- for quick, formative assessment                                                                                                    Think-Pair-Share– Turn & Talk with a neighbor to discuss/review various concepts/vocabulary/etc.  Each child that is called on to share reports out their partner’s ideas/response; then switch.

Word wall - A word wall is an organized collection of words prominently displayed in a classroom and

frequently used as an interactive literacy tool for teaching vocabulary and spelling to children. There are many different types of word walls, such as high frequency words, word families, and story- or unit-related names.

Activities: Including G/T, SE, and ELL Differentiation

Differentiation examples:

Students with a 504:
All modifications and health concerns listed in his/her 504 plan MUST be adhered to.

  •  Provide scaffolded support when they respond to questions (ie. Rephrase questions, have them Turn & Talk to peers, provide sentences frames for response, etc)
  • Sentence frames discussions/sharing.
  • Encourage participation using words, phrases, gestures, illustrations, and dictation, as needed.
  •  Refer to visuals throughout lesson/activity
  • Divide instruction into smaller chunks of time
  • Post pictures with new vocabulary words when possible and have children repeat each word.
  • Students demonstrate understanding verbally or drawing.
  •  Allow role-play responses.
  • Provide sentence frames for forming opinions:  I agree with ____ because ___. Or I do not agree with ____ because _____.
  • Encourage use of content vocabulary.
  • Use words, gestures, and repetition  to assist in developing vocabulary meaning retention.
  • Retell stories, have children point to an image that matches their retelling.
  •  Have children highlight vocabulary/key words in their student workbooks..
  • Model using class anchor charts to assist in their writing, speaking, and reading..
  • Provide word/phrase cards to assist in accomplishing tasks.
  •  Model sentence structure when responding to questions.
  • Ask “yes” and “no” questions from time to time.
  • Allow frequent movement in the classroom, going up to the SMARTBoard, or big book to point out things relevant to the lesson.
  • Thumbs Up/Down for quick assessments.
  • Take dictation.
  • Have student make a line for each word of their response, then work with them to write the sentence decoding and reading the room to help with their writing. (ie. “I like the part when Keisha could build a tower using blocks.” _ _ _ _ _ _ _ _ _ _ _ _.)
  •  Encourage asking questions for clarity. Provide displayed anchor chart of question words with question phrases on it.
  • Assign partner work.
  • Snap & Read Google extension (reads to student in selected language).
  • Small group instruction
  • Inclusion of videos, images, and Google Expeditions
  • Choice in task products (song, dance, writing, role play, drawing)
  • Use of Google Chromebook Accessibility Features, including:  screen magnifier, font increase, black/white contrast, larger cursor, Chromevox, on-screen

Week 1: 

Focus:  Ethical use of information

Activity: Evaluating Online Sources Lesson Plan: Is Everything on the Internet True? (Brain pop lesson)

Vocabulary:

web address, internet, internet search, search engines, network, data

Preparation:

Explore the site http://www.zapatopi.net/treeoctopus and establish what a "tree octopus" is. Prepare 1/2 sheet of 4-5 questions about the tree octopus. Preview the recommended BrainPOP movies for this lesson to determine which is most appropriate for your students' levels and your goals.

Lesson Procedure:

  1. Watch the BrainPOP movies Online Sources, Online Safety and Internet Search and/or the BrainPOP Jr. movie Internet Safety.
  2. Facilitate discussion, taking the review quizzes and completing the related activities/features for your chosen movie(s). Keep in mind that these can be done before, during, and after the movies - whatever works for you!
  3. Tell the students they will be researching an unusual animal you found on the web called the tree octopus.
  4. Hand out the sheet with a zapatopi URL and questions on it and have students connect to the site.
  5. Go over the site with the class and look at the pictures and information on different pages.
  6. Let the students research by looking at different online resources (i.e. Wikipedia) to find more information about the tree octopus. Talk with students about their discoveries.
  7. Ask students their opinions on this unusual animal and see if they think it is real or fake, based on the research they have done.
  8. Tell them the real reason for the assignment was to see if anyone noticed this was a fake animal and that many things you encounter on the internet are not real, and it is important to do your own research to figure out what is real and what isn't.
  9. Talk about sites that are better for research such as online encyclopedias and trusted magazines/newspapers, as well as the importance of books and printed materials as a resource.

Product: After explanation of lesson content, assist students in completing associated worksheets.

3 M3.W1.Is this real worksheet 1.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 2

Focus: Ethical use of information

Activity: Your Rings of Responsibility (Common Sense Education)  

How do digital citizens take responsibility for themselves, their communities, and their world?

Teaching digital citizenship is all about helping kids think beyond themselves and recognize the ripple effects of their actions. Personal responsibility is important, but understanding their responsibilities to others can help kids unlock new ways to learn and connect with their communities -- and even change those communities for the better.

Students will:

  • Examine both in-person and online responsibilities.
  • Describe the Rings of Responsibility as a way to think about how our behavior affects ourselves and others.
  • Identify examples of online responsibilities to others.

Vocabulary

community – a group of people who share the same interests or goals

digital citizen – someone who uses technology responsibly to learn, create, and participate

responsibility – a duty you have to yourself or others

Rings of Responsibility: Activity Steps

  1. Ask: Have you ever heard the term "digital citizen"? What comes to mind?

Invite students to share any ideas that come to mind. Clarify that a digital citizen is someone who uses technology responsibly to learn, create, and participate.

  1. Say: As digital citizens, we have responsibilities to ourselves, our communities, and our world as we use technology to learn, create, and connect with others. Today we are going to watch a video exploring how digital citizens take responsibility for themselves, their communities, and their world. As you watch the video, think about how throwing a bottle out of your window can be similar to something you do online.

Optional: Distribute the Student Handout and have students complete Question 1 as they watch the video.

  1. Show the Rings of Responsibility video (1:32 minutes). After showing the video, invite students to share out.
  • Like littering, the things we share or post online can impact ourselves, our communities, and even the world.
  • Doing things online can have a ripple effect, like littering.

Optional: Have students complete Questions 2 to 4 on the Student Handout independently before having a group discussion.

  1. Ask: According to the video, what are the rings of responsibility?

Answers will vary, but clarify that each ring represents a person or group you are responsible to (yourself, your community, and your world), and that being responsible to someone means that you think about how your actions will impact them.

  • Self: The center ring represents responsibilities you have to yourself, such as keeping yourself safe and healthy.
  • Community: The middle ring stands for responsibilities you have to your community, like friends, family, and other people you know and interact with on a regular basis. But it can also include people you interact with but don't know well, such as grocery store clerks or a friend in an online gaming community.
  • World: The outer ring stands for your responsibilities to the larger world. This would include people who might be affected by your actions, even if you don't know them well.

Optional: Project Slide 6 (from the full lesson Your Rings of Responsibility) for reference.

  1. Say: Understanding our rings of responsibility is an important step that we can all take to become digital citizens because when we know what our responsibilities are, we can start working toward becoming the best version of ourselves.
  2. Ask: Let's think about what it means to be our best selves. Describe a time you did something that had a positive impact for yourself or for your friends. What did you do? How were you feeling?

Sample responses:

  • I helped a classmate who was having issues with a classroom project. I felt helpful.
  • I invited someone to play so they would not feel lonely. I felt connected.
  • I helped two friends who were fighting to make up. I felt courageous.
  • I felt distracted by my device, so I put it away to pay attention. I felt proud of myself.
  1. Say: Being a digital citizen means being our best selves when we go online or when we use technology. And the more we act like digital citizens, the more positive we will feel.
  2. Ask: What is something you can do in your life to be a digital citizen? Use the rings of responsibility to help you think about different things you can do.

Answers will vary. Encourage students to identify which ring their example falls within. Sample responses:

  • Self: I can protect my device, only talk to people I know online, and take a break when I'm upset.
  • Community: I can help a friend if they are feeling down, and share fun pictures with my family.
  • World: I can be kind to others when I go online, and act responsibly by not spreading rumors.

Product: After explanation of lesson content, assist students in completing associated worksheets or assigned content online.

3 M3.W2.Your Rings of Responsibility - Lesson Slides

Rings of Responsibility (video)

Video: Rings of Responsibility (Spanish)

3 M3.W2.Rings of Responsibility - Worksheet 1.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 3

Focus: Ethical use of information (2 week lesson Part 1)

Activity:The Power of Words:What should you do when someone uses mean or hurtful language on the internet? (Common Sense Education)

As kids grow, they'll naturally start to communicate more online. But some of what they see could make them feel hurt, sad, angry, or even fearful. Help your students build empathy for others and learn strategies to use when confronted with cyberbullying.

Objectives:

  • Understand that it's important to think about the words we use, because everyone interprets things differently.
  • Identify ways to respond to mean words online, using S-T-O-P.
  • Decide what kinds of statements are OK to say online and which are not.

Vocabulary Hide definitions

empathy – to imagine the feelings that someone else is experiencing

interpret – to understand something based on our point of view

Supplies

A long string or rope · Paper

Lesson Slides

Power of Words Video

Student handout

Project Slide 4 and ask students: Imagine when you walked in, I said to you [in a friendly tone, with a big smile] "Hello!" Which emoji would fit?

Have students show their answer by holding up fingers (1, 2, 3, or 4). If anyone holds up a number other than 1, ask them to share out why.

Repeat this two more times, saying Hello differently each time: once with an angry tone and a scowl, and once with a nervous or scared tone.

Project Slide 5 and ask: What about if you're just reading it? How does it make you feel now?

Point out how when something is just in text, it can be even more difficult to interpret what someone means. Explain that their responses might be different depending on who they are because we all interpret the world a little differently. Clarifying that interpretation means to understand something based on our point of view. (Slide 6)

Say: Because words can be interpreted differently by different people, it's important to think about the words we use and how they affect people. We might say something just to be funny, but someone might take it seriously, and it might hurt their feelings. This can happen in person, and it can also happen online. It may even happen more online, because the words are just text -- we're not actually face-to-face with other people.

Watch: The Power of Words

Ask: Who has heard of the saying "Sticks and stones may break my bones, but words can never hurt me"?

Invite students to respond. Answers will vary. Follow up by asking students if they think the saying is true.

Project Slide 7 and say: We're going to watch a video now called "The Power of Words." As we watch, continue to think about whether that statement is true or not.

Show the video The Power of Words and then call on students to share what it says about whether the statement is true or not. Emphasize that sometimes it is hard to ignore what someone is saying when it's a mean name. Names CAN make you feel sad or hurt.

Ask: Why do you think those other players said those things to Guts? (Slide 8)

Invite students to respond. Answers will vary, but possible reasons include they were trying to joke around or they feel badly themselves and are taking it out on someone.

Ask: What does Guts do in response to the mean words?

Invite students to respond and clarify that Guts talked to someone he trusted, who was able to empathize with him and give him some good advice. Define empathy as imagining the feelings that someone else is experiencing. (Slide 9)

Project Slide 10 and review the acronym S-T-O-P for responding to mean words online.

Investigate: What's the Problem?

Distribute the Words Can Hurt Student Handout and read the directions aloud. Allow pairs five minutes to complete the activity.

Invite pairs to share their answers. Refer to the Teacher Version for possible responses.

Wrap Up: Crossing the Line

Place a string across the length of the classroom. Mark one half of the room "OK." Mark the other half "Not OK." Have students all stand on the OK side of the line.

Project Slide 11 and read the directions aloud.

Have students read the statements on Slides 12-16. After each statement, allow time for students to move or stay. Call on students to explain their thinking. If possible, choose students from each side to debate reasons why the statement is or isn’t okay.

For the examples where students say it’s Not OK, follow-up by asking them what they could do if they received that message from someone.

Review that kids like to go online to chat, watch videos, send messages, play games, and do homework. Sometimes people say mean or scary things. Messages that make people feel bad cross the line.

Product: After explanation of lesson content, assist students in completing associated worksheets.

3 M3.W.3 The Power of Words - Lesson Slides

The Power of Words (Video)

The Power of Words (Video) Spanish

3 M3.W3.The Power of Words - Words Can Hurt Student Handout.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 4

Focus: Ethical use of information (2 week lesson Part 2)

Activity:The Power of Words:What should you do when someone uses mean or hurtful language on the internet? (Common Sense Education)

As kids grow, they'll naturally start to communicate more online. But some of what they see could make them feel hurt, sad, angry, or even fearful. Help your students build empathy for others and learn strategies to use when confronted with cyberbullying.

Objectives:

  • Understand that it's important to think about the words we use, because everyone interprets things differently.
  • Identify ways to respond to mean words online, using S-T-O-P.
  • Decide what kinds of statements are OK to say online and which are not.

Vocabulary Hide definitions

empathy – to imagine the feelings that someone else is experiencing

interpret – to understand something based on our point of view

Supplies

A long string or rope · Paper

Lesson Slides

Power of Words Video

Student handout

Project Slide 4 and ask students: Imagine when you walked in, I said to you [in a friendly tone, with a big smile] "Hello!" Which emoji would fit?

Have students show their answer by holding up fingers (1, 2, 3, or 4). If anyone holds up a number other than 1, ask them to share out why.

Repeat this two more times, saying Hello differently each time: once with an angry tone and a scowl, and once with a nervous or scared tone.

Project Slide 5 and ask: What about if you're just reading it? How does it make you feel now?

Point out how when something is just in text, it can be even more difficult to interpret what someone means. Explain that their responses might be different depending on who they are because we all interpret the world a little differently. Clarifying that interpretation means to understand something based on our point of view. (Slide 6)

Say: Because words can be interpreted differently by different people, it's important to think about the words we use and how they affect people. We might say something just to be funny, but someone might take it seriously, and it might hurt their feelings. This can happen in person, and it can also happen online. It may even happen more online, because the words are just text -- we're not actually face-to-face with other people.

Watch: The Power of Words

Ask: Who has heard of the saying "Sticks and stones may break my bones, but words can never hurt me"?

Invite students to respond. Answers will vary. Follow up by asking students if they think the saying is true.

Project Slide 7 and say: We're going to watch a video now called "The Power of Words." As we watch, continue to think about whether that statement is true or not.

Show the video The Power of Words and then call on students to share what it says about whether the statement is true or not. Emphasize that sometimes it is hard to ignore what someone is saying when it's a mean name. Names CAN make you feel sad or hurt.

Ask: Why do you think those other players said those things to Guts? (Slide 8)

Invite students to respond. Answers will vary, but possible reasons include they were trying to joke around or they feel badly themselves and are taking it out on someone.

Ask: What does Guts do in response to the mean words?

Invite students to respond and clarify that Guts talked to someone he trusted, who was able to empathize with him and give him some good advice. Define empathy as imagining the feelings that someone else is experiencing. (Slide 9)

Project Slide 10 and review the acronym S-T-O-P for responding to mean words online.

Investigate: What's the Problem?

Distribute the Words Can Hurt Student Handout and read the directions aloud. Allow pairs five minutes to complete the activity.

Invite pairs to share their answers. Refer to the Teacher Version for possible responses.

Wrap Up: Crossing the Line

Place a string across the length of the classroom. Mark one half of the room "OK." Mark the other half "Not OK." Have students all stand on the OK side of the line.

Project Slide 11 and read the directions aloud.

Have students read the statements on Slides 12-16. After each statement, allow time for students to move or stay. Call on students to explain their thinking. If possible, choose students from each side to debate reasons why the statement is or isn’t okay.

For the examples where students say it’s Not OK, follow-up by asking them what they could do if they received that message from someone.

Review that kids like to go online to chat, watch videos, send messages, play games, and do homework. Sometimes people say mean or scary things. Messages that make people feel bad cross the line.

Product: After explanation of lesson content, assist students in completing associated worksheets.

3 M3.W.3 The Power of Words - Lesson Slides

The Power of Words (Video)

The Power of Words (Video) Spanish

3 M3.W3.The Power of Words - Words Can Hurt Student Handout.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 5

Focus:  Ethical use of information

Activity: This Is Me (How does what I post online affect my identity?) (Common Sense Education)

  1. From selfies to social media, many of us create unique online identities for ourselves, and our students are no different. But do kids always understand how others might perceive what they post? Help your students think critically about the online identities they're creating.

Objectives:

  • Consider how posting selfies or other images will lead others to make assumptions about them.
  • Reflect on the most important parts of their unique identity.
  • Identify ways they can post online to best reflect who they are.

Vocabulary Hide definitions

assumption – something that someone thinks is true, but in reality, may or may not be

identity – different parts of your culture, experiences, and interests that make you unique

selfie – a picture you take of of yourself, usually with a phone

  1. Warm Up: Introducing ... Me!

  1. Ask: When and where do people take "selfies"? Why do you think they take them? Take turns sharing your ideas with your partner. If necessary, clarify that a selfie is a picture you take of yourself, usually with a phone. (Slide 4)
  2. Invite students to share out. Responses might include so they can see what they look like or to show people where they are or what they're doing.
  3. Distribute copies of the Introducing ... Me! Student Handout. Have a student read aloud the directions for Part 1.
  4. Allow students 10 minutes to create their selfies. Encourage students to be as detailed and creative as possible, using images, props, or other creative elements. (Slide 5) Another option is to have students create a digital selfie using Skitch or Sketch Guru - Handy Sketch Pad.

3. Interact: How I See You

1.Say: When we post selfies or other images for people to see, that will often lead them to make assumptions about who we are. An assumption is something that someone thinks is true, but in reality, may or may not be true. (Slide 6)

2.Distribute the How I See You Student Handout, and arrange students with partners. Have a student read the directions out loud. Allow five minutes for partners to "read" each other's selfies and complete the handout.

For question two, emphasize that students should try to identify specific adjectives they'd use based on the selfie. Remind students to be kind and respectful in what they write.

3.Direct students to trade or share their handout with their partner. They should also return the Introducing ... Me! Student Handout to their partner. Allow students a few minutes to review the assumptions their partner wrote.

4.Ask: What did you think about your partner's assumptions about you? Were they mostly right or mostly wrong?  Call on a few volunteers to share out. Follow up with students by asking: How did your partner's assumptions make you feel?

4. Wrap Up: Selfie Do-Over

  1. Say: How you felt about your partner's assumptions may have something to do with whether or not they matched your identity. Your identity is different parts of your culture, experiences, and interests that make you unique -- like your personality, where you live, or where your family is from. What are some other things that make you who you are? (Slide 7)

  1. Say: Sharing things online that show your identity can feel good. It's like showing off who you are to the world! And we all have our own unique combination of things that make us who we are. But we should think carefully about what we share about ourselves online. And remember that others might make assumptions about us.

  1. Prompt students to look at Part 2 of the Introducing ... Me! Student Handout and have a student read the directions (Slide 8). Allow students 10 minutes to work on their brainstorm and selfie redo.

  1. Invite volunteers to share their new selfies, including what they changed and why.

Product: After explanation of lesson content, assist students in completing associated worksheets.

3 M3.w.5 - This Is Me - Lesson Slides

3 M3.W5. This is me student handout.pdf

3 M3.W5. - This Is Me - How I See You Student Handout.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 6

Focus:  Ethical use of information

Activity: Our Digital Citizenship Pledge (What makes a strong online community? (Common sense education)

Belonging to various communities is important for kids' development. But some online communities can be healthier than others. Show your students how they can strengthen both online and in-person communities by creating norms that everyone pledges to uphold.

Objectives:

  • Define what a community is, both in person and online.
  • Explain how having norms helps people in a community achieve their goals.
  • Create and pledge to adhere to shared norms for being in an online community.

Vocabulary Hide definitions

community – a group of people who share the same interests or goals

digital citizen – someone who uses technology responsibly to learn, create, and participate

norm – a way of acting that everyone in a community agrees to

pledge – a promise or an oath that one makes

Warm Up: What Makes a Strong Community?

.

  1. Ask: How would you describe the people where you live? Do most people know each other? Take turns sharing your idea with your partner. (Slide 4)

Invite students to share out. If necessary, explain that where they live is a type of "community." It's their "neighborhood community."

  1. Invite a student to volunteer to read aloud the definition of community: a group of people who share the same interests or goals. Ask: Another community that you are a part of is this classroom. Using our definition, what makes this class a community? (Slide 5)

Invite two to three students to share out with the class. Emphasize that a classroom is a community because students all have something in common (similar age and grade) and they all have a similar goal (to learn).

  1. Project the images of two different classrooms on Slide 6 and ask: Which classroom community would best reach everyone's shared goal of learning?

Give students a minute to view the images. Then invite students to explain their answers.

  1. Point to the second image and say: All the students in this classroom community have agreed to act in a certain way. These are called norms. Norms are ways of acting that everyone in a community agrees to. Norms help people in the community work toward their shared goals.
  2. Ask: What are some norms that we all follow in this class? Take turns sharing your ideas with your partner.

Invite students to share their responses aloud with the class. As students provide specific examples of classroom norms, capture three to five of them on Slide 7.

Evaluate: Online Community Norms

  1. Say: Norms are also important for online communities. There are different types of online communities and, depending on their goals, they might have different norms that members are expected to follow.
  2. Distribute the Online Community Norms Student Handout to each student (see the Teacher Version of the handout for reference). Read the directions aloud. (Slide 8)

Allow students five minutes to complete the handout. Then invite students to share their responses.

Create: Group Pledge

  1. Assemble groups of four or five students and distribute the Group Pledge Student Handout to each group.

Say: Knowing how to follow the norms of an online community is important because it's part of being a good digital citizen. A digital citizen is someone who uses technology responsibly to learn, create, and participate. That means you get the rewards of being online -- like seeing cool videos and playing fun games -- without the negatives like people being mean or disrespectful to the community. (Slide 9)

Remind students that a pledge is a promise or an oath that a person makes.

  1. Assign each group one of these four categories: share, respond, work, or play. It's OK if multiple groups work on the same category. Read the handout directions to students. (Slide 10)
  2. Give students five minutes to agree on a norm and add it to their handout. As they work, circulate to provide support to any groups struggling to agree on a norm. Encourage students to go beyond "being nice" by coming up with specific examples, such as:

When I share with others ...

  • I post things that are fun and make people feel good.
  • I post things that help others.
  • I ask for permission before posting something about someone else.

When I respond with others ...

  • I read their comments carefully first.
  • I respond respectfully, even if I disagree.
  • I only post things I would feel comfortable saying to them in person.

When I work with others ...

  • I give helpful feedback.
  • I ask for help when I need it.
  • I am open to others' ideas.
  • I disagree respectfully.

When I play with others …

  • I follow the rules of the game.
  • I play fair.
  • I keep my comments positive.

Wrap Up: Classroom Poster

  1. Invite each group, one at a time, to come to the front of the room. Have one student from the group write the norm on the Digital Citizenship Pledge Poster, while another reads it aloud to the class. Have each person in the group sign the poster. Ask them to explain why they chose the norm that they did.
  2. Display the poster in the classroom and refer to it when engaging in online activities. (Check out our additional digital citizenship Classroom Posters.)
  3. Collect the group pledge handouts.

Product: After explanation of lesson content, assist students in completing associated worksheets.

3 M3.W6 - Our Digital Citizenship Pledge - Lesson Slides

3 M3.W6 - Our Digital Citizenship Pledge - Group Pledge Student Handout.pdf

3 M3.W6 - Our Digital Citizenship Pledge - Online Community Norms Student Handout.pdf

3 M3.W6 - Our Digital Citizenship Pledge pledge-classroom-poster.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 7

Focus:  Ethical use of information

Activity: How do I know if this is real? (Reverse image search)

  1. Students will interact with picture checking apps/software to determine the validity of photos.
  2. Reverse image search can help to locate the original created image or show other places the image may show up. This can help to identify altered or doctored images.
  3. Play video for students to understand and grasp the concept of checking images.
  4. Have students log on their devices and open a google search. (images.google.com)
  5. Demonstrate a known fake picture search and show how to search using right click or images.google.com
  6. Ask:
  • Where has this image been found?
  • What websites?
  • Are there clues to where the image was created?
  • Has the image been altered or changed?

  1. Provide students the worksheet to guide them in completing their own searches of images.

Product: After explanation of lesson content, assist students in completing associated worksheets.

3 M3.W7.reverse Image search (Video)

3 M3.W7.tipsheet_break_the_fake2.pdf

3 M3.W7.tipsheet_break_the_fake3.pdf

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 8

Focus: Ethical use of information

Activity: Break the Fake: What’s real online? (2 part lesson) 1 of 2

In this lesson, students are introduced to the challenges of identifying what is real and what is fake online. After learning some simple steps to verify online information they create a poster that communicates the importance of questioning and double-checking online content.

Learning Outcomes

Students will:

  • Learn simple steps for verifying online information
  • Practice verifying online information
  • Understand media literacy key concepts:
  • Media are constructions
  • Each medium is a unique aesthetic form
  • Understand digital literacy key concepts:
  • Digital media are networked
  • Digital media are shareable and persistent
  • Interactions through digital media can have a real impact
  • Digital media experiences are shaped by the tools we us
  1. Play What's Real Online? | Media Literacy Lesson

Be ready to pause the video and ask questions for the class to pair and share.

  1. Allow for discussions as the video calls for a pause point. Pair and share can be used, as well as other group sharing strategies.
  2. After the completion of the video, the slide show can be used for further discussions.
  3. Real or Fake? (Slide show discussion)
  • Tell students that it’s even easier than that to fool

people online, and show them the slide 3 or Real or Fake?

  •  Point out that just like with puppetry, something as simple as controlling how much of a scene you can see can give us a very different view of what’s real and what isn’t.
  • Now show slides 4 to 7 and ask students to guess which of the photos are real and which are fake:
  • Slide 4: The sign warning about blackbirds is real; the one warning about squirrels is fake.
  • Slide 5: The octopus is made of plastic; the animal on the right, a nudibranch, is real.
  • Slide 6: Both photos are real. The top picture, of a weasel clinging to the back of a woodpecker, was taken by a nature photographer in England; the second is of an animal called the Malabar Ground Squirrel.
  • Slide 7: The top photo, of a “cyclops shark,” is real (this is not a species of shark; sharks’ eyes sometimes fuse into one while they’re developing before being born); in the second photo the gorilla is real but the knitting needles and scarf were edited in.
  • Point out to students that in most cases, there was no way to tell which was real and which was fake just by looking.
  • Show slides 8 to 9 and tell students that just using a search engine like Google is not enough, because when you search for something – even if it’s completely made-up like the house hippo or the tree octopus – the top results will often be the site that claims it’s true.
  • Show slide 10 and ask students how they would find out if this image, of the bare-hearted glass frog, is real or not. After a brief discussion, show the remaining slides:
  • Slides 11 to 12: Reverse image search shows the photo has appeared at reliable sites like the Telegraph (a British newspaper) and the BBC.
  • Slide 13: Searching on sites that you know are reliable, such as National Geographic, shows that the photo (and the frog) are real.
  • Point out that for both of these steps, you need to know if the source is reliable.
  • Ask students for examples of websites or other sources that they know are reliable.
  • How do they know these sites are reliable?
  1.  The most important thing is to find out if they have a good “track record” of being accurate. For example, National Geographic has been publishing since 1888.
  2.  It’s usually a good idea to ask an adult, like your teacher, a librarian, or a parent or guardian, to help with this.

  1. If time permits, allow students to create their own poster.

Product:

3 M3.W8.What's Real Online Media Literacy Lesson.mp4

3 M3.W8.slideshow_real_or_fake

3 M3.W8.Make Your Own House Hippo Poster Modifiable

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Week 9

Focus: Break the Fake: What’s real online? (2 part lesson) 2  of 2

(Completion of any portion of the lesson not covered)

Activity:  In this lesson, students are introduced to the challenges of identifying what is real and what is fake online. After learning some simple steps to verify online information they create a poster that communicates the importance of questioning and double-checking online content.

Learning Outcomes

Students will:

  • Learn simple steps for verifying online information
  • Practice verifying online information
  • Understand media literacy key concepts:
  • Media are constructions
  • Each medium is a unique aesthetic form
  • Understand digital literacy key concepts:
  • Digital media are networked
  • Digital media are shareable and persistent
  • Interactions through digital media can have a real impact
  • Digital media experiences are shaped by the tools we us
  1. Play What's Real Online? | Media Literacy Lesson

Be ready to pause the video and ask questions for the class to pair and share.

  1. Allow for discussions as the video calls for a pause point. Pair and share can be used, as well as other group sharing strategies.
  2. After the completion of the video, the slide show can be used for further discussions.
  3. Real or Fake? (Slide show discussion)
  • Tell students that it’s even easier than that to fool

people online, and show them the slide 3 or Real or Fake?

  •  Point out that just like with puppetry, something as simple as controlling how much of a scene you can see can give us a very different view of what’s real and what isn’t.
  • Now show slides 4 to 7 and ask students to guess which of the photos are real and which are fake:
  • Slide 4: The sign warning about blackbirds is real; the one warning about squirrels is fake.
  • Slide 5: The octopus is made of plastic; the animal on the right, a nudibranch, is real.
  • Slide 6: Both photos are real. The top picture, of a weasel clinging to the back of a woodpecker, was taken by a nature photographer in England; the second is of an animal called the Malabar Ground Squirrel.
  • Slide 7: The top photo, of a “cyclops shark,” is real (this is not a species of shark; sharks’ eyes sometimes fuse into one while they’re developing before being born); in the second photo the gorilla is real but the knitting needles and scarf were edited in.
  • Point out to students that in most cases, there was no way to tell which was real and which was fake just by looking.
  • Show slides 8 to 9 and tell students that just using a search engine like Google is not enough, because when you search for something – even if it’s completely made-up like the house hippo or the tree octopus – the top results will often be the site that claims it’s true.
  • Show slide 10 and ask students how they would find out if this image, of the bare-hearted glass frog, is real or not. After a brief discussion, show the remaining slides:
  • Slides 11 to 12: Reverse image search shows the photo has appeared at reliable sites like the Telegraph (a British newspaper) and the BBC.
  • Slide 13: Searching on sites that you know are reliable, such as National Geographic, shows that the photo (and the frog) are real.
  • Point out that for both of these steps, you need to know if the source is reliable.
  • Ask students for examples of websites or other sources that they know are reliable.
  • How do they know these sites are reliable?
  1.  The most important thing is to find out if they have a good “track record” of being accurate. For example, National Geographic has been publishing since 1888.
  2.  It’s usually a good idea to ask an adult, like your teacher, a librarian, or a parent or guardian, to help with this.

  1. If time permits, allow students to create their own poster.

Product:

3 M3.W8.What's Real Online Media Literacy Lesson.mp4

3 M3.W8.slideshow_real_or_fake

Differentiation: Provide support for student(s) as identified via 504, individual learning plans, Multilingual Learners (MLs) supports, or apply differentiation support examples.

Experiences

(virtual and live field trips)

Federal Hall (Home to the nation's first Congress, Supreme Court, and Executive Branch offices, Federal Hall is the birthplace of the American Government. Right on Wall Street, George Washington took the oath of office as our first President. Students visiting Federal Hall will be able to see the place where the American Government was born first hand!)

Democracy Now! (Democracy Now! is a national, daily news program. Students are invited to the studio each day to watch the broadcast. This is a great chance for students to see independent journalism in action, learn about current events in context, dive into media literacy, and hear stories about active citizenry.)

Liberty Hall Museum ( Built in 1772, Liberty Hall Museum & Arboretum is the perfect place to discover the living past. Students can role play as citizens in colonial New Jersey on the eve of the Revolutionary War, or learn what life was like across five periods of American history.)

NEW JERSEY PERFORMING ARTS CENTER, NJPAC (New Jersey Performing Arts Center offers curriculum-driven programs that are designed to give you and your students opportunities to create, collaborate, and connect.)

ACTORS SHAKESPEARE COMPANY (Actors Shakespeare Company is committed to providing unique opportunities for young people to experience Shakespeare  as a living experience. Students may attend a weekday 10am performance. Each performance is followed by a talkback with the actors and director.

AFRICAN ART MUSEUM OF THE SMA (The African Art Museum is dedicated to the arts of Africa, with permanent collections including painting, costumes and decorative arts, exhibited on a rotating basis.)

BERGEN COUNTY ZOOLOGICAL PARK (Bergen County Zoological Park, on an 18-acre site, is a great place to see wildlife from North, Central, and South America, buffalo and horses, as well as more exotic animals.)

LIBERTY SCIENCE CENTER (Liberty Science Center in Liberty State Park features interactive, hands-on science exhibits, and a planetarium that houses 12 museum exhibition halls, a live animal collection with 110 species, giant aquariums and more.)

LIBERTY STATE PARK (Liberty State Park features exhibits and programs focusing on the natural history and ecology of the Hudson River Estuary. Visit for spectacular views, interpretive programs, and miles of trails suited to recreational activities.)

MONTCLAIR ART MUSEUM (MAM) Montclair Museum through its large collection of American and Native American art, strives to understand artistic expression in historical and regional contexts. Its programs teach critical thinking in art and history through exploration of the visual elements and evolution of American art.

MONTCLAIR HISTORY CENTER (Montclair History Center offers four historic homes for public viewing, including the Nathaniel Crane House, Clark House and Library and the Charles Shultz House, all built in the 18th or 19th centuries.)

MORRIS MUSEUM (Field trips to the Morris Museum allow youth groups to experience hands-on learning using museum artifacts, reproductions, and interactive activities in the science, arts, and humanities exhibits and activities.)

NEWARK MUSEUM (The Newark Museum is the state’s largest museum with a fine collection of American art, decorative arts, contemporary art, and arts of Asia, Africa, the Americas, and the ancient world.)

THE JEWISH MUSEUM OF NEW JERSEY (The Jewish Museum of New Jersey is housed at Congregation Ahavas Sholom, one of the oldest continually active synagogues in Newark. It includes permanent and rotating exhibit space, a library and media center.)

THE SHAKESPEARE THEATRE OF NEW JERSEY (See Shakespeare’s plays come to life at The Shakespeare Theatre of New Jersey dedicated to Shakespeare’s canon and other classical masterworks)

THOMAS EDISON NATIONAL HISTORIC PARK (At Thomas Edison National Historic Park, step back in time and tour Thomas Edison’s home and laboratory, where one of America’s greatest minds changed the course of modern technology.)

TURTLE BACK ZOO (Turtle Back Zoo is committed to providing an enriching experience that fosters excellence in wildlife education and wildlife conservation.)

VISUAL ARTS CENTER OF NEW JERSEY (As the state’s largest contemporary art institution, the Visual Arts Center of New Jersey hosts work by local and national artists. Past exhibits have featured illustration, collage, mixed media, painting, installation art, and other media.

Resources

3 M3.W1.Is this real worksheet 1.pdf

3 M3.W2.Your Rings of Responsibility - Lesson Slides

Rings of Responsibility (video)

Video: Rings of Responsibility (Spanish)

3 M3.W2.Rings of Responsibility - Worksheet 1.pdf

3 M3.W.3 The Power of Words - Lesson Slides

The Power of Words (Video)

The Power of Words (Video) Spanish

3 M3.W3.The Power of Words - Words Can Hurt Student Handout.pdf

3 M3.w.5 - This Is Me - Lesson Slides

3 M3.W5. This is me student handout.pdf

3 M3.W5. - This Is Me - How I See You Student Handout.pdf

3 M3.W6 - Our Digital Citizenship Pledge - Lesson Slides

3 M3.W6 - Our Digital Citizenship Pledge - Group Pledge Student Handout.pdf

3 M3.W6 - Our Digital Citizenship Pledge - Online Community Norms Student Handout.pdf

3 M3.W6 - Our Digital Citizenship Pledge pledge-classroom-poster.pdf

3 M3.W7.reverse Image search (Video)

3 M3.W7.tipsheet_break_the_fake2.pdf

3 M3.W7.tipsheet_break_the_fake3.pdf

3 M3.W8.What's Real Online Media Literacy Lesson.mp4

3 M3.W8.slideshow_real_or_fake

3 M3.W8.Make Your Own House Hippo Poster Modifiable

3 M3.W8.What's Real Online Media Literacy Lesson.mp4

3 M3.W8.slideshow_real_or_fake

Pacing/ Time Frame:

9 weeks