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.
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Scope and Sequence
Timeline | Major Works (Units of Study) | Outcomes of Major Works (Performance Outcomes) |
Module 1 |
| 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.
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Module 2 |
| 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 |
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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) | |||
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Enduring Understandings | |||
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Student Learning Targets/Objectives | |
By the end of this module:
Weekly Objectives:
I can effectively apply the research process to write comprehensively about a chosen topic.
I can select and use appropriate resources to gather relevant and accurate information.
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.
I can organize information from credible sources to develop a coherent draft on a topic.
I can enhance my draft by integrating essential and well-researched information.
I can finalize and publish my topic with the necessary support and revisions to ensure high-quality presentation.
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.
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)
Summative assessments may be utilized to meet district requirements or to validate the transfer of learning objectives. (Examples)
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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:
| 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
1.1 Define the information problem
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.
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.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
4.1 Drafting
Product: After explanation of 4.1 a-e, complete Draft Activity 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
Product: After explanation of 4.1 a-e, continue Draft Activity 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
Product: After explanation of the remainder of the writing process, revise and edit student work. 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
Product: After explanation of the remainder of the writing process, revise and edit student work until publications are complete. 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
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)
Listen for responses and elaborate that it's hard to truly know if information has been altered or not.
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.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.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) | |||
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Enduring Understandings | |||
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Student Learning Targets/Objectives | |
By the end of this module:
Weekly Objectives:
I can accurately distinguish between facts and opinions.
I can identify and articulate various points of view.
I can interpret and analyze points of view presented in different publications.
I can critically evaluate the differences between fact and opinion.
I can thoroughly dissect and differentiate between fact and opinion in various contexts.
I can effectively validate facts and separate them from opinions.
I can select and utilize reliable sources to support my information needs.
I can proficiently locate and verify reliable sources when researching online, ensuring the credibility of the information.
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Assessments | |
Assessments will be formative and ongoing throughout the module. Formative assessments will include, but will not be limited to the following; (Examples)
Summative assessments may be utilized to meet district requirements or to validate the transfer of learning objectives. (Examples)
| |
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:
| Week 1: Focus: Difference between facts and opinions. Activity: Identify and describe facts and opinions in different sources of media.
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)
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.
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:
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.
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
(differentiate between fact and opinion)
2. Opinion Clues
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)
(differentiate between fact and opinion)
2. Opinion Clues
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)
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
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.
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
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: USDA Shifts Obama-era School Lunch Guidelines
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.
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
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?
Kids React
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.
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) | ||||
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Enduring Understandings | ||||
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Student Learning Targets/Objectives | |||||
By the end of this module:
Weekly Objectives:
I can assess whether the information presented is genuine or misleading.
I can take responsibility for my actions and behavior while online.
I can use appropriate language and maintain good etiquette in online interactions.
I can communicate effectively and respectfully while using the internet.
I can recognize how my online activities impact my personal identity and reputation.
I can contribute to creating and maintaining a safe and supportive online community.
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)
Summative assessments may be utilized to meet district requirements or to validate the transfer of learning objectives. (Examples)
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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:
| 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:
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:
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
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.
Optional: Distribute the Student Handout and have students complete Question 1 as they watch the video.
Optional: Have students complete Questions 2 to 4 on the Student Handout independently before having a group discussion.
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.
Optional: Project Slide 6 (from the full lesson Your Rings of Responsibility) for reference.
Sample responses:
Answers will vary. Encourage students to identify which ring their example falls within. Sample responses:
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:
Vocabulary Hide definitions empathy – to imagine the feelings that someone else is experiencing interpret – to understand something based on our point of view SuppliesA 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 WordsAsk: 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 LinePlace 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) 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:
Vocabulary Hide definitions empathy – to imagine the feelings that someone else is experiencing interpret – to understand something based on our point of view SuppliesA 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 WordsAsk: 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 LinePlace 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) 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)
Objectives:
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
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
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:
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?.
Invite students to share out. If necessary, explain that where they live is a type of "community." It's their "neighborhood community."
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).
Give students a minute to view the images. Then invite students to explain their answers.
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
Allow students five minutes to complete the handout. Then invite students to share their responses. Create: Group Pledge
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.
Wrap Up: Classroom Poster
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)
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:
Be ready to pause the video and ask questions for the class to pair and share.
people online, and show them the slide 3 or Real or Fake?
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:
Be ready to pause the video and ask questions for the class to pair and share.
people online, and show them the slide 3 or Real or Fake?
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) 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 | ||||