Course Description: Information Literacy

“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.

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

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

Course Description: The Grade 5 Information Literacy curriculum provides advanced instruction on critical life skills necessary for rigorously evaluating and expanding upon information from a wide range of sources. Upon completion, students will demonstrate sophisticated proficiency in applying information literacy skills to locate, assess, and effectively utilize information from both contemporary and historical sources. The curriculum delves into complex areas including the in-depth research process and the nuanced creation and production of information. Students will engage in higher-level critical thinking to analyze information resources, master advanced research methodologies, and differentiate with precision between primary and secondary sources. They will critically evaluate the distinctions between facts, viewpoints, and opinions, and access a variety of peer-reviewed print and digital library resources. The curriculum also addresses intricate economic, legal, and social issues related to information use, and underscores the importance of ethical considerations in the production and dissemination of information.

Timeline

Major Works

(Units of Study)

Outcomes of Major Works

(Performance Outcomes)

Marking Period 1

• Research process and how information is created and produced.

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

Students will be able to expertly evaluate the validity of information, demonstrating a deep understanding of the underlying purpose and intent behind various forms of communication, including print, digital, and other media formats. 

• Students will be able to formulate, analyze, and critically assess diverse sources of information, using advanced critical thinking skills to predict and evaluate the potential outcomes and implications of the information presented.

Marking Period 2

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

• Peer-reviewed print and digital library resources.

• Students will be able to demonstrate mastery in distinguishing between facts, points of view, and opinions, while effectively analyzing and comparing scholarly versus non-scholarly publications across various communication formats, including print, digital, and multimedia.

Marking Period 3

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

• Ethical production of information.

• Students will be able to thoroughly analyze and evaluate complex ethical issues related to the use of information, applying rigorous critical thinking and the research process to address and resolve these ethical challenges.  

Module 1

Information Literacy

Grade

5

Unit Plan Title:

The Research Process and the use of information resources

 Overview/Rationale

Module 1 Overview- This module is crafted to expand and refine the skills and strategies students have developed in previous grade levels for evaluating the proper and improper use of information. Students will enhance their application of the research process, engaging in more profound critical thinking regarding the creation, presentation, and implications of information. They will further develop their ability to compare diverse sources and rigorously challenge publications. By the end of this module, students will be equipped with advanced strategies for selecting and validating reliable sources. They will also gain a heightened awareness of the potential risks and harm associated with unexamined or misleading information, emphasizing the importance of thorough evaluation and critical challenge.

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

8.1.5.NI.2: Describe physical and digital security measures for protecting sensitive personal

information.

8.1.5.IC.1: Identify computing technologies that have impacted how individuals live and work and describe the factors that influenced the changes.

8.1.5.DA.5: Propose cause and effect relationships, predict outcomes, or communicate ideas using data.

Interdisciplinary Standards

Standards

RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem)

RL.5.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

RI.5.1. Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.  

RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text

RI.5.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from several texts on the same topic in order to write or speak about the subject knowledgeably

RF.5.4. Read with sufficient accuracy and fluency to support comprehension. A. Read grade-level text with purpose and understanding. B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation. NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic.

W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”)

21st Century Skills: 

E = Encouraged, T = Taught,  A = Assessed

E

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

Environmental Literacy

Other:  

Essential Question(s)

• How does the reliability of sources affect the accuracy, production, and dissemination of factual information about real-world problems and beliefs?

• Why are critical thinking and the research process essential for ensuring the reliability of information and preventing distortion, exaggeration, or misrepresentation?

• In what ways can combining the research process with the evaluation of primary and secondary sources help us critically navigate media influences and better understand cultural, political, and societal messages?

Enduring Understandings

• -Students will deepen their understanding of the research process to uncover the roots of misinformation, disinformation, and fake news, recognizing how these issues impact information accuracy.

• Students will apply and refine previously acquired skills to appreciate the significance of distinguishing between primary and secondary sources, and how this differentiation enhances information evaluation.

• Students will critically assess how the application of a thorough research process and rigorous fact-checking can enhance the reliability of information, leading to more informed and accurate conclusions.

Student Learning Targets/Objectives

By the end of this module:

• I can effectively utilize the research process to recognize and analyze how certain information may be unreliable, potentially leading to misleading or harmful outcomes.

• I can adeptly leverage primary and secondary sources, alongside the research process, to thoroughly assess and verify the dependability of information.

• I can rigorously evaluate information by integrating critical thinking, analysis of primary and secondary sources, and the research process to ensure accuracy and reliability.

Weekly Objectives:

• Week 1:

I can effectively apply the Research Process to formulate and write a well-structured analysis on a chosen topic.

• Week 2:

I can strategically select and utilize appropriate resources to gather comprehensive and relevant information for my research.

• Week 3:

I can accurately identify and assess reliable and valid sources of information, and articulate why certain sources may be unsuitable or unreliable.

• Week 4:

I can systematically organize and synthesize information from credible sources to develop a coherent and informative draft on my topic.

• Week 5:

I can enhance and refine my draft by incorporating essential, well-supported information to strengthen my argument and overall presentation.

• Week 6:

I can effectively revise and edit my draft to improve clarity, accuracy, and coherence before publishing.

• Week 7:  

I can publish a polished and well-supported final version of my topic, incorporating feedback and revisions for optimal quality.

• Week 8:

I can identify and differentiate between primary, secondary, and tertiary sources, and adeptly use a range of digital, visual, media, textual, and technological resources to support my research.

• Week 9:  

I can apply critical thinking skills to rigorously evaluate the validity and credibility of information resources, ensuring the integrity of my research findings.

Assessments

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

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

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

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

Teaching and Learning Actions

Instructional Strategies

Differentiation examples:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Differentiation examples:

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

•  Provide scaffolded support when they respond to questions (ie. Rephrase questions, have them Turn & Talk to peers, provide sentences frames for response, etc)
• Sentence frames discussions/sharing.
• Encourage participation using words, phrases, gestures, illustrations, and dictation, as needed.
•  Refer to visuals throughout lesson/activity
• Divide instruction into smaller chunks of time
• Post pictures with new vocabulary words when possible and have children repeat each word.
• Students demonstrate understanding verbally or drawing.
•  Allow role-play responses.
• Provide sentence frames for forming opinions:  I agree with ____ because ___. Or I do not agree with ____ because _____.
• Encourage use of content vocabulary.
• Use words, gestures, and repetition  to assist in developing vocabulary meaning retention.
• Retell stories, have children point to an image that matches their retelling.
•  Have children highlight vocabulary/key words in their student workbooks..

• Model using class anchor charts to assist in their writing, speaking, and reading..

• Provide word/phrase cards to assist in accomplishing tasks.

•  Model sentence structure when responding to questions.
• Ask “yes” and “no” questions from time to time.
• Allow frequent movement in the classroom, going up to the SMARTBoard, or big book to point out things relevant to the lesson.
• Thumbs Up/Down for quick assessments.
• Take dictation.
• Have student make a line for each word of their response, then work with them to write the sentence decoding and reading the room to help with their writing. (ie. “I like the part when Keisha could build a tower using blocks.” _ _ _ _ _ _ _ _ _ _ _ _.)
•  Encourage asking questions for clarity. Provide displayed anchor chart of question words with question phrases on it.
• Assign partner work.
• Snap & Read Google extension (reads to student in selected language).
• Small group instruction
• Inclusion of videos, images, and Google Expeditions
• Choice in task products (song, dance, writing, role play, drawing)
• Use of Google Chromebook Accessibility Features, including:  screen magnifier, font increase, black/white contrast, larger cursor, Chromevox, on-screen

Module 1

Week 1:

Focus: Research process and how information is created and produced

Activity: Overview of the Writing and Research Process

1. Task Definition

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

1.1 Define the information problem

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

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

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

5 M1.W1.Writing Rubric grade 5.pdf

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

Week 2:

Focus: Research process and how information is created and produced

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

2. Information Seeking Strategies

2.1 Determine all possible sources.

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

2. Selecting the best sources.

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

Product: After explanation of 2.1, complete Activities

5 M1.W.2.Prewriting.Isthissourcereliable.pdf

5 M1.W.2.Prewriting.pdf

5 M1.W1.Writing Rubric grade 5.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

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

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

5 M1.W1.Writing Rubric grade 5.pdf

Week 4:

Focus: Research process and how information is created and produced

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

4. Synthesis

• Organize from multiple sources
• Present the information

4.1  Drafting

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

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

5 M1.W.4.Draft.pdf

5 M1.W1.Writing Rubric grade 5.pdf

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

Week 5

Focus:  Research process and how information is created and produced

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

4.1  Drafting

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

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

5 M1.W.4.Draft.pdf

5 M1.W1.Writing Rubric grade 5.pdf

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

Week 6

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

Activity:  Overview of the Writing and Research Process

1. Revising 

1. Use the rubric as a checklist for requirements
2. Read aloud with partner
3. Teacher conferences
4. Peer Review

2. Editing

1. Conduct proofreading, including spell/grammar check
2. Conduct peer worksheets and receive/provide feedback
3. Revisit teacher feedback
4. Read aloud with partner
5. Self-assess based on rubric

3. Publishing

1. Display work
2. Read aloud
3. Participate in a publishing celebration

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

5 M1.W.4.Draft.pdf

5 M1.W1.Writing Rubric grade 5.pdf

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

Week 7

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

Activity:  Overview of the Writing and Research Process

1. Revising 

1. Use a rubric as a checklist for requirements
2. Read aloud with partner
3. Teacher conferences
4. Peer Review

2. Editing

1. Conduct proofreading, including spell/grammar check
2. Conduct peer worksheets and receive/provide feedback
3. Revisit teacher feedback
4. Read aloud with partner
5. Self-assess based on rubric

3. Publishing

1. Display work
2. Read aloud
3. Participate in a publishing celebration

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

5 M1.W.4.Draft.pdf

5 M1.W1.Writing Rubric grade 5.pdf

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

Week 8

Focus:  Research process and how information is created and produced

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

1. Provide brief explanations and examples of primary, secondary, and tertiary  sources of information.

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

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

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

5 M1.W8.Primary versus Secoundary.pdf

5 M1.W8.Primary Secoundary Tertiary examples.pdf

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

Week 9

Focus:  Critical thinking and using information resources

Activity:  Is Seeing Believing? (Common sense education)

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

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

3. Explain the web is full of photos, and even videos, that are digitally altered. And it's often hard to tell the difference between what's real and what's fake. Help your students ask critical questions about why someone might alter a photo or video in the first place.
4. Explain the overall objective.

• Recognize that photos and videos can be altered digitally.
• Identify different reasons why someone might alter a photo or video.
• Analyze altered photos and videos to try to determine why.

5. Vocabulary (Hide definitions and have an open discussion)

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

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

persuade – to cause someone to believe something

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

Product:

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

5 M1.W9.You be the judge.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

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

5 M1.W1.Writing Rubric grade 5.pdf

5 M1.W.2.Prewriting.Isthissourcereliable.pdf

5 M1.W.2.Prewriting.pdf

5 M1.W1.Writing Rubric grade 5.pdf

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

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

5 M1.W1.Writing Rubric grade 5.pdf

5 M1.W.4.Draft.pdf

5 M1.W1.Writing Rubric grade 5.pdf

5 M1.W8.Primary versus Secoundary.pdf

5 M1.W8.Primary Secoundary Tertiary examples.pdf

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

5 M1.W9.You be the judge.pdf

Pacing/ Time Frame: 

 9 Weeks

Module II

Information Literacy

Grade 5

Unit Plan Title:

Facts, Opinions, and Points of View

 Overview/Rationale

Module 2 Overview-  This module is designed to empower students with advanced skills for predicting, analyzing, and testing information. Through engaging with real-world examples and employing various strategies, students will deepen their understanding of how to distinguish between facts, points of view, and opinions. Building on the foundational skills from Module 1, students will be introduced to databases and other sophisticated information sources, enabling them to discuss, debate, and critically assess content. Additionally, students will refine their ability to identify and utilize valid sources while applying the research process. By the end of this module, students will be adept at applying these enhanced skills to evaluate the credibility of information across multiple formats, equipping them to effectively navigate and challenge misinformation, disinformation, and fake news in everyday contexts.

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

8.1.5.NI.2: Describe physical and digital security measures for protecting sensitive personal

information.

8.1.5.IC.1: Identify computing technologies that have impacted how individuals live and work and describe the factors that influenced the changes.

8.1.5.DA.5: Propose cause and effect relationships, predict outcomes, or communicate ideas using data.

Interdisciplinary Standards

Standards

RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem)

RL.5.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

RI.5.1. Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.  

RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text

RI.5.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from several texts on the same topic in order to write or speak about the subject knowledgeably

RF.5.4. Read with sufficient accuracy and fluency to support comprehension. A. Read grade-level text with purpose and understanding. B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation. NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic.

W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”)

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

Environmental Literacy

Other:  

Essential Question(s)

• How can a lack of understanding regarding the differences between facts, points of view, and opinions result in individuals being misled by false narratives and deceptive content in television, social media, and other media outlets?

• In what ways can utilizing specific resources and verification techniques safeguard individuals from falling victim to fake news and misleading stories designed to distort the truth and manipulate perceptions?

Enduring Understandings

• Students will develop an understanding that information can be presented with varying intentions and biases, recognizing how these motives can influence content across different media platforms.**

• Students will learn to critically analyze and question information, distinguishing between facts and opinions in diverse media formats, and evaluating the underlying motives behind the content.**

• Students will apply rigorous scrutiny when engaging with information resources, honing their skills to critically defend and assess the accuracy and credibility of information across various forms of publication.

Student Learning Targets/Objectives

By the end of this module:

• I can adeptly utilize skills to differentiate between facts, points of view, and opinions across various media sources, ensuring a nuanced understanding of the information presented.

• I can critically challenge and evaluate information by leveraging reliable resources and supporting evidence, effectively validating the credibility and accuracy of the content.

Weekly Objectives:

• Week 1:

I can accurately distinguish between facts and opinions, understanding their roles and implications in various contexts.

• Week 2:  

I can identify and articulate different points of view presented in various sources, recognizing their influence on the interpretation of information.

• Week 3:

I can critically interpret and analyze points of view across diverse publications, evaluating their impact on the overall message conveyed.

• Week 4:

I can perform a thorough analysis of the differences between factual information and opinions, understanding how each contributes to a narrative.

• Week 5:  

I can deconstruct and examine the nuances between facts and opinions, identifying how they are presented and perceived in different formats.

• Week 6:

I can effectively validate the authenticity of facts versus opinions, applying critical thinking to assess the reliability of the information.

• Week 7:

I can select and utilize reliable sources for gathering information, ensuring that my research is based on credible and authoritative content.

• Week 8-9:

I can proficiently locate and verify the reliability of sources when navigating online information, applying best practices to ensure the credibility and accuracy of my research.

Assessments

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

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

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

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

Teaching and Learning Actions

Instructional Strategies

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

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

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

Cognates-Using Cognates for words in ELL’s 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

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 ELL’s to reach English language acquisition.

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

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

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

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

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

Differentiation examples:

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

•  Provide scaffolded support when they respond to questions (ie. Rephrase questions, have them Turn & Talk to peers, provide sentences frames for response, etc)
• Sentence frames discussions/sharing.
• Encourage participation using words, phrases, gestures, illustrations, and dictation, as needed.
•  Refer to visuals throughout lesson/activity
• Divide instruction into smaller chunks of time
• Post pictures with new vocabulary words when possible and have children repeat each word.
• Students demonstrate understanding verbally or drawing.
•  Allow role-play responses.
• Provide sentence frames for forming opinions:  I agree with ____ because ___. Or I do not agree with ____ because _____.
• Encourage use of content vocabulary.
• Use words, gestures, and repetition  to assist in developing vocabulary meaning retention.
• Retell stories, have children point to an image that matches their retelling.
•  Have children highlight vocabulary/key words in their student workbooks..

• Model using class anchor charts to assist in their writing, speaking, and reading..

• Provide word/phrase cards to assist in accomplishing tasks.

•  Model sentence structure when responding to questions.
• Ask “yes” and “no” questions from time to time.
• Allow frequent movement in the classroom, going up to the SMARTBoard, or big book to point out things relevant to the lesson.
• Thumbs Up/Down for quick assessments.
• Take dictation.
• Have student make a line for each word of their response, then work with them to write the sentence decoding and reading the room to help with their writing. (ie. “I like the part when Keisha could build a tower using blocks.” _ _ _ _ _ _ _ _ _ _ _ _.)
•  Encourage asking questions for clarity. Provide displayed anchor chart of question words with question phrases on it.
• Assign partner work.
• Snap & Read Google extension (reads to student in selected language).
• Small group instruction
• Inclusion of videos, images, and Google Expeditions
• Choice in task products (song, dance, writing, role play, drawing)
• Use of Google Chromebook Accessibility Features, including:  screen magnifier, font increase, black/white contrast, larger cursor, Chromevox, on-screen

Week 1:

Focus:  Difference between facts and opinions.

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

1. Engage the student in a discussion and provide definitions or facts versus opinions.
2. A fact is something that can be proven true.
3. An opinion is someone's feelings about a particular topic.
4. State: “Today we will be learning about the difference between facts and opinions.” Ask: “What is the difference between a fact and an opinion?” Give students time to turn and talk.
5. Ask students to give a thumbs up for fact and thumbs down if the question presented is fact or opinion. Ask the following of similar questions:

1.  Lunch is the best part of the school day.  
2. Students need more time to eat lunch.  
3. The vegetables on pizza are healthy for you.
4. The vitamins in fruit help keep you healthy.
5. Lunch is the most important meal of the day.
6. An apple is a fruit.
7. The school should offer dessert for lunch.
8. I believe we should eat pizza every Friday.
9. Chocolate milk has sugar in it.
10. Tacos are better than hot dogs.

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

5 M2.W1.fact-and-opinion-worksheet.pdf

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

Week 2:

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

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

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

2. Explain that POV (Points of view) can also be presented in video form.
3. 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

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

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

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

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

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

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

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

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

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

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

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

1. Examples of POV (Point of view):

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

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

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

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

6. 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.

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

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

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

5 M2.W2.Points of view worksheet 4 (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:  Facts, Opinions, and Points of View (Part 2)

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

Activity:

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

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

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

KEY VOCABULARY

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

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

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

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

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

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

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

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

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

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

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

1. Examples of POV (Point of view):

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

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

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

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

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

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

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

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

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

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

5 M2.W2.Points of view worksheet 4 (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 4:  

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

Activity:  Fact vs. Opinion Activities

• Defining Fact and Opinion for Students

1. Use simple definitions to help students.

(differentiate between fact and opinion)

• A fact is a statement that can be verified.

• An opinion is an expression of belief about something.

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

1. Fact Clues

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

2.  Opinion Clues

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

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

5 M2.W4.Fact or Opinion Worksheet 1.pdf

5 M2.W4.Fact or Opinion Worksheet 2.pdf

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

5 M2.W4.Fact or Opinion Worksheet 4.pdf

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

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

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

• Defining Fact and Opinion for Students

1. Use simple definitions to help students.

(differentiate between fact and opinion)

• A fact is a statement that can be verified.

• An opinion is an expression of belief about something.

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

1. Fact Clues

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

2.  Opinion Clues

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

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

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

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

5 M2.W4.Fact or Opinion Worksheet 7.pdf5 M2.W4.Fact or Opinion Worksheet 8.pdf

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

Week 6:  Identifying and differentiating facts and opinions.

Focus: Validating facts from opinion

Activity: Fact vs. Opinion Activities (Expanding)

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

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

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

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

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

Week 7:

Focus:  Peer-reviewed print and digital library resources.

Activity: Using reliable sources for information

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

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

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

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

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

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

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

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

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

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

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

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

Product: After explanation of lesson content, assist students in completing associated worksheets or completing other databases guideline worksheets.

5 M2.W7.Fact or Opinion Worksheet 1.pdf

5 M2.W7.Data bases worksheet 2.pdf

5 M2.W7.Data bases worksheet 3.pdf

5 M2.W7.Data bases worksheet 4.pdf

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

Week 8:

Focus:  Peer-reviewed print and digital library resources.

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

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

• What makes an online source reliable?
• How do we identify bias and avoid thinking errors when evaluating online information?

3. Vocabulary

reliable (adjective) trustworthy; containing true and legitimate information

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

online (adjective) found on the internet

reasoning (noun) the act of thinking through

4. Compare and Contrast

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

National School Lunch Program

USDA Shifts Obama-era School Lunch Guidelines

School Meal

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

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

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

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

When was each page created or updated?

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

What is the main idea or reason behind each page?

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

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

Finding Reliable Resources on the Internet

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

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

Week 9: 

Focus:  Peer-reviewed print and digital library resources.

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

(Continued from previous lesson)

Develop a Checklist

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

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

Who wrote this source?

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

What other sources does this source reference?

Does this source say the same things as other sources?

Does this source echo what I know from personal experience?

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

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

Kids React

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

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

All school lunches are disgusting.

All school lunches are nutritious.

Kids are usually smiling when they eat school lunch.

Kids only like junk food.

Schools are always racially diverse.

American kids are less healthy than kids in other countries.

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

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

5 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

5 M2.W1.fact-and-opinion-worksheet.pdf

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

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

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

5 M2.W2.Points of view worksheet 4 (1).pdf

5 M2.W4.Fact or Opinion Worksheet 1.pdf

5 M2.W4.Fact or Opinion Worksheet 2.pdf

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

5 M2.W4.Fact or Opinion Worksheet 4.pdf

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

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

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

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

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

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

5 M2.W7.Fact or Opinion Worksheet 1.pdf

5 M2.W7.Data bases worksheet 2.pdf

5 M2.W7.Data bases worksheet 3.pdf

5 M2.W7.Data bases worksheet 4.pdf

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

Pacing/ Time Frame:

9 Weeks

Module 3

Information Literacy

Grade

5

Unit Plan Title:

Ethical use of information

Overview/Rationale

Module 3 Overview-  This module is intended to provide students with the ability to critically think and apply previous thought skills and strategies to solve and test information. Students will engage with real world examples that require strategies to determine the difference between the facts, points of view, and opinions. Students will begin to utilize skills learned in modules 1 and 2 while advancing with new strategies to apply. By the end of this module, students will be more informed and skilled in determining 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

8.1.5.NI.2: Describe physical and digital security measures for protecting sensitive personal

information.

8.1.5.IC.1: Identify computing technologies that have impacted how individuals live and work and describe the factors that influenced the changes.

8.1.5.DA.5: Propose cause and effect relationships, predict outcomes, or communicate ideas using data.

Interdisciplinary Standards)

RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem)

RL.5.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

RI.5.1. Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.  

RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text

RI.5.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from several texts on the same topic in order to write or speak about the subject knowledgeably

RF.5.4. Read with sufficient accuracy and fluency to support comprehension. A. Read grade-level text with purpose and understanding. B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation. NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic.

W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”)

Essential Question(s)

• How can critical thinking and the research process help to avoid unethical uses of information? 
• How can the lack of ethical decisions lead to the misuse and false information being produced by various media sources?

Enduring Understandings

• Students will begin to apply critical thinking and other learned strategies to identify and reason with  ethical issues with various forms of information.

Student Learning Targets/Objectives

By the end of this module:

• I can apply skills in trying to determine the difference between real information and false stories.
• I can challenge information presented with resources to determine reliable and real information with supporting evidence.

Weekly Objectives:

• Week 1

• I can explain the difference between private and personal information.  

• Week 2

• I can determine what information to share online.

• Week 3

• I can use proper words and etiquette when online.

• Week 4

• I can summarize affects the digital footprints 

• Week 5

• I can examine my information and what I should share.

• Week 6

• I can distinguish Creator's Rights and Responsibilities.  

• Week 7

• I can inspect the rights and responsibilities I have as a creator.

• Week 8

• I can identify and test if information is real or doctored.

• Week 9

• I can evaluate information and determine its origin.

• Week 10

• I can justify the importance of questioning and double-checking online content.

Assessments

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

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

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

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

Teaching and Learning Actions

Instructional Strategies

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

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

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

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

Cognates-Using Cognates for words in ELL’s 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 ELL’s to reach English language acquisition.

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

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

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

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

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

Differentiation examples:

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

•  Provide scaffolded support when they respond to questions (ie. Rephrase questions, have them Turn & Talk to peers, provide sentences frames for response, etc)
• Sentence frames discussions/sharing.
• Encourage participation using words, phrases, gestures, illustrations, and dictation, as needed.
•  Refer to visuals throughout lesson/activity
• Divide instruction into smaller chunks of time
• Post pictures with new vocabulary words when possible and have children repeat each word.
• Students demonstrate understanding verbally or drawing.
•  Allow role-play responses.
• Provide sentence frames for forming opinions:  I agree with ____ because ___. Or I do not agree with ____ because _____.
• Encourage use of content vocabulary.
• Use words, gestures, and repetition  to assist in developing vocabulary meaning retention.
• Retell stories, have children point to an image that matches their retelling.
•  Have children highlight vocabulary/key words in their student workbooks..

• Model using class anchor charts to assist in their writing, speaking, and reading..

• Provide word/phrase cards to assist in accomplishing tasks.

•  Model sentence structure when responding to questions.
• Ask “yes” and “no” questions from time to time.
• Allow frequent movement in the classroom, going up to the SMARTBoard, or big book to point out things relevant to the lesson.
• Thumbs Up/Down for quick assessments.
• Take dictation.
• Have student make a line for each word of their response, then work with them to write the sentence decoding and reading the room to help with their writing. (ie. “I like the part when Keisha could build a tower using blocks.” _ _ _ _ _ _ _ _ _ _ _ _.)
•  Encourage asking questions for clarity. Provide displayed anchor chart of question words with question phrases on it.
• Assign partner work.
• Snap & Read Google extension (reads to student in selected language).
• Small group instruction
• Inclusion of videos, images, and Google Expeditions
• Choice in task products (song, dance, writing, role play, drawing)
• Use of Google Chromebook Accessibility Features, including:  screen magnifier, font increase, black/white contrast, larger cursor, Chromevox, on-screen

Week 1: 

Focus:  Ethical use of information

Activity: Private and Personal Information (Common Sense Education)

What information about you is OK to share online? (2 Week Lesson Part 1)

• It's in our students' nature to share and connect with others. But sharing online comes with some risks. How can we help kids build strong, positive, and safe relationships online? Help your students learn the difference between what's personal and what's best left private.

Objectives:

• Identify the reasons why people share information about themselves online.
• Explain the difference between private and personal information.
• Explain why it is risky to share private information online.

Vocabulary

• hardwired – something you are born with
• personal information – information about you that cannot be used to identify you because it is also true for many other people (e.g. your hair color or the city you live in)
• private information – information about you that can be used to identify you because it is unique to you (e.g. your full name or your address)
• register (online) – to enter your information in order to sign up and get access to a website or app

1. Say: Today we're going to start with a little game. For each statement that I read, if it is true about you, stand up. If it isn't true, stay seated. After each statement, look around to see who else is standing or sitting. (Slide 4)
2. Read the statements below to your class, allowing time for students to stand or sit after each one. Prompt all students to sit back down before moving on to the next statement.

• Stand up if you or your family speak another language besides English.
• Stand up if you have two or more siblings.
• Stand up if you have a pet.
• Stand up if you have ever been on YouTube.
• Stand up if you have ever shared something about yourself online.

3. Have students all sit back down and ask: What did you learn from doing that activity? Did you enjoy it? Why or why not?

Invite volunteers to share out. If necessary, follow up with students who share by asking to explain what they found fun or not fun about it.

4. Say: The purpose of that activity was to have some fun getting to know each other better. There are many situations where sharing information about yourself can be fun and positive. One of those situations is on the internet, where sharing your likes, opinions, and other personal information -- but not private information -- can be positive and fun

Analyze: Why Do People Share?

1. Say: In today's lesson, we're going to talk about being online -- and ways that you can share things about yourself that are fun and that connect you with others. We're also going to talk about ways that you can protect yourself so that you don't share more than you should.
2. Project "Did You Know?" on Slide 5.
3. Ask: What do you observe in this slide? What's the main idea it's trying to show? Share your ideas with your partner.

Invite students to share their responses. If necessary, clarify the meaning of hardwired as something you're born with, that sharing is something humans do naturally, and that there are many benefits to it.

4. Say: What is something about you that you might share with others that would give you one of these benefits? Take turns sharing your idea with your partner.
5. Invite students to share their answers. Follow up by asking them to explain which benefit the example would give them (feel good, learn, connect, or persuade). If the student isn't sure, open it up to the rest of the class. Examples may connect to more than one benefit.

Analyze: Private or Personal?

1. Say: So there are lots of reasons to share information about yourself. However, not everything about you is OK to share. We're going to watch a short video about sharing online. As we watch, think about what information is OK to share and what isn't.
2. Project Slide 6 and show the video Private and Personal Information. After the video, invite students to respond to the discussion question and prompt them to give examples of private and personal information. Clarify that private information is the most risky to share because it can be used to identify you individually. (Slide 7)
3. Say: Now, we're going to play another little game. For each example that I say, discuss with your partner whether it is private or personal. To decide, ask yourself, "Is this information that would also be true for many other people?" If so, it is personal. If not, it is private. (Slide 8)

Read aloud the first example, "Height." Remind students to consider whether this is information that would be true of many others. If it is, then it is personal. If not, it is private. Give students one minute to discuss and decide.

4. Say: If you think this is private information, stand up. If you think it is personal, stay seated.

After students stand or stay seated, invite students to explain why they chose the answer they did. Follow up by prompting them to refer back to the definitions of private and personal. If necessary, help students clarify that there are many people (in their school, in their city, even in the class) who are the same height as them.

5. Say: Everyone who is still seated, you are correct! This information is personal, not private.

Repeat Steps 3–4 for each of the examples:

• home address (private)
• email address (private)
• date of birth (private)
• favorite music (personal)
• how many brothers and sisters you have (personal)
• phone numbers (private)
• credit card information (private)
• favorite food (personal)
• name of your pet (personal)
• name of your school (private) (Explain that although school name is something that is true for many people, it is risky to share it with someone you don't know, and you should get permission from a trusted adult first.)

Wrap Up: Exit Ticket

1. Distribute the Exit Ticket Student Handout to students.
2. Say: To close out, you're going to complete two short reflection questions about what we learned today. You'll have five minutes to write. (Slide 9)
3. Give students five minutes to write their reflection. Invite volunteers to share with the class.
4. Collect everyone's handout before they leave to assess their understanding of private versus personal information.

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

5 M3.W1 - Private and Personal Information - Lesson Slides

Video: Private and Personal Information

5 M3.W1 - Private and Personal Information - Exit Ticket 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 2: 

Focus:  Ethical use of information

Activity: Private and Personal Information (Common Sense Education)

What information about you is OK to share online? (2 Week Lesson Part 2)

• It's in our students' nature to share and connect with others. But sharing online comes with some risks. How can we help kids build strong, positive, and safe relationships online? Help your students learn the difference between what's personal and what's best left private.

Objectives:

• Identify the reasons why people share information about themselves online.
• Explain the difference between private and personal information.
• Explain why it is risky to share private information online.

Vocabulary

• hardwired – something you are born with
• personal information – information about you that cannot be used to identify you because it is also true for many other people (e.g. your hair color or the city you live in)
• private information – information about you that can be used to identify you because it is unique to you (e.g. your full name or your address)
• register (online) – to enter your information in order to sign up and get access to a website or app

5. Say: Today we're going to start with a little game. For each statement that I read, if it is true about you, stand up. If it isn't true, stay seated. After each statement, look around to see who else is standing or sitting. (Slide 4)
6. Read the statements below to your class, allowing time for students to stand or sit after each one. Prompt all students to sit back down before moving on to the next statement.

• Stand up if you or your family speak another language besides English.
• Stand up if you have two or more siblings.
• Stand up if you have a pet.
• Stand up if you have ever been on YouTube.
• Stand up if you have ever shared something about yourself online.

7. Have students all sit back down and ask: What did you learn from doing that activity? Did you enjoy it? Why or why not?

Invite volunteers to share out. If necessary, follow up with students who share by asking to explain what they found fun or not fun about it.

8. Say: The purpose of that activity was to have some fun getting to know each other better. There are many situations where sharing information about yourself can be fun and positive. One of those situations is on the internet, where sharing your likes, opinions, and other personal information -- but not private information -- can be positive and fun

Analyze: Why Do People Share?

6. Say: In today's lesson, we're going to talk about being online -- and ways that you can share things about yourself that are fun and that connect you with others. We're also going to talk about ways that you can protect yourself so that you don't share more than you should.
7. Project "Did You Know?" on Slide 5.
8. Ask: What do you observe in this slide? What's the main idea it's trying to show? Share your ideas with your partner.

Invite students to share their responses. If necessary, clarify the meaning of hardwired as something you're born with, that sharing is something humans do naturally, and that there are many benefits to it.

9. Say: What is something about you that you might share with others that would give you one of these benefits? Take turns sharing your idea with your partner.
10. Invite students to share their answers. Follow up by asking them to explain which benefit the example would give them (feel good, learn, connect, or persuade). If the student isn't sure, open it up to the rest of the class. Examples may connect to more than one benefit.

Analyze: Private or Personal?

6. Say: So there are lots of reasons to share information about yourself. However, not everything about you is OK to share. We're going to watch a short video about sharing online. As we watch, think about what information is OK to share and what isn't.
7. Project Slide 6 and show the video Private and Personal Information. After the video, invite students to respond to the discussion question and prompt them to give examples of private and personal information. Clarify that private information is the most risky to share because it can be used to identify you individually. (Slide 7)
8. Say: Now, we're going to play another little game. For each example that I say, discuss with your partner whether it is private or personal. To decide, ask yourself, "Is this information that would also be true for many other people?" If so, it is personal. If not, it is private. (Slide 8)

Read aloud the first example, "Height." Remind students to consider whether this is information that would be true of many others. If it is, then it is personal. If not, it is private. Give students one minute to discuss and decide.

9. Say: If you think this is private information, stand up. If you think it is personal, stay seated.

After students stand or stay seated, invite students to explain why they chose the answer they did. Follow up by prompting them to refer back to the definitions of private and personal. If necessary, help students clarify that there are many people (in their school, in their city, even in the class) who are the same height as them.

10. Say: Everyone who is still seated, you are correct! This information is personal, not private.

Repeat Steps 3–4 for each of the examples:

• home address (private)
• email address (private)
• date of birth (private)
• favorite music (personal)
• how many brothers and sisters you have (personal)
• phone numbers (private)
• credit card information (private)
• favorite food (personal)
• name of your pet (personal)
• name of your school (private) (Explain that although school name is something that is true for many people, it is risky to share it with someone you don't know, and you should get permission from a trusted adult first.)

Wrap Up: Exit Ticket

5. Distribute the Exit Ticket Student Handout to students.
6. Say: To close out, you're going to complete two short reflection questions about what we learned today. You'll have five minutes to write. (Slide 9)
7. Give students five minutes to write their reflection. Invite volunteers to share with the class.
8. Collect everyone's handout before they leave to assess their understanding of private versus personal information.

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

5 M3.W1 - Private and Personal Information - Lesson Slides

Video: Private and Personal Information

5 M3.W1 - Private and Personal Information - Exit Ticket Student Handout.pdf

5 M3.W2-PrivateandPersonalInformation 1.pdf

5 M3.W2-PrivateandPersonalInformation 2.pdf

5 M3.W2-PrivateandPersonalInformation 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 3

Focus: Ethical use of information

Activity:  Our Online Tracks (Common sense education)

How does our online activity affect the digital footprints of ourselves and others?

Your digital footprint can affect your online reputation for a long time. But kids don't always realize that digital footprints aren't just a personal matter. Show your students how they can contribute to a positive digital reputation, both for themselves and for others.

Objectives:

• Define the term "digital footprint" and identify the online activities that contribute to it.
• Identify ways they are -- and are not -- in control of their digital footprint.
• Understand what responsibilities they have for the digital footprints of themselves and others.

Vocabulary Hide definitions

• responsibility – a duty you have to yourself or others
• digital footprint – a record of what you do online, including the sites you visit and the things you post; it can also include things that others post that involve you
• fossil – parts of an animal saved and preserved within the earth for up to millions of years
• inference – an educated guess based on evidence

1. Project image 1 of the animal footprint. Ask: What do you notice in this image? What can you infer about the animal that left this? Take turns sharing your idea with your partner. If necessary, clarify that an inference is an educated guess you make based on evidence. (Slide 4)

Invite students to share their responses. Answers may include it had paws, it walked on land, or it had claws. Push students to make deeper inferences about the animal's life based on those facts; for example: What did the animal eat? What did it look like?

2. Project image 2 of the fossil. Ask: What do you notice in this image? What can you infer about this animal? Take turns sharing your ideas with your partner. (Slide 5)

Invite students to share their responses. Explain to students that this is a fossil. Fossils are parts of an animal that are saved and preserved in the earth for millions of years.

3. Say: These images are both examples of how animals leave imprints on their world, even after they're gone. We can learn things about animals based on those imprints. In some cases, like with fossils, those imprints last forever. What about humans? What imprints do we leave on the world?

Invite students to share their responses. Answers may include our bones, our footprints, buildings, etc.

4. Say: In addition to the physical footprints we leave on the earth, we also leave a footprint when we're online. And that footprint, just like a fossil, can tell a lot about us and can last for a very long time. This is called a digital footprint, and it is a record of what we do online, including the sites we visit and the things we post. It can also include things that others post, like pictures of us or comments about us. Not everything in our footprint is under our control. (Slide 6)

Analyze: Feet's Footprint

1. Distribute the Feet's Footprint Student Handout. Call on a student to read the directions and instruct pairs to work together to complete the handout. Allow students 10 minutes to work. (Slide 7)

2. Call on groups to share their answers from the handout. For the last two, clarify that although Feet has control over whether they play the video game and hang out with friends, Feet does not have control over whether the top scorers and the photo get posted.

3. Say: Feet's digital footprint tells us a lot about them, and it involves things that are both in and out of their control. Their footprint is like a fossil in that it will last for a very long time. Even if they try to delete the activity, it will still be stored somewhere and be accessible to someone.

Evaluate: On Your Honor

1. Say: Given that our digital footprints last a long time and that we're not always in control of what becomes part of our footprint, there are some responsibilities we have when it comes to being online. A responsibility is something that we should think about before we act. In this case, we have a responsibility to ourselves and to others before we do something online. (Slide 8)

2. Ask: What do you think some of our responsibilities are for being online? Both to ourselves and to others? Take turns sharing your ideas with your partner. (Slide 9)

Call on students to share their answers and capture them in the chart. (Slide 10) Possible responses include:  

RESPONSIBILITIES TO OURSELVES

• Show your best self when you're online
• Only post things you're comfortable showing publicly

RESPONSIBILITIES TO OTHERS

• Get permission before posting a pic of someone or tagging them
• Treat others online how you would want to be treated

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

5 M3.W3 - Our Online Tracks - Lesson Slides

5 M3.W3 - Our Online Tracks - Feet's Footprint 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

Activity:  Mind What You Do Online

1. Crime Preventing Goes Online

In this lesson students will learn the importance of sharing information while online. The lesson is themed around Mc. Gruff the crime dog. Follow the slide presentation and allow for discussions about sharing information online and other ethical boundaries with information.

Review the following information by playing the slide show and pause for discussions as necessary.

Internet Safety The Internet can be a lot of fun for playing games and doing schoolwork. But sometimes people use the Internet to commit cybercrimes. Cybercrime often involves stealing information, money, goods, and identities. Sometimes cybercriminals use the Internet to prey on children. I’m here to teach you about cybercriminals and how you can stay safe. Together we can take a bite out of cybercrime!

Passwords Your computer has a lot of information in it – some of which may be personal. The best way to stop cybercriminals from getting your information is by protecting your computer. You can password-protect your computer by using one of the many antivirus and firewall programs that have a login screen where you have to put in a password before using the computer. If you choose a password, you should make it something you can remember. There are many ways to pick a good, memorable yet hard to guess, password. For example, you could take a sentence and make an acronym. “I chose a Secure Password to protect myself” is a way to create a password like “IcaSP2pm”.

Social Networking Sites Some websites ask you to post personal information before you are able to talk with other people online. These are called social networking sites. These sites can be fun to talk with friends, look at pictures, and play games. If you do have a personal web page on one of these sites, make sure it’s set to “private” so only your friends can see it.

Sending someone your picture or giving out your name or address can be just as dangerous as giving it to a stranger at the park! If anyone you don’t know asks you for your personal information, you should tell an adult immediately. And don’t send anything before you do.

Cyber Predators If you use social networking sites, chat rooms, or other sites where you can talk with other people online , be aware that cyber predators — or adults who are pretending to be kids – might try to contact you. To stay safe, only talk to people that you already know. If someone says anything that makes you uncomfortable, tell a trusted adult.

Crimeware Browsing the Internet and visiting different sites is fun and educational. But always think twice before you click on a link. Most of the time they’re safe, but sometimes they can end up giving your computer a virus. Just like we can catch viruses that make us sick, so can our computers. Dangerous links and websites that cause these viruses are called crimeware.

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

5 M3.W4.McGruff and internet safety

5 M3.W3.McGruffs 10 Tips for Kids poster.pdf

5 M3.W3.McGruffs crossword puzzle for key terms.pdf

5 M3.W3.McGruffs missing word puzzle for key terms.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: Soaring through the internet. How should I use my information and what should I share?

1. The Internet is a place where we can find a lot of useful information, connect with our friends, find cool apps and play games, but it is important to know how to navigate online safely.
2. We must take an ethical look at what to share and what not to share online.
3. Present slide show (pdf) . Review answers and areas of confusion.
4. Complete:

• Safety Quiz
• Private information
• What would you do? (Writing assignment)
• how to handle cyberbullies
• Online checklist

5. After discussions and collaboration on areas of the presentation, allow students to review vocabulary and additional worksheets on the subject area.

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

5 M3.W4.Soaring internet safety presentation.pdf

5 M3.W4Fill in the blank what is private.pdf

5 M3.W4. Word Scramble.pdf

5 M3.W4. What would you do writing response.pdf5 M3.W4. Cross Word Soaring.pdf

5 M3.W4.Soaring Brain teaser.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: A Creator's Rights and Responsibilities (2 part lesson part 1)

What rights and responsibilities do you have as a creator?

 (Common sense education)

1. It's common for kids to use images they find online, for school projects or just for fun. But kids don't often understand which images are OK to use and which ones aren't. Help your students learn about the rights and responsibilities they have when it comes to the images they create and use.

Objectives:

• Define "copyright" and explain how it applies to creative work.
• Describe their rights and responsibilities as creators.
• Apply copyright principles to real-life scenarios.

Vocabulary Hide definitions

attribute – giving credit to the person who created something, such such as listing the author's name and date, or a citation

copyright – legal protection that a creators have over the things they create

intellectual property – the ownership of something you create, giving you a right to how others use it

license – a clear way to define the type of copyright creative work has so others know how they can use it

plagiarism – using someone's creative work without providing attribution

Warm Up: We Are All Creators

Before the lesson: As an optional activity before the lesson, have students play the Mix-n-Mash game in Digital Passport™ by Common Sense Education. This will help introduce key concepts of this lesson. To see more, check out the Digital Passport Educator Guide.

1. Ask: What does the word "creator" mean? Take turns sharing your idea with your partner. (Slide 4).

Invite students to share their responses. Clarify that a creator is simply someone who creates something, like a photo, a song, or even a dish of food.

2. Point out to students that they are all creators. Ask: Think about a time you created something, when you wrote down an idea, took a picture or video of something, made a piece of art, or uploaded something you made to the internet. What was it?

Invite students to share out.

3. Ask: What about a time when you've used someone else's creation online, like an image or a quote from an article?  
4. Invite students to share out. Explain that when we create something, it's automatically ours. We have protections in place to make sure others don't use our work and say it's theirs. This protection is called copyright.

Define: What's Copyright?

1. Ask: Have you heard of the term "copyright"? What comes to mind when you hear that word? Take turns sharing with a partner.

Invite two or three students to share out. Define copyright as legal protection that creators have over the things they create. (Slide 5)

2. Distribute the What's Copyright? Student Handout, one per student, and read the directions for Part 1 aloud. Allow students to work in groups to complete Part 1 of the handout. Use the Teacher Version to support students as they work. (Slide 6)

Review the correct answers for Part 1 by inviting students to share out. Below are some helpful notes for clarifying student misunderstandings:

• Copyright: It does not matter if a work is hard copy or digital, it is still protected by copyright. A regular copyright (with this symbol) means you must get permission from the creator to use the work.
• License: Creators can choose what kind of copyright license they want. They can determine how strict or open to be about others using, sharing, altering, or making money from their work. Creative Commons is a copyright license that allows for flexibility in how others use the work (such as to copy, alter, or make money from it).
• Attribution: A citation is a formal version of attribution with very specific information about the work (MLA, APA, etc.). See best practices for Creative Commons attribution.
• Plagiarism: When you don't provide attribution to the creator of the work, it's like stealing.

3. Prompt students to work in groups to complete Part 2 of the handout. Clarify that students should discuss their ideas as a group before writing down their responses. (Slide 7)

Invite students to share their responses to Part 2.

4. Ask: Do you think copyright is important? Why does it matter who gets credit for something?

Invite students to respond. Emphasize that in addition to concrete benefits like money or fame, there is also fairness: If someone puts in the effort and time to create something, that person deserves to get the credit and have a say in how it gets used.

5. Say: As a digital citizen and creator, you have a right to decide how your creative work is copyrighted. But you also have a responsibility in how you use the work of others.

Apply: May I?

1. Ask: Let's say you're doing a report on the history of the World Cup. You search Google for images and find the perfect image of a crazily screaming fan you want to use in your report. How will you decide whether you can use it or not?

Invite students to respond. Emphasize that before using any images, or anyone's creative work of any kind, students should follow the practice "Ask and Attribute."

2. Project Slide 8 and explain that "Ask and Attribute" means that before you use a photo online, you should:

• "Ask" what kind of copyright license a photo has and whether you need permission to use it, and
• If the license allows you to use it, make sure to "Attribute" it to it's creator.

3. Project Slide 9 and explain to students that to figure out what type of license an image has:

• Do a reverse image search to try to find the original creator of the image.
• If the photo has a regular copyright, email or get ahold of the creator to ask permission.

(Note: Though students and educators have the right to use copyright-protected work for education purposes, it's best to follow the tenets of "fair use." See the Common Sense Education video on copyright and fair use and the Fair Use Evaluator for more information.)

If students get permission, they should provide attribution by listing the author and date and linking back to the photo's source. You could also have them use a citation, depending on your classroom practice.

Wrap Up: OK or No Way?

1. Say: I'm going to read you a scenario aloud. After I finish, give a thumbs up or a thumbs down for whether this is OK, according to copyright protections.

Here is the scenario: Manny has to write a science report about where his local water comes from. He finds a paragraph on a website that is just right for his report. Manny copies it in his own handwriting and changes a couple of words to make it sound like something he would say. Is this "OK" or "no way"?

2. Allow students to hold their thumbs up or down, and invite students to share their reasoning. Clarify that the correct answer is "no way" because Manny copied the article. Even though he changed a few words and wrote it in his own handwriting, it's still plagiarism. In addition, he didn't provide attribution.

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

5 M3.W6 A Creator's Rights and Responsibilities - Lesson Slides

5 M3.W6 A Creator's Rights and Responsibilities - What's Copyright_ Student Handout.pdf

5 M3.W6 A Creator's Rights and Responsibilities - What's Copyright_ 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 7

Focus:  Ethical use of information

Activity: A Creator's Rights and Responsibilities (2 part lesson part 2)

What rights and responsibilities do you have as a creator?

 (Common sense education)

2. It's common for kids to use images they find online, for school projects or just for fun. But kids don't often understand which images are OK to use and which ones aren't. Help your students learn about the rights and responsibilities they have when it comes to the images they create and use.

Objectives:

• Define "copyright" and explain how it applies to creative work.
• Describe their rights and responsibilities as creators.
• Apply copyright principles to real-life scenarios.

Vocabulary Hide definitions

attribute – giving credit to the person who created something, such such as listing the author's name and date, or a citation

copyright – legal protection that a creators have over the things they create

intellectual property – the ownership of something you create, giving you a right to how others use it

license – a clear way to define the type of copyright creative work has so others know how they can use it

plagiarism – using someone's creative work without providing attribution

Warm Up: We Are All Creators

Before the lesson: As an optional activity before the lesson, have students play the Mix-n-Mash game in Digital Passport™ by Common Sense Education. This will help introduce key concepts of this lesson. To see more, check out the Digital Passport Educator Guide.

5. Ask: What does the word "creator" mean? Take turns sharing your idea with your partner. (Slide 4).

Invite students to share their responses. Clarify that a creator is simply someone who creates something, like a photo, a song, or even a dish of food.

6. Point out to students that they are all creators. Ask: Think about a time you created something, when you wrote down an idea, took a picture or video of something, made a piece of art, or uploaded something you made to the internet. What was it?

Invite students to share out.

7. Ask: What about a time when you've used someone else's creation online, like an image or a quote from an article?  
8. Invite students to share out. Explain that when we create something, it's automatically ours. We have protections in place to make sure others don't use our work and say it's theirs. This protection is called copyright.

Define: What's Copyright?

6. Ask: Have you heard of the term "copyright"? What comes to mind when you hear that word? Take turns sharing with a partner.

Invite two or three students to share out. Define copyright as legal protection that creators have over the things they create. (Slide 5)

7. Distribute the What's Copyright? Student Handout, one per student, and read the directions for Part 1 aloud. Allow students to work in groups to complete Part 1 of the handout. Use the Teacher Version to support students as they work. (Slide 6)

Review the correct answers for Part 1 by inviting students to share out. Below are some helpful notes for clarifying student misunderstandings:

• Copyright: It does not matter if a work is hard copy or digital, it is still protected by copyright. A regular copyright (with this symbol) means you must get permission from the creator to use the work.
• License: Creators can choose what kind of copyright license they want. They can determine how strict or open to be about others using, sharing, altering, or making money from their work. Creative Commons is a copyright license that allows for flexibility in how others use the work (such as to copy, alter, or make money from it).
• Attribution: A citation is a formal version of attribution with very specific information about the work (MLA, APA, etc.). See best practices for Creative Commons attribution.
• Plagiarism: When you don't provide attribution to the creator of the work, it's like stealing.

8. Prompt students to work in groups to complete Part 2 of the handout. Clarify that students should discuss their ideas as a group before writing down their responses. (Slide 7)

Invite students to share their responses to Part 2.

9. Ask: Do you think copyright is important? Why does it matter who gets credit for something?

Invite students to respond. Emphasize that in addition to concrete benefits like money or fame, there is also fairness: If someone puts in the effort and time to create something, that person deserves to get the credit and have a say in how it gets used.

10. Say: As a digital citizen and creator, you have a right to decide how your creative work is copyrighted. But you also have a responsibility in how you use the work of others.

Apply: May I?

4. Ask: Let's say you're doing a report on the history of the World Cup. You search Google for images and find the perfect image of a crazily screaming fan you want to use in your report. How will you decide whether you can use it or not?

Invite students to respond. Emphasize that before using any images, or anyone's creative work of any kind, students should follow the practice "Ask and Attribute."

5. Project Slide 8 and explain that "Ask and Attribute" means that before you use a photo online, you should:

• "Ask" what kind of copyright license a photo has and whether you need permission to use it, and
• If the license allows you to use it, make sure to "Attribute" it to it's creator.

6. Project Slide 9 and explain to students that to figure out what type of license an image has:

• Do a reverse image search to try to find the original creator of the image.
• If the photo has a regular copyright, email or get ahold of the creator to ask permission.

(Note: Though students and educators have the right to use copyright-protected work for education purposes, it's best to follow the tenets of "fair use." See the Common Sense Education video on copyright and fair use and the Fair Use Evaluator for more information.)

If students get permission, they should provide attribution by listing the author and date and linking back to the photo's source. You could also have them use a citation, depending on your classroom practice.

Wrap Up: OK or No Way?

3. Say: I'm going to read you a scenario aloud. After I finish, give a thumbs up or a thumbs down for whether this is OK, according to copyright protections.

Here is the scenario: Manny has to write a science report about where his local water comes from. He finds a paragraph on a website that is just right for his report. Manny copies it in his own handwriting and changes a couple of words to make it sound like something he would say. Is this "OK" or "no way"?

4. Allow students to hold their thumbs up or down, and invite students to share their reasoning. Clarify that the correct answer is "no way" because Manny copied the article. Even though he changed a few words and wrote it in his own handwriting, it's still plagiarism. In addition, he didn't provide attribution.

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

5 M3.W6 A Creator's Rights and Responsibilities - Lesson Slides

5 M3.W6 A Creator's Rights and Responsibilities - What's Copyright_ Student Handout.pdf

5 M3.W6 A Creator's Rights and Responsibilities - What's Copyright_ 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 8

Focus:  Ethical use of information

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

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

• Where has this image been found?
• What websites?
• Are there clues to where the image was created?
• Has the image been altered or changed?

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

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

5 M3.W7.reverse Image search (Video).mp4

5 M3.W7.tipsheet_break_the_fake2.pdf

5 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 9

Focus: Ethical use of information

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

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

Learning Outcomes

Students will:

• Learn simple steps for verifying online information
• Practice verifying online information
• Understand media literacy key concepts:

• Media are constructions
• Each medium is a unique aesthetic form

• Understand digital literacy key concepts:

• Digital media are networked
• Digital media are shareable and persistent
• Interactions through digital media can have a real impact
• Digital media experiences are shaped by the tools we us

1. Play What's Real Online? | Media Literacy Lesson

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

2. Allow for discussions as the video calls for a pause point. Pair and share can be used, as well as other group sharing strategies.
3. After the completion of the video, the slide show can be used for further discussions.
4. Real or Fake? (Slide show discussion)

• Tell students that it’s even easier than that to fool

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

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

1.  The most important thing is to find out if they have a good “track record” of being accurate. For example, National Geographic has been publishing since 1888.
2.  It’s usually a good idea to ask an adult, like your teacher, a librarian, or a parent or guardian, to help with this.

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

Product:

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

5 M3.W8.slideshow_real_or_fake

5 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 10

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

(Completion of any portion of the lesson not covered)

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

Learning Outcomes

Students will:

• Learn simple steps for verifying online information
• Practice verifying online information
• Understand media literacy key concepts:

• Media are constructions
• Each medium is a unique aesthetic form

• Understand digital literacy key concepts:

• Digital media are networked
• Digital media are shareable and persistent
• Interactions through digital media can have a real impact
• Digital media experiences are shaped by the tools we us

1. Play What's Real Online? | Media Literacy Lesson

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

2. Allow for discussions as the video calls for a pause point. Pair and share can be used, as well as other group sharing strategies.
3. After the completion of the video, the slide show can be used for further discussions.
4. Real or Fake? (Slide show discussion)

• Tell students that it’s even easier than that to fool

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

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

1.  The most important thing is to find out if they have a good “track record” of being accurate. For example, National Geographic has been publishing since 1888.
2.  It’s usually a good idea to ask an adult, like your teacher, a librarian, or a parent or guardian, to help with this.

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

Product:

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

5 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)

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

5 M3.W1 - Private and Personal Information - Lesson Slides

Video: Private and Personal Information

5 M3.W1 - Private and Personal Information - Exit Ticket Student Handout.pdf

5 M3.W1 - Private and Personal Information - Lesson Slides

Video: Private and Personal Information

5 M3.W1 - Private and Personal Information - Exit Ticket Student Handout.pdf

5 M3.W2-PrivateandPersonalInformation 1.pdf

5 M3.W2-PrivateandPersonalInformation 2.pdf

5 M3.W2-PrivateandPersonalInformation 3.pdf

5 M3.W3 - Our Online Tracks - Lesson Slides

5 M3.W3 - Our Online Tracks - Feet's Footprint Student Handout.pdf

5 M3.W4.McGruff and internet safety

5 M3.W3.McGruffs 10 Tips for Kids poster.pdf

5 M3.W3.McGruffs crossword puzzle for key terms.pdf

5 M3.W3.McGruffs missing word puzzle for key terms.pdf

5 M3.W4.Soaring internet safety presentation.pdf

5 M3.W4Fill in the blank what is private.pdf

5 M3.W4. Word Scramble.pdf

5 M3.W4. What would you do writing response.pdf5 M3.W4. Cross Word Soaring.pdf

5 M3.W4.Soaring Brain teaser.pdf

5 M3.W6 A Creator's Rights and Responsibilities - Lesson Slides

5 M3.W6 A Creator's Rights and Responsibilities - What's Copyright_ Student Handout.pdf

5 M3.W6 A Creator's Rights and Responsibilities - What's Copyright_ Student Handout.pdf

5 M3.W7.reverse Image search (Video).mp4

5 M3.W7.tipsheet_break_the_fake2.pdf

5 M3.W7.tipsheet_break_the_fake3.pdf

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

5 M3.W8.slideshow_real_or_fake

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

Pacing/ Time Frame:

10 weeks