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    Fake News Lesson Plan WWW Theteacherjames Com

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    Fabian M
    1. The lesson plan introduces students to the concept of news and where people get their news from through a class discussion and activity where students situate themselves around signs designating different news sources. 2. Students then discuss in groups the limitations and benefits of their preferred news sources. They are introduced to the concept of "fake news" and asked to discuss examples. 3. Students analyze examples of fake and real news stories and develop a list of things to check to evaluate the credibility of news. They apply these skills to analyze additional articles. 4. An optional writing activity asks students to write about what they learned about identifying fake news and how to address the issue.

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    Fake News Lesson Plan WWW Theteacherjames Com

    Uploaded by

    Fabian M
    149 views1 page
    1. The lesson plan introduces students to the concept of news and where people get their news from through a class discussion and activity where students situate themselves around signs designating different news sources. 2. Students then discuss in groups the limitations and benefits of their preferred news sources. They are introduced to the concept of "fake news" and asked to discuss examples. 3. Students analyze examples of fake and real news stories and develop a list of things to check to evaluate the credibility of news. They apply these skills to analyze additional articles. 4. An optional writing activity asks students to write about what they learned about identifying fake news and how to address the issue.

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    fake-news-lesson-plan-www-theteacherjames-com

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    1. The lesson plan introduces students to the concept of news and where people get their news from through a class discussion and activity where students situate themselves around signs designating different news sources. 2. Students then discuss in groups the limitations and benefits of their preferred news sources. They are introduced to the concept of "fake news" and asked to discuss examples. 3. Students analyze examples of fake and real news stories and develop a list of things to check to evaluate the credibility of news. They apply these skills to analyze additional articles. 4. An optional writing activity asks students to write about what they learned about identifying fake news and how to address the issue.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    149 views1 page

    Fake News Lesson Plan WWW Theteacherjames Com

    Uploaded by

    Fabian M
    1. The lesson plan introduces students to the concept of news and where people get their news from through a class discussion and activity where students situate themselves around signs designating different news sources. 2. Students then discuss in groups the limitations and benefits of their preferred news sources. They are introduced to the concept of "fake news" and asked to discuss examples. 3. Students analyze examples of fake and real news stories and develop a list of things to check to evaluate the credibility of news. They apply these skills to analyze additional articles. 4. An optional writing activity asks students to write about what they learned about identifying fake news and how to address the issue.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    Fake News - Lesson Plan

    1. (Slide 2) Ask students: What is news? Ask them to write a definition of news in pairs. Click on the
    slide to show them a possible definition.

    2. (Slide 3) Ask students: Where do you get your news? Explain that we get our news from a variety of
    sources and show students that some of those sources are written on pieces of paper around the
    classroom. Ask them to match the signs to the pictures as follows: (1) Social Media (Instagram,
    Twitter, Facebook, SnapChat, YouTube), (2) Online News Website, (3) Television News, (4)
    Radio/Podcasts, (5) Newspaper/Magazines and (6) Friends and Family. Ask them to move to the
    part of the room with the sign designating their preferred news source. Give a few minutes for
    students to situate themselves.

    3. When students are in their chosen parts of the room, have them talk with each other about (1) why
    they like using that news source and (2) what are some of the limitations/negatives of that news
    source. Get feedback as a class.

    4. (Slide 4) Explain to students that there has been a lot of talk lately about “fake news,” especially
    around the 2016 US Presidential Election. Ask students to discuss the question on the slide in pairs
    or small groups. Get feedback as a class.

    5. (Slide 5) Ask students to investigate the Save the Pacific Northwest Tree Octopus homepage.
    Project it for them to see and ask them to share their first impressions. Then get them to investigate
    on phones, tablets or computers to see if it is real or fake.

    7. (Slide 6, 7 & 8) Share examples of fake news and real news by projecting examples. After showing
    each example, have students jot down the title of the news story, whether they think it’s fake or real,
    and 2–3 reasons for why. (1= fake, 2= satire, 3=real)

    8. (Slide 9) Discuss as a pair or small group.

    9. Ask students to make a list of things they think you need to check if you want to decide if an article is
    fake or not based on what they have seen so far. Get feedback as a class.

    10. (Slide 10) Students watch the video to compare their list with the video’s. Click to check.

    11. Give students an article and ask them to search to find out if it is real or not. Show them slide 11 so
    they can use the fact checking sites as a resource.

    12. (Slide 12) Discuss as a pair or small group.

    Optional Writing Activity:


    Have students write a short synopsis about what they learned about fake news, their best strategies for
    spotting fake news and/or what we can do as individuals or as a community/society about fake news. They
    should write their piece as either a Facebook post (that they are sharing with their followers, to inform them)
    or as a short blog post (which then you could publish later on a class blog). Have students complete their
    writing as a homework assignment.

    Note:​ I haven’t included any explicit language activities as the plan is designed to be used with a variety of
    ages and levels. I think there are numerous opportunities to include language points in the lesson depending
    on the needs of your learners. My suggestions are introducing relevant news and internet related vocabulary
    at the beginning; functional language to discuss advantages and disadvantages (before slide 4); more
    specific lexis related to websites (links, hyperlinks, gifs, menus etc) (before slide 6); any interesting or difficult
    vocabulary that emerges from the video, or you think needs to be pre-taught for lower levels.

    Created by James Taylor (​www.theteacherjames.com​)


    Adapted from
    www.adl.org/sites/default/files/documents/assets/pdf/education-outreach/fake-news-and-what-we-can-do-about-it.pdf​ and
    www.readwritethink.org/classroom-resources/lesson-plans/hoax-hoax-strategies-online-1135.html?tab=4

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