NAME: Robin Esch Gower Lesson Title: Information Literacy: Identifying credible sources Grade level: 9-10 Stage

1 Desired Results
Standards: Informational Reading: 3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). 5. Analyze in detail how an authors ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). 6. Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Writing: 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically.

Essential questions: o Who determines the information with which we re !resented" o What do we do with that information" o What is the author s credibility" o Is the information fact or o!inion" o Is the information !resented clearly o What is the !ur!ose of the content#intent of the author" Is there e$idence of bias" o Is the to!ic current#rele$ant"

Topical questions: o %etermining !ur!ose: Why is that information something we &need to 'now" (Inform" )ersuade" Entertain"* o +ow does diction influence the reader"

Student ob ectives !outco"es#: ,tudents will be able to: o Identify the source of information and determine if it is credible

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-naly.e and inter!ret information that is !resented to them/ and ma'e inferences about that information 0hrough writing or ma!!ing/ summari.e a website s content and con$ey to others whether or not that source is credible and !ro$ide e$idence as to why it is or isn t credible

Stage $ Assess"ent Evidence 1ormati$e assessment Su""ative assess"ent o ,tudents will na$igate Internet sites ,tudents will students gather/ and/ !ro$iding e$idence/ will organi.e/ and !resent information identify the credibility of sources in a coherent way -s students read/ they will identify a credible source/ and indicate why or (why or why not * that source is credible

Stage % Learning &lan Learning Activities'&rocedure !include ti"ing#: %ay 1: ,et conte2t by sharing a )ower)oint and discussing the 13th century origins of the encyclo!edia/ and by com!aring and contrasting information and biases including: o London s Cyclopedia: or, An Universal Dictionary of Arts and Sciences o 1rance s: Encyclopedie o Germany s: Brockhaus Enzyklopadie o -merica s: Dobsons Encyclopaedia o 4hina s: Co plete !ibrary %iscuss !otential !ur!oses for gathering and documenting information/ and how this will affect the way in which we !resent information/ e5g5 do we want to secure our !lace in history#lea$e a legacy" Influence and#or !ersuade others" )resent#distill information that is !urely factual" +ow does the author s !ur!ose affect the way we !ercei$e the information" (67 minutes*

,tudents recei$e handouts on s!ecific characteristics of credible sources and di$ide into grou!s5 Each grou! will be gi$en the same to!ic to research online/ but each will be gi$en a different website through which they are to research that

to!ic5 8sing !oster board and mar'ers/ students will collaborate to create a ma!/ outline/ or summary statement about the to!ic they researched5 9n the !oster board/ they will bullet !oint their answers to :uestions on the handouts regarding authorshi!/ !ublisher/ !ublication date/ content/ and reliability of the information#resource5 %ay ;: ,tudent grou!s will recon$ene and com!lete their !oster board ma!/ outline/ or summary statement5 When they are finished/ students will be directed to the website entitled: <0o! 1ourteen Websites for ,tudents= htt!:##www5microsoft5com#athome#students#studentsites5as!2 Websites from the list will be di$ided among grou!s/ and each grou! will bullet !oint notes regarding their websites %ay 6: Grou! members will !resent their findings to the class and discuss the credibility of the sources5 Grou! members will !ro$ide the class with information regarding the websites they !erused

Materials: 4om!uters/ Internet access/ handouts/ !oster board/ mar'ers

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Motivation')oo*: With !eers/ students will research a contro$ersial to!ic online (e5g5 censorshi!* ((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((( Di++erentiation: -lthough all students will !artici!ate in a grou! learning e2!erience/ among themsel$es/ grou! members can choose who will be res!onsible for what acti$ity (e5g5 s!ea'ing to the class/ writing/ na$igating the Internet/ etc5*