Direct Instruction - Team Teach

Teacher(s): Jessica Salas, Britnie Crandell Subject: English 11/12

Standard(s):

Common Core Standards:

CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing
for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.
CCSS.ELA-LITERACY.SL.11-12.1.D
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an
issue; resolve contradictions when possible; and determine what additional information or research is required to
deepen the investigation or complete the task.
CCSS.ELA-LITERACY.SL.11-12.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises,
links among ideas, word choice, points of emphasis, and tone used.
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that
listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and
informal tasks.

ISTE Standards (Students):

Critical thinking, problem solving, and decision making

Identify and define authentic problems and significant questions for investigation
Collect and analyze data to identify solutions and/or make informed decisions
Objectives (Explicit):

Students will be able to distinguish between fact and opinion.

Students will be able to support an argument using facts.
Students will be able to decipher whether or not opinions are supported by factual evidence.
Students will be able to see the social drawback of not supporting opinion with facts.
Students will analyze the problems and potential consequences associated with the spread of fake news.
Students will understand what fake news is and identify strategies for differentiating real and fake news.
Evidence of Mastery (Measurable):
Students will write a news article type summary of what they learned from the lesson and share with the person next to
them. This will be their exit ticket, and will be graded for completion. Students must include what a fact is, what an opinion
is, and how to tell if a statement is a fact or not. Students will be able to comprehend the essential questions.

Sub-objectives, SWBAT (Sequenced from basic to complex):

Students will be able to determine the difference between fact and opinion
Students will be able to decipher between reliable and unreliable sources
Students will be able to support a claim with facts from a reliable source
Students will be able to successfully select facts and research from a reliable source for research purposes

Key vocabulary: Materials/Technology Resources to be Used:

fact, opinion, bias, propaganda PollEverywhere.com, laptops/phones
 Opening (state objectives, connect to previous learning, and make RELEVANT to real life)

Word Cloud
Students will be asked what words/phrases they think about when they hear fake news
By text or by website, they will send us the words they think
Telephone
Students will all stand in a line, the first student will be told a phrase that they have to pass along to the end of the line
(speak normally, no repeating/acting it out, etc, said at normal speed)
Relevance: rumors, politics, essays

Teacher Will: Student Will:

Play a TED YouTube Video on how fake news can be Jot down notes and interesting points from an eight-
Instructional Input

spread (8 minutes) minute video

Discuss the importance of spotting fake news (5 Take notes and ask questions about fake news
minutes) Review fact versus opinion and how it is relevant to
Explain what a fact and an opinion are (4 minutes) fake news

Co-Teaching Strategy/Differentiation
Include large print for students with visual impairments. Students with visual and hearing impairments may sit in the
front rows in order to be actively engaged in the lesson.

Teacher Will: Student Will:

Give examples that will let students decide whether a Review the statements, discuss in groups if needed
Guided Practice

statement is fact or an opinion and how to effectively Raise their hand and share their answer to make sure
determine between the two. that every student understands

Co-Teaching Strategy/Differentiation/Check for Understanding

Examples will be read out loud and displayed on the board. If students need extra help, they can listen to the given
answers from students and teachers, followed by an explanation. One teacher will be leading this discussion, while
the other focuses on assisting. If students need more help, one teacher can review concepts again with student(s).
Independent Practice

Teacher Will: Student Will:

Put up six different sources people use for news updates
Tell students to discuss where they usually get their news
from
Walk around to make sure everyone is discussing the news
sources and are remaining on task
Call upon some students to share with the whole class
Discuss the social aspects and importance of what this
means, using these questions:
How many viral posts whether articles, videos or
photographs do you click on each week? How many on
average do you share on social media?
How much do you care if a story purporting to be real
actually is?
How much more careful are you with online sources when
you are doing work for school than when you are simply
surfing the web for fun? How do you decide what is a
reliable source for your schoolwork?
Get in discussions with their group about which news
source they commonly use
Share out loud with each other, and then the class
Consider the social aspects and importance of what this
means in terms of real world issues and consequences
by discussing:
How many viral posts whether articles, videos or
photographs do you click on each week? How many
on average do you share on social media?
How much do you care if a story purporting to be real
actually is?
How much more careful are you with online sources
when you are doing work for school than when you are
simply surfing the web for fun? How do you decide
what is a reliable source for your schoolwork?
And any other point that comes up in the discussion
 Co-Teaching Strategy/Differentiation:

No one in the class has any known disorders/diseases/impairments, a PowerPoint with large text will benefit
students with visual impairments. To respect culture, class, race, various backgrounds, etc., instruction will
remain general enough that every student can participate. Everyone will be allowed and encouraged to
speak up and/or express an opinion. Teachers will walk around the room and observe to make sure that
everyone is actively and empathetically participating in groups, and does not require assistance. If
assistance is needed, we are available.
Closing/Student Reflection/Real-life connections:

Students will write a news article summary of the days lesson. This will determine whether or not students
understand the differences between fact, opinion, bias, propaganda, etc.

Relevancy to real life: It is important that students understand the importance of where their news is coming
from, and that they are able to determine the difference between fact, opinion, bias, and propaganda.

Students should reflect on these essential questions while creating their summary: 1) How can we utilize facts to
support an opinion?; 2) How can we tell whether something is fact or opinion?; 3) How can we differentiate
between real and fake news?