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Lesson Lesson#6:ActionWorkshops

**NOTE:Thecontentoftheseworkshopswillvarydependingontheneedsofthestudents.Studentsshouldbegroupedintosmall,
homogenousgroupsbasedonneed(asdeterminedbyallformativeassessmentsuptothispoint).Someexampleworkshoptopics
includea)findingsources,b)analyzingauthorspurpose,andc)analyzingvalues.Forthiscurriculumpackage,alessononusing
Googletosearchforandlocateappropriatesourcesisprovided.Forthislesson,onlyaminilesson,guidedpractice,andresourcesare
provided,asthelessonwouldhappenduringdedicatedworkshoptime(anywherefrom2to5days,dependingontheneedsofthe
students).

Standards CCSS
ReadingInformationalText
9-10.5:Analyzeindetailhowanauthor'sideasorclaimsaredevelopedandrefinedbyparticularsentences,paragraphs,orlarger
portionsofatext.
9-10.6:Determineanauthor'spointofvieworpurposeinatextandanalyzehowanauthorusesrhetorictoadvancethatpointof
vieworpurpose.
Writing
9-10.2:Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccurately
throughtheeffectiveselection,organization,andanalysisofcontent.
9-10.6:Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproducts,taking
advantageoftechnology'scapacitytolinktootherinformationandtodisplayinformationflexiblyanddynamically.
ISTE
Standard3:ResearchandInformationFluency
b.Locate,organize,analyze,evaluate,synthesize,andethicallyuseinformationfromavarietyofsourcesandmedia.

Lesson SWBATevaluatetheauthorshipofamediamessage,identifyingtheauthorsintendedpurposeandpotentialbias.
Objectives SWBATevaluatethecontentofamediamessage,identifyingthevaluesthatarerepresentedaswellasthosethatareomitted.
SWBATplanandmonitortheirprogressonamulti-dayproject.
SWBATexplainthefindingsoftheirmediaanalyses,citingspecificevidencefromthreemediamessagestosupporttheirideas,ina
formatoftheirchoosing.
SWBATusetechnology,includingtheinternet,tolocateandreadmediamessagesandparticipateindiscourseaboutanimportant
socialissueoftheirchoosing.

EQs, EQs
Content,& Whocreatedthismessage?
Skills Whatvalues,lifestyles,andpointsofviewarerepresentedinoromittedfromthismessage?
Content
Non-fictiontext
Featuresofarticles
Howtociteinternetsources
Vocabulary:socialissue,bias,values
Skills
Readingnon-fictiontext
UsingGooglesearchengine
Writinginformativetext
Writingcomplexsentences
Organizingideas(paragraphs)
Determininganauthorsclaim
Determininganauthorspurpose
Identifyingbias

Materials iPadsorlaptops(1foreachstudent)
SearchLikeaNinjaresource

Lesson 1. MiniLesson(8mins)
Agenda a. TeacherintroducestheSearchLikeaNinjaresourceandgivesstudents2minutestoreviewitandaskquestions.
b. Teacherintroducestheconceptofsearchterms,keywordsthatrelatetoyourtopic/issue.
c. TeachermodelsanexamplewiththesampleissueofTrumpsimmigrationpolicies:navigatetoGoogleandtypeinthe
following:Trumpimmigrationbanandusesearchtoolstofiltertoresultsfromthelast1month.
2. GuidedPractice(10min)
a. Studentsaregivenanexampleissuetopracticewith(police/communityviolence).Studentsshouldusesearchterms
likepolice,violenceandperhapsspecifictermslikebodycameraorstopandfrisktodemonstrate
understandingofsearchterms.

Assessment InformalAssessment:Teacherobservesstudentworkinguidedpracticeandprovidessupportasneeded.Oncetheteacherdecides
studentsareready,theyshouldcheckinwithstudentsastheyworkindependentlywiththeirownsocialissuestoensurethatthe
learningtransfers.

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