1. “Spread of Fake News Prompts Literacy Efforts in Schools”
Reading Literacy
English III - Spring 2018

2. Agenda – Tuesday, January 23, 2018
**Take out a full sheet of paper for today’s lesson and write your name on top!**
Agenda
EQ’s
1. Bellwork- Numeracy Vocabulary
2. Identifying Different Parts of a Bar Graph
3. Reading and Annotation- “Spread of Fake News Prompts Literacy Efforts in Schools”
4. Review and Discussion of Article
5. Reading Analysis Questions and Discussion
6. Exit Ticket
EQ #____:
__________________________ _________________________
1-2 Minutes- You should be reviewing your agenda for the day as well as the EQ being covered in this lesson and any word wall words that will be discussed.
CUSTOMIZE THIS SLIDE TO MEET THE NEEDS OF YOUR INDIVIDUAL CLASS!

3. You have __ minutes to complete this task!
Bellwork
On your paper, write the word “Bellwork.”
Underneath the word “Bellwork,” answer the following questions in COMPLETE SENTENCES:
What information is represented on the graph to the right?
What do the data points on the graph tell us about the population of the countries represented in 2035? Use evidence to support your answer.
Explain how someone could use the information presented in the bar graph.
2-5 minutes- You should give the students sufficient time to complete this activity (based on your class needs), review their answers, and then do a quick review of all of the vocabulary words (Key Term Review Discussion Slide).
ERASE THIS SLIDE IF YOU DO NOT TEACH ENGLISH!
You have __ minutes to complete this task!

4. Key Term Review-
Bar Graph – A visual display used to compare the amounts or frequency of occurrence of different characteristics of data. This type of display allows us to compare groups of data and make generalizations about the data quickly.
Title – Gives an overview of the information being presented in the graph. Noted at the top of graph.
Axes and their labels – Each graph has two axes. The axes labels tell us what information is presented on each axis. One axis represents data groups; the other represents the amounts or frequency of data groups.
Bars – The bars are rectangular blocks that can have their base at either vertical axis or horizontal axis. Each bar represents the data for one of the data groups.
Grouped Data Axis - The grouped data axis is always at the base of the bars. This axis displays the type of data being graphed.
Frequency Data Axis – The frequency data axis has a scale that is a measure of the frequency or amounts of the different data groups.
Axes scale – Scale is the range of values being presented along the frequency axis.
2-3 Minutes- Review the key terms and key term visual.

5. Key Term Visual Title Bars Axes Scale BAR GRAPH Frequency Data Axis
1-2 minutes- Review the key term visual
Axes and Labels
Grouped Data Axis
KEY
(NEW TERM)

6. The four steps for using graphs
WHAT – Read the title and determine WHAT the graph is describing.
DESCRIBE – Explain what the graph is telling or attempting to tell the reader using actual EVIDENCE presented by the graph. (DESCRIBE what is being measured and by what measuring tool)
LABEL – Identify data points (what does the graph tell you).
ANSWER THE QUESTIONS – Using active reading strategies answer questions about the graph.
**This last step will be done with today’s article!**
2-3 minutes- Review the four steps a student should take when using graphs. They need to first determine what the graph is describing by reading the title. The second thing they should do is be able to explain what the graph is telling them using evidence provided within the graph. They also need to be able to describe what is being measured (looking at axes labels) and the measuring tool that is being used to label them (axes scale). The third thing they should do is label the data points on the graph and be able to explain the information they give about the topic. The last thing they should do is answer any questions that are being asked about the graph. For the purposes of this lesson, they will answer a constructed response question.

7. Article Prediction
1. Looking at the graph to the right, what do you think today’s article will be about?
2. What evidence suggestions your prediction?
1-2 minutes- Have the students predict what the article will be about based on the graph.

8. Reading: “Spread of Fake News Prompts Literacy Efforts in Schools”
1. Take TEN MINUTES to read and ANNOTATE the article.
2. If you finish the article before the ten minutes is over, re-read it to be sure you understood everything.
10 minutes- Adjust this according to your students reading level and the length of your article. The suggestion is to give the students a maximum of 10 minutes.

9. Annotation in Grades 9-12 * Circle powerful words or phrases.
* Underline words or phrases that you do no understand.
* ? Raises a question.
* ! Something that surprises you or is important.
* Draw an arrow when you make a connection to text, ideas, or experiences.
* EX When the author provides an example.
* 1, 2, 3, … Numerate arguments, important ideas, or key details.
* Write important thoughts in the margin.
Leave this slide up while the students are reading so that they can see how to properly annotate. If you have specific annotations that you use in your class, add them to this slide for your students to see.

10. ***30 SECONDS ON THE CLOCK***
Partner Review
1. Find a partner (preferably someone near you)
2. Decide who is person A and who is person B.
3. PERSON A- You have 30 seconds to explain why public school systems need to do more to teach media literacy skills to person B.
***30 SECONDS ON THE CLOCK***
4. PERSON B- You have 30 seconds to explain why students struggle to comprehend the information coming to them to person A.
Please go back to your original seats!
3 minutes- Use this Kagan strategy to give students time to explain a part today’s article to a partner.
SUGGESTIONS:
Have partner A explain what the article was about and have partner B explain how the graph connected to the article.
Have partner A explain how the article connects with the information currently being taught in class, and have partner B explain how the graph connects to the information currently being taught in class.

11. Class discussion of ARTICLE/GRAPH
QUICK REVIEW- WHAT WAS THE ARTICLE ABOUT AND HOW DOES THE GRAPH CONNECT WITH THE INFORMATION?
Look at the bar graph as a group and answer the following questions:
1. WHAT is the graph describing?
2. DESCRIBE what the graph is telling (or attempting to tell) the reader. Use EVIDENCE presented in the graph in your description.
3. LABEL – Identify the data points on your graph and explain the information provided by the data points.
6 minutes- Go through this slide as a whole group. Have the students write down their answers to the chart analysis questions in complete sentences on their individual papers.

12. Partner questions
Using the article and the chart, answer the following questions in COMPLETE SENTENCES with a partner. Each of you should be writing the answers on your paper:
1. Using the graph and the text, explain is the author appealing to the reader’s logic or emotion? Is the argument effective? Why or why not?.
2. Using the graph and the text, explain if you think some audiences are better able than others to identify fake news.
3. Using the graph and the text, explain why most students get their news information from social media websites. Does this method for getting news play a role in the fake news concern that society faces?
5 minutes- Come up with 2-3 questions that the students can answer that are related to the graph and the text. They should be answering these questions in complete sentences.

13. Exit ticket Answer the following questions in COMPLETE SENTENCES:
1. How does the bar graph included in today’s reading connect to the information in the text?
2. Which of the following ideas did the author develop the LEAST in this article about media literacy skills?
A. research demonstrating the need for media literacy instruction in schools
B. the importance of media literacy with regard to making informed choices in democratic elections
C. public response to the idea of incorporating media literacy into a required curriculum
D. concerns about incorporating these skills into the curriculum at low-income schools
3 minutes