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"Why Use Fake News"

A 10th Grade English program for critical analysis, digital literacy, and creativity through project-based learning and dialogue. 

Unit Plan for “Why Use Fake News” 

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18 Weeks

54 Classes (M/W/F schedule) 

32 Students

Colorado Fall Semester 2024-2025 

 

Classes: 

1-2 (8/7 & 8/9) - Authority and Resource Intro

  • Intro with syllabus, intro of fundamental concepts and intro discussion "what is authority"

  • Explanation of semester project, intro of Google Keep journals and setup, examples of good and bad resources, AI policies

  • Work Day - Resource lookup exercise

3-5 (8/12, 8/14, 8/16) - Research & Annotated Bibliography

  • Annotated Bibliography Intro with examples

  • Discussion around “Validity” and “Why Use Sources” 

  • Work Day - Group Exercise centered around Chat GPT, wikipedia, and valid resources

6-8 (8/19, 8/21, 8/23) - Making a Claim/Thesis statements

  • Intro to strong thesis statements

  • Group discussion over What Comes First - thesis or research?

  • Work Day - Creating BIG QUESTIONS from research

9-10 (8/26, 8/28 - no Friday) Supporting Your Claim

  • Discussion around supporting your claim using evidence from valid sources

  • Work Day - annotated bibliography research

11-12 (9/4, 9/6 - Labor Day) Academic Writing

  • Intro to academic writing/grammar review/how to use editing tools and resources

  • Work Day - re-writing exercise on turning non-academic pieces into academic pieces

13-15 (9/9, 9/11 9/13) - Research  and AI introduction

  •  Intro do different Research Styles/Studies, statistical analysis, vocab around academic studies

  •   Discussion on what to look for, difficulties with research, what makes something “significant” 

  •   Work Day - Find four papers with different research styles related to your topic

16-18 (9/16, 9/18, 9/20) Critical Analysis and continuing AI discussion

  •  Intro to analysis of academic papers/studies vs. “fake news”

  •   Discussion around “What is Analysis”, “How do you create ideas”, “What’s the difference between AI generated analysis and personally generated analysis?”

  •   Work Day- identify main themes and make connections among several academic 

19-21 - 9/23, 9/25, 9/27) Annotated Bibliography Drafts & Peer Editing

  •  Intro to different technology use (zoom, etc.) and Peer Editing

  •   Discussion - open-mindedness to peer editing/feedback, use of different tools

  •   Work Day - Peer Editing activities and exploration of digital tools

22-24 (9/30, 10/2, 10/4) - 1st Quarter Ends - Annotated Bibliographies Due

  •  Discussion on Growth Mindset Course from Khan Academy 

  •   Work Day - Bibliographies due before next class

  •   Reflection Day

25-27 (10/7, 10/9, 10/11) What if You’re Wrong? 

  • Intro to strength in thorough research/finding opposing viewpoints

  •   Discussion on claims using resource- choose opposite side

  •   Work day - Researching a multimedia source to present to class (work during fall break) 

Students off for a week

28-30 (10/21, 10/23, 10/25) Presenting your idea

  •  Intro to Professional Presentations and Q&A, examples provided

  •  Discussion around what a presentation entails/brainstorming different styles

  •   Work Day - turning annotated bibliography into a presentation

31-33 (10/28, 10/30, 11/1) What to Keep

  •  Intro to prioritizing and presenting research

  •   Discussion - what makes something important

  •   Work Day - integrating feedback into presentation

34-36  (11/4, 11/6, 11/8) - Presentations & Feedback - “Because They Say So” 

  • Presentation will be recorded either as a video or as a narrated slideshow, no more than 6 minutes in length. Each student will review three presentations. This class will be an intro into HOW to do it, and a review of one presentation. A rubric and feedback template will be provided.

  •  Two more presentation reviews

  •  Work Day - Feedback reflection for students, clarification, and brainstorming of integration

37-38 (11/13, 11/15 (Veterans Day) - Research Time Management

  •  Discussion time management styles and priorities

  •  Draft a theoretical study and create a timeline for it, including style of research and analysis

39-41 (11/18, 11/20, 11/22) - Critical Analysis Part 2 

  •  Intro to identification of gaslighting, false research claims, “ considerations” in academic research papers

  •  Discussion - Why disclose “considerations” or add “recommendations”

  •   Work Day - Review “considerations” in research papers used for annotated bibliography

Thanksgiving Break

42-44 (12/2, 12/4, 12/6) Work Week for final drafts

  •  Work Day - finishing up research and making connections 

  •   Work Day - draft for peer edits due EOD

  •   Discussion - Modern Topic “big idea” discussion and identification of what to look out for to ensure a valid claim, valid resources, and gaslighting

45-47 (12/9,12/11, 12/13) Peer Editing & Final Drafts Due

  •  Work Day - Peer edits round 1

  •   Work Day Peer Edits round 2 

  •   Work Day - integrating peer edits

48-50 (12/16, 12/18, 12/20) - 2nd Quarter Ends - Reflection Week

  •  Final Drafts due before Class - Discussion on research process, timeline, key-takeaways of the actual physical process of writing a research paper 

  •   Final discussion on Authority and validity, identify a “ridiculous topic” to defend

  •   Volunteer-based discussion - use your skills to defend your “ridiculous topic” 

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