Lesson 4: Types of Fake News and the Influence of Bias

Key Words: Liberal, Partisan, Bipartisan, Conservative, Parody, Misinformation,

Disinformation, Satire, Bias

Common Core State Standard(s):

● CCSS.ELA-LITERACY.W.8.8

Gather relevant information from multiple print and digital sources, using search terms

effectively; assess the credibility and accuracy of each source; and quote or paraphrase

the data and conclusions of others while avoiding plagiarism and following a standard

format for citation.

● CCSS.ELA-LITERACY.RH.6-8.1

Cite specific textual evidence to support analysis of primary and secondary sources.

● CCSS.ELA-LITERACY.RH.6-8.2

Determine the central ideas or information of a primary or secondary source; provide an

accurate summary of the source distinct from prior knowledge or opinions.

● CCSS.ELA-LITERACY.RH.6-8.8

Distinguish among fact, opinion, and reasoned judgment in a text.

● CCSS.ELA-LITERACY.RH.6-8.4

Determine the meaning of words and phrases as they are used in a text, including

vocabulary specific to domains related to history/social studies.

● CCSS.ELA-LITERACY.RH.6-8.5

Describe how a text presents information (e.g., sequentially, comparatively, causally).

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

● CCSS.ELA-LITERACY.RH.6-8.6

Identify aspects of a text that reveal an author's point of view or purpose (e.g. loaded

language, inclusion or avoidance of particular facts).

● CCSS.ELA-LITERACY.RI.8.1

Cite the textual evidence that most strongly supports an analysis of what the text says

explicitly, as well as, inferences drawn from the text.

● CCSS.ELA-LITERACY.RI.8.2

Analyze the purpose of information presented in diverse media and formats (e.g.,

visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,

political) behind its presentation.

● CCSS.ELA-LITERACY.RI.8.6

Determine an author's point of view or purpose in a text and analyze how the author

acknowledges and responds to conflicting evidence or viewpoints.

● CCSS.ELA-LITERACY.RI.8.8

Delineate and evaluate the argument and specific claims in a text, assessing whether the

reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant

evidence is introduced.

● CCSS.ELA-Literacy.CCRA.SL.1

Prepare for and participate effectively in a range of conversations and collaborations with

diverse partners, building on others’ ideas and expressing their own clearly and

persuasively.

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

 ● CCSS.ELA-LITERACY.SL.8.2

Analyze the purpose of information presented in diverse media and formats (e.g.,

visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,

political) behind its presentation.

● CCSS.ELA-Literacy.CCRA.SL.3

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Time Needed: 60 minutes

Materials Needed:
● LCD Projector
● Class Set of Computers with Internet Access
● Media Bias Bell Curve Chart
● Classroom Poster: 7 Types of Misinformation
● Misinformation Matrix Visual
● Student Lesson Guide (Shared via Google Classroom)
● Student CML Growth & Reflection Blog

Lesson Plan Essential Questions:

● What is bias?
● What is fake news?
● How is fake news classified?

Lesson Objectives:
Students will be able to:
● recognize bias in media.
● recognize false media by using critical analysis & evaluation skills to determine the

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

 message behind media.
● exercise critical autonomy by thinking for themselves and “controlling the interpretation
of what they see” (Loucky, 2015) when viewing media.

Bellwork:
1. Open: ‘Class Blog URLs’
2. Choose a peer’s blog post to reply to. (Reply to a different person than you have before.)
3. Read their LP3 - CRAP post
[Original Question: How can CRAP Detection skills aid you in determining whether or
not information is credible?]
4. Reply to them in three to four sentences:
a. Share another idea about how CRAP Detection skills can help determine source
credibility

Anticipatory Set:
1. Elicit student responses and discuss as a class the following:
a. Share what you know, or have heard about, regarding fake news.

Lesson:
1. Teacher introduces and leads class discussion about:
a. The Media Bias Bell Curve Chart graphic
i. Define key words: (http://www.learnersdictionary.com)
1. Liberal: believing that government should be active in supporting
social and political change; not opposed to new ideas or ways of
behaving that are not traditional or widely accepted
2. Partisan: strongly supporting one leader, group, or cause over
another; one party approves
3. Bipartisan: relating to or involving members of two political
parties; both parties approve
4. Conservative: relating to or involving members of two political
parties; not liking or accepting changes or new ideas
b. The 7 Types of Misinformation/Disinformation graphic to the class.
i. Define key words:
1. Bias: a tendency to believe that some people, ideas, etc., are better
than others that usually results in treating some people unfairly
2. Misinformation: information that is not completely true or

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

 accurate
3. Disinformation: false information that is given to people in order to
make them believe something or to hide the truth
4. Satire: a way of using humor to show that someone or something
is foolish, weak, bad, etc.; humor that shows the weaknesses or bad
qualities of a person, government, society, etc.
5. Parody: a piece of writing, music, etc., that imitates the style of
someone or something else in an amusing way; a bad or unfair
example of something
c. Partner Work -
i. Open: Don't Get Fooled: 7 Simple Steps
ii. Open a new window and position each side by side.
iii. Open and read: Brad Pitt and Jennifer Aniston's second wedding joy
iv. Consider the 7 Simple Steps and analyze what techniques the author used
while fabricating the fake news article.
d. Whole Group -
i. Discuss partner work analysis.

Closure:
1. Whole Group - Listen to: Switchfoot's Song: "Selling the News"
2. Individual “Exit Ticket” Assignment:
a. Log into your blog and click ‘New Post’
b. Label your post: LP4 - “Selling the News”
c. Listen to the song again ("Selling the News"), if necessary, and read the "Selling
the News" Lyrics
d. In four to five sentences, respond in your CML Growth & Reflection Blog:
i. What is the message of this song?
3. Inform students that if they would like too, they may bring their personal headphones for
tomorrow’s lesson.

Assessment:
Formative:
● Student Discussion of Bias & Types of Fake News

Summative:
● “Exit Ticket” Blog Response

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

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References:

All Generalizations are False. (2018). Media Bias Chart [Digital image]. Retrieved from

http://www.allgeneralizationsarefalse.com/

Foreman, J. (2018). Switchfoot Lyrics - Selling The News. Retrieved from

https://www.azlyrics.com/lyrics/switchfoot/sellingthenews.html

Loucky, J. P. (2015). Motivating and Empowering Students Language Learning in Flipped

Integrated English Classes. Flipped Instruction Methods and Digital Technologies in the

Language Learning Classroom Advances in Educational Technologies and Instructional

Design, 108-138. doi:10.4018/978-1-5225-0824-3.ch005

Mars, G. (2018, June 14). Brad Pitt and Jennifer Aniston's second wedding joy. Retrieved from

https://www.newidea.com.au/brad-pitt-jennifer-aniston-second-wedding-report

Switchfoot. (2015, April 09). Selling The News [Official Audio]. Retrieved from

https://www.youtube.com/watch?v=TYGJK1KcE_s

The News Literacy Project. (2018). Don't get fooled: 7 simple steps. Retrieved from

https://newslit.org/7-steps/

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

Wardle, C. (2017, February 16). Fake news. It's complicated. Retrieved from

https://firstdraftnews.org/fake-news-complicated/

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂