Quick Assessment/Review:

Step 1 - Facilitate a brief discussion to assess what the students have learned about fake news and media literacy.

Step 2 - Ask guiding questions such as: What topics have you discussed? What new insights have you gained? Why is it important to address fake news? What roles do educators play in addressing this issue? How can we integrate these topics into student learning curricula?

Infographic Reading:

Step 1 - Show the infographic "Beyond ‘Fake News’ - 10 types of misleading news." from EAVI Media Literacy for Active Citizenship.

Step 2 - Ask them to read the title of the infographic and create hypotheses on the purpose of it. Explain that its goal is to help readers go beyond simply labeling news as "fake" or "real" and to develop a more nuanced understanding of misleading information in media.

Step 3 - Direct attention to the 10 types of potentially misleading news. Encourage them to read through each type carefully and consider how they might encounter such content in their own media consumption.

Step 4 - Emphasize the interconnectedness of categories and discuss motivations behind misleading content. For example, partisan news outlets may also engage in propaganda, and pseudoscience can be intertwined with conspiracy theories. Encourage students to discuss examples that illustrate these connections.

Step - 5 - Discuss the various motivations behind misleading content, such as financial gain, ideological beliefs, or seeking attention. 

Step 6 - Explore the varying impact levels of misleading content. Encourage students to reflect on how the spread of misinformation can affect individuals and society as a whole.

Fact-Checkers: News Detectives

Step 1 - Explain that students will analyze real-world examples of misleading news using the framework provided in the infographic.

Step 2 - Show a news piece and ask students to identify indicators of its veracity.

Step 3 - Present an Evidence Board example created on Padlet; go through its steps and demonstrate the investigative process. Remember to ask if they have any questions or doubts about it.

Step 4 - Divide the students into pairs and assign them news pieces (selected from fact-checking websites, such as Snopes and CBS NEWS), to analyze using Padlet, giving each pair of students a link to a Padlet wall such as the one presented previously.

Step 5 - Instruct students to create their own Evidence Boards, discussing together, fact-checking the authenticity, identifying the type of misinformation, motivations, and impact level.

Sharing and Discussion: 

Step 1 - Invite students to share their Evidence Boards with the class.

Step 2 - Facilitate a discussion on their experiences, challenges faced, time taken, and the usefulness of the infographic in critically analyzing information.

Step 1 - Conclude the lesson by asking for feedback on the activity.

Step 2 - Encourage students to reflect on whether they would implement similar activities with their own students and invite suggestions for improvement.

Step 1 - Ask if students know the concept of didactic transposition, then, present it and ask them how it can help address fake news and media literacy, relating it to what was reviewed earlier.

Step 3 - To do that, use Mentimeter to have students submit suggestions or ideas on integrating the topics discussed into student learning (up to 200 characters per answer)

Step 2 - Conclude the activity by discussing students' responses and evaluating the feasibility and positivity of implementing their ideas.

Step 3 - Ask if they have any recommendations for future sessions (such as the focus on language, grammar, content, oral or writing skills).