5 E ModelInstructional Guide: Says Who?
5 E Model Instructional Guide: Says Who?
Lesson 3: Explain
Topic/Theme: Ethical Reporting / Time: 60minutesCommon CoreState Standards
RI.9-10.8Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
W.9-10.1b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both…
W.7.8. …assess the credibility and accuracy of each source…
W.9-10.8…assess the usefulness of each source in answering the research question
W.11-12.8…assessthe strengths and limitations of each source in terms of the task, purpose, and audience…
SL.9-10.1 …participate effectively in …collaborative discussion, …building on others’ ideas and expressing their own clearly and persuasively.
SL.9-10.2Integrate multiple sources of information…evaluating the credibility and accuracy of each source.
Learner Objective(s)
By the end of the lesson, students will be able to …
- Organize and collaborate productively in a small learning community (SLC).
- Compare and evaluate two journalistic Codes of Ethics.
- Synthesize the Codes and apply ideas to designing a Source Evaluation Form.
Essential Question(s) and Overview
- What principles should a trustworthy source live by?
- How can students and other readers be sure that a source is trustworthy?
Engage(10 minutes)
Description
- Tell students that you spoke with the Principal yesterday after class and got more information about the Task s/he wants them to complete for the School Improvement Committee. Tell students that today they will compare the Codes.
- Tell groups to review the Work Plans they created and the assignment that the Principal gave them. Tell them that they must ask 5 questions to each other about the assignment or work plan and they must answer those 5 question for themselves. (DOK3, Bloom’s Evaluate)
- Teacher: address common confusions with the group as a whole.
- Begin with the End in Mind: Have students look closely at the Essential Questions, the CCSS and/or the Learning Objectives for today, and/or have students preview the Evaluation activity to be done at the end of class
Large, readable postings of Essential Questions, CCSS, and/or Learning Objectives
Extra copies of handouts, assignments, etc. OR
Large-print postings of how to access digital documents for previous handouts, assignments, etc.
Explore(10 minutes)
Description
Students use Task for Today document to begin their exploration of the two websites. They should do Part 1 for approximately the first 10 minutes.
NOTE: Groups should monitor their own pace, using their Work Plan as a guide. For this PBL structure, do not expect all groups to be at the same place at the same time.
Formative Assessment:The Guide on the Side walks around the room, unobtrusively listening in and noting common confusions or misunderstandings. If groups do not solve their own problems or head down the wrong path, s/he intervenes and provides redirection. S/he listens for evidence of groups meeting the CCSS and/or Learning Objectives and provides descriptive feedback to groups, pointing out how what they are saying/doing does or does not meet this or that CCSS/LO. S/he also listens for groups solving their own problems and gives descriptive feedback to groups about their problem-solving skills and collaborative group skills.
NOTE: Stay engaged in constant formative assessment! At no time during group exploration should the teacher sit at the teacher desk, grade papers, answer emails, or otherwise disengage from constant formative assessment of student work.
Materials/ Equipment
Digital access or handouts for ethics websites
Task for Todaydocument and accompanying support material
Resources
NPR Ethics Handbook
Society of Professional Journalists Code of Ethics
Explain and Extend(20-25 min)
Description
Students use Task for Today document to begin their exploration of the two websites. They should do Part 2 for approximately the next 20-25 minutes.
NOTE: Groups should monitor their own pace, using their Work Plan as a guide. For this PBL structure, do not expect all groups to be at the same place at the same time.
Formative Assessment: The Guide on the Side walks around the room, unobtrusively listening in and noting common confusions or misunderstandings. If groups do not solve their own problems or head down the wrong path, s/he intervenes and provides redirection. S/he listens for evidence of groups meeting the CCSS and/or Learning Objectives and provides descriptive feedback to groups, pointing out how what they are saying/doing does or does not meet this or that CCSS/LO. S/he also listens for groups solving their own problems and gives descriptive feedback to groups about their problem-solving skills and collaborative group skills.
NOTE: Stay engaged in constant formative assessment! At no time during group explanation/elaboration should the teacher sit at the teacher desk, grade papers, answer emails, or otherwise disengage from constant formative assessment of student work.
Materials/ Resources
Digital access or handouts for ethics websites
Task for Todaydocument and accompanying support material
Blank paper as needed
Chart paper and markers
NPR Ethics Handbook
Society of Professional Journalists Code of Ethics
Evaluate(5-10 min)
Description
- Students conduct group evaluations of their effort and achievement for today’s standards.
- Highest Bloom’s level: Constructed Response Argument
Alternate Allow students to choose 2 or 3 of the standards on which to evaluate their group for effort or achievement. ( They will probably avoid the one they feel least comfortable with.)
- Quickest Time: Rating Chart
To raise the thinking level: Students must provide an example from their experience today as evidence for the validity of the rating they “claimed.”
2. Teacher and students conduct a brief process check of what they have completed for The Principal and what they need to do tomorrow. Point out that tomorrow’s work will center on creating the final version of their group’s Source Evaluation document.
Resources
Rating Chart
Materials/ Equipment
Same as above / Homework or classwork
Wake County Public Schools
Principal’s Message to be delivered
via video, in person, or cut/pasted onto school letterhead.
Group Work Plan
- What’s the problem we have to solve?
- What does the principal expect to see from us? What should our final product be?
- What does the principal expect us to do to get information for our product?
- What format should our product be in?
- What steps do we need to take? (list and arrange in order)Where should we start?
- Who should be responsible for each different parts?
- What other things do we need to consider?
Things to Think About
Wake County Public Schools
Task for Today
Compare and Evaluate Professional Codes of Ethics
Part 1About 10 minutes
Individual Exploration:
- Explore the NPR Ethics Handbook and the Society of Professional Journalists Code of Ethics
2. As you explore…Make yourself a Graphic Organizer to record the following data:
> Find at least 6 similarities (or outright “sameness”)
> Find at least 2 differences
(Differences may be “minor” differences inside a larger similarity OR they may be outright differences)
NOTE: Try to find ideas that nobody else would notice. This is not a group task. This is an individual task to bring out many different ideas.
Part 2About 20 minutes
Group Collaboration
- Make a Master List of everyone’s similarities. Make a master list of everyone’s differences. Put the Master List in bullet form.
Don’t worry if there are repeated ideas or even some conflicting ideas. Just make the Master Lists. (about 5 minutes).
- Look over the Master List and COMBINE items that are similar or close. DELETE items that the group thinks are not so important.
- Now, from the revised Master List, RANK the concepts in order of importance to a high school student looking at sources.
- Rewrite the list in bold marker IN ORDER OF IMPORTANCE on a poster-sized paper. You will use these items as the basis for your Source Evaluation Rubric tomorrow.
How Did We Do?
As a group, rate yourselveson how well you didin achieving the course standards for this day’s learning.
◊
Your rating is your Claim.
Provide one example as Evidence for each of your Claims.
◊
You will be scored on the evidence you provide, not on the rating you give yourself.
Each one of us participated effectively on our learning team by adding ideas onto other people’s ideas and making sure everyone understood each point of view. We made sure every voice was heard. If people didn’t understand an idea, we asked probing questions to help get the point across.
- Developing
- Proficient
- Accomplished
- Distinguished
We stayed on task for the entire class period, working diligently and creatively to understand the two Codes of Ethics. We gave 100% effort in connecting the Codes to what high school students would need to consider when checking for good sources. We did not give up when we hit roadblocks, and worked together to solve our own problems. .
- Developing
- Proficient
- Accomplished
- Distinguished
Each of us can teach another person at least 6 similarities between the two Codes of Ethics and at least 2 differences.
- Developing
- Proficient
- Accomplished
- Distinguished
Each of us can explain to another person how the Codes of Ethics promote fair representation of data, sufficient use of relevant evidence, logical reasoning, and valid claims. Each of us can explain to another person how the Codes of Ethics prohibit distortions of data, false or misleading statements, unrelated or suspicious evidence, or one-sided opinions.
- Developing
- Proficient
- Accomplished
- Distinguished
Each of us can explain to a 6th-grader what the term “credible source” means.
- Developing
- Proficient
- Accomplished
- Distinguished
Each of us can explain to a 6th-grader what makes a source trustworthy, and what makes a source untrustworthy.
- Developing
- Proficient
- Accomplished
- Distinguished
Wake County Public Schools