Education Standards
Slide Deck
Table Tents for Turn and Talk
You've Gotta See It to Believe It: Making Claims About an Image
Overview
This lesson guides students through making claims about an image that is found online, and using evidence to back up whether the image is real or "faked." Students will use speaking and listening skills and partner work to discuss their views about an image.
Main Content
LESSON DESCRIPTION
You’ve Gotta See it to Believe It: Can Images be Trusted on the Internet?
Author of the Lesson: Amanda Graham
Lesson Summary/Overview: Students will analyze and discuss images and determine if they are from credible sources and/or determine if they were altered. Students will be able to make a claim about the image.
LESSON GOALS AND OBJECTIVES
Alignment and Objectives
Content Standards: OASL Standard Lib 1.1G–Evaluate information for accuracy, validity, importance, and bias.
OASL Standards
Lib1.2A–Analyze and evaluate information to draw conclusions
Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
CCSS.ELA-LITERACY.WHST.6-8.1.B
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
ELP Standard 4: construct grade appropriate oral and written claims and support them with reasoning and evidence
Supporting Academic Language
Language Functions: Describe and Evaluate
Language Modalities: Read and Speak
Vocabulary: Reverse, Image, Search, Validity, Address Bar, Search Term, Reliable, Sources, hoax
Syntax or Sentence Structure(s): Sentence Frames (see slide deck)
Discourse: Students are discussing images, see slide deck for discourse directions.
LESSON PREPARATION
Considerations
Prerequisite Knowledge and Skills:
How to double click on an image using a track pad (two finger tap)
Images can be altered using software and then reposted on the Internet.
Some websites identify hoaxes (such as snopes.com) and alert viewers.
Students can already be expected to know how to use key words in a search.
Students are keeping track of vocabulary in a vocabulary journal or list in some way–teacher can determine method.
Instructional Materials
Resources, Materials, and Technology required or recommended for the lesson:
Slide Deck– recommended to present to class as the lesson progresses.
Handout with Sentence Frames–to have on student desks–one per set of partners.
Images: Hercules the Dog Story (Suggested Link) https://forum.ih8mud.com/threads/now-thats-a-big-dog.152198/ or google Hercules the dog image–the one where the lady is walking a horse and the guy is walking the dog.
Shark and Helicopter (Suggested Link)
https://www.heart.co.uk/photos/best-internet-hoaxes-all-time/shark-attacks-helicopter/
or Google Shark Helicopter Hoax
Large Cat for independent practice, or other image that seems unbelievable but will engage students: https://www.boredpanda.com/giant-cat-from-russia-kefir-yuliyamnn/?utm_source=google&utm_medium=organic&utm_campaign=organic
Students will need technology (website and device) access to complete the lesson. This does not need to be in a one to one setting, as students could theoretically share a device and complete the task with a partner.
Learning Supports
Socio-emotional supports: Pairs for discussion stay consistent for students who need consistency and peer support, structures for pair discussion include slow release of control (which partner talks first, then releasing them to discuss with sentence frames).
Cultural & Linguistic Responsiveness: L1 similar students can be partnered together to discuss the images in L1. Any image can be used that will appeal to the particular students a teacher is working with. As teachers get to know students, the images can be selected that would interest students.
Accessibility: Images can be selected as appropriate for each student and/or the grade level being taught.
Instructional Supports
Differentiation:
L1 Supports: Students can be paired with students with similar L1. The initial descriptive conversations can happen in L1 before expecting L2 production.
L2 Development (by level): Sentence frames are provided in the slide deck.
Sentence Frames.
LESSON PROCEDURES
Anticipatory Set/Motivation/Hook
Time: 3 minutes
Teacher Does/Students Do:
Teacher: presents image of Hercules the dog–suggested link above (or other recent Internet hoax image).
Students make a guess–Fake, or Real? Students turn and talk to a partner sharing one thing they notice about the image. Directed on Slides.
Focused Instruction (Teacher-as-Model)
Time: 10 minutes
Teacher Does/Students Do:
| Teacher Does | Students Do |
|---|---|
| *Presents Slideshow*Presents Vocabulary*Presents Hercules the Dog Image*Teacher Models Think Aloud*Teacher Models Reverse Image Search (Two finger click, Image)*Identify cognates for Spanish Language Speakers: Inversa for Reverse | *Note Vocabulary in Vocab Journal or other, define vocabulary in student-friendly terms*Turn and talk, use frames provided on the slides. Students can also use the frames.*Students invited to share out in L1 if they can identify a cognate*Students make a claim and identify evidence to support their claim. |
Identify cognates for Spanish Language Speakers: Inversa for Reverse
Students invited to share out in L1.
Guided Instruction (Teacher-to-Student Joint Responsibility)
Time: 5 minutes.
| Teacher Does | Students Do |
|---|---|
| *Shows next image (Shark Helicopter Hoax)*Teacher shares out that this image is fake and ask students what they thought and if they agree/why | *Discuss with a partner using sentence frames at the table and the frames on slides 14-15 |
Group Application (Student-to-Student Joint Responsibility)
Time: 5 minutes
| Teacher Does | Students Do |
|---|---|
| *Instruct students to open Chromebooks and find an image, then try a reverse image search | *Find the image, and double click to reverse image search. Share with a partner. Use Google Lens. |
Individual Learning (Independent Practice and Application)
Time:8 minutes
| Teacher Does | Students Do |
|---|---|
| *Instruct students to use devices.*Shares link to Jamboard or Padlet or other shared bulletin board app–using Canvas, Email, or other CMS | *Search for an image of Kefir the cat*Analyze the source. Reverse Image Search the image.*Answer the questions on slide 19 on the padlet/Jamboard/other, along with posting a picture of Kefir |
Closure
Time: 2 minutes
| Teacher Does | Students Do |
|---|---|
| *Presents Last Slides*Review Success Criteria | *Share out how this might be useful in “real life” and when altered images might occur.*Students self assess if they were successful or not according to the criteria. |
ASSESSMENTS
Formative Assessment
Content:
Language: ELD Checklist for circulating while students discuss. Not all columns will be assessed during the teacher circulation. Focus on ELD students.
https://docs.google.com/document/d/1fXkFwSqq06MRaPajNWx_9ktmKKCL5Cj6MT61E1GgqYg/edit?usp=sharing
Check on Jamboard/Padlet–did students find Kefir? Did they reverse image search the image, and did they determine if the image is real? (Kefir is actually a real cat!) Did they make a claim about the image they found? Do they have evidence?
Student self assessment at end of lesson–did they meet success criteria?
Plans for Summative Assessments
Content: SS or ELA, within larger context of a SS research project
Language: This is not part of a summative assessment for language.
EXTENSIONS
Ideas for Key Assignments, Extensions, and Adaptations for Online Learning Environments:
Have students find images to try to “fool” other students in the class and make students try to determine validity of student found images.
Extend into Digital Arts: Show how to modify images and create a modified version of an image. Practice giving attribution to the source. OR Capture images of things around our school and create a “hoax” image that will be put in the school newspaper with a misleading headline. Can you trick anyone?
Extend into STEAM: Where did the image originate? Who created it? What can you learn about them and their purpose?