LITERACY-9
SELECTIVE UNIT 5
(Primary and Secondary Sources)
Reading Literacy: News and Media Literacy
Writing Literacy: Using Primary Sources
(July 2014)
Unit Statement: The student will learn about news and media sources: newspapers (print
and e-form), online journals, and television news. He/she will examine how we receive our
news today (online news, YouTube, TV shows, social media, etc), how this has changed over
time, and impacted our world (text to world connection). Discussing the differences between
primary and secondary sources, reading a variety of texts that represent these sources, and
writing a synthesis essay will be the focus of this unit.
Unit one is currently engaged, and teachers should refer to it for continued practice of
routines, strategies, skills, etc.
Unit Emphasis (Focus Wall):
Reading Strategies/Skills: Integrate previously learned strategies and skills
Developing Vocabulary: Integrate previously learned prefixes, roots, and suffixes
Writing Genre: Integrate narrative, informative, and opinion
Trait Focus: Use the 6+1 writing traits in conjunction with the writing process
Grammar Focus: Integrate previously learned grammar skills
Essential Outcomes: (reading and writing must be assessed separately for mastery)
Reading Literacy (S05): (News and Media Literacy)
Using course-level appropriate fiction and nonfiction texts:
1. The Student Will identify and explain the differences between primary and secondary sources.
2. TSW read primary and secondary sources about a topic relating to pop culture
(singer, artist, dance move, etc) using online social media sources.
3. TSW read primary and secondary accounts about a major international news story
using online newspapers and social media sites.
4. TSW compare and contrast the differences in the way news is reported and viewed
through different online sources.
5. TSW participate in a conversation about the way digital media impacts our
knowledge and view of the world.
6. TSW identify real versus fake stories published online by looking for specific features
on the website (author, domain, citations, URL).
7. TSW chart the development of news media over time, beginning with the first
newspapers/pamphlets and ending with today.
8. TSW evaluate the validity of secondary sources when comparing it to a primary
source.
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QSI LITERACY-9 S05
Copyright © 1988-2014
Writing Literacy (S05): (Using Primary Sources)
1. The Student Will demonstrate the use of previously learned grammar skills.
2. TSW post regularly to a classroom blog, responding to prompts given to the teacher,
about current events (use moodle).
3. TSW create an encyclopedia article about a current event or pop culture sensation,
using a minimum of four online sources, two of which must be primary sources,
one of which must come from a social media source.
4. TSW participate in a class video project where they create a parody of a pop culture
sensation (ie Rebecca Black Friday song)
5. TSW comment on a minimum of two news articles with thoughtful and logical responses.
6. TSW analyze the history of news media, using a minimum of 2 primary sources and 2
secondary sources.
7. TSW design and organize a portfolio that incorporates the content and experiences in
the unit.
Practiced/Ongoing Outcomes: (ongoing development, but not assessed)
1. The Student Will acquire and use new vocabulary in reading, writing, and speaking.
2. TSW demonstrate age appropriate spelling in their writing.
3. TSW practice properly formed handwriting techniques.
Key Terms and Concepts:
Reading/Writing
primary source
social media sites
portfolio
secondary source
pamphlets
Suggested Materials for Teachers: (provided by school)
*See Essential Unit 1
Suggested Professional Materials for Teachers: (provided by school)
*See Essential Unit 1
Suggested Exemplar Texts (read alouds):
Exemplar texts will vary depending on the topic the student chooses to examine.
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QSI LITERACY-9 S05
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Additional Resources: (may not be provided by school)
*see Essential Unit 1
Technology Links:
*See Essential Unit 1
Destiny Webpath Express (found in school library)
http://docsteach.org/tools
Seven steps for teaching primary and secondary sources: teacher tool!
http://newsela.com/
Great site for current event articles with adaptable reading levels (and comprehension
quizzes)
http://www.eduplace.com/kids/socsci/nc/books/bke/sources/index.html
Primary sources for kids, primarily for American history
http://www.wdl.org/en/
Contains links to over 7,000 primary sources from around the world
http://www.digitalvaults.org/
The National Archives virtual library (1,200 primary sources)
http://web.wm.edu/hsi/index.html
“Historical Scene Investigation”: Examples from other teachers who have led class
investigations organized around primary sources
Suggested Activities and Strategies:
● Anchor Charts - Create and reference anchor charts when modeling how to read and
write. Students will use these to reference when it's his/her turn to work
independently.
○ Going to the Source (defining and comparing primary and secondary sources)
● Focus Wall - Create a wall with all the sources of information, the grammar concepts,
a list of transition words, lists of possible theses, list of genres, examples of character
traits, examples of fact vs. opinion, editing checklists etc.
● Group project - Have students work in a group organized around a common interest to
compare the sources.
● Collect and publish the encyclopedia articles the students write to make a class
encyclopedia.
● Have a movie day at school and invite other classes to come watch the presentations
the class has made.
Suggested Assessment Tools:
1. Attached rubric or teacher-generated rubric that assesses ALL essential outcomes
(TSWs). An effective rubric is presented and discussed with the student at the
beginning of the unit, referred back to throughout the unit, and used to assess at
the end. Students will collaborate with peers and the teacher to assess their own
writing with final judgment by the teacher.
2. Writing Pathways (Units of Study Kit) by Lucy Calkins provides rubrics and
checklists for teachers and students.
3. “6+1 Traits” writing rubrics
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4. Teachers can have students produce a quick write at the beginning and end of units.
(*See QSI Quick Write Guidelines) Teachers should keep these as evidence of
students’ writing.
5. Elk Grove Common Core Rubrics for narrative, informative, and opinion writing are
found in the QSI Literacy User’s Guide. Scoring on these rubrics should follow QSI
mastery grading. (Scores on the 1 and 2 points should be P, scores on the 3 should be
at the B level and scores on the 4 should be an A.) Document Source: Elk Grove
Unified School District, Elk Grove, CA
6. Fountas and Pinnell Benchmark Assessment / DRA
7. QSI Reading and Writing Behaviors Checklists (*See QSI Literacy User’s Guide)
RUBRICS FOUND ON FOLLOWING PAGES………………………
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QSI LITERACY-9 S05
Copyright © 1988-2014
LITERACY-9: Reading: News and Media Literacy (S05)
Student Name: ________________________________________ Date: ____________________
To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s)
To receive an ‘A’, the student must show ‘A’ level mastery on 4 of 5 available and ‘B’ level
mastery on all remaining TSW’s.
TSW
‘A’ Level
“B’ Level
1. Identify and explain the
differences between primary
and secondary sources.
I can accurately identify and
explain the differences
between primary and
secondary sources without
help or prompting from the
teacher.
I can accurately identify the key
features of primary and
secondary sources and explain
(with some prompting from the
teacher) the differences
between primary and secondary
sources.
2. Read and discuss primary
and secondary sources about
a topic relating to pop
culture using online social
media sources.
I read primary and secondary
sources about a pop culture
topic using online social media
sources and participate in the
classroom conversation.
3. Read and discuss primary
and secondary accounts
about a major international
news story using online
newspapers and social
media sites.
I read primary and secondary
sources about an international
news story using online social
media sources and online
newspapers. I participate in the
classroom conversation.
4. Compare and contrast the
differences in the way news
is reported and viewed
through different online
sources.
I accurately identify and
explain the similarities and
differences.
I accurately identify similarities
and differences in the way news
is reported and viewed through
different online sources.
5. Participate in a
conversation about the way
digital media impacts our
knowledge and view of the
world.
I actively participate in class
discussions.
I participate in class discussions
about the way digital media
impacts our world.
6. Identify real versus fake
stories published online by
looking for specific features
on the website (author,
domain, citations, URL)
I can consistently and
accurately identify whether
the story is real or fake.
When looking at online
information, I can identify
whether the story is real or fake
based on specific features of the
website.
7. Chart the development of
news media over time,
beginning with the first
newspapers/pamphlets and
ending with today.
8. Evaluate the validity of
secondary sources when
comparing it to a primary
source.
I created a chart that showed
how news media has changed
over time. I started with the
first newspapers and pamphlets
and ended with today.
I explain how both primary
and secondary sources are
valid and offer reasons as to
why one might be better
than the other depending on
the purpose of using the
source.
I explained that both sources
can be valid and that primary
sources are better than
secondary sources.
82
QSI LITERACY-9 S05
Copyright © 1988-2014
‘P’-Notes
LITERACY-9: Reading: News and Media Literacy (S05)
Student Name: ________________________________________ Date: ____________________
To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s)
To receive an ‘A’, the student must show ‘A’ level mastery on 4 of 5 available and ‘B’ level
mastery on all remaining TSW’s.
TSW
‘A’ Level
“B’ Level
1. Identify and explain the
differences between primary
and secondary sources.
I can accurately identify and
explain the differences
between primary and
secondary sources without
help or prompting from the
teacher.
I can accurately identify the key
features of primary and
secondary sources and explain
(with some prompting from the
teacher) the differences
between primary and secondary
sources.
2. Read and discuss primary
and secondary sources about
a topic relating to pop
culture using online social
media sources.
I read primary and secondary
sources about a pop culture
topic using online social media
sources and participate in the
classroom conversation.
3. Read and discuss primary
and secondary accounts
about a major international
news story using online
newspapers and social
media sites.
I read primary and secondary
sources about an international
news story using online social
media sources and online
newspapers. I participate in the
classroom conversation.
4. Compare and contrast the
differences in the way news
is reported and viewed
through different online
sources.
I accurately identify and
explain the similarities and
differences.
I accurately identify similarities
and differences in the way news
is reported and viewed through
different online sources.
5. Participate in a
conversation about the way
digital media impacts our
knowledge and view of the
world.
I actively participate in class
discussions.
I participate in class discussions
about the way digital media
impacts our world.
6. Identify real versus fake
stories published online by
looking for specific features
on the website (author,
domain, citations, URL)
I can consistently and
accurately identify whether
the story is real or fake.
When looking at online
information, I can identify
whether the story is real or fake
based on specific features of the
website.
7. Chart the development of
news media over time,
beginning with the first
newspapers/pamphlets and
ending with today.
8. Evaluate the validity of
secondary sources when
comparing it to a primary
source.
I created a chart that showed
how news media has changed
over time. I started with the
first newspapers and pamphlets
and ended with today.
I explain how both primary
and secondary sources are
valid and offer reasons as to
why one might be better
than the other depending on
the purpose of using the
source.
I explained that both sources
can be valid and that primary
sources are better than
secondary sources.
83
QSI LITERACY-9 S05
Copyright © 1988-2014
‘P’-Notes