Objective: The students will be able to identify real or make-believe, fact or non-fact images. Subject: English Grade Level: Grade 6 Learning across curriculum: 1. Science - Identifying real and fictional creatures 2. Social Studies - Differentiating historical facts from fictional stories 3. Media and Information Literacy - Analyzing real and manipulated images Review Motivation: 1. Show a series of images and ask students to identify whether they are real or make-believe. 2. Share a short story with the class and ask them to identify the fictional elements. 3. Play a game where students have to determine if a statement is a fact or non-fact. Activity 1: Real or Make-Believe Images Materials: Various images (real and fictional), whiteboard or projector Instructions: 1. Display an image on the whiteboard or projector. 2. Ask students to individually decide whether the image is real or make-believe. 3. Have students share their answers and explain their reasoning. 4. Discuss as a class and provide feedback on their responses. Rubric: Criteria: - Correctly identifies if the image is real or make-believe (2 points) - Provides clear and logical reasoning (2 points) Assessment Questions: 1. Is the image of a unicorn real or make-believe? 2. Why do you think the image of a dragon is make-believe? Activity 2: Fact or Non-Fact Images Materials: Various images (fact and non-fact), whiteboard or projector Instructions: 1. Display an image on the whiteboard or projector. 2. Ask students to determine if the image represents a fact or non-fact. 3. Allow students to discuss their answers in pairs or small groups. 4. Have groups present their answers and reasoning to the class. Rubric: Criteria: - Correctly identifies if the image represents a fact or non-fact (2 points) - Provides logical reasoning and evidence to support their answer (2 points) Assessment Questions: 1. Is the image of a dinosaur a fact or non-fact? Why? 2. Why do you think the image of a flying car is a non-fact? Activity 3: Analyzing Manipulated Images Materials: Various manipulated images, whiteboard or projector Instructions: 1. Display a manipulated image on the whiteboard or projector. 2. Ask students to discuss in pairs or small groups if they think the image has been manipulated. 3. Have groups present their answers and explain their reasoning. 4. Discuss as a class and provide feedback on their responses. Rubric: Criteria: - Correctly identifies if the image has been manipulated or not (2 points) - Provides evidence and reasoning to support their answer (2 points) Assessment Questions: 1. Do you think the image of a celebrity with three heads has been manipulated? Why? 2. How can you tell if an image has been manipulated or edited? Activity 4: Historical Facts or Fiction Materials: Historical images or illustrations, whiteboard or projector Instructions: 1. Display a historical image or illustration on the whiteboard or projector. 2. Ask students to individually determine if the image represents a historical fact or fiction. 3. Give students a few minutes to think and write down their answers. 4. Have students share their answers and explain their reasoning. Rubric: Criteria: - Correctly identifies if the image represents a historical fact or fiction (2 points) - Provides logical reasoning and evidence to support their answer (2 points) Assessment Questions: 1. Is the image of Abraham Lincoln signing the Emancipation Proclamation a historical fact or fiction? Why? 2. Why do you think the image of George Washington crossing the Delaware River is a historical fact? Activity 5: Real or Imaginary Creatures Materials: Images of real and imaginary creatures, whiteboard or projector Instructions: 1. Display an image of a creature on the whiteboard or projector. 2. Ask students to individually decide if the creature is real or imaginary. 3. Give students a few minutes to write down their answers and reasoning. 4. Have students share their answers and explain their reasoning. Rubric: Criteria: - Correctly identifies if the creature is real or imaginary (2 points) - Provides clear and logical reasoning (2 points) Assessment Questions: 1. Is the image of a unicorn a real or imaginary creature? Why? 2. Why do you think the image of a dragon is an imaginary creature? Activity 6: Analyzing News Images Materials: News articles with accompanying images, whiteboard or projector Instructions: 1. Display a news article with an accompanying image on the whiteboard or projector. 2. Ask students to discuss in pairs or small groups if they think the image accurately represents the information in the article. 3. Have groups present their answers and explain their reasoning. 4. Discuss as a class and provide feedback on their responses. Rubric: Criteria: - Identifies if the image accurately represents the information in the article (2 points) - Provides evidence and reasoning to support their answer (2 points) Assessment Questions: 1. Does the image accompanying the news article about a protest accurately represent the situation? Why or why not? 2. How can you determine if an image in a news article is reliable or manipulated? Note: The activities provided are aligned with the objective of identifying real or makebelieve, fact or non-fact images. They incorporate various subjects and skills, such as analyzing historical facts, differentiating between real and imaginary creatures, and critically evaluating news images. The rubrics provided assess students' ability to identify and provide logical reasoning for their answers. Analysis: Review the students' responses and discuss any common misconceptions or difficulties encountered during the activities. Provide additional examples if necessary to reinforce the concept of identifying real or make-believe, fact or non-fact images. Abstraction: Summarize the main points discussed in the activities and emphasize the importance of being critical thinkers when it comes to images and information encountered in daily life. Application: Present the students with a real-life problem related to identifying real or make-believe, fact or non-fact images. For example, ask them to analyze a news article and identify any manipulated images or fictional elements present. Assessment: Teachers can assess the learning of the students based on the learning objectives through the following methods: 1. Observing students' participation and engagement during the activities. 2. Reviewing students' responses to the assessment questions. 3. Assigning a project where students have to analyze and present their findings on a specific image or article. Assignment: As an assignment, ask students to find three images online and analyze if they are real or make-believe, fact or non-fact. They should provide a short explanation for each image, highlighting their reasoning behind their decision.
