Unit for 8th Grade English utilizing technology. Students view a pundit, notate their statements, fact-check statements from sources, evaluate each statement as generalization, fact, or unsupported claim. They then use a Word 2.0 Tool to create a poster or visual. They use the visual on a Promethean Board to create their own broadcast which is video-taped.

1. News Today, Brought to you by the 8th
Grade
Summary
Students will view and evaluate pundits on the same subject. They will work in groups to
identify statements made and research them for credibility. They will categorize the
statements as facts, generalizations, or unsupported claims. Each group must have
justifications from sources proving each choice they have made. The group creates their own
news broadcast about the pundit they watched. This presentation must include who they
watched, the topic discussed, the statements made as well as their categorizations and
justifications all listed in a Word 2.0 Tool of their (or teacher’s) choice. Lastly, each group’s
presentation (video-taped to create authentic broadcast experience) must determine how
credible the pundit is that they watched. The entire class watches the new creations and
determines which original pundit was most credible and why.
Grouping for Individual Roles
Students will be grouped in teams of three or four so as to provide as much variety in their
abilities as possible. The requirements include every student recording statements, everyone
checking statements in sources (using SIRS Explorer or other credible sources (students have
already at this time been taught credibility and how to use the SIRS Explorer). One student will
put together a list of all statements and whether they are generalizations, facts, or unsupported
claims based on the research of all in the group. Another member will become the “pundit” for
their own broadcast. Another student will create a chart of statements, their category, and
their justification. This chart will be referred to by the “student” pundit during the group’s
presentation.
Extension Writing Assignment
With parent/guardian permission, students email the pundit (and CC teacher) addressing the
pundit’s perceived credibility and the categorization of the pundit’s statements.
Recommended Resources
Computer with internet access
Classroom with promethean board
Video Recording Device (to video their broadcast presentation where they get to be the
pundit).
Common Core Coach ELA 8 Teacher’s Edition pg. 158-159 (persuasive techniques lesson), pg.
156-160 (fact, unsupported claim, generalization)
Common Core Coach ELA 8 Student Edition pgs. 190-194
Foldable created by students in previous lesson covering all persuasive techniques.

2. Authentic Design
Students are creating a real (Slideshare.com, Prezi, etc.) that a real life pundit could use to
broadcast information. They will be videotaping the broadcast to add the element of being on
TV and watching their own presentations. Pundits compete and vie for audiences. They need
snazzy, attention-grabbing informational design to catch and keep viewers whether they be
internet audiences or TV audiences.
Authentic Communication
As mass media pervades all communication in most homes today, student-pundits creating a
presentation utilizing a Word 2.0 as well as speaking about it on camera provides real-life, 21st
century communication. Real-life pundits put together information, fact-check their
statements (or should), and must present information through a visual medium.
Assessment
Classroom observation for being “on-task” and meeting group-work expectations would be
utilized for independent grades. Group-work expectations include: working only with your
own group, cooperating and compromising with others, problem-solving without teacher
intervention, and completing activities as timeline dictates.
Group grading will be utilized through the two rubrics. One focuses on the Word 2.0 Tool which
includes the statements, their sourced justifications (if applicable), and their classification of
“fact, generalization, or unsupported claim.” The other rubric focuses on the overall video-
taped presentation.
Timeline:
Day 1: Introduction to project, sharing rubrics, grouping students, allowing students time to
investigate and choose a Word 2.0 Tool (unless the teacher has chosen one for them). Their
choices may include: http://padlet.com/
http://popplet.com/
http://prezi.com/
http://www.slideshare.net/
Day 2/3/4: Watching the pundit, creating individual lists of statements. All students in a group
get together to share the statements they found. They then make 1 list eliminating any repeats.
Next: Students utilize SIRS discoverer to find sources to "fact-check" the statements made by
the broadcaster. Determine if the statements are facts, generalizations, or unsupported claims.
If time...
Students begin creating a "show" of their own where they are the pundit and share their findings

3. about their pundit's broadcast for the entire class. (Create list of statements, category, and source
used to fact-check on a Word 2.0 tool). Some tools would be
http://padlet.com/
http://popplet.com/
http://prezi.com/
http://www.slideshare.net/
Day 5/6: Review claim, point of view, argument, opposing claim, and persuasive techniques
from their foldable (also found on TE pg. 158-9 bottom table). THEN have students evaluate
again the broadcast on the same topic to identify any of these persuasive techniques. Add
persuasive techniques onto the Word 2.0 tool.
Day 7/8: Groups evaluate their pundit to determine which, if they are "spinning" the facts
toward their personal viewpoints and belief systems. They present their own broadcast about
their pundit's broadcast. They present (using a Word 2.0 tool of their choice and the classroom
Promethean board) the statements made by the pundit as Fact, Generalization, and
Unsupported Claims. This presentation will be video-taped as an actual "broadcast" discussing
the pundit's credibility. All statements made by the pundit must be fact-checked, categorized,
then presented in the group's broadcast as one of the three as well as the persuasive
techniques used. Lastly, persuasive techniques must be listed and taken into consideration in
their final credibility judgment.
Day 9: Hand back rubrics to groups. Engage classroom discussion to what pundits were most
credible and least credible and why. Ask students to evaluate process to give teacher feedback
on possible improvements for next time.
Possible Day 10: With parents’ permissions, students email their pundit with their findings
about the statements made on the show. They must hold broadcasters accountable for
unproven claims.
Learning Outcomes:
Students will:
Create new and worthwhile ideas.
Elaborate, refine, analyze, and evaluate their own ideas in order to improve and maximize
creative efforts.
Develop, implement, and communicate new ideas effectively to others.
Use various types of reasoning, as appropriate to the situation.

4. Effectively analyze and evaluate evidence, arguments, claims, and beliefs.
Analyze and evaluate major alternative points of view.
Interpret information and draw conclusions based on the best analysis.
Present thoughts and ideas effectively using oral, written, and nonverbal communication skills
in a variety of forms and contexts.
Assume shared responsibility for collaborative work, and value the individual contributions
made by each team member.
Standards
8th
Common Core ELA Standards
SL.8.5 ~ Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest.
SL.8.3 ~ Delineate a speaker’s argument and specific claims, evaluating the soundness of the
reasoning and relevance and sufficiency of the evidence and identifying when irrelevant
evidence is introduced.
ISTE NETS Student Standards
2. Communication and collaboration
Students use digital media and environments tocommunicate and work collaboratively,
includingat a distance, to support individual learning andcontribute to the learning of others.
a. Interact, collaborate, and publish with peers,experts, or others employing a variety of digital
environments and media
b. Communicate information and ideas effectivelyto multiple audiences using a variety of
mediaand formats
3. Research and information fluency
Students apply digital tools to gather, evaluate,and use information.
b. Locate, organize, analyze, evaluate, synthesize,and ethically use information from a variety
ofsources and media
c. Evaluate and select information sources anddigital tools based on the appropriateness to
specific tasks
Rubrics

5. Presentation Rubric Comments:
4 Group uses their findings appropriately to present information using a Word
2.0 tool and categorize statements into the 3 categories. They justify their
findings and present with both confidence and clarity.
3 Group used information fairly well to present conclusions on a Word 2.0 tool.
Group does adequate job of explaining reasoning regarding placement of
statements. Information is presented with some confidence and clarity.
2
Group has difficulty using their findings to present information on word 2.0
tool and categorize statements. They did a poor job of explaining their
reasoning regarding placement of standards. Not all statements were fact-
checked.
1 The group did not organize statements into categories and or didn't explain
their placements. Few, if any were fact checked. Word 2.0 tool was present
but not utilized.

6. Word 2.0 Tool Comments:
4
Presentation tool is extremely well organized, all statements are listed in
appropriate columns, the students' fact list (also on tool) includes
appropriate references for the fact-checking of all statements. All
statements have been fact-checked. Persuasive techniques are there.
3
Tool is fairly well organized, most statements are listed in appropriate
columns. Students' fact list (on tool) includes appropriate references for the
fact-checking of most statements. Most statements have been fact-
checked. Most persuasive techniques included.
2
Tool's organization is eak; fewer than half of statements are listed in the
appropriate columns. Students' fact list (also on tool) includes few
appropriate references for fact-checking of the statements. Few statements
have been fact-checked. Few persuasive techniques included.
1 Tool is not organized; it presents information of little or no value. Students'
fact list (also on tool) includes only one or two fact-checked statements. One
or less persuasive techniques listed.