Standards Correlations

R.1, R.2, R.3, R.4, R.6, R.7, R.9, W.2, SL.1, L.4, L.6

Learning Objective

Students will synthesize information from two texts about fake videos online.

Key Skills

synthesizing, text features, vocabulary, key details, compare and contrast, summarizing, inference, making a personal connection, informational writing 

Complexity Factors

Purpose: The first text gives information about fake videos online and explains why they can be harmful or even dangerous. The second is a guide for spotting false information online.

 

Structure: Both texts are informational.

 

Language: The language is clear and accessible. Domain-specific vocabulary is defined in the vocabulary box.

 

Knowledge Demands: No prior knowledge is required.

Levels

Lexile: 600L-700L 

Guided Reading Level: U 

DRA Level: 50

Lesson Plan: Can You Spot the Fakes?/Check the Facts

Essential Questions

  • How can new technologies be helpful and harmful at the same time?
  • How can we stay safe online and keep our communities safe as well?

Literature Connection

  • Nonfiction: Killer Underwear Invasion!: How to Spot Fake News, Disinformation & Conspiracy Theories by Elise Gravel 
  • Novel: Deepfake by Sarah Darer Littman
  • Novel: Final Cut by Marty Chan

1. Preparing to Read 

Preview Text Features (10 minutes)

Guide students to locate the articles in their magazines or at Action Online. Preview the text features by asking the following questions:

  • Read the first article’s title and subtitle. Look at the screenshots of videos from the internet. Which video do you think is the real one? Why? Answers will vary. (The correct answer is on page 28, along with context for the other videos.)
  • Read the second article’s title and subtitle. What do you think are the best ways to find out if a statement is true? Answers will vary. Students might mention checking reliable sources, such as government websites.

Preview Vocabulary (10 minutes)

  • Point out the vocabulary box. Read the words (pounces, manipulated, detect, verify) aloud and discuss their definitions.
  • Play the Vocabulary Slideshow.

Make a Plan for Reading

Before students start to read, walk them through a reading plan:

  • Set a purpose for reading by telling students that the first article gives information about how fake videos are made and spread across the internet. The second gives concrete tips for spotting fake videos online.
  • Tell students that after they read, they’ll synthesize information from the two articles to better understand why fake videos are becoming a big problem and what to do about them.

 2. Reading and Unpacking the Text

Read the articles. (Higher- and lower-Lexile versions are available on the Story page at Action Online. Click Presentation View to access an audio read-aloud.) Then discuss the following close-reading and critical-thinking questions.

Close-Reading Questions (15 minutes)

  • In the first article, what example does the author give to make the point that people have been manipulating photos and videos for a long time? (key detail) The article mentions a famous manipulated image from the mid-1800s, in which President Abraham Lincoln’s head appears on another man’s body. This example supports the idea that image manipulation is not new.
  • Based on the first article, how are deepfakes different from other types of fake videos? (compare and contrast) Deepfakes are described as videos where creators go further by changing voices and faces to make it appear as though someone said or did something they didn’t. These are considered some of the hardest to detect and can be dangerous, unlike other manipulations that might be more obvious or harmless.
  • What tips do the articles offer for detecting fake information in videos? (summarizing) The articles advise readers to pay attention to details such as how naturally the person is speaking, how well the voice and mouth movements match up, and where the video came from. They also recommend doing a keyword search for trustworthy news reports on the video’s subject, checking the reliability of the website hosting the video, and using a reverse image search to see if the video appears elsewhere and has been edited.

Critical-Thinking Questions (10 minutes)

  • Why might the creators of deepfake videos want their videos to spark strong emotions? (inference) The first article states that people often share videos without thinking if the video sparks strong emotions in them. This could be useful for the creator of the videos. They might get more likes, views, and followers.
  • If you learned that you had been tricked by a deepfake, how do you think you’d feel? Why? (making a personal connection) Answers may vary. Some students might say they would feel embarrassed or angry. Others might say they’d be amused and impressed. Some might say it would depend on the outcome: Did the deepfake persuade them to do something they wouldn’t have done otherwise? 

3. Skill Building and Writing

  • Have students work in pairs to complete our Synthesizing Skill Builder. (Click here to view all your Skill Builders for this article.)
  • Writing prompt: Imagine that you’ve invented an app that can instantly spot a deepfake. Write a short description of your app for anyone who might want to buy it. In your description, explain a bit about how the app works and why it’s useful (for instance, the types of problems it can help people avoid).

Learn-Anywhere Activity

An enrichment activity to extend the learning journey at home or in the classroom

Project the task below on your whiteboard or share it with students in your LMS.

Test Your Detective Skills

Now that you’ve read the two articles, do you think you can tell a fake video from a real one? Test yourself with our fun interactive quiz “Can You Spot Fake Videos?”

After you’ve taken the quiz, gather with a few classmates to discuss the following questions:

  • Could you tell immediately which video was fake? Why or why not?
  • What do you think is the purpose of the video about the collapsing tower?
  • How did you feel when you saw the screenshot of the pizza video?
  • What did you think when you saw the screenshot of the tower video?
  • Can you think of one word that describes the claims of all three videos?

Language-Acquisition Springboard

Pre-teach vocabulary to make the texts more accessible.

Before reading the articles, pre-teach the four vocabulary words to help students read more fluently and understand more thoroughly. 

First go over the vocabulary words (pounces, manipulated, detect, and verify) and their definitions found in the vocabulary box or the Vocabulary Slideshow. Next check students’ understanding of the words’ meanings by asking these questions:

  • If a cat pounces on a mouse, what might happen next? The cat might kill/eat the mouse.
  • If you found out that your friend had manipulated the rules of a game so that he would beat you, how would you feel? Students might say that they would be angry because their friend had cheated.
  • Why might someone go to the beach with a machine that can detect metal objects? The machine might find things that couldn’t be seen, like coins and jewelry under the surface of the sand.
  • If your friend tells you there’s no school next Monday, how can you verify that information? You can check the school’s website or ask a school staff member.
Looking for more ELL support? Download our full lesson plan and scroll to p. 5 to find questions that will help your ELLs respond to the text at the level that’s right for them.

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