Author Credibility Investigation
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Author Credibility Investigation

Grade 6English1 days
The Author Credibility Investigation project aims to teach sixth-grade students to evaluate an author's credibility by examining their background and credentials. Through activities such as a Credibility Escape Room, students will develop criteria to assess credibility, research authors, and engage in debates to defend their evaluations. This project emphasizes critical thinking, research skills, and the importance of assessing credibility when reading literary and informational texts, aligning with relevant Common Core standards and enhancing students' vocabulary and presentation skills.
Author CredibilityResearch SkillsCritical ThinkingCommon CoreDebateVocabulary Expansion
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as investigative researchers, evaluate an author’s credibility by examining their background and credentials, and why is it essential to make this assessment when engaging with literary and informational texts?

Essential Questions

Supporting questions that break down major concepts.
  • What criteria should we use to evaluate an author's credibility?
  • How does an author's background and experience influence their credibility?
  • What are reliable sources of information about an author's background and credentials?
  • How do we distinguish between credible and non-credible authors in literature and information?
  • Why is it important to assess an author's credibility when engaging with textual material?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to gather and evaluate information from various sources to determine an author’s credibility.
  • Students will develop criteria to assess the credibility of an author based on their background and published work.
  • Students will engage in discussions to share and refine their evaluations of an author's credibility.
  • Students will understand the importance of assessing an author’s credibility in literary and informational texts.

Common Core State Standards

CCSS.ELA-LITERACY.RI.6.8
Primary
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.Reason: This standard aligns with the project by teaching students to critically evaluate arguments, which is a key part of assessing an author’s credibility.
CCSS.ELA-LITERACY.W.6.8
Primary
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.Reason: This standard supports the project's goal of evaluating an author's credibility by gathering and assessing information from various sources.
CCSS.ELA-LITERACY.SL.6.1
Secondary
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.Reason: Effective discussion and expression of ideas are crucial for sharing findings and thoughts on an author's credibility.
CCSS.ELA-LITERACY.L.6.6
Supporting
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.Reason: Understanding and using domain-specific vocabulary is important when evaluating credibility and discussing findings.

Entry Events

Events that will be used to introduce the project to students

Credibility Escape Room

Design a physical or virtual escape room where students solve puzzles and answer questions related to author credibility to 'escape' from the room. Each puzzle reveals a piece of information about different authors, leading students to question credibility based on the information they uncover, promoting active problem-solving and inquiry.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Credibility Criteria Creator

Students will brainstorm and develop a list of criteria for evaluating an author's credibility. This foundational activity allows students to establish a framework they will use throughout the project.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Write down what you think makes an author credible.
2. In groups, discuss your opinions and compile a list of potential credibility criteria.
3. As a class, discuss and agree upon the final criteria list for evaluating an author's credibility.

Final Product

What students will submit as the final product of the activityA class-compiled list of criteria for evaluating an author's credibility.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.RI.6.8 by helping students identify claims and evidence needed for credibility.
Activity 2

Author Background Investigator

Students will research the background and credentials of a chosen author to practice evaluating credibility based on their previously developed criteria.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose an author to investigate, possibly from a given set.
2. Use print and digital resources to gather information about the author's background and credentials.
3. Match the gathered information against the class criteria developed in the previous activity.
4. Record findings in a research notebook, ensuring sources are credible and correctly cited.

Final Product

What students will submit as the final product of the activityA research notebook entry detailing the author's background, aligned with credibility criteria.

Alignment

How this activity aligns with the learning objectives & standardsSupports CCSS.ELA-LITERACY.W.6.8 by focusing on information gathering and source evaluation.
Activity 3

Credibility Debate

Using research findings, students will engage in a structured debate to argue the credibility of their chosen author, encouraging them to articulate and defend their evaluations.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Organize students into pairs or small groups to share their findings.
2. Prepare a brief presentation highlighting key points of research and credibility assessment of the author.
3. Engage in a structured debate where each side presents their arguments and rebuts the opposition's statements.
4. Conclude with a reflective discussion on what was learned from various arguments presented.

Final Product

What students will submit as the final product of the activityA debate presentation that effectively argues an author's credibility, using evidence from research.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.6.1 by requiring effective participation in collaborative discussions and debates.
Activity 4

Vocabulary Expansion Workshop

Students will explore and understand domain-specific vocabulary related to credibility evaluations, which can be used when discussing and writing about their findings.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify and list unfamiliar terms encountered during research.
2. Use dictionaries or academic resources to define each term identified.
3. Create flashcards or a digital glossary to practice and reinforce vocabulary knowledge.
4. Engage in peer-to-peer sessions to quiz each other on newly learned terms.

Final Product

What students will submit as the final product of the activityA personal glossary of domain-specific vocabulary related to evaluating credibility.

Alignment

How this activity aligns with the learning objectives & standardsSupports CCSS.ELA-LITERACY.L.6.6 by focusing on vocabulary acquisition and usage.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Author Credibility Evaluation Rubric

Category 1

Research and Credibility Analysis

Evaluates the student's ability to research an author's background and critically assess their credibility based on developed criteria.
Criterion 1

Research Depth

The extent to which students gather comprehensive and relevant information about an author's background and credentials.

Exemplary
4 Points

Gathers in-depth and highly relevant information from multiple reliable sources, demonstrating a deep understanding of the author's background and credentials.

Proficient
3 Points

Gathers thorough information from multiple reliable sources with clear relevance to the author's background and credentials.

Developing
2 Points

Gathers basic information from a few sources, some of which may lack relevance or reliability.

Beginning
1 Points

Gathers limited or irrelevant information, with few reliable sources consulted.

Criterion 2

Criteria Matching

How well the gathered information is matched against the class-established credibility criteria.

Exemplary
4 Points

Expertly matches all gathered information against class criteria, showing outstanding ability to apply and integrate criteria into analysis.

Proficient
3 Points

Effectively matches most gathered information with class criteria, showing strong application and integration skills.

Developing
2 Points

Matches some information to class criteria but inconsistently or inaccurately applies the criteria.

Beginning
1 Points

Struggles to match gathered information with class criteria, showing minimal application skill.

Category 2

Communication and Presentation

Assesses the effectiveness and clarity of communicating research findings and participating in discussions and debates.
Criterion 1

Presentation Clarity

The clarity and coherence when presenting research findings and credibility assessments.

Exemplary
4 Points

Presents findings with exceptional clarity and coherence, engaging audience effectively with precise and persuasive communication.

Proficient
3 Points

Presents findings clearly, with coherent structure and engages audience with convincing communication.

Developing
2 Points

Presents with some clarity, but may struggle with coherence or engaging the audience fully.

Beginning
1 Points

Presents findings in a disorganized or unclear manner, with little audience engagement.

Criterion 2

Debate Participation

The level of thoughtful engagement and effective articulation during debates and discussions.

Exemplary
4 Points

Engages deeply and thoughtfully in debates, articulating arguments with strong evidence and respect for others' perspectives.

Proficient
3 Points

Participates actively in debates, articulating arguments well with evidence-based support.

Developing
2 Points

Participates occasionally in debates, but with inconsistent argumentation or evidence support.

Beginning
1 Points

Struggles to participate effectively in debates, with limited argument development or evidence use.

Category 3

Vocabulary Development

Evaluates the acquisition and proper usage of domain-specific vocabulary in both written and oral communication.
Criterion 1

Vocabulary Usage

The ability to accurately and appropriately use newly learned vocabulary in context.

Exemplary
4 Points

Consistently uses a range of newly learned vocabulary accurately and contextually in both written and oral communication.

Proficient
3 Points

Uses newly learned vocabulary accurately in most contexts within written and oral communication.

Developing
2 Points

Uses some new vocabulary accurately, but with occasional misuse or inappropriate context.

Beginning
1 Points

Struggles to use new vocabulary accurately, leading to frequent misuse or lack of context.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How has your understanding of an author’s credibility evolved through this project, and why do you think it’s vital to evaluate credibility when reading texts?

Text
Required
Question 2

Which criteria do you find most important in assessing an author’s credibility and why?

Text
Required
Question 3

On a scale from 1 to 5, how confident do you feel in your ability to evaluate an author’s credibility now compared to before the project?

Scale
Required
Question 4

What was the most challenging part of the project in terms of evaluating an author’s credibility, and how did you overcome it?

Text
Optional
Question 5

Which portfolio activity do you think most effectively helped you understand evaluating author credibility, and why?

Multiple choice
Required
Options
Credibility Criteria Creator
Author Background Investigator
Credibility Debate
Vocabulary Expansion Workshop