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9th, 10th Grades  Project 3 weeks

Spy Stories & Misinformation Mysteries

Riley S
L.9-10.6
W.9-10.3
W.9-10.4
W.9-10.5
W.9-10.6
+ 16 more
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Purpose

The purpose of this spy-themed project is to immerse students in a dynamic learning experience that hones their narrative writing and research skills while exploring global themes of espionage and censorship. Through hands-on activities and critical analysis, students will develop the ability to craft compelling stories, identify misinformation, and conduct thorough research on international intelligence practices. This project aims to foster deeper understanding and critical thinking, encouraging students to engage with real-world issues and enhance their communication skills through interactive presentations and exhibitions.

Learning goals

Students will develop narrative writing skills by crafting original spy stories, focusing on effective techniques and well-structured event sequences. They will conduct in-depth research on espionage, misinformation, and censorship, utilizing digital tools to gather and synthesize information from authoritative sources. Students will practice critical analysis by evaluating diverse media sources, identifying misinformation, and understanding rhetorical impacts. They will explore historical and cultural contexts through the analysis of influential documents and literary works, enhancing their presentation skills by organizing and presenting research findings with digital media.
Standards
  • [North Carolina] L.9-10.6 - Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when considering a word or phrase important to comprehension or expression.
  • [North Carolina] W.9-10.3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • [North Carolina] W.9-10.4 - Use digital tools and resources to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
  • [North Carolina] W.9-10.5 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • [North Carolina] W.9-10.6 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
  • [North Carolina] RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • [North Carolina] RI.9-10.2 - Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
  • [North Carolina] RI.9-10.3 - Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
  • [North Carolina] RI.9-10.6 - Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
  • [North Carolina] RI.9-10.5 - Analyze how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.
  • [North Carolina] RI.9-10.9 - Analyze influential documents of historical and literary significance, including how they address related themes and concepts.
  • [North Carolina] RL.9-10.6 - Analyze a particular perspective or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
  • [North Carolina] SL.9-10.2 - Integrate multiple sources of information presented in diverse media or formats, evaluating the credibility and accuracy of each source.
  • [North Carolina] SL.9-10.3 - Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
  • [North Carolina] SL.9-10.4 - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
  • [North Carolina] SL.9-10.5 - Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Competencies
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.

Products

Students will create a series of digital posters, videos, and social media content for a 'Misinformation Awareness Campaign,' educating peers and the community on identifying and countering misinformation. Additionally, students will craft original spy stories for a 'Spy Stories Showcase,' performing dramatic readings with props and costumes to bring their narratives to life.

Launch

Kick off the project with a dynamic 'Spy Boot Camp' where students engage in espionage-themed team-building exercises and problem-solving challenges. This immersive experience will introduce them to narrative techniques and critical thinking skills, setting the stage for their spy stories. Follow this with a 'Misinformation Escape Room' where students decode messages and solve puzzles, learning about misinformation tactics and source evaluation. These activities will energize the class and provide a hands-on introduction to the themes of espionage and misinformation.

Exhibition

Students will participate in a 'Spy Stories Showcase,' performing dramatic readings of their original spy narratives, complete with costumes and props, to captivate an audience of peers, teachers, and community members. A 'Global Intelligence Fair' will feature interactive booths where students present their research on espionage, misinformation, and censorship, using digital presentations and live demonstrations to engage visitors.