How can you avoid being fooled by fake videos and other information online? We know not to believe everything we hear, but what about what we see? Advancements in computer-generated graphics, facial recognition, and video production have led to a world of viral videos that are often difficult to identify as fake. Help your students learn to read what they see on the web "laterally" by showing them how to get off the page, check credibility, and find corroboration. Approximately 50 mins.

LESSON OBJECTIVES: Define "misinformation" and explore the consequences of spreading misinformation online. Learn how to use lateral reading as a strategy to verify the accuracy of information online. Apply lateral reading to examples of questionable videos to determine their accuracy.

Discussion of providing students with a purpose for reading from a college class site entitled "Advanced Study of the Teaching of Secondary School Reading." Along with discussion and background on the topic, some specific strategies are presented including Anticipation Guides, DRA, DR-TA, KWL, Semantic-Feature Analysis, SQ3R, and Think Alongs.

Contains plans for a lesson about writing draft letters, or reflective letters about pieces of writing that students are submitting to an instructor. In addition to objectives and standards, this instructional plan contains links to sites used in the lesson as well as assessment and reflection activities. W.9-10.9 Analysis/Reflection/Research, W.11-12.9 Analysis/Reflection/Research

Students respond to a prompt by writing about how the development of a character can affect the narrative.

Prepare to write by posing and answering questions about a prompt. This will help you refine our understanding of the prompt.

What is the role of digital media in our lives? We often use our phones or other devices without even thinking about it. But paying closer attention to how -- and how much -- we use digital media can help us find better balance in our lives. Challenge students to truly consider how digital media adds to -- or takes away from -- their overall quality of life. Approximately 45 mins.

LESSON OBJECTIVES: Explore the role that digital media plays in their lives. Use the Digital Habits Checkup to reflect on the positive and negative impacts of digital media. Create a personal challenge to improve their digital well-being.

An excellent interactive site which allows students to take notes as well as organize, plan, and revise their writing, as well as assist with reading skills. Provides several options for student creativity and improvement concerning notetaking skills.

How can you respect the privacy of others online? Tagging friends on social media is a great way to connect with others and capture memorable experiences. But what if they don't want to be tagged? Encourage your students to take responsibility for how they may affect the digital footprints of others. Approximately 50 mins.

LESSON OBJECTIVES: Define "digital reputation," and identify examples of social media posts that can have a positive or negative effect. Use the 1-2-3-1 Perspectives activity to consider the causes and effects of posting about others online. Generate a list of questions to ask themselves before posting pictures or information about someone else.

Welcome to Research 4 Success (R4S)! The course is designed to supplement the instruction of research and information literacy skills for students in grades 9-12. Purpose and Design of the CourseR4S consists of six learning units. The six units can be used together or they can be used individually. Each unit contains three lessons. Each lesson has resources and activities to supplement the instruction of research, inquiry, and information literacy skills.Students learn key skills using a combination of videos, digital texts, and eBooks.Students practice key skills using a combination of templates, tasks, and interactives. Students apply the skills they have learned and practice as they develop a research project under the guidance of an educator. 

How can I make sure my relationships are healthy and positive? "It's complicated" can describe many of our relationships with others, both romantic and otherwise. Add digital devices and social media to the mix, and things get complicated even further. Help students take the first step toward building healthy and rewarding friendships and romantic relationships, both online and off. Approximately 45 mins.

LESSON OBJECTIVES: Reflect on how their relationships are affected by devices and the internet. Identify the qualities of healthy and rewarding relationships. Use the Feelings & Options thinking routine to brainstorm strategies for navigating challenging relationships.

What privacy risks do new technologies present, and how do we decide if they're worth it? New tech, like location services and smart devices, helps make our lives easier and opens opportunities that didn't exist before. But these innovations also come with a cost -- especially to our privacy. Help students consider the benefits and drawbacks of these new technologies -- and decide whether they're ultimately worth it. Approximately 50 mins.

LESSON OBJECTIVES: Identify important benefits and privacy risks that new technologies present. Decide whether or not the benefits of new technologies outweigh their privacy risks. Use the Take a Stand thinking routine to consider both the benefits and the risks of new technologies.

How do you write a winning statement of purpose? This is a clear and comprehensive explanation of how to approach and write an essay from the San Jose State University. Practice exercises are given at the end.

A video clip asks students to explain how X-ray images communicate information. This is one in a series of creative writing prompts. [0:32]

This site contains a lesson plan for teaching skimming and scanning to young adults and adults.

How does your social media use affect how you feel? Social media plays a big role in most teens' lives, and research shows that it causes intense feelings -- both positive and negative. But not all media use is the same. There are many benefits that come with both active and passive media use. For better social and emotional well-being, encourage students to become creators of digital media, not just consumers. Approximately 50 mins.

LESSON OBJECTIVES: Reflect on how their social media use makes them feel and how it compares to other teenagers'. Describe how active and passive social media use can lead to positive and negative feelings. Identify action steps to increase their positive feelings when using social media.

Answer questions about ideas and topics shared across texts to extend your understanding of complex texts and build your knowledge of the effect of social media on the brain. This will help us evaluate claims across texts.

Prepare to write by previewing the section diagnostic. This will help you understand the writing task.

Answer questions about the information in articles to deepen your understanding of the teenage brain. Review your response to the text-specific question to evaluate the information in your sources.