Evaluating Source Credibility

Curriculum Connections

Ontario Curriculum, Language, Grade 6 (The Ontario Curriculum, Grades 1-8: Language, 2006, revised 2023)

• Overall Expectation:
  Reading: 1. Respond to texts, using a variety of strategies to construct meaning (1.1, 1.2, 1.3)
• Specific Expectations:
  1.1 Locate and use a variety of appropriate oral, print, and other media texts and tools to gather information and ideas for specific purposes
  1.3 Evaluate the effectiveness of different texts for specific purposes and audiences
  Reading: 1.4
  Demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details
• Media Literacy Expectations:
  1.3 Identify some techniques used in media texts to attract and engage an audience
  1.4 Recognize the importance of verifying facts and evaluating information in media texts

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Lesson Details

• Grade: 6
• Time: 45 minutes
• Class Size: 24 students (including students with IEPs, autism diagnoses, ADHD, and varied motivation)
• Unit: Exploring Media Messages (Lesson 4 of 8)
• Lesson Title: Exploring Credibility of Sources

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Learning Goals - “I Can” Statements

• I can explain what makes a source credible.
• I can identify at least three criteria for credible sources.
• I can compare two sources to decide which one is more reliable.

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Success Criteria

• I can list at least three characteristics that make information trustworthy.
• I can use examples to compare and contrast two different media sources for reliability.
• I can explain why fact-checking is important.

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Materials Needed

• Printed simplified articles (one credible, one non-credible) with visuals (dyslexia-friendly)
• Whiteboard/Smartboard
• Fact-checking checklist handout
• Chart paper and markers
• Sticky notes
• Timer

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Lesson Outline

1. Activation/Warm-Up (5 minutes)

• Quick Write: Ask students "What do you think makes a news story trustworthy?"
• Share 2-3 student ideas and list them on the board.
• Introduce the “I can...” learning goals for today’s lesson.

2. Direct Teaching & Modelling (10 minutes)

• Present a short explicit mini-lesson on Credibility of Sources:
  • Explain “credibility” simply: trustworthy and believable sources provide facts that are true and checked.
  • Introduce 3 easy-to-understand criteria:
    1. Author’s expertise (Who wrote it? Are they an expert?)
    2. Evidence provided (Does it include facts or sources?)
    3. Source’s reputation (Is the website or publisher well-known and reliable?)
• Show examples of credible vs. non-credible headlines/articles using visuals (large font, colour-coded key ideas).
• Model filling out a fact-checking checklist on the board with an example article.

3. Guided Practice (15 minutes)

• Divide students into pairs (pairing community class students with partners for support).
• Hand out two simplified articles on the same topic: one credible, one non-credible (with visuals).
• Provide a fact-checking checklist with the three criteria.
• Students read and discuss in pairs to identify which source is more credible and why.
• Circulate to support students with IEPs and ADHD – provide breaks if needed, use prompting questions, and read aloud.
• Collect sticky notes with one reason per pair explaining which source they find reliable and why.

4. Whole Class Discussion & Comparison (10 minutes)

• Read sticky notes aloud and create a T-chart on the board: “Credible Source” vs. “Non-Credible Source.”
• Ask guiding questions:
  • What made the credible source better?
  • Why is it important to check facts before believing a story?
• Summarize using the “I can” statements and success criteria.

5. Reflection & Closure (5 minutes)

• Exit Ticket on a half-sheet:
  • List 3 criteria for a credible source
  • Name which article was more reliable and one reason why
• Remind students about the extension challenge: Prepare a short presentation on a credible news source they find and why they trust it.

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Differentiation Strategies

• For Students with IEPs / Lower Reading Levels:
  • Use simplified articles with visuals (infographics, pictures).
  • Provide oral reading support, allow them to listen to articles via audio.
  • Break tasks into small, manageable steps.
• For Students with ADHD:
  • Provide movement breaks during pair work.
  • Use timers and clear, concise instructions.
• For Students with Autism:
  • Use clear routines and explicit instructions.
  • Provide written and visual schedules for the lesson flow.
• For All Students:
  • Use graphic organizers (fact-checking checklist) to scaffold analysis.
  • Use think-pair-share to increase engagement for less motivated learners.

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Extension Activity (Advanced Learners)

• Research and prepare a short three-minute presentation on a credible news source of their choice:
  • Include source background, topics it covers, and why it can be trusted.
  • Present to the class or small groups using visuals or slides.

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Assessment Opportunities

• Monitor pair discussions and check sticky notes for understanding.
• Review exit tickets for comprehension of criteria and ability to compare sources.
• Observe participation during discussion for engagement and reasoning skills.

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Dyslexia-Friendly Reading Options

• Articles printed on cream or pastel-coloured paper to reduce visual stress.
• Text in large, sans-serif font (e.g., Arial or Comic Sans) with good spacing.
• Use of bullet points and pictures/diagrams alongside text to aid comprehension.
• Oral reading of texts for students who benefit from hearing information.

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Additional Teacher Tips

• Foster a safe classroom environment where students feel comfortable to express opinions and questions.
• Use real-world examples from current events appropriate for Grade 6 to ground learning.
• Connect credibility criteria to everyday decisions students make about information online or from peers.

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This lesson plan aligns tightly with Ontario Curriculum expectations by developing students’ media literacy, critical thinking and comprehension skills through a hands-on, inclusive and scaffolded approach to evaluating credible sources.