This forty-minute lesson keeps two fictional source cards visible, labels the superseded plan, and checks whether a selected sentence preserves attribution and uncertainty. Publication time and planned event time remain separate fields.
Use the worked example
Choose N2 and compare the two claim buttons. The attributed Saturday-plan sentence is supported; the happened-Saturday sentence is not established. Return to N1 to inspect why a sentence can accurately describe an earlier report while no longer describing the current reported plan.
Explain the evidence for the answer
The News Literacy Project describes The Sift as providing timely news and viral-content examples with classroom discussion prompts. That offers a resource for selecting real classroom material; it does not authenticate this fictional exercise or endorse the lesson. News Literacy Project: Teach News Literacy
For real use, select dated original sources and any relevant updates before class. Record the URL, publisher, attribution, publication/update time, relevant source version, and the exact claim you want learners to inspect. Leave missing fields blank rather than inventing an author or a news URL.
N1 and N2 are explicitly supplied as reports about the same organizer’s same exhibition. That relationship is a teaching assumption, not an inferred fact about real news.
The model publication labels and planned day/time labels serve different roles. Do not infer a real calendar date, year, timezone, or location for the exhibition from them. No actual source link or event-occurrence evidence exists for these invented cards.
Ask learners to locate each card's publication label, then its planned event day and time. N1's 9:00 a.m. is the model publication time; Friday at 2:00 p.m. is the earlier planned exhibition time. They are not interchangeable timestamps.
The learner sheet should contain blank fields for source ID/version, publication time, reported plan, attribution, and the claim supported. Keep the teacher model key separately. Filling the planner does not establish what students actually understood.
In this model, N2 explicitly changes the same organizer's same event plan. After N2, Friday at 2:00 p.m. is superseded as the current reported plan. Retain N1 as the earlier version instead of deleting it.
A careful revised sentence is: “In the fictional organizer update N2, the exhibition is now reported as planned for Saturday at 10:00 a.m.” It preserves attribution and planning status.
For real news, inspect whether the update concerns the same event and whether its attribution supports the change. A newer timestamp alone cannot resolve conflicting publishers, a copied old report, or a different exhibition.
The model supplies the same-organizer relationship explicitly. Real-source work needs evidence for that relationship. Record what the publisher says, which version contains the change, and what corroboration remains needed. Do not invent a real organizer's identity because the model used an organizer.
Copy a prompt for this example
Create a complete HTML companion for a 40-minute current-events lesson using two clearly fictional source cards. N1 was published October 1 at 9:00 a.m. and reports the organizer's plan for a Friday exhibition at 2:00 p.m. (14:00). N2 was published October 2 at 11:00 a.m. and explicitly updates that same plan to Saturday at 10:00 a.m. Keep each publication timestamp separate from the planned event time.
Show N1 and N2 together. Mark the Friday plan as the earlier report, superseded as the current plan by N2. Neither card establishes that the exhibition actually happened. Let the reader select N1 or N2, then compare two claim buttons: an attributed sentence about the reported Saturday plan and a sentence asserting that the exhibition happened Saturday. Under N2, support the attributed plan and explain why occurrence remains unestablished. Under N1, retain its value as an earlier report while directing the reader to the update for the current plan.
Display five lesson phases: 5 minutes for source context, 8 to separate dates, 10 to compare versions, 10 to revise a claim and 7 for limits discussion. Their total is 40 minutes. Reset returns to N1. Put the cards, current-plan explanation and claim feedback close together, with readable timestamps and large comparison buttons. Stack the sections on a phone. Return one self-contained HTML file.
Before using real news, replace the practice cards in your maintained lesson with dated original sources and explicit update relationships. Use NOS HTML preview for the prepared classroom reading copy, and ask students what evidence would support an occurrence claim. Keep actual source URLs and updates with the lesson materials.