English Language Arts9-12+
Social Proof Guided Notes for High School ELA
By Marci M.
A guided-notes packet for 9th-grade resource room English that walks students through the psychology of social proof, from its evolutionary roots to its amplification on social media. Students fill in key-concept blanks, complete an everyday-examples table, and reflect on how to think critically about following the crowd.
Customize for your classroom
Teacher Guide & Tips
- Pair this with the source video as a 45-minute mini lesson: play a segment, pause for students to fill in the Part 1 blanks, then review together before moving to the Part 2 examples table.
- Discussion question: Can you think of a time you bought something or joined a trend mainly because others did? What made you pause, or not?
- Scaffold for struggling readers: offer a word bank for the blanks (mirroring, evolution, survival, purchasing) and model one completed table row aloud before students work independently.
- Extension for advanced students: have them analyze how a social media platform's metrics (likes, view counts, trending tags) shape perceptions of quality, and write a short paragraph arguing whether those metrics are helpful or misleading.
- Estimated time: about 25 minutes for the notes and table, plus 10 minutes for discussion.
English Language Arts9-12+
Social Proof Guided Notes for High School ELA
By Marci M.
A guided-notes packet for 9th-grade resource room English that walks students through the psychology of social proof, from its evolutionary roots to its amplification on social media. Students fill in key-concept blanks, complete an everyday-examples table, and reflect on how to think critically about following the crowd.
Customize for your classroom
Teacher Guide & Tips
- Pair this with the source video as a 45-minute mini lesson: play a segment, pause for students to fill in the Part 1 blanks, then review together before moving to the Part 2 examples table.
- Discussion question: Can you think of a time you bought something or joined a trend mainly because others did? What made you pause, or not?
- Scaffold for struggling readers: offer a word bank for the blanks (mirroring, evolution, survival, purchasing) and model one completed table row aloud before students work independently.
- Extension for advanced students: have them analyze how a social media platform's metrics (likes, view counts, trending tags) shape perceptions of quality, and write a short paragraph arguing whether those metrics are helpful or misleading.
- Estimated time: about 25 minutes for the notes and table, plus 10 minutes for discussion.