Lesson #7

(Part 2):
Understanding
Media Bias

Essential Question(s) of this lesson that point to the big idea:

What is the definition of bias?

What are the common characteristics of a biased media text?
How does being able to detect media biases help me to more easily make sense of
(social) media texts?

By the end of this lesson students will

K:

The definition of bias and its distinguishing characteristics.

The function of bias in (social) media texts.

Analyze various (social) media texts [i.e. television programming, articles, poster campaigns, Facebook and

D:
Twitter posts, etc.] and detect their inherent biases.

Plan for Learning Activity(ies) or Tasks, & Check for Understanding/Assessment:

Beginning of Lesson & Opening Activity (5 minutes):
1) At the start of this lesson, students will enter the classroom and sit at their desks, and read their personal
novels.
-

During this silent reading period, the teacher will take attendance and conduct a materials-check. These
procedures should take up no more than one minute of class time, and the teacher may choose to initiate the
lesson proper once they are completed. Alternatively, the teacher may also allow students to continue
reading for a few more minutes; however this should only be for a maximum of 5 minutes of class time.

Lesson Recap/Class Discussion (5 minutes):

2) This class session will serve as a continuation of the Bias Lesson that began during the previous class, and as
such will explore many of the same concepts. For this reason, the lesson proper will begin with a short class
discussion in which the class and teacher will review the definition of bias, its characteristics, and how to

detect it in (social) media texts. The following guiding questions should be used by the teacher to help keep
the conversation focused and engaging:
-

Can one of you offer a definition of the term bias, in your own words?

Last class, what did we say were some of the potential indicators of bias in media texts? How can words,
images research, and other elements all point towards a media text being guilty of bias?

Can you give us any examples of a biased media text? What elements of this text made its biases stand
out?

Discovering Bias in Writing (15 minutes):

3) Once the discussion has come to an end, the class will be instructed to work on the Biased or Not? Activity
[see Appendices]. This assignment will involve reading and analyzing a set of short paragraphs to determine
whether or not they are biased. Students will be given a maximum of 15 minutes to complete this
assignment.
-

Prior to collecting these assignments for evaluation, the teacher should take a few moments to let students
share their answers with the rest of the class.

Video Screening & Analysis (10 minutes):

4) The next segment of the lesson will involve the viewing of the YouTube video, Gun Control Debate
Explodes on The Five <https://www.youtube.com/watch?v=ej58DivZsis> [link also in the Appendices].
This video calls attention to the biases of mainstream media and news outlets by illustrating Fox News
attempts to downplay the seriousness of gun-related crimes in the United States and insisting that mass
shootings and other crimes have more to do with the perpetrators being crazy than the accessibility of
firearms throughout the nation.
-

The class should be instructed to take notes as they watch this video. They are to identify any elements of
the debate that re potentially indicative of media bias, including: on-screen text and images, arguments that
are proposed, the kind of evidence used to support any arguments made, and also how the debate is
conducted and how the participants respond to each other.

Think-Pair-Share (5 minutes):
5) Once the class has finished watching the YouTube video and writing down their observations, the teacher
will initiate a Think-Pair-Share activity. Students will be instructed to pair up with the classmate sitting
closest to them and review each others observation notes. They will then create a combined set of notes
which they will present to the rest of the class. This activity will last for a maximum of 5 minutes of class
time.
Identifying Bias in Newspapers & Other Texts (35 minutes):
6) During the final 30 minutes of class, students read through the newspapers, journals, and magazines that they
brought in, and identify 3 articles that are biased. On a sheet of loose-leaf paper, students will a write a short
paragraph for each article that they found, explaining why they chose this text and what elements lead them
to conclude that it was biased.
Wrap-Up (end of class):
7) The teacher will collect all student work for evaluation, and dismiss the class.

Materials Needed:

Writing materials (i.e. pencils, pens, erasers, loose-leaf paper, etc.)

Laptop computer
Projector
Projector Screen and/or Smartboard
Gun Control Debate Explodes on The Five YouTube video <https://www.youtube.com/watch?

v=ej58DivZsis>
Biased or Not? Activity Handout
Newspapers, journals, and/or magazines

Appendices:
1) Gun Control Debate Explodes on The Five YouTube video <https://www.youtube.com/watch?
v=ej58DivZsis>

2) Biased or Not? Activity is included below as a printable handout.

Copy and paste this template for the number of lessons you write. Note that some lessons could take more
than one class.

Appendices (contd):

Biased or Not? Activity Handout:

Name:
Date:

Biased or Not?
Read the following paragraphs, and then try to determine if they are biased or not. Remember,
there are many elements of a text that can call attention to its biases; these might include the
authors credentials, certain words or phrases that are used, the overall tone of the text, the types
of evidence used to support arguments, and much more. Make sure to discuss these elements in
a few sentences, in addition to indicating whether each passage is biased or not. This assignment
is to be done on a sheet of loose-leaf paper, and is individual work.

1) Reading for pleasure is a waste of time. People who spend hour upon hour reading
dont get to live in the real world. They dont learn anything that is useful about how to
deal with everyday people and problems. Plus, teachers always make us read things that
are boring

2) Parents always talk about how if schools had uniforms, everything would be so much
easier. You wouldnt get caught up on looks and would learn the skills you need. I
disagree with this; I think that school uniforms would put a restriction on our creativity.
We dress the way we do for a certain reason. Clothes give us expression and the ability
to use color and patterns. The first impression we get of people is usually clothes, facial
expression and language. If we all wear the same thing we dont get to really see what
people are like on the inside. Usually girly girls wear pink and frilly things. Skaters
wear baggy pants and goths usually wear black. Clothes dont distract us from learning
the studies we need to, it simply lets us inspire our imaginations and lights up our worlds.
Anonymous writer on TeenInk.com
3) Eating tomatoes is one of the best things you can do. These beautiful, red fruit do not
only thrill your taste buds and brighten your plate, they help fight disease. Studies show

that people who eat tomatoes, and lots of them, lower their risks of cancer because
tomatoes contain lycopene, a powerful antioxidant.Tomato Farmers of America
4) Eating tomatoes is one of the best things you can do. These beautiful, red fruit not only
thrill your taste buds and brighten your plate, they help fight disease. Studies show that
people who eat tomatoes, and lots of them, lower their risks of cancer because tomatoes
contain lycopene, a powerful antioxidant.Dr. Joe Medicine