• Quick retrieval from earlier learning (Spotting misleading statistics and graphs; Word choice that reveals a writer's attitude). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Is the proposed answer correct? A graph of test scores has a vertical axis starting at 78 instead of 0, so a rise from 80 to 82 looks huge. What is misleading? → the change is actually a fall (yes, it is correct / no, it is not correct) → no, it is not correctPrompt: Ask: how many people or cases is this based on, and who was asked?
2. Is the proposed answer correct? The writer is critical of the crowd: "A ___ gathered outside the stadium." → mob (yes, it is correct / no, it is not correct) → yes, it is correctPrompt: Decide whether the writer's attitude is positive or negative.
3. Read the question and choose. "The average salary at our company is £60,000!" But the boss earns £1 million and most staff earn £25,000. What's misleading? (£60,000 is too low / the boss's salary is illegal / averages are always accurate / one huge value pulls the mean up, so it doesn't show a typical salary) → one huge value pulls the mean up, so it doesn't show a typical salaryPrompt: Ask: how many people or cases is this based on, and who was asked?

• Read the first lines of a short text aloud and ask what students predict will happen and why.
• Share the objective: Bias and loaded language in reporting. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Read the question and choose. "The so-called expert claimed the river was safe." What does 'so-called' do?
• Step 1: Bias can hide in loaded words, one-sided selection of sources, omission and framing; neutral reporting describes without judging.
• Step 2: 'So-called' mocks or undermines.
• Step 3: So the answer is: it suggests the writer doubts the person's expertise
• Answer: it suggests the writer doubts the person's expertise
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Is the proposed answer correct? Which phrase is the most NEUTRAL way to describe the same people? → heroes (yes, it is correct / no, it is not correct) → no, it is not correctPrompt: Look for words that judge rather than describe.
2. Read the question and choose. Which phrase is the most NEUTRAL way to describe the same people? (troublemakers / heroes / demonstrators / rioters) → demonstratorsPrompt: Look for words that judge rather than describe.

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Is the proposed answer correct? "Protesters STORMED the town hall to demand cheaper bus fares." Which word is loaded? → stormed (yes, it is correct / no, it is not correct) → yes, it is correctPrompt: Look for words that judge rather than describe.
2. Read the question and choose. A photo of a crowded beach is captioned "Thousands ignore safety advice". The photo was taken before any advice was given. What is the problem? (beaches can't be crowded / there is no problem / the caption frames the image misleadingly / the photo is too small) → the caption frames the image misleadinglyPrompt: Look for words that judge rather than describe.

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-10.