• 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? "Towns with more ice-cream shops have more sunburn cases. So ice cream causes sunburn!" What's wrong? → both are linked to hot, sunny weather; correlation doesn't prove cause (yes, it is correct / no, it is not correct) → yes, it is correctPrompt: Ask: how many people or cases is this based on, and who was asked?
2. Is the proposed answer correct? The writer disapproves of the advert: "The advert ___ young viewers into wanting the toy." → encourages (yes, it is correct / no, it is not correct) → no, it is not correctPrompt: Decide whether the writer's attitude is positive or negative.
3. Read the question and choose. "Since the new road opened, house prices have risen 10%." Why can't we say the road caused it? (roads never affect prices / prices may have risen everywhere for other reasons / house prices can't rise / 10% is a small number) → prices may have risen everywhere for other reasonsPrompt: 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? "The so-called expert claimed the river was safe." What does 'so-called' do? → it suggests the writer doubts the person's expertise (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? (the photo is too small / beaches can't be crowded / there is no problem / the caption frames the image misleadingly) → the caption frames the image misleadinglyPrompt: 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? 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 (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. "The so-called expert claimed the river was safe." What does 'so-called' do? (it adds a fact / it suggests the writer doubts the person's expertise / it shows respect / it gives the expert's job title) → it suggests the writer doubts the person's expertisePrompt: Look for words that judge rather than describe.

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