• 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 company shows only the three months when its sales rose and leaves out the nine months when they fell. What is this called? → cherry-picking data (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 is impressed by the building: "The new library ___ over the square." → towers (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. "Towns with more ice-cream shops have more sunburn cases. So ice cream causes sunburn!" What's wrong? (ice cream does cause sunburn / both are linked to hot, sunny weather; correlation doesn't prove cause / the numbers must be made up / there are too many shops) → both are linked to hot, sunny weather; correlation doesn't prove causePrompt: 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. "The so-called expert claimed the river was safe." What does 'so-called' do? (it gives the expert's job title / it adds a fact / it shows respect / it suggests the writer doubts the person's expertise) → it suggests the writer doubts the person's expertisePrompt: 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 8 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? "The so-called expert claimed the river was safe." What does 'so-called' do? → it gives the expert's job title (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. "Officials ADMITTED that the project was over budget." How does 'admitted' differ from 'said'? (it suggests pride / it suggests reluctance or wrongdoing / it suggests a joke / it is exactly the same) → it suggests reluctance or wrongdoingPrompt: Look for words that judge rather than describe.

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