English lesson plan · 10th grade (Year 11 in England) · 45 minutes
Bias and loaded language in reporting
Reading Comprehension
CCSS RI.9-10.6CCSS RI.9-10.8England: GCSE English Language Paper 2England: Media literacy
Objective and success criteria
Students will: Bias and loaded language in reporting.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Spotting misleading statistics and graphs; Word choice that reveals a writer's attitude
Leads to: Evaluating research sources: primary vs secondary, authority, purpose; Evaluating AI-generated and edited media
Materials: A short text or extract (one copy each), Highlighters, Question cards, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 5 min
- 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.
- 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? → graphs should never use numbers (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?
- Is the proposed answer correct? The writer is fond of the old car: "Grandad's ___ old car still runs." → battered (yes, it is correct / no, it is not correct) → no, it is not correctPrompt: Decide whether the writer's attitude is positive or negative.
- Read the question and choose. 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 / graphs should never use numbers / the cut-off axis exaggerates a small change / the scores are wrong) → the cut-off axis exaggerates a small changePrompt: Ask: how many people or cases is this based on, and who was asked?
Hook · 5 min
- 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.
I do: model it · 10 min
- 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.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Is the proposed answer correct? "The so-called expert claimed the river was safe." What does 'so-called' do? → it adds a fact (yes, it is correct / no, it is not correct) → no, it is not correctPrompt: Look for words that judge rather than describe.
- 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? (there is no problem / the caption frames the image misleadingly / beaches can't be crowded / the photo is too small) → the caption frames the image misleadinglyPrompt: Look for words that judge rather than describe.
You do: independent practice · 10 min
- 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.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- 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? → there is no problem (yes, it is correct / no, it is not correct) → no, it is not correctPrompt: Look for words that judge rather than describe.
- Read the question and choose. "Protesters STORMED the town hall to demand cheaper bus fares." Which word is loaded? (fares / protesters / stormed / demand) → stormedPrompt: Look for words that judge rather than describe.
Watch out for
- Answering from memory or opinion instead of evidence in the text.
- Copying a long quote without explaining what it shows.
Support and stretch
Support
- Review first: Spotting misleading statistics and graphs.
- Use concrete materials: a short text or extract (one copy each).
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Evaluating research sources: primary vs secondary, authority, purpose; Evaluating AI-generated and edited media.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-10.
Free lesson plan from eurekami.com/lesson-plan-builder