World Lit: Bias and Sea Lions


  • ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
  • ELAGSE9-10RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Georgia ELA
  • ELAGSE9-10RI6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Georgia ELA

Learning Target
Students will evaluate the use of evidence in support of a potential solution to a conflict.

Opening Session
Let’s talk about what we know about bias! What does it mean if someone is biased? Can a source be both biased and credible?

Work Session
Flip in your Springboards to page 443. I’m going to number the class while you guys find the right page. Odd numbers are going to be reading the article titled “The HSUS and Wild Fish Conservancy File Suit top Stop Sea Lion Killing at Bonneville Dam” and then do the second read questions. Even numbers will read “Sea Lions vs. Salmon: Restore Balance and Common Sense” and answer those second read questions.

After we have read and answered the questions, let’s talk about bias again. Do you think either article was biased, and if so how?

Closing Session
Each article we read was a proposal about how to solve an environmental issue. For your essay we will start tomorrow, YOU will be writing a proposal for how to help the social issue you wrote about in your last essay. Consider the bias (or non-bias) of the sources we have read today and how that affected the persuasiveness of the proposal. Then, start brainstorming for your essay tomorrow.

Formative (book check)

Process (scaffolding, learning style) Interest

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