Tag Archive for bias

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

American Lit: News or Views: A Closer Look, Day 2

Standard: ELAGSE11-12RI3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Learning Target: I can analyze a news story for evidence of bias.

Opening Session: Vocab quiz!

Work Session: Today we’re going to read an article on page 230 in your book, entitled “Facebook Photos Sting Minnesota High School Students.” This article is an example of a newspaper story that may have a bias. As you read, I want you to be on the lookout for the bias and try and figure out how the writer feels about the topic.

After we finish writing, I want you to write a response to this article. Write your own editorial in the same format as this one is written, using the same writing style as best you can. Your response should include your reactions to the original article, and you should rebut the author’s argument that social media sites are harmful and discuss whether or not the sites are actually harmful. Use what we have learned to refute the author’s original argument, and although it is easy to be biased, try to be objective in your writing. You can write in the big blank space on page 233 (ignore the “Writing to sources” prompt at  the top of the page).

Closing Session: Share out! I’ll take a couple volunteers to read their editorials aloud!

Assessment: Informal (book check), Formal (vocab quiz)

Differentiation: Process (Scaffolding)

American Lit: News or Views: A Closer Look

Standard: ELAGSE11-12RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Learning Target: I can analyze a news story for evidence of bias.

Opening Session: Think you’re good at telling FAKE NEWS from real news? Let’s play this game together! factitious.augamestudio.com

Work Session: Today we’re going to learn about different types of bias. Bias is when someone has an attitude against something, and that attitude comes through in their writing. We generally want out writing to be objective, meaning it is fair to both sides, but unfortunately, bias in news is very common nowadays. Even our President is quick to slam the media for FAKE NEWS.

Today we’re going to examine several types of bias, and then complete the chart on page 229. Remember the types we learned about, because we’re going to play that game again for our closing session!

Closing Session: Let’s see if we can get a better score on the Factitious game with our new knowledge of bias! factitious.augamestudio.com

Assessment: Informal (Book check)

Differentiation: Process (scaffolding), Learning Style (visual)

American Lit: Introducing the Media

Standard: ELAGSE11-12SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Learning Target: I can examine a news source and identify its focus and explain how a medium is tailored for a specific audience.

Opening Session: Let’s go ahead and grab your Springboard books and do the News Media Survey on page 212!

Work Session: Today we’re talking about the media and its role in our daily lives. We’re going to start off by reading and discussing a series of quotations in your book on page 213. For each quote, we will talk about what the author is saying and whether or not we agree.

Then, working in your tables, I want you to each find an article in a news source and analyze it. I will come around and give each table the news source they should use, but it’s up to you to find the specific article you’ll analyze. Use the chart on page 215 to record your analysis.


  • CNN.com
  • FoxNews.com
  • 11Alive.com
  • WSBTV.com
  • TMZ.com
  • IFLScience.com
  • NYTimes.com
  • AJC.com

After you guys have a chance to record your analyses in the chart in your books, you can share out your findings with the class.

Closing Session: Ticket out the door! Do the “Check Your Understanding” question on page 215!


  1. emergence
  2. deliberated
  3. conformed
  4. corroborated
  5. inexorably
  6. myriad
  7. ideological
  8. pernicious

Assessment: Informal (book check)

Differentiation: Process (scaffolding, flexible grouping strategies)

The Epic Flood of Thursdays!

Standard: RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Learning Target: Students will read a nonfiction article comparing the Genesis flood to the flood in Gilgamesh, and learn about bias and finding reliable sources.

Activator: Noah’s Ark

Welcome to a shiny new Thursday, everyone! Today we’re going to be continuing with our discussion of Gilgamesh, and reading a lil bit of nonfiction about it I found this article online that compares the flood we read about in Gilgamesh to the flood that’s written in the book of Genesis in the Bible…but….

..before we get into that, let’s actually do some comparison in our own minds, shall we? I know a lot of you guys are familiar with Noah’s story from the Bible, but just in case we need a refresher, I will read the story aloud to y’all while you follow along in the textbook (it starts on page 44). Now, with that read, let’s talk about comparing the two!

There is a lot of controversy over which story came first – Gilgamesh or Genesis – and this article talks a little about why it’s so important to so many people. However, one thing we need to consider when we read articles – especially ones from the internet – is something called bias.



Prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.
Show prejudice for or against (someone or something) unfairly: “the tests were biased against women”; “a biased view of the world”.
Synonyms: noun. prejudice – inclination – partiality – tendency

verb. influence – prejudice

Interesting concept, right? If an author is prejudiced, or biased, towards one side or another, sometimes that belief comes across in their writing. It’s important for us, as scholars, to realize when an author is biased. Just because an author is biased does not mean they’re wrong – so don’t think I’m saying that – but it does mean that they’re unwilling to consider another point of view, or at least that they’re not considering another point of view in this particular piece.

Do you think an author can really make a good argument if they refuse to consider any other points of view? Do you think the author of this article is willing to look at the other side of things?

We’ll talk about what this means today while we read the article together and answer some questions