High School English and Language Arts UDL Instructional Unit - Lesson 3

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Contents

Objective:

  • Students will analyze news articles and other media for bias.



Essential Question:

  • What are some ways readers can identify whether or not what they are reading is biased?



Vocabulary:

Bias – to show prejudice against or favor for someone or something


Headline – the title of an article


Limiting debate) (as it applies to bias) – the attempt to limit the scrutiny of an issue so that the audience will accept a particular viewpoint and reject others


Omissions) (as it applies to bias) – the author's decisions to leave out or withhold information from the reader in order to advance his/her own viewpoint


Story framing) (as it applies to bias) – the process by which decisions are made concerning which details to report and which to omit


Sources) (as it applies to bias) – the suppliers of information


Word choice) (as it applies to bias) – the author's decisions about what words to use (or not use) to convey his/her message in order to evoke a certain response by the reader

Materials:

  • Copies of the "How to Spot Bias in News Articles" note sheet
  • Computer with projector, computers for each student, or enough computers for all students to view and read information on the screen
  • News Bias Explored Website: The Art of Reading the News (University of Michigan) http://www.umich.edu/\~newsbias/sources.html
  • News Bias Explored HOME Page printout (copies for each student if computer/projector access is an issue)
  • Copies of the "Exploring News Bias Worksheet"
  • Screen Shot JPG files for each part of the News Bias Explored website (only needed if you do not have Internet access or if you do not have enough computers for all students to view and read the information)
  • Chart paper
  • YouTube clip http://www.youtube.com/watch?v=OYPuO-E5n-0
  • Index cards



Introduction

a. Activate Prior Knowledge

  1. Ask students to recall Lesson 1 and name the three purposes for which authors write. (inform, persuade, entertain)
  2. Ask students to recall how newspapers often have examples of writings intended to be informative, persuasive, and entertaining. Ask students to name examples of each (i.e., general news stories are informative, editorials are persuasive, and feature stories are entertaining). (Refer to the charts made in Lesson 1 if needed.)
  3. Lead a class discussion regarding how the author's purpose determines the rhetoric used (e.g., when writing to inform, it is important to give the facts and answer the who, what, when, where, why, and how questions; when writing to persuade, it is important to state a position on an issue then support that viewpoint with facts and other reasoning; when writing to entertain, it is important to use engaging language and details to peak the audience's interests).
  4. Remind students that so far in this unit, they have encountered writings that were written for each of these purposes (e.g., general news stories \[inform\]; "Ode to Billy Joe" \[entertain even though it was determined that the song includes a lot of information and perhaps have a persuasive message\]; and, in Lesson 2, editorials \[persuade\]).
  1. Additional Considerations for Emerging Reader/Emerging Communicator
    • provide charts from Lesson 1, Introduction, a., 4
    • allow student to use preferred mode of communication to answer
    • Pre-plan an answer for the student to contribute
  2. Additional Considerations for Emerging Reader/Emerging Communicator
    • provide charts from Lesson 1, Introduction, a., 6
    • allow student to use preferred mode of communication to answer
    • pre-plan an answer for the student to contribute
  3. Additional Considerations for Emerging Reader/Emerging Communicator
    • provide charts from Lesson 1, Introduction, b., 2-4
    • allow student to use preferred mode of communication to answer
    • pre-plan an answer for the student to contribute
  4. Additional Considerations for Emerging Reader/Emerging Communicator
    • use time to review concepts re: author's purpose that the student may not have mastered; this would include the 3 purposes, characteristics of each, and examples
    • use systematic instruction techniques as needed (e.g., time delay, shaping, prompt hierarchy)

If the student has had little to no experience with the concepts of bias, headlines and images, it might be helpful to provide instruction using the Lesson 3 Concept Reinforcement Activity (CRA) prior to teaching the Introduction to Lesson 3.


b. Establish Goals/Objectives for the Lesson

  1. Tell students that while editorials are written to persuade, pieces of writing that are intended to inform can be intentionally biased, with the intent of persuading the reader to think a particular way.
  2. Define the word "bias" as "to show prejudice against or favor for someone or something." (Write the word "bias" on the board, and explain that when a piece of writing contains bias, it is said to be "biased." Write the word "biased" on the board as well.)
  3. Explain to the students that in today's lesson, they will learn about some ways to recognize bias in newspaper articles and other media.
  1. Additional Considerations for Emerging Reader/Emerging Communicator
    • provide symbolic representations of "inform" (use representation the student is already familiar with from previous lessons in this unit) and "bias" (e.g., text with symbols, textures, colors, objects)
  2. Additional Considerations for Emerging Reader
    • have the student write the word bias and the definition (he/she can copy from a model or use keyboard to write digitally)
    • have the student add –ed to bias

    Additional Considerations for Emerging Communicator

    • provide the word bias and the definition separately (supplemented with symbols, textures, colors, objects, etc.)
      • provide word and definition on cards with hook-and-loop tape or magnetic tape so the student can connect them
        • provide the word and definition in the same color font or on the same color or texture background so the student can match them by color or texture as a beginning stage of learning the new vocabulary
    • provide the word bias and the -ed separately (supplemented with symbols, textures, colors, objects, etc.)
      • provide word and -ed on cards with hook-and-loop tape or magnetic tape so the student can connect them
        • provide the word and -ed in the same color font or on the same color or texture background so the student can match them by color or texture as a beginning stage of learning the new verb form
  3. Additional Considerations for Emerging Reader/Emerging Communicator
    • No accommodations

Lesson Body

  1. Provide each student with a copy of the "How to Spot Bias in News Articles" note sheet.
  2. As a class, read through each of the 6 tips for how to identify bias in news articles. Lead a class discussion regarding each tip, soliciting input from the students and asking them to recall writings they have read that (or seen on TV) that pertain to each tip.
  3. Go to http://www.umich.edu/\~newsbias/index.html. (Either use a projector or do this in a computer lab where the students each have a computer or a room where there are at least enough computers for each student to be able to view and read information from the screen.) OR provide the students with the "News Bias Explored HOME Page" printout. As a class, read the information on the page, and relate it back to the "How to Spot Bias in News Articles" note sheet. To which tip(s) does the information on this page pertain?
  4. Divide the class into five groups. Explain to the class that now they are going to learn more specific information about ways the media can be biased.
  5. Using the same website as above, click on (or have the students click on) the "What forms does news bias take?" tab from the menu on the left side of the Home page. A submenu will appear. Assign each group to a particular page of the submenu:
    • Group 1 – Word Choice
    • Group 2 – Omissions
    • Group 3 – Limiting Debate
    • Group 4 – Story Framing
    • Group 5 – Sources

    Instruct each group to read its assigned page and complete the "Exploring News Bias" worksheet. (Each student may complete the worksheet, or one per group is also acceptable.) (Please note that some of these web pages are quite lengthy, and some of the articles contained therein are quite lengthy. Point out to the students that they do not need to read every single thing on their assigned page, rather, they should seek to understand the points made by the website creators regarding bias and look for those points in the articles and information provided. Encourage the students to pay particular attention to the key questions listed before each example and the analyses provided following the examples.)

    Note: If you do not have computer/Internet access, for this part of the lesson, printable screen shots and Word documents containing the full articles are included with the Materials for this unit. Each screen shot is labeled and numbered so that students can have access to hard copies of everything shown on the site.

  6. Once each group has read through the assigned information and completed the worksheet, have each group give a brief summary of what was read, using the worksheet as a guide for the presentation. Chart the pertinent points of each group's presentation.
  1. Additional Considerations for Emerging Reader/Emerging Communicator
    • provide the notes sheet with the same accommodations that the student has used in Lessons 1 and 2 (e.g., symbols, summarization/simplified language, enlarged font, textures, colors, objects)
  2. Additional Considerations for Emerging Reader/Emerging Communicator
    • have student follow along as notes sheet is read and used in the discussion
    • student can verbally read, follow with his/her finger or stylus, highlight important words (the student may need cueing to do this: verbal cues, a printed list, cards with the word in text supplemented with a symbol, etc. or the notes page could already have those parts somehow annotated, calling the student's attention to those parts)
    • student can manipulate important words, phrases, sections of text which have been provide with hook-and-loop tape or magnetic tape
      • copy and laminate another notes page, cut each tip out and have student place it on or take it off of the notes page as that tip is read/used
      • provide important words or phrases that the student can place on or take it off of the notes page as that word/phrase is read/used
    • pre-plan a section for the student to read (using his/her preferred mode of communication, including AAC/AT) if individual students are asked to read certain sections of the notes sheet
    • student could read whole section, a phrase, a new vocabulary/content area word, or words he/she already knows
  3. Additional Considerations for Emerging Reader/Emerging Communicator
    • provide access to digital and/or print information with the same accommodations the student has used previously in this lesson and Lessons 1 and 2
    • have student participate in class reading activity using accommodations he/she use in this lesson, Lesson Body, 2)
    • highlight the photo in either the digital or the print format and have the student, using the accommodations provided, match the photo to Tip 4 (especially if accommodations have used symbols to indicate "photos")
  4. Additional Considerations for Emerging Reader/Emerging Communicator
    • No accommodations
  5. Additional Considerations for Emerging Reader
    • provide "Exploring News Bias" worksheet using same accommodations the student has been using throughout this lesson and Lessons 1 and 2
    • have the student read using the same accommodations used throughout this lesson and Lessons 1 and 2
    • have the student complete a summary graphic organizer using clips from the website
    • have the student fill in the name and page blanks of the worksheet using the same accommodations he/she has used for writing in Lessons 1 and 2
    • have the student annotate (digitally or on a hard copy using the same accommodations used in Lesson Body, 5) important information the group identifies (other group members can cue as necessary)
    • have the student match words from the webpage to words on the relative tip on the tip sheet
      • annotate with color, texture, etc.
    • have the student select a sentence from the webpage to answer the first question on the worksheet
      • allow student to use preferred mode of communication to select
      • student can write answer (copy using the webpage as a model, cut and paste (digitally or manually) the selected sentence onto the worksheet, or dictate to peer or adult
      • provide sentences with hook-and-loop tape so student can "tear off" the webpage information and place on worksheet
    • have the student select an example from the webpage to answer the second question on the worksheet
      • allow student to use preferred mode of communication to select
      • student can write answer (copy using the webpage as a model, cut and paste (digitally or manually) the selected example onto the worksheet, or dictate to peer or adult
      • provide examples with hook-and-loop tape so student can "tear off" the webpage information and place on worksheet
    • have the student select the tip from the tip sheet to answer the third question on the worksheet
      • allow student to use preferred mode of communication to select
      • student can write answer (copy using the tip sheet as a model, cut and paste (digitally or manually) the selected tip onto the worksheet, or dictate to peer or adult
      • provide tips with hook-and-loop tape so student can "tear off" the tip sheet information and place on worksheet

    Additional Considerations for Emerging Communicator

    • provide "Exploring News Bias" worksheet using same accommodations the student has been using throughout this lesson and Lessons 1 and 2
    • have the student read using the same accommodations used throughout this lesson and Lessons 1 and 2
    • have the student fill in the name and page blanks of the worksheet using the same accommodations he/she has used for writing in Lessons 1 and 2
    • have the student annotate (digitally or on a hard copy using the same accommodations used in Lesson Body, 5) important information the group identifies (other group members can cue as necessary)
    • have the student match words from the webpage to words on the relative tip on the tip sheet
      • annotate with color, texture, etc.
      • match representative objects for concepts
      • reduce number of words to work with
    • have the student select a sentence from the webpage to answer the first question on the worksheet
      • allow student to use preferred mode of communication to select
      • student can write answer (copy using the webpage as a model, cut and paste (digitally or manually) the selected sentence onto the worksheet
      • provide sentences with hook-and-loop tape so student can "tear off" the webpage information and place on worksheet
      • reduce number of sentences to choose from
    • have the student select an example from the webpage to answer the second question on the worksheet
      • allow student to use preferred mode of communication to select
      • student can write answer (copy using the webpage as a model, cut and paste (digitally or manually) the selected example onto the worksheet
      • provide examples with hook-and-loop tape so student can "tear off" the webpage information and place on worksheet
      • reduce number of examples to choose from
    • have the student select the tip from the tip sheet to answer the third question on the worksheet
      • allow student to use preferred mode of communication to select
      • student can write answer (copy using the tip sheet as a model, cut and paste (digitally or manually) the selected tip onto the worksheet
      • provide tips with hook-and-loop tape so student can "tear off" the tip sheet information and place on worksheet
      • have student identify the number of the tip and place a matching number on the worksheet (write, trace, place a numeral, stamp the number, etc.)
      • reduce number of tips to choose fro
  6. Additional Considerations for Emerging Reader/Emerging Communicator
    • pre-plan a contribution for the student
      • give information orally (including use of AAC/AT)
      • demonstrate
      • present PPT (including AT)
    • allow student to use preferred mode of communication to present



Practice

  1. Have the students review the editorials they wrote for yesterday's lesson, analyzing the editorials for bias, as presented on the "How to Spot Bias in News Articles" note sheet as well as on the News Bias Explored website. (Or, pair the students and have them review one another's editorials.)
  2. After students have had time to review their editorials, discuss as a class any examples of bias they found in their own writing. (Remember, these editorials may be used for future lessons on crafting, revising, and refining writing.)
  1. Additional Considerations for Emerging Reader
    • provide the note sheet and website information with accommodations used previously
    • highlight (color, texture, etc.) words/phrases in the editorials that indicate bias and allow student to choose which tip those particular words are illustrative of

    Additional Considerations for Emerging Communicator

    • provide the note sheet and website information with accommodations used previously
    • highlight (color, texture, etc.) words/phrases in the editorials that indicate bias and allow student to choose which tip those particular words/phrases are illustrative of
      • provide "bias" words/phrases with hook-and-loop or magnetic tape and have student place the word on the related tip
    • reduce number of tip choices
  2. Additional Considerations for Emerging Reader/Emerging Communicator
    • pre-plan a contribution for the student to add to the discussion
      • give information orally (including use of AAC/AT)
      • demonstrate
    • allow student to use preferred mode of communication



Closure

a. Revisit/Review Lesson Objectives

  1. Point out that in editorials, bias is common since the purpose of an editorial is to state an opinion then support it with reasoning. Challenge the students to think about and briefly discuss how bias is manifested differently in editorials than in informative news articles, using what they learned in today's lesson.
  2. Have students list the ways in which news articles can be biased. Chart the students' responses on chart paper or on the computer.
  1. Additional Considerations for Emerging Reader/Emerging Communicator
    • as they come up in classroom discussion, call student's attention to points on the tip note sheet and webpage information
  2. Additional Considerations for Emerging Reader/Emerging Communicator
    • as points are listed, refer student to them on tip sheet and webpage information


b. Exit Assessment

  1. Show the students the video clip: http://www.youtube.com/watch?v=OYPuO-E5n-0 Before showing the clip, explain that journalist Lara Logan was criticized by the Bush administration for the reporting she did on the war in Iraq.
  2. Give each student an index card, and instruct the students to write their names on the back of the card.
  3. On the front of the card, instruct the students to
    1. Identify which of the aspects Logan was alleged to have done (word choice, omission, limiting debate, story framing, or sources). (Yes, students may choose more than one.)

    Since this is for assessment, at least one plausible distractor must be given if the student is selecting from multiple choice options and the student must select his/her answer independently.

  4. Have students turn in their index cards as an exit slip.
  1. Additional Considerations for Emerging Reader/Emerging Communicator
    • No accommodations
  2. Additional Considerations for Emerging Reader/Emerging Communicator
    • using the same accommodations for writing used previously in this lesson and Lesson's 1 and 2, have the student sign the back of the card
  3. Additional Considerations for Emerging Reader
    • allow student to use preferred mode of communication to respond
    • provide choices from which the student can select
    • reduce number of choices
    1. Write a sentence or two explaining how Logan's reporting was alleged to have been biased.

    Additional Considerations for Emerging Communicator

    • allow student to use preferred mode of communication to respond
    • provide choices from which the student can select
    • allow student to choose a pre-written sentence that explains the bias
    • allow the student to give a detail related to the form of bias rather than writing a sentence
  4. Additional Considerations for Emerging Reader/Emerging Communicator
    • No accommodations

Resources

Return to Lesson 2 Proceed to Lesson 4

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