Lesson Template
Unit Topic: Stop the Presses!!
Unit Rationale: Students need to be media savvy. They must be able to get
information from a wide variety of sources, not just from the television. This unit
will not only provide students with opportunities to read different parts of
newspapers, it will also invite students to write their own articles and create a school
newspaper. It is important for students to realize their potential for creating,
understanding and responding to what is in the news. It is also important for
students to become critical readers and critical choosers of information.
Grade Level: 9
Lesson Topic: Media Bias.
Length of Lesson Period: 50 minutes
Lesson Rationale: This lesson will focus on becoming aware of bias in the media.
The students will have opportunities to read, view and search for bias in the
newspaper and other media sources.
Learning Objectives:
 The students will become aware of the biases in the media.
 The students will understand the importance of questioning where
information comes from.
 The student will learn how to detect biases.
 The students will be given opportunities to seek and compare with their
classmates biases in the media.
 The students will reflect on media bias.
Learning Outcomes from English Language Arts Curriculum Guide:
GCO S&L #1
SCO 1, 2
Page 26
#2
1, 3
27
#3
1
28
R&V#1
1, 3
29
#3
1
31
#4
1, 2, 3
32
W&R#1
1, 2, 3
33
Materials/Resources Needed for Lesson:
Overhead Projector Statement - Appendix 1
Pictures – Appendix 2-4
Overhead Projector Questions – Appendix 5
Bias Overhead – Appendix 6
Detecting Bias Questions –overhead – Appendix 7
Reflective Writing –overhead and prints for the students – Appendix 8
Rubric card – Appendix 9
Organizational Approach:
1. pair / partner work
2. whole class
3. small group work
4. individual
Step-by-Step Lesson Activities and Estimated Times:
 House keeping: attendance, passing out idea journals, rubric, classroom
preparation, homework check – instruct students to attach their story ideas
in the idea journal and file the newspaper article in the back pocket of the
idea journal. (5 min)
 Put the following statement on the overhead projector. “A picture is worth a
thousand words”. Discuss this statement with their partner. What does it
mean? Is it true? Do you agree? ( 1 min)
 Show three pictures. ( 1 min)
 With a partner discuss, what is happening in these pictures? What is the
situation? (2 min)
 Pose three questions to the students 1) who took this picture? Who decides to
use / print this picture? 2) Is the picture a positive or negative picture? Why?
3) Do you think the picture is influenced by the photographer’s opinion?
Why? Discuss your answers with your partner. (3 min)
 Feedback time. As a whole class discuss the answers (3 min)
 Mini Lesson: Understanding Media Bias. How to detect bias?
 What is bias? What are other words for bias? – Prejudice,
unfairness, favoritism. (1 min)
 Get into small groups. Elect one student the secretary and one
the reporter. (2min)
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What are the different ways / techniques that bias can be
incorporated into our news? Discuss what it means and how it
can happen in a small group. Come up with ideas for how bias
can occur under your assigned heading. (5 min) Each group
will be assigned 2 headings.
 Bias through selection and omission
 Bias through placement
 Bias through headline
 Bias through photo / captions
 Bias through names / titles
 Bias through statistics and numbers
 Bias through source control
 Bias though word choice
 Report back to the whole class. The teacher will write the
ideas on poster paper (one paper per heading). Students in
other groups will be encouraged to add any other ideas after
all groups have presented. (4 min)
 Go over questions we must keep in mind when we read and
view anything. (1 min)
1. What is the author’s socio-political position? Whose
point of view is it?
2. Who is paying for the message? Who owns the TV
station, newspaper or radio station?
3. Is an alternative point of view offered? Diversity?
4. Are the sources credible?
5. Is the language one-sided? Positive? Negative?
Stereotyping?
 Read the article you brought for homework, silently. Can you
find any bias? Underline or Highlight any biases you’ve found.
(2 min)
 Discuss your findings with your group. (3 min)
 Discuss any findings with the whole class. (2 min)
Return desks back to usual position (1 min)
Hand out and explain the reflective writing assignment. Answering four
questions and including any other thoughts you have about bias and/or the
media. (1 min)
1. What did already know about bias in the media?
2. What did you learn about bias in the media?
3. What did you think about the video clip we watched?
4. Do you think Michael Moore is bias? Why?
Watch a clip from the movie “Bowling for Columbine” about media bias.
The students will take notes on their reaction to the clip and compare it with
what they have just discussed in the mini-lesson. (5 min)
Reflective assignment – writing time. (5 min)

Closing. Complete the rubric card. Assign homework: completion of
reflective writing (complete writings should be filed in the idea journal).
Also, clip and bring one editorial of interest from the newspaper to the next
lesson. Collection of idea journals and individual rubric. (3 min)
Assessment:
Homework Check Sheet (check the idea journal for one article and two story ideas).
Individual Rubric
Plans for Reflection:
Individual rubric
Reflective writing
Plans for Follow Up Lesson(s):
Lesson 4: editorials
Lesson 5: obituaries
Lesson 6: writing a review
Lesson 7: Web quest: comics.
Lesson 8: proofreading and editing
Lesson 9: (100 min) Guest speaker (20 min); group work; story writing; editing;
rewrite; lay out and going to the presses
Lesson 10: A publishing party (distribution of papers). Reading. Evaluation rubric;
Reflective journals
A picture is worth a thousand words.
Discuss this statement with their partner.
What does it mean?
Is it true?
Do you agree?
Appendix 1
Appendix 2 - 4
Fri Oct 29, 9:48 AM
ET
Questions
Part 1: Discuss with your partner.
What is happening in these pictures?
What is the situation?
Part 2: Discuss with your partner.
1) Who took this picture? Who decides
to use / print this picture?
2) Is the picture a positive or negative
picture? Why?
3) Do you think the picture is
influenced by the photographer’s
opinion? Why? Discuss your answers
with your partner.
Appendix 5
What is bias?
What are other words for bias?
 Get into small groups.
 Elect one student the secretary and one the
reporter.
What are the different ways/ techniques
that bias can be incorporated into our
news?
 Discuss what it means and how it can happen in a
small group.
 Come up with ideas for how bias can occur under
your assigned heading.
 You have 5 minutes.
 Each group will be assigned 2 of these headings.
 Report back to the whole class.
 Students in other groups are encouraged to add
any other ideas after all groups have presented.
Appendix 6
Themes
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Appendix 6
Detecting Bias Questions
Bias
Bias
Bias
Bias
Bias
Bias
Bias
Bias
through selection and omission
through placement
through headline
through photo / captions
through names / titles
through statistics and numbers
through source control
though word choice
When you read, remember…..
 What is the author’s socio-political position?
Whose point of view is it?
 Who is paying for the message? Who owns
the TV station, newspaper or radio station?
 Is an alternative point of view offered?
Diversity?
 Are the sources credible?
 Is the language one-sided? Positive?
Negative? Stereotyping?
Appendix 7
Reflective Writing –
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
Watch a clip from the movie “Bowling for Columbine” about media bias.
Take notes.
Reflective writing: Answering four questions and including any other
thoughts you have about bias and/or the media. (6 min)
1. What did already know about bias in the media?
2. What did you learn about bias in the media?
3. What did you think about the video clip we watched?
4. Do you think Michael Moore is bias? Why?
Appendix 8
Rubric Assessment Card
Whole Group Contributions
Small Group / Pair Contributions
Attitude
Attention
Appendix 9
5
5
5
5
3
3
3
3
1
1
1
1