Subject: Relevance and Truthfulness of the Material Viewed
Grade Level: 9
Objective: Determine the aspects of identifying the relevance and truthfulness of the
ideas presented from the materials presented or viewed
I. Before the Lesson / Pre-lesson Proper
Activating Prior Knowledge:
[Teaching Strategy:] Discussion
[Instructional Materials:] K-W-L Chart, examples of news articles and opinion
pieces
Engaging Activity 1 - Analyze a short news article and identify factual statements
versus opinions.
Engaging Activity 2 - Brainstorm examples of bias in media and how it affects public
perception.
Engaging Activity 3 - Group discussion on a controversial topic and how different
viewpoints can represent fact, opinion, and bias.
Establishing Lesson Purpose / Intention:
Today, we will explore how to critically assess the information we encounter daily.
Understanding the difference between fact, opinion, bias, and fallacy is essential in
becoming informed citizens. This knowledge will empower you to discern truth from
misinformation, which is increasingly important in today's media landscape.
Lesson Language Practice/Unlocking of Difficulties:
Key Terms: relevance, truthfulness, bias, fallacy, opinion, fact
Key Concepts:
Concept 1 - Understanding the difference between fact and opinion
Concept 2 - Identifying bias in materials
II. During the Lesson Proper
Reading the Key Idea / Stem:
The ability to identify facts, opinions, biases, and fallacies is crucial for evaluating the
truthfulness and relevance of information we encounter.
Developing Understanding of the Key Idea / Stem:
Activity 1: "Fact or Opinion?"
[Teaching Strategy:] Cooperative Learning
Materials - A list of statements (some factual, some opinions)
Significance - This activity helps students practice distinguishing between facts and
opinions.
Instructions -
1) In groups, read through the list of statements.
2) Decide if each statement is a fact or an opinion.
3) Justify your reasoning for each classification.
Rubric
- Accuracy of classifications - 10 pts.
- Justification quality - 5 pts.
- Group collaboration - 5 pts.
Assessment Questions:
1) What characteristics help you identify a statement as a fact?
2) How can opinions influence our understanding of a topic?
3) Provide an example of a factual statement from the list.
Activity 2: "Identifying Bias"
[Teaching Strategy:] Inquiry-Based Learning
Materials - Excerpts from different media sources with varying perspectives on a
topic
Significance - This activity fosters critical thinking about how bias shapes narrative.
Instructions -
1) Read the provided excerpts.
2) Identify instances of bias in each piece.
3) Discuss how these biases affect the message being communicated.
Rubric
- Identification of bias - 10 pts.
- Depth of analysis - 5 pts.
- Participation in discussion - 5 pts.
Assessment Questions:
1) How did you identify bias in the excerpts?
2) What impact does bias have on public opinion?
3) Why is it important to recognize bias in media?
Inclusive Activity 3: "Fallacy Hunt"
[Teaching Strategy:] Interactive Learning
Materials - None
Significance - This activity allows students to think critically about logical fallacies in
arguments.
Instructions -
1) In a circle, discuss common arguments heard in debates or discussions.
2) Identify any logical fallacies present in these arguments.
3) Reflect on how these fallacies mislead audiences.
Rubric
- Participation in discussion - 10 pts.
- Identification of fallacies - 5 pts.
- Depth of reflection - 5 pts.
Assessment Questions:
1) What is a logical fallacy?
2) How can fallacies weaken an argument?
3) Give an example of a fallacy from a recent debate.
Deepening Understanding of the Key Idea/Stem:
Activity: "Compose Your Letter"
[Teaching Strategy:] Writing Workshop
Materials - Paper and writing tools
Significance - This activity allows students to apply their understanding of fact,
opinion, bias, and fallacy in a personal context.
Instructions -
1) Write a letter to a friend discussing a current event.
2) Include at least one fact, one opinion, one example of bias, and one fallacy.
3) Share your letter with a partner for feedback.
Rubric
- Inclusion of required elements - 10 pts.
- Clarity of writing - 5 pts.
- Engagement with the audience - 5 pts.
Assessment Questions:
1) What fact did you include in your letter?
2) How did you express your opinion?
3) What bias did you identify in your discussion?
III. After the Lesson / Post-lesson Proper
Making Generalizations / Abstractions:
In summary, identifying the relevance and truthfulness of information is essential in
today's world. Understanding the distinction between fact, opinion, bias, and fallacy
equips you to engage critically with the materials you consume. This skill not only
enhances your knowledge but also empowers you to contribute thoughtfully to
discussions.
Supporting Material 1 - "The Elements of Journalism" by Bill Kovach and Tom
Rosenstiel: This book discusses the principles of journalism and how to identify
truth in media.
Supporting Material 2 - "Thinking, Fast and Slow" by Daniel Kahneman: This
book explores how cognitive biases can affect our judgment and decision-making.
Assessment - Evaluating Learning:
[Teaching Strategy:] Jigsaw Method
[Instructional Materials:] Worksheets for group assessment
Question 1 - What are the key differences between fact and opinion?
Question 2 - How can identifying bias improve your understanding of a topic?
Question 3 - Why is it important to recognize logical fallacies?
H.O.T.S.:
Question 1 - How might the presence of bias in a news article affect public opinion?
Answer 1 - Bias can shape how the audience perceives the information, potentially
leading to misinformation or skewed understanding.
Question 2 - What strategies can you use to identify bias in media?
Answer 2 - Comparing multiple sources, analyzing language, and looking for
emotional appeals can help identify bias.
Question 3 - Why is it crucial to distinguish between fact and opinion in academic
writing?
Answer 3 - Distinguishing between fact and opinion ensures the integrity of
arguments and supports evidence-based conclusions.
Additional Activities for Application / Remediation:
Assignment 1 - "Media Diary"
Guiding Overview for Teacher: Students will keep a diary of news articles or media
they consume for a week, noting instances of fact, opinion, bias, and fallacies.
Assessment Question - How did you identify the different elements in the media you
consumed?
Assignment 2 - "Debate Preparation"
Guiding Overview for Teacher: Students will prepare for a debate on a current
issue, ensuring they incorporate facts, opinions, and recognize potential biases and
fallacies in their arguments.
Assessment Question - What strategies did you use to prepare your arguments, and
how did you ensure they were fact-based?
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