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Identifying Bias, Exaggeration, and Arguments in Nonfiction Texts

Unit Plan

Identifying Bias, Exaggeration, and Arguments in Nonfiction Texts

Objectives

In this unit, students will become familiar with the terms bias, exaggeration, argument, claims, and reasoning and practice identifying these elements in nonfiction texts and media. Students will:

  • define the terms bias, exaggeration, argument, and claim.
  • identify examples of bias and exaggeration in nonfiction texts.
  • use bias and exaggeration in their writing.
  • identify claims and reasons in an argument.

Essential Questions

How do readers’ know what to believe in what they read, hear, and view?
How do strategic readers create meaning from informational and literary text?
How does interaction with text provoke thinking and response?
What is this text really about?
  • How do strategic readers create meaning from informational and literary text?
  • What is this text really about?
  • How does interaction with text provoke thinking and response?
  • How do readers know what to believe in what they read, hear, and view?

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Related Materials & Resources

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Materials haven't been entered into the unit plan.

Formative Assessment

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    Multiple-Choice Items

    1. Which of the following sentences is an example of bias?

    A

    Girls are smarter than boys.

    B

    Her dog was so big he must have weighed 500 pounds.

    C

    The race was so long I think we ran all the way to China.

    D

    The cars were going faster than the speed of light around the racetrack.

    2. Which of the following sentences is an example of exaggeration?

    A

    It is better to have an orange cat because it eats less.

    B

    You will be a faster runner if you wear Nike running shoes.

    C

    The fish we caught must have been 50 feet long.

    D

    If you eat cereal, you will do better on a test than if you eat eggs.

     

    Multiple-Choice Answer Key

    1. A

    2. C

     

     

     

     

     

     

     

     

    Short-Answer Item:

    Explain why advertisers use exaggeration and bias.

    Short-Answer Scoring Rubric:

    Points

    Description

    3

    Student includes the following reasons:

    • to target a specific audience
    • to make the product sound good
    • to make buyers think they need to have this product

    2

    Student includes two of the reasons.

    1

    Student includes one of the reasons.

    0

    Student does not include any of the reasons or does not attempt to answer the question.

    Performance Assessment:

    Write a paragraph that makes a claim in support of a relevant and important issue (e.g., extending recess time or eliminating recess, extending the school day or keeping the school day as it is) and present at least two reasons in support of the claim. Underline the claim in red and the reasons in blue.

     

    Performance Assessment Scoring Rubric:

    Points

    Description

    3

    Student successfully writes a paragraph that states a claim on an issue and presents at least two sound reasons in support of the claim.

    2

    Student writes a paragraph that states a claim on an issue and presents one sound reason in support of the claim

    OR

    Student writes a paragraph giving two sound reasons supporting an issue without specifically stating a claim.

    1

    Student writes a paragraph that states a claim on an issue without offering reasons in support of the claim

    OR

    Student offers one reason supporting an issue without specifically stating a claim.

    0

    Student does not write a claim about an issue or offer any reasoning, or does not attempt to complete the performance assessment.
Final 06/07/2013
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