Identifying Bias

Curriculum Expectations

Ontario Language Curriculum 6: Media Literacy

• Overall Expectations:
  • 1.3 Demonstrate an understanding of a variety of media texts, and identify different ways in which the media convey ideas, values, and beliefs.
  • 2.4 Identify some techniques (e.g., repetition, exaggeration, emotional appeal) used in media texts to influence opinions, beliefs, and behaviours.
  • 3.1 Use a variety of comprehension strategies to interpret, analyse, and critique texts, and explain their understanding.

Lesson Duration

45 minutes

Class Size

24 students (considering diverse learning needs)

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Learning Goals (I can... statements)

• I can identify bias in a media message.
• I can explain how bias affects the message and how people understand it.

Success Criteria

• I can analyze a media message and find examples of bias.
• I can discuss how the bias changes the way the message might be seen by different people.

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Materials

• Sample media messages (print ads, short news clips, social media posts) projected or printed
• Printed Guided Questions (for differentiation)
• Whiteboard or chart paper and markers
• Tablets or laptops (for text-to-speech tools)
• Writing paper and pencils

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Lesson Breakdown

1. Introduction & Activate Prior Knowledge (7 min)

• Begin with a Think-Pair-Share: Ask students, “Have you ever seen or heard something on TV or online that seemed to favour one side of a story?”
• Briefly discuss responses and introduce the term bias — explain it means “showing one side more than the other, which can make the message unfair.” Use simple examples related to sports or favourite TV shows.
• State today’s goal: I can identify bias in a media message and understand its impact.

2. Direct Teaching: What is Bias? (10 min)

• Present a clear definition of media bias with examples. Relate to persuasive language and stereotypes.
• Show a short media clip (30–60 seconds) or print ad that includes bias. For instance, a commercial that exaggerates claims or news headlines framed to support one viewpoint.
• Annotate the clip or ad together on the board: point out words, images, or techniques that show bias.
• Explain how bias can influence thoughts, feelings, and opinions about an issue or person.

3. Guided Practice with Differentiation (15 min)

• Group work (4–5 students per group): Provide a new media message to each group (age-appropriate and relevant to students in Ontario like local news or community ads).
• Each group works together using guided questions (printed and simplified for diverse learners):
  • What is this message about?
  • Does it show more of one side? How?
  • What words, pictures, or tone show bias?
  • How might this change someone’s opinion?
• Teacher/Learning Support Teacher circulates and supports groups, offering additional modelling or prompts for students with IEPs or autism.
• Offer text-to-speech tools on tablets for students with dyslexia or reading challenges to listen to the media message if applicable.

4. Whole-Class Discussion (8 min)

• Have each group share their findings.
• List types of bias found on the whiteboard (e.g., omission, exaggeration, emotional appeal).
• Discuss how recognising bias helps us become smarter, more careful media viewers.

5. Extension Activity (Optional for Advanced Learners) (5 min)

• Students write a short paragraph answering: What might happen if people only hear biased reports? (Encourage using evidence from today’s examples)

6. Conclusion & Reflection (3 min)

• Recap with the class: Today, I learned how to spot bias and understand its effect on messages.
• Exit ticket: One sentence – I can ___________ (something I learned about bias).

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Differentiation Strategies

• Guided group questions scaffold thinking for students working below grade level.
• Visual and verbal media supports diverse learners including those with autism and ADHD.
• Text-to-speech enables access for students with dyslexia.
• Clear, explicit modelling of what bias looks like helps all students, especially those new to the concept.
• Small, mixed-ability groups promote peer support and social skills.

Assessment

• Observe group discussions and note students’ ability to identify bias.
• Collect exit tickets to assess individual understanding of bias.
• Extension writing paragraphs provide insight into deeper critical thinking for advanced learners.

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Teacher Reflection Notes

• Monitor engagement of students with attention difficulties and adjust group dynamics in future lessons.
• Consider following up with a role-play or creating biased vs. unbiased media messages in upcoming lessons to deepen understanding.

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This lesson plan aligns strongly with Ontario's English Curriculum expectations for Grade 6 Media Literacy and supports diverse learners with practical tools and scaffolding. It encourages critical thinking and media awareness vital for responsible citizenship.