Understanding Bias Perspectives

Grade Level

12th Grade

Unit

Rhetoric in Real Crime (Lesson 2 of 8)

Duration

45 minutes

Class Size

20 students

Common Core State Standards (CCSS) Alignment

CCSS.ELA-LITERACY.RI.11-12.6
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Learning Objectives

By the end of this lesson, students will be able to:

Define bias and analyze its influence on storytelling in true crime narratives.
Identify and articulate different perspectives related to a true crime case.
Engage in a structured debate, demonstrating how bias alters narratives by presenting arguments from assigned perspectives.
Reflect on the role of rhetoric in shaping public perception and truth in real crime stories.

Materials Needed

Excerpts from a true crime narrative (selected text highlighting varying perspectives or evidence of bias)
Whiteboard and markers
Debate prompt cards (each showing a different perspective relevant to the selected true crime case)
Reflection handouts
Timer or stopwatch

Lesson Structure

1. Opening Activity (5 minutes)

Hook:
Using the whiteboard, write the word “Bias” and ask students for quick volunteer definitions or examples from media or everyday life.
Teacher: Summarize the input and provide a multimodal definition of bias emphasizing its subtle role in storytelling, particularly in true crime narratives.

2. Direct Instruction (7 minutes)

Provide a concise mini-lecture on:
- What is bias in rhetoric?
- How does bias shape storytelling, focusing on true crime genres?
- Highlight key rhetorical strategies that create or reveal bias (word choice, framing, selective facts).
Read aloud a short excerpt (2-3 paragraphs) from a true crime story that demonstrates bias or differing viewpoints.

3. Guided Practice: Perspective Assignment (5 minutes)

Divide the class into four groups of 5 students each.
Assign each group a distinct perspective related to the true crime case excerpt (e.g., the victim’s family, the accused, law enforcement, media).
Distribute debate prompt cards describing their character’s viewpoint and bias.
Students read and discuss their assigned perspective within their groups, preparing key talking points.

4. Debate Activity: Bias in Action (20 minutes)

Structure: Round-robin debate format where each group presents their perspective in 3-4 minutes.
While one group speaks, others listen and jot down any detected bias or rhetorical strategies.
After all presentations, open a 5-minute whole-class discussion on:
- How did each perspective change the narrative?
- What biases were evident?
- How might these biases influence public opinion or justice outcomes?

5. Reflection and Closing (8 minutes)

Hand out reflection sheets with questions:
- What surprised you about the perspectives?
- How does understanding bias enhance your critical reading skills?
- How might journalists and storytellers minimize bias in true crime reporting?
Students write their reflections silently.
Close the lesson with a short teacher summary emphasizing skills developed and previewing the next lesson’s focus on identifying rhetorical appeals in real crime stories.

Assessment

Formative:
- Participation and quality of arguments in the debate.
- Notes taken during opposing groups’ presentations identifying bias.
Summative (exit ticket):
- Completed reflection sheet demonstrating metacognitive awareness of bias and rhetoric.

Differentiation Strategies

Provide sentence starters for debate and reflection for students who need language support.
Allow advanced students to research an additional perspective outside their assigned role and bring in supporting facts for a deeper analysis.
Use audio recordings of the excerpt to support auditory learners.

Extension Ideas

For homework, students find a recent true crime article or podcast and write a brief analysis of bias present, citing specific rhetorical techniques and perspectives.
Plan a follow-up lesson involving writing an argumentative essay based on a contested true crime viewpoint.

This detailed lesson fosters deep critical thinking on bias and perspective, equipping seniors with essential rhetorical literacy skills to analyze complex, real-world narratives thoughtfully and responsibly.

Teaching Instructions