• During the lesson, emphasize the importance of identifying bias and exaggeration in nonfiction text and determining why the author and advertiser used these techniques. Informally assess, through your anecdotal observations and notes, if students are able to identify examples of bias and exaggeration in nonfiction text and cite evidence to support their responses.  
• Use the following checklist to evaluate students’ understanding:
  • Student can define bias and exaggeration.
  • Student demonstrates the ability to identify bias and exaggeration in various nonfiction texts (advertisements, descriptive nonfiction).
  • Student accurately cites evidence from the text to support his/her responses.
  • Student can explain at least two reasons why author and advertisers use bias and exaggeration in nonfiction texts.

Focus question: How are bias and exaggeration used in nonfiction?

Make an exaggerated statement (Example: “I have a huge dog that must weigh 800 pounds.”) Ask students if the statement expresses something that is possible. Explain that the statement is an example of exaggeration. Model an example of bias. (“Speckled dogs make awful pets. Brown dogs are better.”) Ask students if these statements express facts. Explain that the statements are examples of bias.

Write the following definitions on chart paper for students’ reference:

• Exaggeration is an overstatement that stretches the truth.
• Bias is a judgment based on a personal point of view that cannot be supported by facts.

You may want to document words that signal bias and exaggeration and include them on the chart with the definitions (bias: best, worst, greatest; exaggeration: all, everyone, no one, the most).

Part 1

Distribute copies of one of the print advertisements from the Materials list or display them on the board/interactive whiteboard.

Say, “With a partner, read the advertisement and identify examples of bias and exaggeration. Discuss the different techniques the advertiser uses to capture your interest and make you believe that you need to buy the advertised product.”

After students have read the advertisement and discussed it with their partner, ask, “What techniques did the advertiser use to capture your interest? Were any of the claims in the ad exaggerated?” (Answers should include the bias that the advertiser’s product is better than that of competitors. Exaggerated claims include phrases such as

“like you’ve never seen before,” “everyone’s talking,” “one of the healthiest breakfast choices you can make,” and “lets your child feel what it’s like to feel proud.”)

Ask, “What clues in the text identify bias and exaggeration?” (key words signaling bias and exaggeration: best, only, no one, everyone, the best, greatest, worst)

Ask students why advertisers often use bias and exaggeration. (to convince people to buy products) Ask, “How can understanding the purpose of an advertisement make you a better consumer, or someone who buys or uses a product?” (It can help you make better decisions about products.)

Part 2

To reinforce the idea that being aware of advertisers’ techniques helps students become informed consumers, show one or both of the TV commercials in the Materials list. These examples are geared toward making students aware of bias and exaggeration in media advertising.

Have students work in small groups to analyze the information in the commercials and determine the following:

• What is exaggerated in the commercial? (appearance/appeal of the food; capability/ease of use of the toy)
• What is the advertiser’s bias? (the food is delicious; the toy is fun to play with)
• Why does the advertiser use these techniques? (to convince people to buy the product)

Discuss students’ answers as a whole-class activity. Encourage students to share other examples of bias and exaggeration in media commercials.

Part 3

Tell students that bias and exaggeration can be found in other kinds of nonfiction text as well as in advertising. Ask, “Why might an author use bias and exaggeration in a nonfiction text?” (to persuade the reader, to attract the reader’s attention, to express a particular point of view)

Display nonfiction texts from the Materials list or other similar texts whose titles imply bias or exaggeration. Ask students to identify words in the titles that suggest bias or exaggeration in the titles. (amazing, best, ingenious, everything)

Then have students work with a partner or small group to examine the books and determine whether the text is biased or if it includes examples of exaggeration.

Distribute an index card to each student. On the card, have students explain why advertisers and authors use bias and exaggeration. Encourage students to write several sentences to explain their thoughts. This exit ticket will provide a quick assessment of whether a student understands the concepts in the lesson.

Extension:

• Students who need additional practice may view the “Admongo” materials from Related Resources. The text version quizzes provide reinforcement for analyzing advertisements.
• Students who are ready to go beyond the standard may view “Don’t Buy It,” from Related Resources. Have students provide a summary of the information.