#Postgresql 13 how to

Have students look through newspapers and magazines for what they think is exaggeration or bias. List these clues on a chart that students may use for reference.

can cause misconceptions or misunderstanding.

Point out the following clues to bias in an article: Say, “By not telling all the facts, the author is trying to persuade you to agree with him or her instead of presenting information objectively and allowing you to make up your mind.” Then put “What This Article Doesn’t Tell You” on the overhead projector/document camera/interactive whiteboard.ĭiscuss the examples of bias in “Chocolate is Good for You!” Explain that the author has chosen to provide only the facts that s/he wanted readers to read. Have students share their answers with the class. The author must support the claim with reasons and evidence.” Ask students what reasons and evidence the author gives to support the claim ( facts about antioxidants and effects on cholesterol, blood pressure, and the brain). A claim is a statement of position on an issue. Say, “The author of this article has made a claim that chocolate is good for you.

Then ask, “If you think chocolate is good for you, what evidence in the article did you find convincing?” Remind students they should always return to the text for support. Read aloud the article “Chocolate Is Good for You!” Ask, “Do you really think chocolate is good for you? Why or why not?” Give students time to respond. Do not include “What This Article Doesn’t Tell You” for this part of the activity. L-6-2-2_Chocolate Is Good for You in the Resources folder) on the overhead projector/document camera/interactive whiteboard. In preparation, put the magazine article “Chocolate Is Good for You!” (see Remind students that news stories should be as objective as possible. As readers, we need to read closely and be able to distinguish the facts, especially in a news story.” Ask students where exaggeration might be more appropriate ( fictional story or tall tale, opinion or persuasive text). The more they exaggerate, the less accurate the story becomes. When writers use exaggeration, they blur the truth. Say, “When we read the news, it is important to know what is fact and what is not.

Why would a news reporter exaggerate a story like this?” ( to make the story more interesting, to add excitement to the story, to make readers want to read the story) Linwood says the cat would have stayed on the fence until next winter, the fence is “giant,” Sam scales the fence in a single leap.)Īsk, “What is different about ‘The Real Story’?” ( The real story contains just facts.) Say, “When we think of the news, we think of factual information. (Sam’s effort makes him a “hero,” the cat is screaming like a lion, Mrs.

They should underline these parts of the story in red marker.ĭistribute copies of “The Real Story.” Ask students to compare this version with the original story and verify which parts of the original story have been exaggerated.Īs a class, discuss student responses and make sure that the exaggeration has been appropriately identified. Ask students to work in pairs to identify any parts of the story they believe are exaggerated. Give each pair a copy of “Sixth Grade Boy Is a HERO!!!” (see L-6-2-2_Newspaper Story in the Resources folder) Do not include “The Real Story” at this time. The learning activities in this lesson provide for large-group instruction and discussion, small-group exploration, partner interaction, and individual application of the concepts.įocus Question: What is the effect of bias and exaggeration in news stories? Provide materials at different levels of complexity to enable students to demonstrate understanding of the use of bias and exaggeration at their conceptual level. Observe students to assess their understanding of bias and exaggeration in news and magazine articles. Reinforce understanding by encouraging students to defend their decisions or to change them. Provide opportunities for students to discuss examples with a partner and then share with the larger group.

#Postgresql 13 how to

Guide students in determining how to identify bias, claims, reasons, and evidence in news and magazine articles. Have students compare two versions of a news article to identify examples of exaggeration. Scaffolding, Active Engagement, Modeling, Explicit Instruction W:īuild on students’ understanding of bias and exaggeration to explore how these techniques are used in news and magazine articles.