Students will learn the definitions of prejudice and exaggeration in this session. At the end of the lesson, students are able to:
- Describe prejudice and hyperbole.
- Justify the use of prejudice and exaggeration by writers and advertisers.
- Recognize prejudice and hyperbole in advertising.

- How can literary and factual texts become meaningful to strategic readers?
- How does interaction with text provoke thinking and response?
- What is the true purpose of this text?

- Bias: A judgment based on a personal point of view that cannot be supported by facts. 
- Exaggeration: An overstatement that stretches the truth.

- chart paper
- examples of print advertisements geared toward children
- 1988 Print Ad Crest Sparkle Toothpaste for Kids www.advintageplus.com/servlet/the-22398/1988-Print-Ad-Crest/Detail
- Colgate Optic White www.colgate.com/app/ColgateOralCare/Whitening/ColgateOpticWhite/US/EN/Product.cwsp?cid=ppc_gg_nb_stan_toothpaste_broad&kw=tooth+paste
- General Mills Advertisements www.google.com/search?q=general+mills+advertisements&sa=X&tbm=isch&tbo=u&source=univ&ei=aquCUbnpLs6wrgGNrYAQ&ved=0CFgQsAQ&biw=1410&bih=706
- Big G Whole Grain Cereals wholegrainnation.eatbetteramerica.com/biggcereals/?nicam1=Paid_Search&nichn1=GOOGLE&nipkw1=general+mills+cereal&niseg1=BIGG_FBU&nicreatID1=BGHealth
- Colgate Total www.colgate.com/app/ColgateTotal/US/EN/Products/Home.cwsp?cid=ppc_gg_nb_stan_toothpaste_phrase&kw=toothpaste
- Lego Ads www.adweek.com/news/advertising-branding/legos-consistency-has-been-key-its-success-148553
- examples of TV commercials geared toward children: “Buy Me That: Helping Kids Understand Toy Ads” by Frank Baker
https://www.youtube.com/watch?v=2Hdm69hpO-E
- “Food Ad Tricks: Helping Kids Understand Food Ads on TV” www.youtube.com/watch?v=fUjz_eiIX8k&list=PLC8470BC499E2CB2B
- examples of nonfiction books to be used for identifying bias or exaggeration; the following books were chosen because their titles imply bias or exaggeration:
- National Geographic Kids 125 True Stories of Amazing Animals. (2012). National Geographic Children’s Books.
- Catherine Thimmesh. (2002). Girls Think of Everything: Stories of Ingenious Inventions by Women. Sandpiper.
- Nate LeBoutillier. (2011). The Best of Everything Baseball Book. Capstone Press.
- Teachers may substitute other print or electronic sources to provide a range of reading and level of text complexity.
- index cards (for exit-ticket activity)

- Emphasize the importance of spotting bias and exaggeration in nonfiction writing and analyzing why the author and advertiser employed these strategies during the class. Informally evaluate students' ability to recognize instances of bias and exaggeration in nonfiction texts and provide evidence to back up their answers by going over your notes and anecdotal observations. 
- Utilize the checklist below to assess pupils' comprehension:
+ Students are able to define exaggeration and bias.
+ The student exhibits the ability to recognize exaggeration and prejudice in a variety of nonfiction materials, including ads and descriptive nonfiction.
+ Student correctly references textual evidence to back up his or her answers.
+ The student can cite at least two justifications for the bias and exaggeration that authors and advertisers employ in nonfiction writing.

Explicit instruction, modeling, and active engagement
W: Describe bias and exaggeration and explain how recognizing them enhances comprehension. 
H: Educate pupils on the use of prejudice and exaggeration by advertisers to promote their goods. 
E: Give pupils a range of resources to help them assess whether bias and exaggeration are present. 
R: After obtaining comments on whether or not their choices have been supported, let students edit and reconsider their decisions on bias and exaggeration. 
E: To ascertain whether students comprehend the ideas of prejudice and exaggeration, use formative assessment to see them apply what they have learned. 
T: Assign students to flexible groups based on their reading proficiency and include extension exercises for every level. 
O: This lesson's learning exercises include large-group instruction and discussion, small-group inquiry, pair work, and individual application of the material. 

Key question: How can prejudice and exaggeration appear in nonfiction writing?

Make an exaggerated claim. (For instance, "I have an enormous dog that must weigh 800 pounds.") Ask students if the statement describes something possible. Describe how the statement is an instance of exaggeration. Give an illustration of prejudice. (Dogs with spots are terrible pets. Brown dogs are superior.) Check with students to see if these claims are true. Describe how the assertions are biased examples.

On chart paper, write the following definitions for the benefit of the students:

An overstatement that distorts the facts is called an exaggeration.
A biased decision is based on an unsupportable personal opinion rather than the facts.

Words that indicate bias and exaggeration (bias: best, worst, greatest; exaggeration: all, everyone, no one, the most) should be noted and included on the definition table.

Part 1

Publish print ads on the board or interactive whiteboard, or distribute copies of the ones found in the Materials list.

Say, "Read the advertisement with a partner and point out instances of bias and exaggeration. Talk about the various strategies the advertiser employs to pique your curiosity and convince you that you must purchase the promoted goods."

Ask students, "What techniques did the advertiser use to capture your interest?" after they have read the advertising and discussed it with a partner. "Were any of the advertisement's claims overstated?" Responses should address the prejudice that the product offered by the advertiser is superior to that of rivals. Claims that are overstated include expressions like:

"One of the healthiest breakfast options you can make," "like you've never seen before," "everyone's talking," and "let your child feel what it's like to feel proud."

Ask, "What clues identify bias and exaggeration in the text?" (Keywords: best, only, no one, everyone, the best, greatest, and worst; these denote prejudice and hyperbole.)

Ask pupils why prejudice and exaggeration are commonplace in advertising. (in an attempt to persuade people to buy items). Ask, "How can understanding the purpose of an advertisement make you a better consumer, or someone who buys or uses a product?" (It can assist you in selecting things more wisely.)

Part 2

Show one or both of the TV advertisements listed in the Materials list to bolster the concept that students can become knowledgeable consumers by being aware of the tactics used by advertisers. The purpose of these examples is to raise students' awareness of the bias and exaggeration found in media advertising.

Students should examine the data in the commercials in small groups to ascertain the following:

What in the commercial is over the top? (the food's look and appeal; the toy's functionality and ease of use)
What prejudice does the advertiser have? (The toy is entertaining to play with; the food is excellent.)
Why is the advertiser employing these strategies? (To persuade consumers to purchase the product.)

Discuss the responses from the students as a class. Invite students to contribute more instances of bias and hyperbole in media advertisements.

Part 3

Inform students that advertisements and other nonfiction texts might contain prejudice and exaggeration. In a nonfiction piece, ask, "Why might an author use bias and exaggeration?" (to convey a specific point of view, grab the reader's attention, and persuade them.)

Show nonfiction books with names that seem biased or exaggerated, or books that are comparable and can be found in the Materials list. Give pupils the task of identifying any terms in the titles that seem to be biased or exaggerated. (the greatest, most wonderful, clever, anything)

Next, assign students to evaluate the books in pairs or small groups to see if there are any instances of prejudice or exaggeration in the text.

Give every pupil an index card. Ask students to explain on the card why authors and advertisers use bias and hyperbole. Students should be encouraged to write multiple sentences outlining their ideas. This exit ticket will offer a brief evaluation of a student's comprehension of the lesson's ideas.

Extension:

Students can view the "Admongo" resources from Related Resources if they need further practice. The quizzes in the text version offer additional support for evaluating advertisements.
The video "Don't Buy It" is available from Related Resources for students who are willing to go beyond the norm. Ask pupils to sum up the material.