Fact vs Opinion in the Media

Fact vs Opinion in the Media

Lesson 1 of 4 in this unit

  • Secondary
  • Year 9 - 10
  • English
  • Informative writing
  • Persuasive writing
  • Environmental
  • Energy
  • ...

Lesson summary

Students will learn to identify fact and opinion-based writing while exploring the topic of clean energy in Australia. They will assess excerpts about clean energy and analyse the language to develop a report.

Learning intentions

Students will:

  • understand the difference between fact and opinion in media and political language
  • identify how vocabulary influences perceptions of clean energy.

Success criteria

Students can:

  • differentiate between fact-based and opinion-based statements.

Lesson guides and printables

Lesson Plan

Curriculum links

Select your curriculum from the options below.

Lesson details

Skills

This lesson is designed to build students’ competencies in the following skills:

  • critical thinking
  • communication
  • digital literacy
  • ethical understanding
  • global citizenship
  • reflection

Curriculum Mapping

Australian Curriculum (v9.0) content description: 

Year 9, English 

Students learn to: 

  • understand how evaluation can be expressed directly and indirectly using devices such as allusion, evocative vocabulary and metaphor (AC9E9LA02).

Year 10, English

Students learn to:

  • understand that language used to evaluate, implicitly or explicitly reveals an individual’s values (AC9E10LA02).

Relevant parts of Year 9 English achievement standards: With a range of purposes and for audiences, students discuss and expand on ideas, shaping meaning and providing substantiation.

Relevant parts of Year 10 English achievement standards:With a range of purposes and for audiences, students discuss ideas and responses to representations, making connections and providing substantiation. 

NSW Syllabus outcomes:

A student:

  • communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding (EN3-OLC-01).

General capabilities: Critical and Creative ThinkingDigital LiteracyLiteracyPersonal and Social CapabilityEthical Understanding

Cross-curriculum priority: Sustainability  

Level of teacher scaffolding: Medium – facilitate class discussion and scaffold analysis of language use in sources.

UN Sustainable Development Goals

UN SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

  • Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.

Resources Required

  • Student devices
  • Whiteboard

Additional Info

Cool.org thanks our philanthropic funder, Boundless Earth for their generous contributions and collaboration in creating these resources.

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