School Southville 3A National Grade Level Grade 8

High School
Debby B. Ocampo English
Teacher Learning Area
Jocelyn O. Villaraza
Teaching Date February 13-24, 2023 Third Quarter
LESSON Quarter
EXEMPLAR
Teaching Time English Time No. of Days 4 days

I. OBJECTIVES At the end of the lesson, learners are expected to:

 Differentiate bias from prejudice.
 Recognize situations where bias and prejudice are present.
 Detect bias and prejudice from day-to-day situations and in listening
materials.
A. Content Standards The learner demonstrates understanding of: Southeast Asian literature as mirror to a
shared heritage ; coping strategies in processing textual information; strategies in
examining features of a listening and viewing material; structural analysis of words and
propaganda techniques; and grammatical signals for opinion- making, persuasion, and
emphasis.
B. Performance Standards The learner transfers learning by composing and delivering a persuasive speech based
on an informative essay featuring use of properly acknowledged information sources,
grammatical signals for opinion-making , persuasion, and emphasis, and appropriate
prosodic features, stance, and behavior.
C. Most Essential Learning MLEC 11: Examine biases (for or against) made by the author
Competencies (MELC)
D. Enabling Competencies  Judge the relevance and worth of ideas presented in the material viewed.
 Judge the relevance and worth of the ideas presented in the text listened to.
 Determine the issue and stand presented in the material viewed.
II.CONTENT Identifying Author’s Bias for or Against
III.LEARNING
RESOURCES

A. References
a. Teacher’s Guide PIVOT BOW, Self-Learning Module
Pages
Learners’ Activity Sheet
b. Learner’s Material
Pages
c. Textbook Pages

d. Additional Materials
from Learning
Resources
B. List of Learning
Resources for
Development and
Engagement Activities

A. Introduction We all have different opinions. We may not notice that we are carried away by the ideas of what we have
read, watched and heard. Our opinion, on the other hand, also affects one’s thoughts, feelings and actions
(30 minutes) or vice versa. In other words, we inevitably become biased and choose what we want to believe and
apply.

On the other hand, not all biases are bad. The truth is, if used only in the right way it will also be used
for good.

In the same way, it is very important to detect bias because it helps us identify the purpose of the article,
movies, pictures, paintings, songs, speeches etc. It will also strengthen our understanding of the
relevance and importance of the ideas mentioned by the author/speaker as well as the issues and
assumptions or stance he/she presents.

Observe the editor’s view regarding rapid testing:

 In this lesson, we are expected to examine the author's bias and categorize it whether he/she is biased
for/towards or biased against someone or something. This will also help us recognize the relevance of the
author's biases or worth of ideas to our own stand based on the assumptions he presented in his/her work.

Let's find out which of the statements below you would side with. Be prepared to explain
your perspective on why it was chosen.

ANTICIPATION GUIDE

Statements Agree Disagree Comment or

Explanation

1. Children should be involved in family decision making.

2. Minors need to work to help with family needs.

3. People need to be vaccinated to prevent various diseases.

4. Parents has the right to monitor your phone calls and social media accounts.

5. Putting tracking devices on

students’ ID Cards

In this activity we found out your opinion on various topics in which you stated the side you are in favor
or not in favor of. It simply shows that we have biased for / toward or biased against someone or
something.
B. Development Now, let's take a look and examine people's perspectives on things.
(1 hour and 30 minutes) Learning Task 1: Read the statements carefully. Identify whether the author/speaker is biased
for/toward or biased against someone or something. Put a check (/) mark on the statement indicating that
the author is in favor of the message being conveyed and cross (X) mark on the message or idea he / she
is not in favor.

_________ 1. The youth is the hope of our future. - Jose Rizal

_________ 2. With proper governance, life will improve for all. - Benigno Aquino III _________ 3. A
broken immigration system means broken families and broken lives. - Jose Antonio Vargas

_________ 4. I don't like this kind of life where every month you are faced with some kind of a coup. -
Jejomar Binay

_________ 5. I want every Filipino woman empowered with information regarding all options available
to her regarding family planning. - Lea Salonga

Learning Task 2: Analyze the editorial cartoon below. Then, answer the questions that follow.
 Processing Questions:

1. What is the editorial cartoon about?

2. What issue is shown in this editorial cartoon?

3. State the stance of the cartoonist in creating it?

4. Describe the biases depicted in the editorial cartoon by completing the sentence below.

A. Bias for/toward (in favor of) __________________because ___________________. B. Bias against

(not in favor of)________________ because ________________________.

IDENTIFYING AUTHOR’S BIAS FOR / AGAINST

A significant part of evaluating an author’s ethos (convincing the audience that he/she is a credible source
and is worth listening to) is identifying that author’s bias (inclined to favor one side over another).

Bias is any opinion that influences a person’s thoughts, feelings, or actions. An author/speaker can
be:

∙ biased against something (lean negatively against it); or

∙ have a bias for/toward something (lean favorably or positively toward it).

Example:

“Men have sacrificed and crippled themselves physically and emotionally to feed, house, and protect
women and children. None of their pain or achievement is registered in feminist rhetoric, which portrays
men as oppressive and callous exploiters.” ― Camille Paglia

(The author/speaker has a bias for/towards gender equality. On the other hand, the author/speaker biased
against the thinking which describes men as oppressive and reckless exploiters.)

How to determine what an author’s bias is:

Author’s Use of Evidence Author’s Use of Diction

• Does the author present more • Does the author use words with positive evidence for one side of
an more negative connotations when issue than the other? referring to a part of an issue or specific
people?

• Does the author present more • Does the author use words with negative evidence for one side of
more positive connotation when an issue than the other? referring to a part of an issue or
specific people?
Source: Core Hero.com

Learning Task 3: Examine the sets of statements or opinions below. Then, categorize the following
whether the speaker/author is biased for or against someone/something. Explain why.

(Bias for) In favor of (Bias against) Not in favor of

(Bias for) In favor of (Bias against) Not in favor of

C. Engagement Learning Task 4: Search on the lyrics of the song “Where is the Love” by Black Eyed Peas. Study its
message then, complete the table below by answering the given questions.
(1 day) What is/are the issue/s presented? What is/are the author’s

assumption/s or stance?
 ___________________________ _____________________________

___________________________ _____________________________

(Bias for) In favor of (Bias against) Not in favor of

Do you agree with the idea presented by the author in his work? Explain why you think that
way. _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

D. Assimilation Cut an article from a newspaper or magazine that contains author’s bias and paste it in your notebook.
Read the article carefully. Then, identify the bias you have analyzed. Write a five-sentence explanation to
(30 minutes) prove your point.

Note: If you have a way to connect to the Internet, you may search on it.
ASSESSMENT INSTRUCTIONS: Read the statements below. Then, point out the ideas that favor the
author and those that don’t.

1. Nations will rise and fall, but equality remains the ideal. The universal aim is to
achieve respect for the entire human race, not for the dominant few. ― Carlos P. Romulo

A. Bias for/toward (in favor of) __________________

B. Bias against (not in favor of __________________

2. Love should have no alternatives; love should be the sole reason for loving; love should spring of
itself. ― Nick Joaquín

A. Bias for/toward (in favor of) __________________

B. Bias against (not in favor of) __________________

3. I want our people to be like a Molave tree, strong and resilient, standing on the hillsides, unafraid of
the rising tide, lighting and the storm, confident of its strength. ― Manuel L. Quezon

A. Bias for/toward (in favor of) __________________

B. Bias against (not in favor of) __________________

V.REFLECTION Write your personal insights about the lesson using the prompts below. I understand that
___________________.
I realize that ________________________.
I need to learn more about __________.

Prepared by:

DEBBY O. REYES JOCELYN O. VILLARAZA

TEACHER I TEACHER I

Checked by: Noted by:

JOCELYN O. VILLARAZA SHERYLL ANN M. DADAL

ENGLISH COORDINATOR OIC/ HEAD TEACHER IV