Learning Area ENGLISH

Learning Delivery Modality Face to Face Classes

Centro De Naic National
School Grade Level 8
High School

Teacher Learning Area English

Teaching
February _, 2023 Quarter Third
Date

Teaching
No. of Days _ Day
Time

At the end of the lesson, students should be able to:

1. Determine the concept of bias;
I. OBJECTIVES
2. Identify the author’s biases in given statements;
3. Recognize if the message of the author is for or against a certain issue.

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
A. Content Standards
and propaganda technique; and grammatical signals for opinion-making,
persuasion, and emphasis.

The learner transfers learning by composing and delivering a persuasive speech

based on an informative essay featuring use of properly acknowledged information
B. Performance
Standards sources, grammatical signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.

C. Most Essential
Learning Competencies Examine biases (for or against) made by the author.
(MELC)

D.Enabling
Competencies
1. Judging the relevance and worth of ideas presented in the material.
(If available, write the
2. Determining the issue and stand presented in the material.
attached enabling
competencies)
Identifying Author’s Bias for or Against
II. CONTENT
A. References
a. Learner’s
Material Pages
b. Textbook Pages
c. Additional
Materials from https://www.youtube.com/watch?v=qCWDhBHSg8U
Learning LeaP KS3 3rd Quarter
Resources
B. List of Learning
- PowerPoint Presentation
Resources for
- video presentation
Development and
- still images
Engagement Activities
C. Pedagogical - Constructivism (Direct Instruction: Drill and Practice)
Approach - Reflective (Think, Talk, Read, Ask)
Routinary Activities:
 Greetings
IV. PROCEDURES  Prayer
 Checking of Attendance
 Health and Safety Protocols
 I. Review of the previous lesson.

II. The learners will be introduced to the following:

a. MELCs
b. Objectives
c. Motivation (Would You Rather)

Directions:
Students will be given two options. They are going to pick their preferred
choice and they need to explain for choosing such.

1. Would you rather play basketball or volleyball?

2. Would you rather study English for 1 hour or 1 hour of studying
Mathematics?
3. Would you rather be vaccinated for COVID-19 or not?

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 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.
A. Introduction
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.

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
student’s 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
Discussion of the lesson

Now, let's take a look and examine people's perspectives on things.

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.

Opinion Mashup (wordpress.com)

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

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

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.

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

C. Engagement

Do you agree with the idea presented by the author in his work? Explain
why do you think that way.
 Cut an article from a newspaper or magazine that contains author’s
bias and paste it in your notebook. Read the article carefully. Then,
D. Assimilation identify the bias you have analyzed. Write a five-sentence
explanation to prove your point.

Note: If you have a way to connect to the Internet, you may search on it.
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
V. ASSESSMENT
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) __________________

VI. REFLECTION
(Reflection on the type
of Formative
Assessment used for
this Particular Lesson)
VII. ASSIGNMENT
Write your personal insights about the lesson using the prompts below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about _____________.
Write a favor and against sentences about each of the following topics. Each topic
should have a minimum of three sentences.
a. Social media
b. Gender

Prepared by:

Checked by:

Noted by:

EVEE B. ADRA
Teacher-In-Charge/Head Teacher I