Republic of the Philippines

Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO DEL NORTE
DISTRICT OF SAN ISIDRO
LINAO NATIONAL HIGH SCHOOL
Linao, San Isidro, Davao del Norte

I. LESSON TITLE Learning Area ENGLISH

Identifying Grade Level
Author’s Bias for or Against 8
W1 Quarter
II. MOST ESSENTIAL LEARNING Third Quarter Date February 13-16, 2023
MELC 11: Examine biases (for or against) made by the author
COMPETENCIES (MELCs)
III. OBJECTIVES Enabling Competencies:
 determine the concept of bias;
 identify the author’s biases in given statements;
 recognize if the message of the author is for or against a certain issue;
 evaluate biases found in text by determining the author’s use of diction and
evidences; and
 create a message that promotes fair and unbiased writing.

Suggested
IV. PROCEDURE Learning Activities
Timeframe
30 minutes We all have different opinions. We may not notice that we are carried away by
A.INTRODUCTION 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:

Illustration Credit: Editorial Cartoon April, 20, 2020

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

https://opinionmashup.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 • 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 1 hour 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

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

D.ASSIMILATION 40 mins. 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 prove your point.

Note: If you have a way to connect to the Internet, you may search on it.
V.ASSESSMENT 20 mins. 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)

VI. REFLECTION 10 mins. 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: Checked by:
VENUS T. LAURENTE-Linao NHS GRACE T. TORSINO-Head Teacher VI