Republic of the Philippines
Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO ORIENTAL
TIBANBAN NATIONAL HIGH SCHOOL
TIBANBAN, GOVERNOR GENEROSO, DAVAO ORIENTAL
DEMONSTRATION LESSON PLAN IN
GRADE 8 - English
3rd Quarter, S.Y. 2021-2022
GRADE LEVEL
STANDARD:
COMPETENCY:
INTEGRATION:
I. OBJECTIVES:
II. TOPIC
The learner demonstrates communicative competence through his/
her understanding of Philippine Literature and other texts types for a
deeper appreciation of Philippine Culture and those other countries.
Examine biases (for or against) made by the author
Code: EN8RC-IIIg-3.1.12:
A. Competency Integrated Within the Curriculum:
➔ Determine various social, moral, and economic issues
discussed in the text listened to - EN8LC-IIIh-7.4
B. Competency Integrated Across the Curriculum
➔ Examine various factors which cause gender discrimination.
AP10IKPIIId-7
At the end of the lesson, the students are expected to:
a) recognize the author’s biases used in media and text;
b) reconstruct a one-sided statement about a social, moral, or
economic issue through eliminating biases; and
c) correct one’s own biases on common societal issues.
AUTHOR’S BIASES
References:
1. Website:
Savvy info consumers: Detecting bias in the news. (2020, October
5). University of Washington Libraries. Retrieved May 21, 2022, from
https://guides.lib.uw.edu/research/evaluate/bias
2. Self-learning Module: English 8: Quarter 3 - Module 1
3. YouTube Video Link:
➔ https://www.youtube.com/watch?v=vap17sfk2Fc
Instructional Materials:
1. Laptop computer
2. White screen projector
3. Individual task sheets
III. METHODOLOGY A. Preliminaries
1. Prayer
2. Checking of Attendance
Each row leader checks the attendance as part of the classroom
routine.
3. Review
The teacher introduces several words and asks the student to
define them in their own words (Vocabulary Enrichment)
*author
*connotation
*persuade
*omission
*bias
*judgement
4. Motivation
The teacher shows several pictures and asks students to share
their thoughts on the message conveyed by the pictures.
A
CTIVITY (PIC-TALK)
The teacher posts the covered task sheets and instructs the
students to pick one.
Directions: Read the definition and example of ways to spot
biases. Use the provided picture to explain its definition.
Tasks:
1. Word choice and connotation – The writer’s choice of words
can influence the readers’ opinion. A word that carries
additional idea or feeling can change the whole message.
2. Names and Titles – The way a person is described or labeled
can influence how readers think about him/her.
3. Placement and Size – Articles or stories at the front page of
the newspaper are seen as important.
4. Selection or Omission – Some facts will be omitted. The
author selects what information to share and not to share.
5. Images and Videos – Images used in an article can influence
how the readers look into the subject.
The teacher shows a video of the Manobo tribe’s embroidery and
beadwork. The teacher shortly elaborates conscious and
unconscious biases.
➔ YouTube Video Link:
https://www.youtube.com/watch?v=AWvuDRC1ymM
ANALYSIS
The teacher instructs the students to flip the task sheets to reveal
more examples of ways to spot biases. This time, the teacher lets
the students identify the example of bias used in the statements
as well as detect the issues and discrimination.
Issues and
Statements
Biases
Discrimination
1. “While the country is still struggling to
fight the coronavirus pandemic, only 5 of
Duterte’s SONA priority bills on Monday,
July 27, were specifically designed to
respond to the COVID-19 crisis”.
https://rappler.com/newsbreak/iq/list/-priority-bills-dutertesona2020
2.
3.
4. “John Doe is an ex-convict, is now
running for office”.
5.
https://theintercept.com/2016/11/18/career-racist-jeffsessions-is-donald-trumps-pick-for-attorney-general/
A
bstraction
Directions: Capsulize the lesson based on the given illustration.
“labeling”
“loaded
words”
“incomplete”
“photos”
Author’s
Biases
“location”
A
pplication
Directions: Each picture conveys a biased idea of the 90’s
perception of a social, moral, or economic issue. Create statements
by eliminating the biases conveyed in each picture.
1.
III.ASSESSMENT
2.
EVALUATION
Test I. Spot the Biases
1. Directions: Answer the question in less than 3 sentences.
2. 1. Was the Bloomberg COVID ranking bias towards the western
countries? Explain your answer.
Test II. Identification
Directions: Identify the ways to spot biases in each item. Choose the
letter of the best answer.
___2. “The unfortunate turn of events..”
___3. “The Filipino people calls President Duterte, ‘Tatay Digong’”.
Test II. Sentence Construction
Directions: Reconstruct the statement below by eliminating biases.
4. “Strong men easily gets the task done. The result hikes when
career-focused men are automatically hired.”
Test III. Correcting my Bias
Directions: Think of one social or moral issue which you are biased
with. Write your own biased statement on the dark portion of the light
bulb. Then try to erase the bias and explain the neutral viewpoint on
the yellow portion of the bulb.
IV. ASSIGNMENT
ADDITIONAL ACTIVITY
The teacher instructs the students to accomplish the Activity 3 on page 9.
Prepared by:
KEMBERLYN GUTIERREZ
SST-I
Observed by:
___________________
English Head Teacher