Quarter 3 - Module 1

(Lesson 1-4)
English – Grade 9
Alternative Delivery Mode
Quarter 3 – Module 1
First Edition, 2021

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Published by the Department of Education

Secretary:
Undersecretary:
Assistant Secretary:

Development Team of the Module

Authors: Virgilio G. Torio Jr., Melanie I. Valente, Dennis T. Secorata, Myra A. Fuentes,
and Merry Maida V. Dominguito
Reviewers: Annabelle H. Nava, Ramero B. Tagum, Emmanuel B. Buenviaje, and
Rhodora S. Guitap
Illustrator: Dennis T. Secorata
Layout Artists: Virgilio G. Torio Jr., and Dennis T. Secorata
Management Team: Joel T. Torrecampo, CESO VI
Juan C. Obierna
Annabelle H. Nava

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 Quarter 3 - Module 1
(Lesson 1-4)

This instructional material was collaboratively developed and reviewed

by educators from public schools. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations to the
Department of Education at action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

Introductory Message

For the facilitator:

Welcome to the English 9 Alternative Delivery Mode (ADM): Connecting to the World!
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help learners
acquire the needed 21st-century skills while taking into consideration their needs and
circumstances.

To the parents:
As parents, you play a vital role in educating your child’s life; hence, you may also
help provide the support and stimuli that your child needs to make sense of the world. Since
we are currently facing the coronavirus pandemic, now is the perfect time for you to make
your home a school and act as a teacher to your child.

For the learner:

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to process
the contents of the learning resource while being an active learner.

The module is divided into two lessons:

● Lesson 1 and 2 – Differentiate biases from prejudices
● Lesson 3 and 4 – Determine the relevance and truthfulness of the ideas
presented in the material viewed

In this module, you are expected to:

● Differentiate biases from prejudices;
● Determine the statement whether bias or prejudice;
● Show understanding of texts through textual aids;
● Resolve biases and prejudices;
● Judge the relevance and truthfulness of the ideas presented in the material
viewed;
● Determine fact and opinion;
● Analyze the information contained in the material viewed; and
● Express one’s own belief and opinion on the material viewed.

2
 Lesson
Differentiating Biases from Prejudices
1

WHAT I NEED TO KNOW

As we read selections and articles, as well as interact with others, not all
are welcoming and accommodating in our own perspectives. They are
sometimes biased. Everyone has biases. It’s true. Having a bias doesn’t make you a bad
person, however, not every bias is negative or hurtful. It’s not recognizing biases that can
lead to bad decisions at school, in life, and in relationships.

As you go through this lesson, you are expected to:

● Differentiate biases from prejudices;
● Determine the statement whether bias or prejudice; and
● Show understanding of texts through textual aids.

WHAT IS IT
Activity 1 Photo Dialogue
Directions: Read the dialogue and answer the questions that follow

1. Does it show fairness?

2. Does it show equality?
3. Is it a bias or a prejudice?

Reference: Fredericksburg.com
The photo dialogue with the statements (a) “I don’t want blacks living in my
neighborhood.”, (b) “I don’t want Jews owning businesses in my town.” and (c) “I don’t want
a Muslim Community Center in lower Manhattan.” are examples of prejudices.
3
 There are clear prejudices in the statements. The statements judge people in relation
to their race (black people), nationality (Jews), and religion (Muslims).

Bias means a tendency to favor one person, group, or thing or point of view over
another, often in an unfair way. It is a tendency to lean in a certain direction, either in favor
or against a particular thing. It is a lack of a neutral viewpoint on a particular topic.

If you are biased towards something, you lean favorably to it. Your psyche tends to
think positively of it. On the other hand, the opposite opinion or ideas, you think negatively
about it.
Example: Some churches do not accept women who wear pants instead of dresses
or skirts during their services.
This is bias because women who want to attend the services cannot be admitted
because of their clothes. In this example, a certain group of people is given favor against
another.

Prejudice is an unfavorable opinion or feeling formed beforehand or without

knowledge, thought, or reason. It simply means to pre-judge others. Prejudice is a
preconceived opinion or feeling toward a person based solely on their affiliation with a
particular group.

This feeling may be translated into action by discriminating against a person, or

members of an opposing group or a target group.
An individual may be prejudiced against other people based on factors such as:
● race
● age
● gender
● sexual orientation
● religion
● nationality
● class / economic status

Example: It is sometimes assumed physical work and labor is associated with men.

There are several ways to detect an author's possible bias and prejudice, for example:

● use of exaggerated language;

● make claims whose larger purpose is to elevate (or demean) one social, ethnic,
national, religious, or gender group as compared to another, or all others;

4
 ● present evidence that serves to tell only one side of an event or issue, purposefully
withholding or ignoring information that may shed the opposing view in a more
positive light;
● manufacture, falsify, or dishonestly cite evidence in order to present his or her case
in a more positive light.

Relatively, even though these people haven’t done anything wrong, but because of
their background in general, people tend to pre-judge them and discriminate against them.
Activity 2 Similarities and Differences
Directions: Using the ideas presented on the previous page, create a Venn diagram
identifying the similarities and differences of bias and prejudice.

BIAS PREJUDICE

Activity 3 Picture-Bias-Prejudice
Directions: Look at the pictures closely and identify what it shows and tell whether it is a
bias or a prejudice.

What is the picture about?

__________________________
__________________________
__________________________
__________________________
Is it bias or prejudice?
__________________________
__________________________

Reference: http: //eltecolote.org/content/en/simmering

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 What is the picture about?
______________________________
______________________________
______________________________
______________
Is it bias or prejudice?
______________________________
Reference: https://www.linkedin.com/pulse
______________________

What is the picture about?

Reference: https://steemit.com/life/@sameer777
______________________________
______________________________
______________________________
______________
Is it bias or prejudice?
______________________________
______________________

What is the picture about?

______________________________
______________________________
______________________________
______________
Is it bias or prejudice?
______________________________
______________________
Reference: https://www.adweek.com/brand-marketing
What is the picture about?
_____________________________
_____________________________
_____________________________
_________________
Is it bias or prejudice?
_____________________________
_______________________

Reference: https://www.pinterest.ph

WHAT’S MORE

Activity 1 True or False

Directions: Identify if the statements are true or false. Write your answers before the
number.

__________ 1. Prejudice is an opinion or viewpoint while discrimination is the action.

6
__________ 2. Bias and discrimination is the same.

__________ 3. Prejudice is a preconceived opinion towards a race, age, and gender.

__________ 4. If someone is thinking poor of another person for his belonging to a certain
gender, he has prejudice.

__________ 5. Firing an employee because she got pregnant is an example of prejudice.

__________ 6. The tendency to favor a person, or group of people is called bias.

__________ 7. An individual may be prejudiced against other people based on skin color.

__________ 8. When you are biased, you are neutral.

__________ 9. Bias is taking action against discrimination.

__________ 10. Bias is never one-sided.

WHAT I CAN DO

Activity 1 Bias or Prejudice

Direction: Identify the statements if they are bias or prejudice. Write your answers before
the number.

__________ 1. A student gave a negative comment on someone with disability.

__________ 2. Someone posted a negative comment on social media about the economic
status of a family.
__________ 3. Most people perceive women as being more understanding, kind, and
helpful than men.
__________ 4. Female teachers give more attention to girls.
__________ 5. Offering a higher pay to a Christian teacher over a Muslim teacher.
__________ 6. The waiter refused to serve someone in a restaurant because of his skin
color.
__________ 7. You were not invited to a party because you are Asian.
__________ 8. It is sometimes assumed that someone who is physically disabled is also
mentally disabled.
__________ 9. Margo won the contest because his father was one of the judges.
__________ 10. Rich people are better than poor people.

7
 Lesson
Differentiating Biases from Prejudices
2

WHAT I NEED TO KNOW

Bias is a disproportionate weight in favor of or against an idea or thing,

usually in a way that is closed-minded, prejudicial or unfair. Biases can be
innate or learned. People may develop biases for or against an individual, a group, or a
belief. A belief that is not founded by known facts about someone or about a particular
group of individuals.

We all have biases that affect all aspects of our lives and the lives of others with
whom we interact. Prejudice is an assumption or an opinion about someone simply based
on that person's membership in a particular group. We can be prejudiced about many things:
people's religious beliefs, the color of their skin, the region they come from, the accent they
speak in, the clothes they wear etc. Often, our prejudices about others are so strong that we
don't want to form friendships with them. Which is considered to be unfair.

In order to know their differences, we use textual aids. These are tools or materials
that provide support and facilitate the understanding of texts. These aids are, most of the
time, graphical outlines or images that give a general idea of a certain topic. These are
educational instruments, could be written texts, or printed texts and other ways of
emphasizing the essential phrases, thoughts, graphs, and/or images. If you can quickly
recognize a writer’s point of view or see language that is unfair, you can make better
decisions whether it is prejudice or bias. Examples of textual aids are those words being
highlighted, bolded, italicized, and adding charts, graphs, diagrams, maps, tables, etc.

As you go through this lesson, you are expected to:

● Show understanding of texts through textual aids; and
● Resolve biases and prejudices

8
 WHAT IS IT

Bias and prejudice are closely related and often used interchangeably.
Both have a negative impact on our dealings. Let us explore the differences between these
concepts.
Bias is a tendency to look at things in a certain way, in preference to another way. It
means tendency to favor or support or against a particular one person, group thing or point
of view over another resulting in unfairness. Examine the scenario in the activity above. The
second statement shows favoritism and unfairness resulting in a bias.
Prejudice refers to pre-judging before looking at the evidence. It is an unfavorable
opinion or feeling beforehand or knowledge, thought, or reason. Prejudice can have a strong
influence on how people behave and interact with others, particularly with those who are
different from another group. This can be observed in the second statement of Scenario 2
from the activity above.
Here are two examples of prejudice and bias:
1. The report blames most crime in the town on teenagers, without any evidence, as
the writer is prejudiced against young people.
2. My aunt is biased towards dogs that are black, like her own, and she is always
more friendly to them than to other dogs.

Ways to Mitigate Biases and Prejudices

When we make a judgment about another person, we subconsciously look for
evidence to back up our own opinions of that person. We do this because we want to believe
we’re right and that we’ve made the right assessment of a person.
1. Establish upfront criteria.
Layout decision-making criteria in advance.
2. Batch decisions.
Make similar decisions in the same block of time as best as possible.
3. Make room for different styles.
Ask questions about the expectations that favor dominant versus non-dominant
groups/cultures.
4. Look for patterns.
Step back and look for unintended patterns across gender, race and other identities.

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5. Get broad and diverse input.
Whenever possible, get input from the broad and diverse group of people.
6. Recognize and accept that everyone has biases.
We all have biases that we need to continuously try to improve and manage.
7. Shine a light on yourself.
Don’t be afraid to self-evaluate and self-regulate your biases.
8. Practice constructive uncertainty.
If you aren’t sure … ASK others in a sensitive manner.
9. Explore awkwardness and discomfort.
Some situations may be awkward and make you uncomfortable but this is how we grow
and learn to address our cultural deficits.
10. Learn about people.
Make it a goal to get out of your comfort zone and learn more about those who are
different from you.

Activity 1 Spot On
Directions: Determine the bias or prejudice in the following scenarios by identifying their
differences and similarities. Write your answer on the space provided.

SCENARIO 1

A. Our teacher gives us grades based on the Similarities of the Scenario A and B :
actual performance task using the presented _______________________________
rubric. _______________________________

B. Our teacher gives a higher rating to female Differences of the scenario A and B:
students than male students without using _______________________________
the rubric for the performance task. _______________________________

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SCENARIO 2

A. Despite his mental condition and odd
behavior, he was accepted into the group
and accomplished the class promptly.
B. Accepting him to be part of the group could
be a burden to the accomplishment of the
school project. His mental condition and odd
behavior can compromise the quality and
timeliness of our output.
Similarities of the Scenario A and B :
_______________________________
_______________________________
_______________________________
Differences of the scenario A and B:
_______________________________
_______________________________
_______________________________

Activity 2 Key In
Directions: Read and analyze the paragraph below. Determine the sentence or part of the
paragraph that shows bias or prejudice and identify the keyword being described by the
paragraph and the image by arranging the given clue letters of this keyword. Write your
answer on the space provided.

Around the world, it is much more difficult for women to find a career than for men.
Employers prefer to run high-quality jobs using male workers. The view of accepting
women for change is difficult in the immediate future. It is assumed that when it comes
to manpower, a woman cannot replace the talents and abilities of man. Thus, an
organization only hires and employs men, and women are left at home.

E I M S S X

Answer: ____________________________________________

Statement that shows bias:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Statement that shows prejudice:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

11
 2. During the peak of Covid-19, we were deprived of receiving goods and assistance from
the private sector. They selectively choose the people who could also reciprocate their
cause. We were judged by our appearance, attitudes, behavior, education, and job. We
the poor people are deliberately considered worthless in society. Any help is difficult for
us to get because only a few have a heart and are open to people like us.

C A S L O I - C A S S L

Answer: ___________________________________

Statement that shows bias:

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Statement that show prejudice:

_____________________________________________________________________
_____________________________________________________________________

WHAT’S MORE

Activity 1 Bias or Prejudice

Directions: Read the given scenarios. Detect bias and prejudice if there is any and write it
on the space provided before the number. Then, write your explanation after each
statement.

___1. Treating someone like a convicted killer even after years of being acquitted of murder.
___________________________________________________________________
___2. Seeking evaluation from independent experts yet arriving at one’s subjective
decision. ____________________________________________________________
___3. Denying a couple of the same gender from getting a visa because of their sexual
preferences._________________________________________________________
___4. Thinking that someone who is physically impaired is also mentally challenged.
___________________________________________________________________
___5. Firing a woman from the job because she got pregnant.
____________________________________________________________________

12
 WHAT I CAN DO

Activity 1 Bias or Prejudice

Directions: Identify whether the statement for each item shows bias or prejudice. Write
your answer on the space provided before the number.

___________1. Girls are always smarter.

___________2. She got hired because of her pretty face.

___________3. The teacher believes that football is a male thing.

___________4. Romeo was not allowed to marry Juliet because he was poor.

___________5. She believes that only women are empowered and self-directed.

___________6. Myrna asked help from her teacher yet arrived at her own decision.

___________7. Putting up greater number of comfort rooms for females than males.

___________8. Companies choose to terminate older employees during the pandemic.

___________9. The teacher needs to pick the best athlete in class; he’d probably pick a
boy.

___________10. Denying someone a promotion because he is patronizing a different TV

station.

Activity 2 Resolving Biases and Prejudices

Directions: List down the common biases and/or prejudices you observed in your
community. Provide possible resolutions for each bias and/or prejudice and the result of
your action.
Biases / Prejudices I Things I will do Possible result
have observed
1.  

2.  

3.  

4.  

5.  

13
 Determining the relevance and
Lesson
truthfulness of the ideas presented in
3 the material viewed

WHAT I NEED TO KNOW

Viewing helps learners to slow down, reflect and think about the
images they are seeing, and develop the knowledge and skills to analyze and
evaluate visual texts and multimedia texts that use visuals. It also helps students acquire
information and appreciate ideas and experiences visually communicated by others.

Viewing is one of the most important skills in communication because it is a way of

portraying information in the record, thus, giving more emphasis on the importance of mental
faculty that allows a perceiver to give details about a target that is difficult to get to normal
senses due to time, distance or shielding. It enhances the listening and reading skills when
students attend to nonverbal - communication and visual elements of performance, video,
television, film, and multimedia presentations. However, it is essential to know how to see
the truth and relevance behind the materials we viewed, especially with the growing number
of fake accounts and news in the digital era.

As you go through this lesson, you are expected to:

 Judge the relevance and truthfulness of the ideas presented in the material
viewed;
 Determine fact and opinion; and
 Analyze the information contained in the material viewed

WHAT IS IT
At present, information spreads at a rapid rate because of technology
and social media. With this, we need to distinguish ideas that we consider
truthful and relevant. Judging the legitimacy of the information will keep us from being a
victim of propaganda or deception.
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 Making judgment is one of the high-order thinking skills that we must develop in
viewing. We must identify the significant details to make sensible conclusions and to justify
our decisions.

Judging the relevance and truthfulness of ideas is a process of weighing or

evaluating the soundness of information presented in the material viewed. The
term relevance typically refers to learning experiences that are either directly applicable to
the personal aspirations, interests, or cultural experiences of students (personal relevance)
or that are connected in some way to real-world issues, problems, and contexts (life
relevance). Information that closely matches a reader’s goal is more relevant, whereas
information that does not match the goal is less relevant, regardless of its importance. In
terms of truthfulness, it is the state of being true or realistic in life. Remember that your
judgment must be based on fact and not on opinion.

The following pointers may help you give a logical evaluation.

A fact is a statement known to be true or which can be proven to be true. It is more

reliable as a basis because it can be defended.

An opinion is a statement that tells what someone believes to be true. It may or may
not be correct. Hence, the opinion of an authority on a subject may be believed or not.

Let us always consider that before we believe articles or materials that we read, we
must check if it’s factual or not.

WHAT’S MORE

Activity 1 Positive and Negative Messages

Directions: To help you in making judgments in the material viewed, it is important that you
know how to distinguish affirmative (positive) statement which is used to express the validity
or truth of a basic assertion, and the negative form expresses its falsity.

Read the statements below. On the second column, draw a if the statement
expresses a positive message and draw a if it expresses a negative message. Then, on
the third column, write the expression/word that makes the statement positive or negative.
15
 Statement Icon Signal Expression/Word
That Expresses Positive
or Negative Messages
1. Good morning! Nice to see
you, Mrs. Ramos.
2. You will never win if you will
not be serious in the practice.
3. Thumbs up! You did it right!

4. Excellent! You are the highest

In the test.
5. No way! I will not go there.

Activity 2 Relevant or Irrelevant?

Directions: Identify if the pair of pictures are relevant to each other or not. Write your answer
on the blank.

__________________

__________________

_________________
Reference: https://Shutterstock.com

16
Activity 3 Fact or Bluff

Directions: Read the following statements and decide if they are Fact or Bluff. Write Fact
or Bluff on the space provided before the number.

_________ 1. Filipinos in general value camaraderie, hospitality,kinship and close family

ties.
_________ 2. The Philippines is the world’s second-smallest archipelagic nation.
_________ 3. The country at one point held the title of “Texting Capital of the World”.
_________ 4. The Philippines is the only Asian nation that is predominantly Muslim.
_________ 5. The Philippines is one of the world’s largest producers of apples.

Activity 4 Reading a Selection

Directions: Read and analyze the selection and answer the questions that follow.

A Worrisome Corona Virus Variant Brings Hope for Better Vaccines

People infected with a fast-spreading coronavirus variant mount an immune response

that can fend off multiple SARS-CoV-2 strains. Scientists first identified the SARS-CoV-2
variant called B.1.351 in South Africa in late 2020. They have since linked it to reinfections
and found hints that several vaccines are less effective against it than against SARS-CoV-
2 variants circulating earlier in the pandemic.
Penny Moore at the National Institute for Communicable Diseases in Johannesburg,
South Africa, and her colleagues assessed the antibody responses mounted by 89 people
who were infected with B.1.351 and were admitted to hospital (T. Moyo-Gwete et al. Preprint
at bioRxiv https://doi.org/fzq5; 2021). The team found that these participants’ antibody levels
were similar to those in people infected with earlier strains. The team then pitted antibodies
from people infected with B.1.351 against a form of HIV modified to use the coronavirus
spike protein to infect cells. The antibodies were able to inactivate viruses incorporating the
form of spike protein found in B.1.351, earlier strains, and an emerging variant identified in
Brazil called P.1.
The results suggest that vaccines based on B.1.351’s genetic sequence might protect
people from multiple strains of the coronavirus, the authors say. The findings have not yet
been peer-reviewed. Reference: www.nature.com

17
1. What situation is shown in the selection?
A. The vaccines are proven effective.
B. The scientists try to find out if the variants react to the vaccine.
C. The coronavirus variant is deadly.
D. There are different variants of SARS-CoV-2.

2. What do you think is the purpose of the author?

A. To inform B. To persuade C. To entertain D. To investigate

3. What present situation can this material be related to?

A. This is related to the situation that we are experiencing now.
B. This is related to world peace.
C. This is related to the lives of many frontliners.
D. This is related to the experiences of Americans.

4. What details in the article make it believable?

A. The article expresses the opinions of the scientists.
B. The article mentions details about the tests that the politicians are doing.
C. The article gives specific details about SARS-CoV-2 which only scientists know about.
D. The article shows the possible effects of the vaccines.

5. How do these details help you decide whether the article is something truthful?
A. The article is long.
B. The source of the material is not available.
C. The opinion of the writer is well-explained.
D. Details show statistics and data.

6. How does the selection influence your idea/opinion about the present situation?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
18
 WHAT I CAN DO

Activity 1 Be a Reporter
Directions: Watch or read ANY news from television, social media, or newspaper. Then,
gather and analyze the valuable information that you will need in answering the questions
below.

1. What is the news about?

__________________________________________________________________
__________________________________________________________________

2. What is the purpose of the news clip?

__________________________________________________________________
__________________________________________________________________

3. Where and when the situation happens?

__________________________________________________________________
__________________________________________________________________

4. Are the details mentioned in the news relevant to you? Explain.

__________________________________________________________________
__________________________________________________________________

5. Do you think the presented news is truthful? Why?

__________________________________________________________________
__________________________________________________________________

19
Activity 2 Verbalize Your Thoughts
Directions: Express your thoughts about “Parody”. Write 3-5 sentences to support your
stand.

In social media like Facebook, you often see a parody that is used to mock or
make fun of a person or a situation. A parody, also called a spoof, a send-up, a take-off, a
lampoon, a play on, or a caricature, is a creative work designed to imitate, comment on,
and/or make fun of its subject by means of satiric or ironic imitation. Often its subject is an
original work or some aspect of it — theme/content, author, style, etc.
Example:

Reference: http://blogs.harvard.edu

What is your impression on parody? Why do you think it becomes popular

nowadays? Can you say it is relevant and truthful? Explain

20
.
 Determining the relevance and
Lesson
truthfulness of the ideas presented in
4 the material viewed

WHAT I NEED TO KNOW

Viewing is defined as an active process of attending and comprehending

visual media, such as television, advertising images, films, diagrams, symbols, photographs,
videos, dramas, drawings, sculptures, and paintings.

It is necessary to remember that the viewing process is just as crucial as the

listening and reading processes. You should be aware that effective viewing engages
viewers go through the following steps.

1. Pre - viewing
You prepare to view by activating your schema (the prior knowledge you bring to the
study of a topic or theme), anticipating a message, predicting, speculating, asking
questions, and setting a purpose for viewing.
2. During viewing
You view the visual text to understand the message by seeking and checking,
understanding, making connections, confirming predictions, and inferences,
interpreting and summarizing, pausing, and reviewing, and analyzing and evaluating.
Your understanding should be monitored by connecting to your schema, questioning,
and reflecting.
3. Post viewing
You are given opportunities to respond to visual texts in an intimate, critical, and
creative way. You respond by reflecting, analyzing, evaluating, and creating.

As you go through this lesson, you are expected to:

 Judge the relevance and the truthfulness of the ideas presented in the
material viewed;
 Determine whether the ideas presented are fact, opinion, and bias; and
 Express one’s own belief and opinion on the material viewed.

21
 WHAT IS IT

The importance of viewing as one of the macro skills helps the students to
reflect and think, develop knowledge, and skills to analyze and evaluate visual texts and
multimedia texts.

 A FACT is an idea that can be verified as being true.

 An OPINION is an interpreted fact. People can and often do disagree with other’s
opinions.
 A BIAS is a preference for a particular viewpoint. Bias can pervade every context
and can be influenced by biology, psychology, and experiences.

WHAT’S MORE

Activity 1 Headline Presentation

Directions: Read the headline and the supporting details under it. Write fact or opinion on
the lines provided.

Source: https://www.verywellmind.com

22
 A constant stream of  Trying to strike a  Effectively managing
sensational or “disaster” balance between being your media
reporting, whether you are informed by news media consumption can
exposed actively or passively, and not becoming help you stay up to
can elevate stress levels and overwhelmed by it is date while also
trigger symptoms like anxiety difficult – especially reducing your stress.
and trouble sleeping. during a global crisis.

1. __________________________________2. __________________________ 3.________________________

Activity 2 Reflect and Think

Directions: Look at the picture below, express your own belief and opinion by writing
sentences on the space provided.

Reference: storyboardthat.com

23
Activity 3 Documentary Views

Directions: This documentary is available online for viewing or you may read visually.
After reading, reflect and think of the ideas presented. Answer the questions that follow.

The Use of Nuclear Energy for Peaceful Purposes

Reference: https://www.philstar.com>business. (n.d.). Phil Star.

1. What is the news about?

__________________________________________________________________
2. What is the purpose of the news clip?
__________________________________________________________________
3. Where the situation happens?
__________________________________________________________________
4. Are the details mentioned in the news relevant to you? Explain.
__________________________________________________________________
5. Do you think the presented news is truthful? Why?
__________________________________________________________________
24
 WHAT I CAN DO

Activity 1 Quote Me
Directions: Read the quotation and complete the lines below.

Reference: http://www.globalschoolnetworks.com/2019/01/18/education-is-the-most-powerful-weapon/

1. It made me realized that __________________________________________________

________________________________________________________________________
_______________________________________________________________________.

2. I therefore commit to _____________________________________________________

________________________________________________________________________
_______________________________________________________________________.

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Activity 2 Fake News Detective

Directions: There are different social media platforms that are widely used nowadays but
the netizens should be careful with the fake news. In this activity share your experience
about the fake news that you have read in the given social media platforms. Then share
your viewpoints about it.

Platforms Fake News Encountered Viewpoints

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 27
LESSON 2 LESSON 1
WHAT IS IT? WHAT IS IT?
Activity 1: Spot On Activity 1: Photo Dialogue
Answers may vary. 1. No
2. No
Activity 2: Key In 3. Prejudice
1. Sexism
2. Social Class Activity 2: Similarities and Differences
WHAT’S MORE Answers may vary.
Activity 1: Bias or Prejudice
1. Prejudice (Answers may vary.) Activity 3: Picture-Bias-Prejudice
2. Bias (Answers may vary.) Answers may vary
3. Bias (Answers may vary.) WHAT’S MORE?
4. Prejudice (Answers may vary.) Activity 1: TRUE OR FALSE
5. Prejudice (Answers may vary.) 1. T 6. T
2. F 7. T
WHAT I CAN DO 3. T 8. F
Activity 1: Bias or Prejudice 4. T 9. F
1. Prejudice 6. Bias 5. T 10. F
2. Bias 7. Prejudice
WHAT CAN I DO?
3. Prejudice 8. Prejudice
Activity 1: BIAS OR PREJUDICE
4. Prejudice 9. Bias
1. prejudice 6. prejudice
5. Prejudice 10. Prejudice
2. prejudice 7. prejudice
3. prejudice 8. prejudice
Activity 2: Resolving Biases and Prejudices
4. bias 9. bias
Answers may vary.
5. bias 10. bias
QUARTER 3
ADM- GRADE 9
ANSWER KEY
 28
LESSON 4 LESSON 3
WHAT’S MORE WHAT’S MORE
Activity 1: Headline Presentation Activity 1: Positive and Negative Messages
Icon Signal Expression/Word
1. Fact That Expresses Positive or
2. Opinion Negative Messages
Good morning!
3. Fact
Nice to see you!
Activity 2: Reflect and Think Never
Answers may vary. Thumbs up!
Activity 3: Documentary Viewing Excellent!
1. The use of nuclear energy for peaceful No way!
purposes.
Activity 2: Relevant or Irrelevant
2. To inform
1. Relevant
3. Manila, Philippines 2. Relevant
3. Irrelevant
4-5. Answers may vary. Activity 3. Fact or Bluff
WHAT I CAN DO 1. Fact
2. Bluff
Activity 1: Quote Me 3. Fact
4. Bluff
Answers may vary.
5. Bluff
Activity 2: Fake News Detective Activity 4: Reading a Selection
1. D
Answers may vary. 2. A
3. A
4. C
5. D
6. Answers may vary.
What I Can Do
Activity 1: Be a Reporter
Answers may vary.
Activity 2. Verbalize Your Thoughts
Answers may vary.
References

Abraham, L. and Appiah, O., 2006. Framing News Stories: The Role of Visual Imagery in
Priming Racial Stereotypes. The Howard Journal of Communications, [online] 17(3).
Available at:
<http://www.tandfonline.com/doi/abs/10.1080/10646170600829584#.VOnBPsbndK
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BusyTeacher: Free Printable Worksheets For Busy English Teachers. (n.d.). Retrieved
October 30, 2021, from https://busyteacher.org/

Child eating healthy food clipart black and white. PicsHealth. (n.d.). Retrieved October 29,
2021, from https://picshealth.blogspot.com/2019/10/child-eating-healthy-food-
clipart-black.html.

Figure 2f from: Irimia R, Gottschling M (2016) Taxonomic revision of Rochefortia Sw.

(Ehretiaceae, Boraginales). Biodiversity Data Journal 4: E7720.
https://doi.org/10.3897/BDJ.4.e7720. (n.d.). doi:10.3897/bdj.4.e7720.figure2f

Google. (n.d.). Parody Guide. Google image result for

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uthand
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Hj2fDzAhXQ0IsBHUOEDPAQMygBegUIARCaAQ.

https://www.usd259.org/cms/lib/KS01906405/Centricity/Domain/4750/Stereotypes%20and
%20Bias%20Training%2006252020%20Ernie%20Edits.pptx

Latest Philippine news and multimedia. (n.d.). Retrieved October 27, 2021, from
https://www.philstar.com/

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Marketing News, Interviews and How-to Guides. (1969, December 31). Retrieved October
28, 2021, from https://www.searchenginejournal.com/

Nature Publishing Group. (2021, May 5). Covid Research: A year of scientific milestones.
Nature News. Retrieved October 29, 2021, from
https://www.nature.com/articles/d41586-020-00502-w.
Relevance definition. The Glossary of Education Reform. (2013, August 29). Retrieved
October 29, 2021, from https://www.edglossary.org/relevance/.

n.d.). Retrieved October 30, 2021, from https://www.google.com/

Stock Images - Photos, vectors & illustrations for creative projects. (n.d.). Retrieved
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Study element cartoon vector illustration graphic design. 123RF. (n.d.). Retrieved October
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element-cartoon-vector-illustration-graphic-design.html.
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