Republic of the Philippines

Department of Education
Region XII
Division of Cotabato

Dilangalen National High School

Midsayap, Cotabato

Semi- Detailed Lesson Plan for English 9

GRADE LEVEL The learner demonstrates communicative competence through his/her

STANDARD understanding of British-American Literature, including Philippines Literature and
other texts types for a deeper appreciation of Philippine Culture and those of other
countries.
CONTENT The learner demonstrates understanding of how Anglo-American literature and other text
STANDARD types serve as means of preserving unchanging values in a changing world; also how to use
the features of a full-length play, tense consistency, modals, active and passive constructions
plus direct and indirect speech to enable him/her competently performs in a full-length play
PERFORMANCE The learner is able to differentiate explicit and implicit biases.
STANDARD
MELCs Differentiate biases from prejudices: EN9LC-IVf-13.3

I.OBJECTIVES: At the end of the lesson, the students will be able to:
a.) Differentiate between explicit and implicit bias in various real-life scenarios through
quiz.
II. SUBJECT MATTER: A. Topic: Understanding biases
B. Reference: Study.com, Googlesearch.com., YouTube
C. Materials: laptop, picture, power point, T.V.
D. Integrated Across Curriculum in: Reading and writing, Values (Respect for human
diversity, empathy and understanding, fairness and equality)
III. PROCEDURE: a.Preliminary Actvities:
● Prayer
● Greetings
● Checking of attendance
● Do’s and Don'ts
b. Review of the previous lesson:
● Bias and prejudice- definition
● Scenarios l experiences on bias and prejudice
c. Motivation:
The teacher will give the awards (play money) from previous meetings.

d. Lesson Proper:

1. Activity:
A. Perform Skit or Dialogue:
● Same group as the first activity, ask them to create a short skit or dialogue portraying
a scenario involving biases or prejudices in school, society or sports.

Criteria:

● Relevance (30 points):

○ Does the skit relate to the given theme or topic?
● Creativity (25 points):
○ Are there original and imaginative elements in the skit?
● Delivery (25 points):
○ How well are lines spoken and actions performed?
 ● Teamwork (20 points):
○ Is there good coordination and collaboration among participants?
Total Points: 100

2. Analysis: (HOTS)

Guide questions:
● How have you portrayed the characters in your skit or dialogue?

● How do the characters express or embody these biases or prejudices?

● How do biases and prejudices affect the relationships between characters?

3. Abstraction:
Explicit bias is a demonstration of conscious preference or aversion towards a person or
group. With explicit bias, we are aware of the attitudes and beliefs we have towards others.
These beliefs can be either positive or negative and can cause us to treat others unfairly.

Example: Your teacher has graded your English exams and is handing back your results. As
they walk by an indigenous student, the teacher makes an offhand remark expressing shock
at her high score because “IPs are dumb.”

Explicit bias occurs as a result of deliberate thoughts, which we can both identify and
communicate with others. Any aspect of an individual’s identity can become the target of
explicit bias, including:
● Age
● Gender
● Ethnicity
● Sexual orientation
● Socioeconomic status
● Ability

Implicit bias is a collection of associations and reactions that emerge automatically upon
encountering an individual or group. We associate negative or positive stereotypes with
certain groups and let these influence how we treat them rather than remaining neutral.
Implicit bias is an unconscious preference for (or aversion to) a particular person or group.
Although these feelings can be either positive or negative, they cause us to be unfair towards
others. Affinity bias or the tendency to favor people who are similar to us, is an example of
this unfair behaviour. However, any aspect of an individual’s identity, such as age, gender, or
socioeconomic background, can be the target of implicit bias.

Example: You are walking on a street at night and notice a figure wearing a hoodie coming
your way. You immediately sense danger and try to cross the street. The other person pulls
an object out of their pocket, and you start running because you think it’s a weapon. Looking
back, you realise your mistake: the person was simply answering their phone.

Under implicit bias, we are unaware that our biases (rather than objective facts) affect our
decisions and judgments. For example, when most people hear the word “kindergarten
teacher,” they are more likely to picture a female. This can happen without intention or
awareness and may even contradict openly held beliefs. Because implicit bias is unconscious,
it is difficult to acknowledge and control.
4. Application: (HOTS)

Implicit or Explicit?

● The students will be divided by four(4) groups.

● The teacher will show scenarios or phrases depicting either implicit or explicit
bias.
● Each group will take turns in guessing the scenarios or phrases on the T.V. ,
each group will be given five(5) seconds to determine whether the image or
phrase shows explicit or implicit bias.
● In guessing the scenarios or phrases the students must do a simultaneous
gesture:
Explicit or Implicit

● The game will go on for three chances for each group. The group that guesses
the most will take the win.
Scenarios:
Explicit bias

● A hiring manager makes assumptions about a candidate's abilities solely

based on their cultural background.
​
● A supervisor consistently gives simpler tasks to female employees and more
challenging ones to male employees.
​
● A police officer stops someone because of their looks, not for any valid
reason.
 ● An employer openly prefers younger employees, thinking they're better with
technology.
​
● A teacher gives fewer chances to participate in activities to students from a
specific background.
​
● A service provider refuses service to a customer because of their religious
clothing.

​ Implicit bias
● A manager, even though they want diversity, unconsciously favors candidates
who are similar to them during hiring.
​
● A team member consistently interrupts and ignores a colleague without
realizing they're doing it, influenced by biases.
​
● A teacher unknowingly gives more attention to students with similar
backgrounds, creating unequal opportunities.
​
● A healthcare professional spends less time explaining treatments to a patient
from a minority group, assuming they may not understand.
​
● An officer, influenced by biases, reacts more harshly in a situation involving a
person of color, even when it's similar to other cases.
​
● A manager subconsciously invites people to events based on shared
interests, unintentionally leaving out those with different backgrounds.
IV. EVALUATION: Bias Quiz: In a ¼ sheet of paper, answer only, the students will differentiate explicit bias from
implicit bias.

​ 1. Scenario: A manager consistently assigns easier tasks to employees of a certain

gender, assuming they are not capable of handling more challenging work.
a. Explicit Bias
b. Implicit Bias
​ 2. Scenario: During a job interview, an interviewer asks a candidate about their
ethnic background and makes assumptions about their qualifications based on
stereotypes.
a. Explicit Bias
b. Implicit Bias
​ 3. Scenario: A teacher gives less attention and fewer opportunities to participate in
class activities to students from a specific socioeconomic background.
a. Explicit Bias
b. Implicit Bias
​ 4. Scenario: A police officer stops an individual without any valid reason, solely
because of their appearance.
a. Explicit Bias
b. Implicit Bias
​ 5. Scenario: An employer openly expresses a preference for younger employees,
assuming they are more familiar with technology.
a. Explicit Bias
b. Implicit Bias
​
Answer key:
​ b. Implicit Bias
​ a. Explicit Bias
​ a. Explicit Bias
​ a. Explicit Bias
​ a. Explicit Bias

V. ASSIGNMENT: Study for the next lesson

 ➢ The students will review their notes about the recent lesson “Understanding
bias: explicit and implicit bias” and the students will research in advance for
the next topic “understanding prejudices: connection between stereotypes
and prejudices and prejudices leading to discrimination and social
inequalities”

Prepared by: Observed by:

ALEXANDER L. SALJAY CHERRY FAITH B. CATUBIG, LPT

Pre-service Teacher Resource Teacher