Detailed Lesson Plan in English 8

I. Objectives

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

A. Recognize the underlying biases from written works.
B. Differentiate biased from unbiased texts.
C. Construct definitions of terms related to the lesson through a definition relay activity.

II. Subject Matter

Topic: How do you determine the author’s bias?
Learning Competency: Examining biases (for or against) made by the author EN8RC-IIIg-3.1.12.
Reference: https://depedtambayan.net/wp-content/uploads/2022/01/ENG8-Q3-MODULE1.pdf
Materials: Cartolina, Markers, PPT
Methodology: Inquiry-Based Learning

III. Learning Procedure

Teacher’s Activity Student’s Activity

A. Preliminaries

“Good morning, Class!” “Good Morning, Ma’am!”

“Let us pray first. Anyone who wants to lead (One student will raise their hand and will
the prayer?” lead the prayer.)

"Dear Heavenly Father, as we gather here

today, we invite Your presence into this
classroom. Lord, bless every student here, as
well as our teacher, as we embark on another
day of learning. Please give us clear minds
and open hearts so we can grasp the
knowledge and lessons set before us.''

“Before you take a seat, please pick up the (Students pick up the pieces of paper.)
pieces of paper on the floor.”

“Let’s check the attendance, if your name is (Students raise their hand and say present as
called, say present.” the teacher calls their name.)

“So how is everyone’s day so far?” “It’s been fine, Ma’am!”

 “That’s great to hear! So, now that the
weekend is nearing I’m sure it will give you a “Yes. Ma’am!””
lot of leisure time you spend however you
want, Am I right?”

B. Preparatory Activity

“Leisure time during weekends can be spent

in 2 ways, through spending it alone through
reading perhaps, and spending it with others,
such as hanging out with friends or doing
something meaningful together.

“What do you think is the best way to spend

the weekend?” (Students say their answers)

“How do you say so?”

(Students provide justification for their
answers.)
“Thank you for answering, I very much
appreciate listening to your responses. To
some, the best way to spend leisure time is
by reading inside the comfort of their home
alone, while some like to spend it by doing
something meaningful with friends.

“What can you observe from the answers

your classmates shared?” (The class shares their observations.)

“Thank you for answering!”

“All of your answers were based on your

preferences. You thought and compared the
two options and decided which one is better. (All students answer in unison.)
And by doing this class, we show what “Bias, Ma’am!”
class?”

“That’s right! We show bias. It can be shown

by expressing our preferences about
something; when we favor something over
the other options.”

C. Lesson Proper

I. Activity

"Now, I would like to divide the class into two

(2) groups. The people sitting on the left will
be Group 1 and the students sitting on the
 right will be Group 2."

“Before we start, is the class familiar with tic-

tac-toe?” “Yes, Ma’am!”

Instruction: Choose a tile to place your

symbol and answer the question embedded
in it. The team that aligns 3 symbols in a row
first wins.

"The rules of tic-tac-toe are simple, right? We

just need to have either 3 X's or O's in a row;
diagonally, vertically, or horizontally."

“But with our version of tic-tac-toe, everyone

in the group must decide which tile they
would like to place as the team’s symbol.
Before you can place it, you must answer the
question embedded within the tile. Only the
group’s representative can answer the
question.”

“Is it clear class?”

“Yes, Ma’am!”

(The teacher sticks the tic-tac-toe on the

board.)

1 2 3

4 5 6

7 8 9

The following are the questions embedded in

the tiles:

Tile #1: These sentences are examples of

what?
● Boys read slower than girls.
● Girls are naturally quieter than boys.
 ● Men are doctors and women are
nurses.

S__r__t___ s

Answer: Stereotypes

Tile #2: An unreasonable like or dislike for

someone or something based on personal
opinions is called ______

_i__

Answer: Bias

Tile #3: A preconceived opinion that is not

based on reason or experience is called
_______

P__j____e

Answer: Prejudice

Tile #4: A distinguished and professional

writer who has published and sold their work.

___h__

Answer: Author

Tile #5: A person who reads, whether they

love to read or simply can read, is a
________.

______

Answer: Reader

Tile #6: To inspect (someone or something) in

detail to determine their nature or condition.

___m___

Answer: Examine

Tile # 7: Free Tile!

Tile #8: The practice of giving unfair preferential

treatment to one person or group at the
expense of another.

_________m

Answer: Favoritism

Tile #9: It can be in a form of facts and

information, testimonies and direct
observations, scientific and legal findings, and
anecdotes and philosophical evidences.

___d____

Answer: Evidence

(Each group takes turns choosing a tile and

placing their symbol until a group successfully
places their symbols 3 in a row.)

II. Analysis

“How did you find the activity we did today?”

"What did you notice as you were figuring out

the answers to the questions that were “It was fun, Ma’am!”
embedded in the tiles?"

(A student raises their hand and answers.)

“Thank you very much for answering! That’s

right, the questions are related to bias.” “The questions presented earlier seemed to
be in connection with bias.”

“How were you able to deduce that it is

connected with bias?”

(A student raises their hand and answers.)

"That's right! Stereotypes, prejudice, and
favoritism are some of the key indicators of
bias."
“These are all connected to our lesson for
today which is about identifying an author’s
"We were to tell the connection because,
based on the answers earlier, stereotypes,
prejudice, favoritism, etc., are the main
causes of bias."
 bias in their literary piece.”

III. Abstraction

“We already have pre-existing knowledge of

what bias is and it was included in the activity
earlier. But just a bit of a recap, can someone
tell me what bias is?”

(A student raises their hand and answers.)

"Yes, that's correct. And these types of
biases, aside from being observed in our day-
to-day life, can also be expressed in literary
texts by a writer or an author."
“Bias, for me, is when we show preferential
treatment towards a certain something among
the other options available.”

“And we, as readers, the ones who are the

main consumers of these literary texts, have
the responsibility of identifying which literary
texts we consume are reliable and can be
trusted. Am I correct?”

“Yes, Ma’am!”
What is bias?

Bias refers to an author’s expression of

his/her own opinion on a particular issue
without examining and presenting enough
evidences. This arises from the author’s
thinking which may be influenced by personal
beliefs, culture, attitudes, preferences, and
past experiences.
 “When does an author become bias class?”

(A student raises their hand and answers.)

“An author becomes bias when they write

about something with inaccurate information
to persuade their readers that presenting is
“Yes, that’s correct!” true.”

When does an author become bias?

An author becomes bias when he/she

persuades the reader to believe on his/her
own stand of the issue by giving inaccurate
information or false impression even with or
without the intention of misleading the
readers.

“It’s easy to describe what bias is but figuring

out if the media we consume is bias is the
hard part. So here are two things we must
look out for to determine bias media;
evidences and diction.”

Evidence

- It can be in a form of facts and

information, testimonies and direct
observations, scientific and legal
findings, and anecdotes and
philosophical evidences.

Diction

- It refers to the words or expressions

that help convey the stand of the
author towards an issue. These words
and expressions may indicate a
positive or negative connotation or
meaning.

Guide questions to check the author’s use of

evidence:

 Does the author present more positive

evidences to support one side of an issue?
 Does the author present more negative
evidences to disprove one side of an issue?
Guide questions to check the author’s diction:

 Does the author use more positive words

and expressions to present one side of an
issue?
 Does the author use more negative words
and expressions to present one side of an
issue?

Summer vacation is the favorite season for

most people. Some go to the beach; others go to
the mountains. These places will make them feel
closer to nature. However, having a vacation by
the sea differs from having a vacation in the
mountains.

People can swim, surf, or dive on the beach.

Others can pick up shells, go sunbathing, or even
play volleyball. Also, the sound of the sea waves
hitting the shore can make people feel more
relaxed. While sitting on wooden chairs, people
can watch the sun as it sets down.

On the other hand, people can also explore

the mountain side to experience the strong and
fresh air. People can hike and do bonfire.
However, hiking in the mountains can be
dangerous because of the presence of wild
animals and the danger of falling.

Whichever, people choose, they can

experience a lot of enjoyable adventure. Yet, there
are many things people can do in the beach than
in the mountain.

“What can you observe from the reading the

text?”
(A student raises their hand and answers.)
“It compared two activities that can be done
during the summer vacation; going to the
beach and going to the mountains.”

“That’s right! It compares two activities that

can done during summer vacation. And when
we compare things, we list down both the
positive and negative traits.”

“What traits can be observed from the text

about going to the beach, and going to the (Students go one-by-one and write their
mountain? Kindly write your observations on answers.)
 the board.”

Going to the Beach Going to the Mountain Going to the Beach Going to the Mountain
 can swim, surf, or  has a strong and
dive fresh air
 can pick up shells,  can hike and do
go sunbathing, or bonfire
even play volleyball   can be dangerous
can make people feel  presence of wild
more relaxed animals and the
 can watch the sun danger of falling
as it sets down

For the evidences:

“What can you notice about the evidences (A student raises their hand and answers.)
presented by the author?” “There are more positive evidences
presented of going to the beach then going to
the mountain, and the author emphasized the
dangers on going to the mountain, unlike
going to the beach which only listed positive
evidences.”
“That’s right! Based on the answers you
listed, we can notice that the author has
presented more positive evidences of going
to the beach than going to the mountain. We
can also notice that there is an unfair
presentation of the evidences. The author
emphasized the dangers on going to the
mountain but failed to present the dangers on
going to the beach like drowning.”

For the diction:

“For the diction, what can you notice about
the words or expressions used to present the
evidences in the text?”
(A student raises their hand and answers.)
“The evidences provided highlighted the
benefits of going to the beach, the author
used negative words when referring to going
to the mountain such as dangerous and
danger. It gives going to the mountain a bad
impression, and clearly favors going to the
beach than to the mountain.

“That’s right! The author used more positive

words such as highlighting the benefits of
going to the beach, but he/she used negative
words when referring to going to the mountain
such as dangerous and danger. These words
 give a negative impression to the readers
making the author biased as he/she was
favoring one idea over the other. He/she also
failed to present both advantages and
disadvantages about going to the beach and
going to the mountain in a more balanced and
objective way.

“Is it clear class?” “Yes, Ma’am!”

“If it’s clear can someone share on how we (A student raises their hand and answers.)
can identify bias made by an author?” “We can identify is the author is being bias
through analyzing the evidences presented
and the diction.”

“That’s correct!”

“But why do you think there is a need to

critically evaluate the media we consume for (A student raises their hand and answers.)
bias?”

“It’s important to be careful and evaluate the

media we consume because it can influence
us on how we view things. Not every media
outlet we have today can be trusted, which is
why we should take it upon ourselves to
become media-literate-people, so we won’t
fall prey to biased media.”

“Thank you for answering! That’s correct, it is

important to evaluate the media we consume
so we won’t fall victim to biased media, as
this is also a huge factor in the spread of fake
news. Which is why, from what you had said
earlier, we should become media-literate-
people.”

IV. Application

“Since everyone seems to have a clear

understanding of what bias is, how to identify
bias for or against made by an author, and
why we should be mindful of it, let’s answer
the following.”

Directions: Complete the table by citing the

evidences that show that the author is for and
against the topics. Then, determine which of
the two topics the author favors more.

1. Dogs and cats are the commonly

domesticated animals. However, dogs are a
better choice for they are fun to play with, and
they can be trained as service dogs to help (A student volunteers and answers it.)
humans. Cats, on the contrary, can only serve
as a house pet.
Evidence Evidence Based from
Evidence Evidence Based from Presented for Presented the
Presented for Presented the Dogs for Cats evidences,
Dogs for Cats evidences, which
which between the
between the two does the
two does the author favor
author favor more?
more?
Fun to play
with
Can only The author
Can be serve as a favors dogs
trained as house cat more than
service dogs cats.

2. I like soda better than juice. I prefer soda

because it is not too sweet unlike juice. Though
juice tastes good, soda has this acidity that
(A student volunteers and answers it.)
make you burp.

Evidence Evidence Based from Evidence Evidence Based from

presented for presented for the presented for presented for the
Soda Juice evidences, Soda Juice evidences,
which which
between the between the
two does the two does the
author favor author favor
more? more?

doesn’t taste juice tastes The author

as sweet as smoother favors the
juice soda more.

has more
bite to it.
3. Jeepneys have been one of the main modes
of transport in the Philippines. They are also the
livelihood source of many Filipinos. However,
they often cause road congestions and traffic
jams. Also, they are obsolete that may
compromise the safety of the passengers and
may pose a threat to the environment. As such, (A student volunteers and answers.)
these jeepneys do not meet the standard of
modernization of a public utility vehicle. With
these, phasing them out appears to be a much
better choice. Evidence Evidence Based from
presented presented the
Evidence Evidence Based from for Phasing for Retaining evidences,
presented presented the out Jeepneys which
for Phasing for Retaining evidences, Jeepneys between the
out Jeepneys which two does the
Jeepneys between the author favor
two does the more?
author favor
more? Main reason One of the The author
of road main favors the
congestions transportation phasing out of
and traffic s jeepneys
jams more.
Source of
Are already livelihood of
obsolete many
Filipinos.
No longer
safe for
passengers
and the
environment

Doesn’t meet
the standard
modernization
of a public
utility vehicle.
 IV. Evaluation

DEFINITION RELAY

The class will be divided into five groups. Each group will pick a word and they will
create a definition for the word that they picked. The twist is that each member will give
two(2) words that will correspond to the first words of their team member.

V. Assignment

Surf the net for a short story depicting biases and make a 5-sentence explanation why. AI-
generated answers are highly discouraged. Only original works will be graded.

Prepared by:
Iris Nicole E. Adriano
Richelle B. Esquejo