Learning Area ENGLISH

Learning Delivery Modality ONLINE DISTANCE LEARNING - SYNCHRONOUS

School Indang National HS Grade Level 8

LESSON
Teacher Christian Joseph Herrera Learning Area English
EXEMPLA
R Teaching Date February 2021 Quarter Third
Time 8:00 AM Number of Days 1

I. OBJECTIVES
At the end of the lesson, learners are expected to:
K – Examine biases (for or against) made by the author
S – Judge the relevance and worth of ideas presented in the material
A –Determine the issue and stand presented in the material
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage;
coping strategies in processing
A. Content
textual information; strategies in examining features of a listening and viewing material; structural
Standards
analysis of words and propaganda
techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on an
informative essay featuring use of properly
B. Performance
acknowledged information sources, grammatical signals for opinion-making, persuasion, and
Standards
emphasis, and appropriate prosodic features,
stance and behavior.
C. Most
Essential
Learning MELC 11: Examine biases (for or against) made by the author
Competencies
II. CONTENT Biases made by the author

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning PowerPoint slides
Resource (LR)
Portal
B. List of
Learning PowerPoint presentation
Resources for Activity Sheets
Developmental Movie Clips
and Engagement
Activities
IV.
Integrative Approach [Scaffold – Knowledge Integration] The 4A’s Activity
PROCEDURES

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 A. Preliminaries
 Prayer and morning greeting.
WHAT I NEED TO KNOW?
1. identify word meanings using context clues
2. recognize the type of context clue used within a sentence
3. acknowledge the importance of understanding unfamiliar words through the use of context
clues
WHAT’S NEW?
We all have different opinions. We may not notice that we are carried away by
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,
A. Introduction 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.
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.
B. Development
and Engagement WHAT I KNOW
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

WHAT IS IN?

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 ________________________.

WHAT IS IT?

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 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.)

WHAT I MORE?
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.

WHAT ELSE I CAN DO?

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.

WHAT I HAVE LEARNED?

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.
C. Assimilation
― 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) __________________

WHAT I CAN ACHIEVE?

Search for the sets of statements or opinions by a question and answer portion of Miss Universe. Then,
categorize the following whether the speaker/author is biased for or against someone/something.
Explain why.
V. After the discussion, I learned that _________________________________________________
REFLECTION ______________________________________________________________________.

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Prepared by: Checked by: Noted by:

Christian Joseph Herrera CELIA A. TOLENTINO Dr. FELINDA E.

CRUZ
Teacher I, English 8 Head Teacher III, English Principal III, LNHS

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Rubrics for the concept map