Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration: Date:

2 ENGLISH 8 3 1 hour March 15, 2022
Learning Competency/ies: Examine biases (for or against) made by the author Code:
(Taken from the Curriculum Guide) EN8RC-IIIg-3.1.12
Key Concepts / Understandings Biases (in writing) refer to opinions, preferences and sometimes, prejudices made by an author. There are a
to be Developed selection of facts, a choice of words, and a certain quality and tone of description that express biases
towards some topic/issue. This is made to convey a particular feeling, attitude or point of view towards
something or someone. It is very important to identify and understand biases made by an author in reading
texts in order to identify his/her purpose, avoid unfair judgments, be able to understand point of views and
be able to make decisions whether or not to believe in the content of the text. To examine biases made by
an author, readers must take note of the following sources of biases: (1) Loaded Words (2) Stereotypes, (3)
Generalizations, and (4) Opinions.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. OBJECTIVES
2015)
Knowledge
Understanding Identify the words, phrases or sentences that indicate biases in the text
Skills
Analyzing Analyze the text to determine biases made by the author/writer
Attitude
Responding to Phenomena Practice health and safety protocols while engaging in group tasks
Values
Valuing Demonstrate respect and cooperation in accomplishing tasks
2. Content
Biases made by an author
3. Learning Resources Self-Learning Home Tasks in English 8, sources from the internet, TV and laptop, printouts, slide deck, folders,
markers, kahoot online game
. Procedures
4.1 Introductory Activity The teacher plays a video of an ad on the screen. Afterwards, the teacher asks the students to give their
(4 minutes) insights about it using phrases. Then the teacher presents learning competency for the day including the
objectives of the lesson. Moreover, the teacher informs the class that students who are unable to come to
school will be given the home task for the topic. They may submit their output through their class group chat.
4.2 Activity/Strategy The teacher groups the class into four. Each group must read the screenshots of Tweets made by random
(6 minutes). people about various topics. Then, the groups must express their views, opinions, and reactions to the tweets
by making three hashtags. They need to write their hashtags on the given space in the folder. Then one
member per group must give a brief explanation on their output.
4.3 Analysis The teacher guides the students in the discussion about biases in life and more especially those biases evident
(15 minutes). in writing. The teacher also gives sample biased statements and paragraphs. Further, the teacher guides the
students in the discussion on the different clues that will help identify the biases of the paragraph/reading
text. The teacher also asks the following core questions in the course of the discussion:
1. How do we identify biases in a reading text?
2. Why is it important to identify biases made by an author/writer?
3. What are some of the biases that we hear and read in our daily life?
4. How do we manage these biases?
4.4 Abstraction The teacher provides additional input on the task at hand:
(5 minutes).  Biases are usually viewed negative. But this view varies from one person to another and greatly
results from personal experiences, opinions, preferences and understanding about a certain
topic/issue.
 Recognizing and identifying biases help us view a certain topic/issue in more than one perspective.
Moreover, it helps us distinguish whether we should believe in the biased statements or not.
4.5 Application In the same grouping, students access the game site kahoot.it using their cellular phones. The teacher gives
(10 minutes). the game pin to the class and the game begins. In the game, the students are going to answer questions about
biases based on the discussion and also identify whether statements are biased or not.
4.6 Assessment In the same groupings, students read short passages. The groups identify
(_15 minutes). whether each is biased (for or against) the topic/issue. They also need to
Pen and paper test
discuss the feature/s that show biases by underlining the words, phrases and
sentences that indicate biases. Checking follows.
4.7 Assignment Look for an article that is biased. Then give a five-sentence explanation why
(_3_ minutes). Enriching the lesson the said article is bias (for or against). Submit a copy of that article with your
explanation through the class group chat.
4.8 Concluding Activity The teacher shows a photo of symbols meant to showcase the statement: “It’s all in how we look at things.”
(2 minutes). And then the teacher relates the significance of knowing and understanding biases in everything that we see,
hear, read, and do.
5. Remarks
6. Reflections
A. No. of learners who earned 80% in E. Which of my learning strategies worked
the evaluation. well? Why did these work?
B. No. of learners who require F. What difficulties did I encounter which my
additional activities for remediation. principal or supervisor can help me solve?
C. Did the remedial lessons work? No. G. What innovation or localized materials
of learners who have caught up with did I use/discover which I wish to share with
the lesson. other teachers?
D. No. of learners who continue to
require remediation.
Prepared by:
Name: RACHEL ANN BESIN School: DALAGUETE NATIONAL HIGH SCHOOL
Position/Designation: TEACHER III Division: CEBU PROVINCE
 Contact Number: 09497941890 Email address: [email protected]
Annex A

My Tito, New York, and the Rise of Asian Hate

By MIKKO ABELLO   Apr 22, 2021

https://www.esquiremag.ph/politics/opinion/rise-of-anti-asian-hate-opinion-a2588-20210421-lfrm

It’s sad to think how much the past year has negatively changed the world and how people treat each other.
Seeing these attacks on helpless, most of the time elderly, innocent Asian-Americans is sickening. Having
people just watch these injustices happen and not do the altruistic thing and help is even more disappointing.
What Asian-Americans are experiencing today is not that far removed from what American Muslims and those
of Middle Eastern descent had to go through back then and you would think people would know better 20
years later.

I worry about my NYC-based Pinoy friends who are just as much American as the next New Yorker. I’m
concerned about the safety of some of them who have to get on the subway and walk city blocks every day to
get to work and earn an honest living, far away from the safety and comfort back here in the Philippines. I
have to check up on my uncle, more often now than I normally do, to remind him to be extra careful whenever
he goes to the city. He’s lived there over 40 years but he’s still got that tito accent and he looks undeniably
Asian which causes me immense anxiety. This cannot be the new normal.

Be careful what you say; body shaming isn’t just for overweight people
By Stacia Friedman -September 8, 2017

“You eat like a bird,” said a woman I barely knew. She eyed the half scone I had left on my plate
contemptuously, while dabbing a napkin to lips that had just made an over-stuffed pastrami sandwich
disappear without a trace.

I was tempted to explain that I had a big breakfast a half-hour ago, but I knew from experience she wouldn’t
believe me. See, I am one of those slender women who can polish off an entire pizza and an extra-thick
milkshake without gaining an ounce.

Don’t hate me. It’s not my fault. I got my skinny genes from my parents, both of whom had healthy appetites
but kept their youthful figures. I distinctly recall my father’s habit of finishing whatever my sister and I left on
our plates at restaurants. It strikes me as hypocritical that there is so much buzz about “fat shaming” and
“body acceptance,” but it doesn’t seem to apply to people like my sister and me. While my weight is actually
well within the normal range for my height (5′ 5″, 118 pounds), strangers openly speculate that I have an
eating disorder. They are convinced I starve myself. They should see the inside of my refrigerator, stocked with
cake and ice cream.
Sharing our experiences with the COVID-19 vaccine
Kay Rivera - @inquirerdotnetPhilippine Daily Inquirer / 04:03 AM March 15, 2021

Last week, I was one of many health workers who received their first doses of a vaccine against the
coronavirus. It was not a pleasant experience — most encounters with needles are not — but it was
survivable. Body aches, migraines, and malaise were the worst of my adverse effects. Friends on social media
shared their own, some reporting fever episodes and feeling too unwell to report for work. Some were
perfectly well after vaccination. My social media timeline has been filled with these stories and with photos of
health professionals smiling behind their masks, arms bared, while receiving their injection. Adverse effects
aside, social media posts are overwhelmingly positive because we are one step closer to the dream of
widespread protection against the virus. In such a dream future of herd immunity, the infections will not be
brought down to zero, but there is hope that numbers will be kept low enough that they won’t overwhelm
hospitals and health care resources—something that happens fairly easily in a health care system as
underfunded and unequal as ours.

As I have said in previous columns, and as many continue to say, it is not right that the government has passed
on to us, the medical community and health workers, the burden of increasing public trust in vaccination. In
the first place, there should have been loud, clear, and transparent steps to recuperate from the anti-vaccine
sentiment that arose from the Dengvaxia controversy. It should not have been up to us, in Opinion columns
and social media posts and our limited reach, to condemn that media circus as the cause for drops in the
country’s vaccination programs and the outbreaks of vaccine-preventable diseases we saw in the last two
years.

Moreover, there should have been transparency about the choice of vaccines and the utilization of
government funds borrowed purportedly for vaccination. There is nuance here that could easily be lost to the
public: It is true that the “best” vaccine is the one that is available; it is true that vaccines have become a
precious commodity and we should be grateful to be inoculated. Yet it is also true that other options did exist,
and that the process for choosing our current options was not transparent. It is also true that some sectors got
vaccinated before those that should have been prioritized according to World Health Organization
recommendations, further eroding public trust. These truths can coexist.

Happy Being Single

Submitted by phausha
https://www.termpaperwarehouse.com/essay-on/Happy-Being-Single/164303

I am single. No, I really am single and every day I push my limits to achieve something better alone because I
can't afford to waste my time waiting for someone who may or may not show up just so I could have the cliché
happy ending to my fairytale because Disney says so. No, that is not the end to my life or your life for that
matter. Life is living it, not waiting for it to be over. And why on Earth would I ever want to cripple myself to
the aid of a person who sees me as nothing more than a baby that needs to be constantly mothered? A person
like that certainly has some serious parental issues of his own to deal with. There are seriously enough
problems that people face being in relationships - infidelity, non-commitment, obligations, no sign of the ring,
no children, no love, financial issues, temperamental differences, unreasonable restrictions, frustrating
behavioral traits, and so much else. The very fact that you are focused on the 'single' part instead of love gives
it away. Wait for love if you are so keen on it because it may be unpredictable but it definitely exists and finds
us all at its own will, when it thinks you deserve it.

Being single should be an opportunity for you to find your true inner self, nurture it and love it. If you hate being
with yourself so much, why would anyone else want to be with you? And who PUT IN the idea in your head that
you must be a twosome to be truly happy? If you are a self-cursing single, you will always be oblivious to the
happiness of life that is abundantly present around you. Unsurprisingly, your life is drab because that is exactly
how you perceive it every single moment.
Stop whining about being single. If you aren't happy now, you will never be happy with someone else because
the grass will always seem greener on the other side. That is not a healthy way to look at relationships. It is a
recipe for disaster because you are keeping unrealistic expectations from your future partner who will, at some
point, be exhausted living up to them and one day - give up. Then, you will whine about being in a relationship.

Annex B
TWEETS USED COURTESY OF GOOGLE
Annex C

Questions used in the kahoot game:

1. Biases in writing are based on (facts, opinions).

2. A biased statement is subjective and tells only one side of the story. (T or F)
3. A biased statement is subjective and tells only one side of the story texts lead to the
following EXCEPT (inaccurate information, clarification of truth, misconception, wrong
impression)
4. A writer’s (choice of words, lengthy explanation, personal background, misconception)
reveals his biases.
5. When the statement shows labels/partiality towards a specific group, it is biased
because it is showing ( loaded words, stereotypes, opinions, generalization)
6. I think that everyone except me is afraid of the COVID 19 vaccine.
(loaded words, stereotypes, opinions, generalization)
7. Black Americans are really scary! They look like they would kill anyone.
(loaded words, stereotypes, opinions, generalization)
8. My cousin is very eccentric and I can’t deal with her weird disposition.
(loaded words, stereotypes, opinions, generalization)
9. Most relationships end up either boring or broken.
(loaded words, stereotypes, opinions, generalization)
10. London is classy and lavish. I want to live there!
(loaded words, stereotypes, opinions, generalization)

Activity (if kahoot fails to load):

Read each sentence carefully and identify the words or phrases that indicate that the
statement is biased. Underline these clues/sources of bias. Checking follows.

1. I think that everyone except my family is afraid of the COVID 19 vaccine.

2. Black Americans are really scary! They look like they would kill anyone.
3. My cousin is very eccentric and I can’t deal with her weird disposition.
4. Most relationships end up either boring or broken.
5. London is classy and lavish. I want to live there!
Annex D

Read each sentence carefully and identify the words or phrases that indicate that the
statement is biased. Underline these clues/sources of bias. Checking follows.

1. I think that everyone except my family is afraid of the COVID 19 vaccine.

2. Black Americans are really scary! They look like they would kill anyone.

3. My cousin is very eccentric and I can’t deal with her weird disposition.

4. Most relationships end up either boring or broken.

5. London is classy and lavish. I want to live there!

Read each sentence carefully and identify the words or phrases that indicate that the
statement is biased. Underline these clues/sources of bias. Checking follows.

1. I think that everyone except my family is afraid of the COVID 19 vaccine.

2. Black Americans are really scary! They look like they would kill anyone.

3. My cousin is very eccentric and I can’t deal with her weird disposition.

4. Most relationships end up either boring or broken.

5. London is classy and lavish. I want to live there!

Annex E

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