A DETAILED LESSON PLAN

School Jose V. Yap National High School

Grade Level Grade 9
Time Allotment 50 minutes
Teacher Nerie M. Duran IV
I. Objectives
A. Content Standards

The learner demonstrates communicative competence through his/ her understanding of literature and other
text types for a deeper appreciation of Philippine Culture and those of other countries.

B. Performance Standards

The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies
and ICT resources based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.

C. Learning Competencies/ Code

Listening Comprehension: Differentiate the types of bias. EN9LC-IVf-13.3

D. Learning Objectives

At the end of the lesson, students will be able to:

a) Distinguish the types of bias.
b) Reflect on the types of bias in real-life situations through class participation.
c) Construct an essay about a chosen type of bias.

II. Subject Matter

Listening Comprehension: Types of Bias

Resources/Learning Materials

Resources: English Grade 9 Module

Materials: TV, Laptop, HDMI, Pictures, and Printed Materials.

III. Learning Teacher’s Activity Students’ Activity

Procedures
A. Preparatory 1. Prayer
Activities
The teacher will request one student to (One student will lead the prayer.)
lead the prayer.

2. Greetings

“Good morning, class! Please greet your (Students will greet the teacher and their
classmates as well.” classmates)

“How’s your day so far, my dear (Students will do the Magalang Bow.)
 students?” “We are fine, sir. How about you, sir?”

“That’s good to know. I’m fine also and

I’m happy to see you again”

(Greeting Chant)

“Before you take your seats, kindly

arrange your chairs properly and pick up
the pieces of paper under your chairs.
Thank you, class.

3. Checking of Attendance
“Yes, sir. We have two absentees for
“Class secretary, do we have an today.”
absentee for today?”

“Do they have an excuse letter?” “None, sir.”

“Thank you, Ms. Secretary. Take your

seat.”

B. Purpose of the “What Is It?”

Lesson
“Class, have you been experienced (Students will raise their hands)
treated unfairly? Or to alter your (Selected student will share his/her
decision just to belong to a group of experiences.)
people?
(The teacher will call a student.)

“Wow! What a tragic experience! Thank “Yes, sir.”

you for sharing. You may now take your
seat. As for the others, don’t worry
because later you will have an
opportunity to share yours too. Okay?”

The teacher will present the objectives (One selected student will read the
of the lesson and will ask one student to objectives of the lesson presented.)
read it.
Before we begin with our first activity,
kindly read the lesson’s objectives.
At the end of the lesson, students will be
able to:
a) Distinguish the types of bias.
b) Reflect on the types of bias in real-
life situations through class
participation.
c) Construct an essay about a chosen
 type of bias.

“Now, are you ready to differentiate the “Yes, sir.”

types of bias?”

(The teacher will proceed with the

review of the previous lesson)

C. Review “Remember Me”

“Before we proceed to a new topic, let

us have a brief recap of what we
discussed last meeting.”

“Anyone who can recall our last topic?” (Students are raising their hands.)

“What was our topic last meeting?” “Sir, in our last discussion, we discussed
(The teacher will call a student.) the bias and prejudice.”
Excellent!

“And what is a bias?” (Students are raising their hands.)

(The teacher will call a student.) “Sir, it means a tendency to favor a person,
Excellent! group or thing or point of view over
another, often in an unfair way.”
“And what about the prejudice?”
(The teacher will call a student.) (Students are raising their hands.)
Excellent! “Sir, it is an unfavorable opinion or feeling
formed beforehand or without knowledge,
thought, or reason. It simply means to pre-
judge others.
“I could tell that you understood our
discussion last meeting just as you
should because you’ll be able to apply
them to your activity later.
Understood?”
“None, Sir.”
“Do you have any questions about our
previous lesson?

“If that’s the case then please settle

down and we’ll proceed with our next
activity to give you more ideas about
our lesson for today.”

D. Motivation Before we proceed to our lesson

properly, let’s have first an activity.

“For the instructions, kindly read.” (Student will raise their hands)
(The teacher will select a student) 1. “Guess the correct words that are
“Thank you!” translated into gibberish words.”
 2. “The person who guesses the word
correctly will receive a reward.”

(The teacher will present the game) (The student will analyze the pictures)
(The teacher will facilitate the game) (The students will play the game)

“Wow, I could tell that everyone “Yes, sir! It was awesome!”

enjoyed our first activity!”

“For those students who did not have an “Yes, sir!”

opportunity to participate, do not worry
because later you will be given a
chance. Is that clear?”

E. Presenting “Word of the Day”

examples/instance
s of the new lesson “I know by now you already have an
idea of what could be our topic for
today. To further introduce you to our
topic, let us have our WORD OF THE
DAY.”

Pronunciation: / ˌənˈfernəs/
Definition: lack of equality
or justice.
 Synonyms: Injustice,
inequity,
unjustness.
Parts of noun
Speech:
Example Fred lost and
Sentence: muttered
something about
the unfairness of
life as he left to
do his duty.

As it was being
weighed out, the
Roman tribune
complained of
some unfairness.

“Altogether, read what’s written on the “UNFAIRNESS”

board: UNFAIRNESS.”

“What do we mean by the word (One student will read the definition of the
UNFAIRNESS?” word UNFAIRNESS.)

The teacher will present some examples.

“Now, I want you to give me a sentence

using our word of the day.” (Students will provide examples.)

“Obviously, from our activity and based “The types of bias.”

on our word of the day, our discussion
for today will be about what?”

“Exactly. we will differentiate the types

of bias.”

F. Discussing new
concepts and “Class, have you experienced being (The students will raise their hands)
practicing a new treated unfairly?” (Student answer may vary)
skill (The teacher will call a student.)
That is fascinating! Good input!

“Sometimes we experience being

mistreated because people have their
preferences.”

“Hence, understanding the types of bias

will help you to know more about bias.

“So, what is bias? (The students will raise their hands)

(The teacher will call a student.) “Bias means a tendency to favor a person,
“Thank you!” group thing, or point of view over
another, often in an unfair way”
“For example, I got promoted in my job
because of my boss's recommendation.
Another is many fathers said that they
prefer a son rather than a daughter.”

“These are all examples of a bias; you

favor a person based on your preference
and often in an unfair way.”

“Now, can any of you give me an (The students will raise their hands)
example of a bias?” (The answer may vary)
(The teacher will call a student.)
Nice sharing! Brilliant!

“To better understand what bias is, let’s

proceed to the types of bias.”

“Kindly read the first type.” (Students will raise their hands)
(The teacher will call a student.) “Anchoring bias - This happens when
“Thank you!” people rely too much on pre-existing
information or the first information they
find when making decisions.”
“For example, a student who believes
that there are nine planets instead of
eight. It is because of his pre-existing
knowledge about planets and his
disregard for the new information.”

“Another example is when a teacher sets

fifteen minutes for the activity of the
student to finish, instead of thirty
minutes. This is due to his pre-existing
knowledge that fifteen minutes is
enough for the activity.”

“Now, can anyone give me an example (Students will raise their hands)
of anchoring bias?” (Students answer may vary)
(The teacher will call a student)

“Brilliant example!”

“Number two, kindly read?” “Media bias happens when journalists and
(The teacher will select a student) news producers select the events and
stories that are reported, and how they are
covered.”
“Thank you!”
“For example, Channel A only shows
the good side of candidate A and hides
the bad side. On the other hand, they
only show the bad side of Candidate B
and hide the good side because they
favor Candidate A over Candidate B.”

“Another example a news channel that

only reports the drawbacks of COVID-
19 vaccines and hides the reports of its
benefits”

“Now, can anyone give me an example (Students will raise their hands)
of media bias?” (Students answer may vary)
(The teacher will select a student)
“Excellent observation!”

“Number three, kindly read?” (Students will raise their hands)

(The teacher will select a student) “Confirmation bias is the tendency of
people to favor information that confirms
their existing beliefs.”
“Thank you!”
“For example, a person believes that a
dog is a better pet than a cats. To justify
his belief, he will only look for a piece
of information that confirms his belief
and ignore the information that
contradicts it.”

“Another example is a fan of a dance

group who believes that they are the
best all over the country. He will seek
for the information that aligns with his
belief and potentially miss out on
objective analysis or opposing
viewpoints.”
(Students will raise their hands)
“Now, can any of you give me an (Students answer may vary)
example of confirmation bias?
(The teacher will select a student)
“Marvelous thinking!”
(The students will raise their hands)
“Number four, kindly read?” “Confirmity bias happens when one makes
(The teacher will select) a wrong or uncomfortable decision to fit in
to please a group of people.”

“For example, Judge A thinks and

knows that contestant A is a better
singer than singer B. However, his co-
judges chose contestant B as the winner.
As a result, Judge A altered his decision
just to fit into the decision of other
judges.”

“Another example A student new to a

school or workplace. You might notice
everyone wearing a particular style of
clothing or shoes. Even if you don't
personally love this style, you might feel
pressure to conform and buy similar
items to fit in with the group.”
(Students will raise their hands)
“Now, can any of you give me an (Students answer may vary)
example of Confirmity bias?”
(The teacher will select a student)
“Excellent example!”
“a cognitive bias whereby our perception
“Number five, kindly read?” of someone is positively influenced by our
(The teacher will select) opinions of that person's other related
traits.”

“Something referred to as the 'physical

attractiveness stereotype' and the 'what is
beautiful is also good' principle.”

“For example, you meet someone for

the first time, and they're dressed
sharply and well-spoken. You
instinctively assume they're intelligent,
competent, and successful, even though
you haven't interacted with them enough
to assess those qualities.”

“Another example is a beautiful and

high-quality packaging can lead
customers to assume the product itself is
superior, even if the ingredients or
functionality are average.”
(Students will raise their hands)
“Now, can any of you give me an (Students answer may vary)
example of the Hallo effect?”
(The teacher will select a student)
“Brilliant idea!”
(Student will raise their hands)
Now that we know the types of biases, Improves decision-making, promotes
can anyone read the importance of fairness and equality, and boosts critical
knowing the types of bias?” thinking.”
(The teacher will select a student)

“Thank you!”
 “Knowing the types of bias can help us
to improve decision-making because
biases can cloud our judgment and lead
to biased decisions, both personally and
professionally. In addition, it promotes
fairness and equality because many
biases lead to discrimination and unfair
treatment of individuals or groups.
Furthermore, it can boost critical
thinking because Recognizing bias
encourages us to question our
assumptions and information sources,
leading to more critical thinking and a
deeper understanding of complex
issues.”
“None, Sir”
“Do you have any questions?”

G. Developing “Activity Time!”

Mastery
To further develop mastery of the
lesson, the teacher will give a short
activity.

“For your activity, kindly read the

instructions.” “The class will be divided into four
groups.
Carefully read the passage and answer the
following questions as a group:

1. Identify what type of bias is shown in

each paragraph.
2. what evidence supports your claim of
bias?
3. Who might benefit from this bias? Who
“Write your answer on one whole sheet might be harmed?
of paper. Your activity will last for ten 4. How can we identify and avoid similar
minutes.” biases in the future?

“Is that clear?” “Yes, sir.”

(The teacher will present the story (The students will do the activity)
 containing the types of bias)

H. Finding “It’s Your Turn!”

Practical
Application of “To practice what you have learned,
Concepts and please bring out ONE WHOLE SHEET
Skills of paper, and write your name, section,
and date today. This activity is good for
ten minutes”

“Choose a type of bias. Your task is to

write an essay your experience with
your chosen type of bias. How did you
overcome that situation and what life
lesson does it teach you? Please be
guided by this scoring rubric. Scores
and feedback will be given at the next
meeting, but you must finish your work
today.”

“Are my instructions clear?” “Yes, sir.”

“Alright. Start writing your essay. Once (Students will start crafting their essays.)
done, submit your paper in front.”
“Let’s Wrap it Up!”
I. Making
generalizations “To sum up our discussion, what are the (The students will raise their hands.)
two key terms that we have discussed?” “Sir, the bias and prejudice.”
(The teacher will select a student)
“Good job!”

“Can anyone define what bias is?” (The students will raise their hands.)
 (The teacher will select a student) “Sir, bias means a tendency to favor a
Excellent memory! person, group, thing, or point of view over
another, often in an unfair way.”

(The students will raise their hands.)

“Can anyone give me the types of bias?” “Sir, we have anchoring bias, halo effect,
(The teacher will select a student) and media bias.
“Outstanding retention!”

(The students will raise their hands)

“Now, what about the other types of “Sir, we also have conformity bias and
bias? confirmation bias.”
(The teacher will select a student)
“Brilliant!”
(The students will raise their hands)
“So, what is the importance of knowing “Sir, by knowing the types of bias we can
the types of bias in our everyday life?” mitigate decisions caused by biases. It can
(The teacher will select a student) improve decision-making.

(The students will raise their hands)

“Superb! Nice input! What else?” Promotes fairness and equality and boosts
“(The teacher will select a student)” critical thinking that can result in good
decision-making.

“Brilliant insight!”

“I could tell that you understand the

difference between bias and prejudice. I
hope by knowing bias and prejudice we
can be more conscious in our act of
judgment in the future.”

“Should you have questions, just raise

your hand.”
“None, sir”
“None?”
IV. EVALUATION

Direction: Read the following statement carefully. Identify what type of bias was illustrated in the given
scenario. Write your answers on a ¼ sheet of paper in ALL CAPITAL LETTERS. Answers ONLY.

1. You're reading two news articles about the same event, but one paints it in a positive light while the
other focuses on the negative aspects. This difference may not be factual but reflects the editorial slant
of each publication.

2. You're watching a movie where everyone laughs at a joke, even though you don't find it funny. You
chuckle along, not wanting to seem different from the crowd.

3. You're a big fan of a particular team. You only pay attention to news articles and statistics that support
your team's strengths and downplay their weaknesses.
4. Your friend is incredibly talented at music, so you assume they must be intelligent and good at
everything else too.

5. You see a used car listed for $5,000, which seems high. The seller then suggests a "discounted" price of
$4,500, which feels like a good deal even though it might still be overpriced compared to similar cars.

V. ADDITIONAL ACTIVITIES FOR APPLICATION AND REMEDIATION

Assignment

Direction: List three examples of each type of bias. Write your answers on one whole sheet of paper and to
be submitted next week.