COR JESU COLLEGE, INC.

College Department
Sacred Heart Avenue, Digos City, Philippines
Tel. No. (082) 553 – 2433 local 105* Fax No.: (082) 553 – 2433
Website: www.cjc.edu.ph

Lesson Guide in English (Grade 9)

Time Frame: 45 minutes (1 meeting)

I. Lesson Objectives:
At the end of the lesson, 80% of the students are able to:
1. Differentiate bias and prejudice.
2. Cite bias and prejudice in the story “Driving Miss Daisy”
3. Generate real-life examples of bias and prejudice through creative representations.

II. Subject Matter

Topic: Biases and Prejudice

Instructional Materials: Laptop, cartolina, manila paper and chalk.

III. Procedure

Preliminaries
1. Setting of Students
 Greetings
 Cleanliness of the room.
2. Opening Prayer
The teacher will call the next prayer leader.
3. Checking of Attendance
4. Drill “Give me my meaning”
 The teacher will post on the board the definitions of bias and prejudice.
 The students will have to place where a certain definition belongs to, if on bias
or on prejudice.
 The teacher will correct the work of the students after the discussion.

BIAS PREJUDICE
An inclination for or against someone Preconceived opinion that is not based
or something on actual experiences or reason.
Can be positive and negative Usually a negative attitude
Results in unfairness Results in discrimination.

5. Review
 What does VUCA stands for?
 What is the purpose of learning about VUCA?

6. Motivation: “Something You Like and Dislike”

Title: Too Quick to Judge (Touching Short-Film)
Link: https://www.youtube.com/watch?v=Fzn_AKN67oI

A video will be presented to the class and allow them to view for three minutes. In
the middle of the video, the teacher will pause it and ask the students who are the
characters they liked and those they disliked. Then, continue with the video and allow
the students to finish the whole clip. Afterwards, ask the students with the following
questions:

A. What are your bases in judging the people in the story you just viewed?
B. Comparing your first impression to the characters, what have you realized?
C. Are you biased with your choices? Were you able to prejudice some? Why?
D. What are the learnings we could get right after viewing the video?

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 Lesson Proper

A1. Activity: “What Do You Think of Me?”

 The students will need a one whole sheet of paper and a pencil or ball pen.
 After that, the students will form a big circle.
 The students will have 2 minutes to draw themselves on the paper.
 After drawing, the students will pass their paper to the students next to them
and that student will write whatever she or he thinks of the students.
 Every five seconds, the paper will be pass to the next student until the paper
will be back to the owner.
 The students will be then given a chance to read what their classmates wrote.
A2. Analysis
The teacher will ask two students to tell the class what are written on her/his paper
and will answer the following questions:
A. How do you feel after reading the comments about you?
B. Are the comments right or not?
C. Do you feel judged?
D. What do you think you did that made them think those?
A3. Abstraction

The teacher will discuss the difference between bias and prejudice through this
chart and allow the students to add their ideas during the discussion.

BIAS PREJUDICE

An inclination for or against a person, idea, Preconceived opinion that is not based on
or thing especially in a way considered to be actual experiences or reason.
unfair.
It is both positive (leaning towards) and Usually, a negative attitude
negative (leaning against) attitudes
Results in unfairness Results in discrimination

EXAMPLES: EXAMPLES:
1. Female teachers are less patient with boys.
1. Female teachers give attention to girls 2. He couldn’t join the contest because he is
2. She got hired because of her looks. black.
3. He won the contest because his father was 3. She didn’t get the job because she has a
the judge. visible tattoo on her arm.

LET’S DISCUSS IT!

Let us get to know more about bias and prejudice.
What is Bias?
A tendency to present or possess a partial viewpoint. Being in favor of or against a thing,
person, group or stand compared to another, usually in a way not considered fair. In other words, it
is a single-side or one-side illogical and non-neutral support of a viewpoint in favor against the
other side. It is both of positive (biased towards) and negative (biased against) attitudes which
results to unfairness.
Tips to help us identify biased statement:
 Heavily opinionated or one – sided.
 Relies on unsupported or unsubstantiated claims.
 Pretends to present facts but offers only an opinion.
 Uses extremely inappropriate language.
 Tries to persuade you to think a certain way with no regard for factual evidence.

Common Types of Bias

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 1. Anchoring Bias- This happens when people rely too much on pre–existing information or the
first information they find when making decisions. When we become anchored to a specific idea
that we end up filtering all new information.
Example:
Many people blamed the Marcoses about the extra judicial killings during the martial Law.

2. MEDIA BIAS – This happens when journalists and news producers select the events and
stories that are reported and how they are covered.
Example:
Some media outlets tend to cover the good side of their favorite candidate.

3. Confirmation Bias – The tendency of people to favor information that confirms their existing
belief.
Example:
Cat lovers only believe that cats are the best pet they can ever had.

4. Conformity Bias – This happens when one makes a wrong or uncomfortable decision to fit to
please the group of people. It can cause people to simply follow the herd rather than use their own
independent ethical judgment.

Example:
A teenager might dress in a certain style because they want to look like their peers who
are member of a particular group.

What is prejudice?
It is an unfavorable opinion or feeling formed beforehand or without knowledge, thought
or reason. It simply means to prejudge others. The word literally means pre-judgment, meaning
that before examining any evidence you decide that somebody is a criminal. Usually, a negative
attitude. Results in discrimination

COMMON TYPES OF PREJUDICES

1. RACISM- The idea that the group of people exhibit different personality, characteristics, and
can be separated based on the dominance of one race over another.
2. SEXISM – A form of prejudice based on a sex or gender.
3. CLASSISM – This a prejudice based on social class or grouping of individuals based on
wealth, occupation, income, education, and social network.
4. AGEISM – This is a prejudicial attitude towards older people, old age, and the aging process
5. RELIGION – This is the attitude towards a person or group differently because of the
particular beliefs about religion.

The teacher will reinforce the learnings of the students through asking questions:
 What is bias? How about prejudice?
 What are the types of bias and prejudice?
 What is the difference between the two?
 Why is learning bias and prejudice relevant to you?

A4. Application DROP EVRYTHING AND READ (D.E.A.R.)

Directions: Read and understand the following excerpt from the play, Driving Miss Daisy
by Alfred Uhry. Then, determine the bias and prejudice statements in the story and answer the
questions that follow.

Motive question: How does it feel when you falsely accused someone of stealing? Why?

Seventy-two-year-old Daisy Werthan, a Jewish widow, can no longer operate a car safely.
In her last driving outing, she demolished her new car, a garage, and a shed. Her son, Boolie
decides that Daisy needs a chauffeur to drive her around her hometown of Atlanta, Georgia.
Daisy disagrees violently, saying that she can drive herself. Ignoring his mother’s protests, Boolie
hires a 60-year-old African-American driver named Hoke Coleburn to be Daisy’s chauffeur.
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 DAISY: I wanted you to be here when he comes. I wanted you to hear it for yourself.
BOOLIE: Hear what? What’s going on?
DAISY: He’s stealing from me!
BOOLIE: Hoke? Are you sure?
DAISY: I don’t make empty accusations. I have proof!
BOOLIE: What proof?
DAISY: This! (She triumphantly pulls an empty can of salmon out of her robe pocket.) I caught
him red-handed! I found this hidden in the garbage pail under some coffee grounds.
BOOLIE: One can of salmon?
DAISY: It was mine. I bought it and I put it there and he went into my pantry and took it, and he
never said a word. I leave him plenty of food every day and I always tell him exactly what it is.
They are like having little children in the house. They want something so they just take it. Not a
smidgen of manners. No conscience. He’ll never admit this. “Nome,” he’ll say, “I don’t
know nothin’ bout that.” And I don’t like it! I don’t like living this way! I have no privacy.
BOOLIE: Mama!
DAISY: Boolie… (Hoke enters in an overcoat)
HOKE: Mornin, Miz daisy. I b’leve it fixin’ to clear up. S’cuse me, I didn’t know you was here
Mist’ Werthan.
BOOLIE: Hoke, I think we have to have a talk.
HOKE: Jes’ a minute. Lemme put my coat away. I will be right back. (He pulls a brown paper
bag out of his overcoat.) Oh., Miz Daisy. Yestiddy when you out with yo sister I ate a can o’your
salmon. I know you say eat the leftover pork chops, but they are stiff. Here, I did buy you
another can. You want me to put it in the pantry fo’ you?
DAISY: Yes. Thank you, Hoke.
HOKE: I’ll be right with you Mist’ Wertham. (Hoke exits. Daisy looks at the empty can in her
hand.)
DAISY: (trying for dignity) I’ve got to get dressed now. Goodbye, son. (She pecks his cheek and
exits.)
B. Comprehension Questions: Read and understand the questions carefully. Based on what you
read, answer what is asked in every item. In the last item, the number of your identified correct
example of a bias and prejudice.

 How will you describe Daisy?

 Why did Daisy demand Boilie to fire Hoke?
 How does she feel about herself after realizing her wrong judgment of others?
 Based on the dialogue, what kind of attitude does Mrs. Werthan is showing towards
Hoke?
 Which situations in the given dialogue that you consider as bias and prejudice? Why?

Evaluation: Show me not just in Words”

The teacher will assign differentiated tasks to test creativity in transferring the lesson. The
task will be in coherence to the authentic learning outcomes as expected to the students. The task
will be graded based on a performance-based rubric.

Directions: Generate real-life examples of bias and prejudice creatively in different

representations. Each group will be assigned with unalike tasks to test your creativity in how you
represent your learnings in the lesson about bias and prejudice. Using the varied instructions
below, go with your groups and brainstorm how to complete the task in just 10 mins.

 GROUP 1: Painting representing bias: (Either abstract or concrete form)

 GROUP 2: Slogan representing prejudice: (Either abstract or concrete form)
 GROUP 3: A script of a story telling about bias and prejudice.
 GROUP 4: Poster depicting bias and prejudice.
 GROUP 5: Short song/ Jingle for bias and prejudice.
 GROUP 6: A drawing that depicts bias and prejudice. (Concrete form)

RUBRICS FOR THE OUPUT:

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 Creativity………………………………………….10 pts

Quality of Work…………………………………...10 pts.

Content……………………………………………. 20 pts.
Attractiveness………………………………………10 pts.

TOTAL: 50 pts

When the students are finished with their outputs, they will choose one representative to present
their work for 3 minutes.

RUBRICS FOR THE PRESENTATION:

Content……………………………………………… 10 pts.

Presentation.………………………………………… 5 pts.
Organization…...……………………………………..5 pts.

TOTAL 20 pts.

V. Assignment:

Participate on making the assigned task in your group and prepare for presenting your outputs
tomorrow.

Prepared by: Checked by:

JULLIE ANNE R. BLANCO MARY JOY D. ALBALATE

Pre-service Teacher Cooperating Teacher

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