Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
DIVISION OF PAGADIAN CITY

LESSON PLAN IN ENGLISH 9

I. MOST ESSENTIAL LEARNING COMPETENCY/IES :
EN9-LC-IVf-13.3 Differentiate biases from prejudices

Objectives:
At the end of the lesson, students should be able to:
a. identify statements that show biases and prejudices;
b. present scenarios showing biases and prejudices that can be observe in real – life
situations;
c. show understanding on the importance of showing sensitivity to other people.

II. LEARNING CONTENT

Subject Matter: Biases and Prejudices
Quarter and Week: Quarter 3, Week 1
Materials: Television, Visual Aid, Marker, Power point presentation
Related Subject/s: Math
References: Module 1, Quarter 3

III - LEARNING ACTIVITIES:

A. PRELIMINARY ACTIVITIES (10 minutes)

1. Prayer
2. Checking of Attendance
3. Presentation of Class Rules
F- First Impression: Judging based on first looks only.
A- Assumptions: Deciding without knowing.
I- In-group Bias: Favouring your own group.
R- Representing Stereotypes: Seeing people as stereotypes.

4. Review- Topic: VUCA

 What is VUCA?
 Give me the meaning of the acronym VUCA?
 What does volatile means?
 What does uncertain means?
 What does complex means?
 What does ambiguous means?
 The teacher will give incentives for those students who can answer the question correctly.
 The teacher will show a plastic cup that consist of paper candies that is equivalent to 5
points.
 The teacher will show the group incentives which is the car race. The group who could
reach the highest score will receive a prize.
 5. Motivation
Task 1: Pict Analysis
The teacher shows images to students and let them tell something about each of
the images.

Guide questions:
 What does the pictures tell us?
 What do they reveal about men and women?
 Should women always portray as doing household chores and men as
warriors? Why?
B. DEVELOPMENT OF THE LESSON
Presentation of the lesson
Reading of Objectives- Allow students to read the objectives by column.

ACTIVITY:

GROUPINGS:
Task 2: Fair or Unfair?
 The teacher will divide the class in two groups, each group has a scenario. The
group will think whether the scenario is fair or unfair.
 The group who will finish first will receive an incentive

Group 1 - Highlight the statements that you think show FAIRNESS

1. All victims of typhoon Ulysses were given assistance and food.
2. Handicapped persons are considered mentally disabled.
3. She should have been isolated to the COVID-19 facility because of her dry cough.
4. Hiring low-grade applicants can lead to the company’s bankruptcy.
5. Our parents set equal limits in giving household chores.

Group 2 - Highlight the statements that you think show UNFAIRNESS

1. Not serving someone in a restaurant or retail store because of their race.
2. The newly opened hotel in our town only accommodates rich people.
3. She won the contest because two judges are his/her relatives.
4. All victims of typhoon Yolanda were given food and shelter because the government valued
its people.
5. Not allowing one of your classmates to join your group because he is physically disabled.
 ANALYSIS

 Let the students explain their answers.

 Teacher will then process the answers for deeper understanding.
 The teacher asks questions to the students by group using number problems.
Guide question:
 Based on experiences, how could bias and prejudice affect someone’s life?

ABSTRACTION: (10 minutes)

The teacher will further discuss the lesson.

BIAS means a tendency to favor one person, group, thing or point of view over another, often
in an unfair way.

Types of biases:
1. Anchoring Bias: This is when people rely too much on the first information they see
or hear when making decisions.
 Example: "I picked you for the team because, from what I first heard, you're the
best."
2. Media Bias: This happens when journalists or news stations choose which stories to
report, which can sometimes leave out important details.
 Example: "I was at the event, and the news made it look completely different
from what I actually saw."
3. Confirmation Bias: This is when someone only looks for information that supports
what they already believe, ignoring other viewpoints.
 Example: "When the report didn’t match his beliefs, he only looked for facts
that proved he was right."
4. Conformity Bias: This is when someone goes along with a group’s decision, even if
they don’t agree, just to fit in.
 Example: "Even though I disagreed, I went along with my friends' choice to
avoid feeling left out."
5. Halo Effect: This is when someone thinks everything about a person is great just
because they see one good quality.
 Example: "The manager only looked at Leo’s application carefully because he
was impressed with Leo's awards."

PREJUDICE is an unfavorable opinion or feeling formed beforehand or without knowledge,

thought or reason. It simply means to pre-judge others.

Types of prejudices:
1. Racism: This is when people believe that one race is better or worse than another.
They might think people from certain races act a certain way or should be treated
differently.
 Example: Some people wrongly thought that all Chinese people spread the
COVID-19 virus.
2. Sexism: This is when people treat others unfairly because of their gender (whether
they are male or female).
 Example: Some people think women are weaker and can't do the same work as
men.
3. Classism: This is when people judge others based on their social class, like how much
money they have, their job, or their level of education.
 Example: Some people believe that poor people are uneducated and don't
contribute to society, so they shouldn’t be treated well.
4. Ageism: This is when people are treated unfairly because of their age, especially older
people.
 Example: Some people think older adults shouldn't be hired for jobs because
they think they're too old to do the work.
5. Religion: This is when people are treated unfairly because of their religious beliefs.
 Example: Someone might lose their job just because their religion is different
from what their employer believes.

APPLICATION:

TASK 3: Do something (15 minutes)

Instructions: The students are divided into four groups and perform differentiated instructions.

GROUP 1
Goal: Your group will create a scenario in a form of a mini dialogue that shows your personal
experience dealing people who are biased and prejudiced just because you are Subanen. Your aim
is to convince them that Subanen are unique individuals and are worthy to be treated fairly.

GROUP 2
Goal: Your group will demonstrate a diagram showing the negative effects of bias and prejudice to
someone who experienced unfair treatment.

GROUP 3
Goal: Your group will create a poster/collage showing how the world will be if all are treated
equally and if bias and prejudice do not exist.

GROUP 4
Goal: Your group will write a letter to the school administration addressing your concerns about
the effect of bias and prejudice on the students’ performance in school. And what should they do to
help perform well in school.

Here are the rubrics of each group:

Mini dialogue
Criteria Excellence (4) Good (3) Fair (2) Needs
improvement (1)
Content Dialogue fully Dialogue mostly Dialogue Dialogue does not
addresses the addresses the somewhat effectively
bias/prejudice theme with addresses the address the
theme with clear, relevant examples theme, but may theme, missing
accurate, and and lack depth or key elements or
insightful understanding. clarity in the examples.
examples. examples.
Clarity and Dialogue is easy Dialogue is mostly Dialogue is Dialogue is
relevance to follow, with clear, with somewhat clear, difficult to
clear, relevant language and though some understand, with
language and ideas that are language or ideas unclear or off-
ideas that directly mostly relevant to may be confusing topic ideas and
support the the theme. or irrelevant. language.
theme.
Creativity Dialogue is highly Dialogue is Dialogue shows Dialogue lacks
engaging, engaging and limited creativity creativity and
creative, and shows some and may rely on originality,
demonstrates creativity in familiar or less making it less
original thinking presenting the original ideas. engaging.
in addressing theme.
biases and
prejudices.
Collaboration All group Most group Some group Minimal
members members members contribution from
contributed contributed contributed, but group members;
equally, and actively, showing teamwork could poor teamwork is
dialogue reflects good teamwork. be improved. evident.
strong teamwork
and cooperation
Presentation\ Dialogue is Dialogue is Dialogue delivery Dialogue is
delivery delivered clearly delivered with is somewhat delivered
and confidently, confidence, clear, but lacks unclearly, with
with strong voice, though some confidence or little expression,
expression, and improvement in appropriate making it hard to
body language. expression or expression. follow.
body language
could help.

Diagram
Criteria Excellence (4) Good (3) Fair (2) Needs
improvement (1)
Accuracy Diagram Diagram mostly Diagram shows Diagram does not
accurately represents the some accurately
represents the concept with understanding but represent the
concept or minor errors or contains several concept, with
information with omissions. inaccuracies. major errors or
all correct details. missing
information.
Clarity Diagram is very Diagram is mostly Diagram is Diagram is very
clear and easy to clear, with minor somewhat difficult confusing or
understand, with areas of confusion to understand due disorganized,
information or complexity. to unclear making it hard to
displayed in a elements. understand.
logical,
straightforward
way.
Creativity Diagram is Diagram is Diagram is basic Diagram lacks
visually engaging somewhat in design, with creativity and
and uses creative engaging and minimal creativity. visual interest,
elements to shows some appearing plain or
enhance creativity in unengaging.
understanding of design.
the concept.
Organization Diagram is well- Diagram is Diagram is Diagram is poorly
organized, with organized, though somewhat organized, with
information some parts may disorganized, with cluttered or
arranged logically appear slightly information that’s chaotic
and no crowded or out of hard to follow. information
overcrowding or order. placement.
clutter.
Labeling and All parts of the Most parts of the Diagram has some Diagram lacks
details diagram are diagram are labels, but many necessary labels
accurately labeled, though parts are and details,
labeled, with key some minor unlabeled or making it difficult
details and details may be missing details to interpret.
descriptions missing.
included where
needed.
Poster collage

Criteria Excellence (5) Good (3) Fair (2) Needs

improvement (1)
Content All Most Some ideas None of the
ideas/information ideas/information presented/ Ideas/information
presented in the presented in the information in the presented do not
graphic are graphic are graphic are relate with the
related to the related to the related to the topic
topic that make it topic that make it topic
easier to easier to
understand understand
Attractiveness The poster/collage The poster/collage The poster/collage The poster/
is exceptionally is acceptably is acceptably collage is
attractive in terms attractive in terms attractive though distractingly
of design, color of design, color it may be a bit messy or very
and neatness and neatness messy poorly in design
which makes the which makes the which makes it not
poster/collage poster/collage attractive
interesting interesting
Teamwork All team members Some team Few of the team Only the group
cooperate actively members members leader works with
cooperate cooperate the task
Timeliness Finish the activity Finish the activity Finish the activity Finish the activity
before the given on time 2minutes after the 3-5 minute s
time given time before the given
time

Letter
Criteria Excellence (5) Good (3) Fair (2) Needs
improvement (1)
Format Follows correct Mostly follows Partially follows Format is incorrect
letter format letter format, with format, but or missing
(date, greeting, only minor missing some key essential parts of
closing, etc.); fully mistakes. elements. the letter.
appropriate for the
type of letter.
Content Content is clear, Content is mostly Content is Content is
detailed, and clear and relevant, sometimes confusing, lacks
relevant; with minor issues. unclear or lacks purpose, or is
addresses the detail or irrelevant.
purpose relevance.
effectively
Language and Language and Language and Language or tone Language and
Tone tone are highly tone are mostly sometimes tone are
appropriate for the appropriate, with inappropriate for unsuitable,
audience and minor errors. purpose. affecting
purpose. understanding.
Grammar and Free from Contains a few Several grammar Numerous
Spelling grammatical minor grammar or or spelling errors grammar and
errors and spelling spelling errors. that slightly spelling errors,
mistakes. disrupt flow making it hard to
read.
Organization Letter is well- Mostly organized, Some parts of the Lacks clear
organized, with but some ideas letter are organization,
ideas flowing could be arranged disorganized. making it difficult
logically. better. to follow.
IV – ASSESSMENT:
Directions: Choose the letter of the best answer. Write your answer on a 1\4 sheet of paper.

1. Which of the following is the characteristic of bias?

a. It is a process of pre-judging a person without looking into the evidence.
b. It is usually negative; having no one is advantaged.
c. It is flexible depending on one's thinking and instinctive feeling.
d. It is a fixed type of emotion towards a person.

2. People may become bias because______________________.

a. they want to give equal treatment. c. they have a similar feeling.
b. they are influenced by the environment. d. people, by nature, are self-centered.

3. One of the similarities between bias and prejudice is ____________

a. negative thought c. negative treatment
b. negative action d. positive communication

4. "I have a dream that my four little children will one day live in a nation where they will not
be judged by the color of their skin but by the content of their character." This popular line
from Martin Luther King Jr. speech in 1963 is about_____________________.
a. prejudice in racism c. discrimination in racism
b. bias in nationalism d. freedom and Empowerment

5. Which of the following is the least common type of prejudice?

a. Racism b. Sexism c. Classism d. Linguistic

6. Which of the following is not considered media bias?

a. Advertising consists of choosing media reports depending on what marketers might
want.
b. The mainstream consists of saying the same thing as all others report - and
preventing offensive stories - to keep people and audiences from turning away.
c. Gender selection consists of a preference for men.
d. In favor of daily events, a media source decides to cover unusual events.

7. This type of bias occurs when you are too reliant on the initial information's details,
resulting in biased decision making.
a. Anchoring b. Conformity c. Religion d. Media

8. Using “He” as a generic pronoun for subject in all forms of writing and speech is
considered______________.
a. race bias b. gender bias c. class bias d. social bias

9. Which of the following is not considered an action that resolves bias?

a. Reflect on the possible outcome in every decision made.
b. Always consider equality in all aspects, especially human selection.
c. Maintain balance in social interaction and communication.
d. Gain more trust and confidence from the viewers
10. Only American and African people are selected to join the world competition; Asians were
rejected. This statement is an example of___________________.
a. bias in racism c. bias in classism
b. prejudice in racism d. prejudice in classism

V – ASSIGNMENT:
Directions: Read and understand the given quotes below. Explain the meaning of these quotes. Write
your answer on a separate sheet of paper.

“Prejudices, it is well known, are most difficult to eradicate for the heart of soil has never been
loosened or fertilized by education; they grow there, firm as weeds among stones”- Charlotte Bronte

“It is an acknowledge fact that we perceive errors in the work of others more readily than in our own”-
Leonardo da Vinci