CATCH-UP FRIDAYS TEACHING GUIDE

I. General Overview
Catch-up Subject: English 8 Grade Level: 8
Quarterly Theme: Sub-theme:
(refer to Enclosure No. 3 of DM 001, s. 2024, Quarter 3)
Identifying Biases
Time: Date: February 2, 2024
II. Session Outline
Session Title: Bias and Prejudice
Session At the end of the session, learners will be able to:
Objectives: 1. determine the concept of bias;
2. identify the author’s biases in given statements;
3. recognize if the message of the author is for or against a
certain issue;
4. evaluate biases found in text by determining the author’s use
of diction and evidences;

Key Concepts:  An author’s bias is any opinion or prejudice that affects that
author’s writing and prevents the author from being completely
neutral about the topic or issue about which she/he is writing
 Bias is when you have a personal opinion for or against
something; oftentimes, this opinion on or favor for something is
not based on reason or experience.
III. Teaching Strategies
Components Duration Activities and Procedures
The activity will be presented thru power point
presentation.
Activity: Activity: Pick Your Favorite
Directions: Pick your favorite between the given options
below. Then, give your reason for choosing such.
1. Basketball or volleyball
Reason:
2. English or Math
Reason:
3. Mobile Legends (ML) or Defense of the Ancients
Introduction and
10 mins (DOTA)
Warm-Up
Reason:
4. Kpop (Korean Pop) or OPM (Original Pinoy Music)
Reason:
5. Facebook or Instagram
Reason:

Materials: Laptop & TV, Board and Chalk

 Introduce the topic.
 Some of the learners will read their answers in the
class.
Concept 20 mins Activity: Let’s Read It together!
Exploration Materials: Hand-outs, laptop & tv (Powerpoint
presentation)
 Choral reading of the material (an excerpt from
Cell Phones Don’t Contribute to Learning by
Mary Ann Johnson
 Set of questions that the learners will comprehend.
 Short discussion of the topic.
 This activity encourages the learners to apply

Page 1 of 4

Source: https://www.wikihow.com/Play-Charades
 CATCH-UP FRIDAYS TEACHING GUIDE

their newly acquired information or skill to

constructive circumstances or issues in real life.
Activity: Mini dialogue
Materials: ballpen and paper
 Choose your partner and create a mini
dialogue showing your personal experience of
Valuing 20 mins
bias.
 This activity promotes creativity, collaboration,
and the development of dialogue writing skills.

Activity:
Materials: Journals, writing tools, coloring materials,
cellphones for digital entries, bond paper.

 Explain the task: Creatively express thoughts from
Journal Writing 10 mins
the presented quotation.
 Allow time to write, draw, or record thoughts.
 Sharing Option: Offer learners the chance to share
reflections.

Prepared By:

Teacher

Recommending Approval: Approved:

Master Teacher/Head Teacher School Head

Page 2 of 4
 CATCH-UP FRIDAYS TEACHING GUIDE

Grade 8- Week 3 (Choral Reading)

Modern cell phones are sophisticated devices that, like games,

television sets, and computers, operate from screens. The idea of excessive
“screen time” worries many educators. Children can spend two to four hours
each day in front of screens. Much of this time has limited physical and
mental activity. Often solitary entertainment screen time can occupy the
majority of children’s out-of-school free time. Educators recommend that
children engage in active play, read, play social board games, and fantasy
play. “Screen time” should be limited. Sherman listed a few other reasons for
not having cell phones in school including that the ringing can be a
distraction. Cell phones could contribute to social inequities creating a new
level of “have/have-not” distinction. There may also be a “keep up with
Jones” response as new and fancier phone technology comes along. Cell
phones are small and getting smaller, thus, are easily lost and a potential
target for theft.

“There are no good reasons for children to have cell phones,” he says.
One of the reasons frequently given for youngsters to have cell phones is to
allow them to be able to contact someone in an emergency. “But schools are
safe places so emergencies don’t happen often,” Sherman says. “Schools are
good about recognizing emergencies and making the appropriate contacts.
Besides, it is not good to give children the impression schools are unsafe —
exactly the opposite of the truth. “There really are no clear learning-related
uses,” Sherman says, “and several disadvantages. “It also is not accurate for
families to think that the cell phone is making it easier fordaily planning.
Sherman suggested that waiting until the last minute to make plans — thus
necessitating a call to the child — is a poor model for children. It is a better
model for children to be learning to plan and study with a longer
perspective. Parents should keep children informed and within a well-
planned context. “Young students don’t need this electronic tether to home
and parents. They should learn to make decisions and experience the
consequences. If children can’t make, on the ground, the decisions needed

Page 3 of 4
 CATCH-UP FRIDAYS TEACHING GUIDE

at school, they may never learn to be independent thinkers. We just don’t

need to be so ‘connected,’” Sherman says. Thomas Sherman is a professor
ofteaching and learning at Virginia Tech. – An excerpt from Cell Phones
Don’t Contribute to Learning by Mary Ann Johnson

Comprehension Check:

1. What does the title suggest that the article is about?

A. Uses of cellphones in learning
B. Cellphones positively affect learning
C. Advantages of having cellphones in class
D.The bad effects of cellphones to students’ learning
2. What claim/argument is being made by the title?
A. Students get addicted to cellphones.
B. Cellphones have no uses in learning.
C. Cellphones must be banned in schools.
D. Cellphones are the students most important tool in learning.
3. What issue is presented in the article/excerpt?
A. Cellphones serve as distraction in class.
B. Children spend too much time using cellphones.
C.Cellphones don’t contribute to students’ learning.
D.Cellphones don’t teach students in making decisions.
4.What does the excerpt tell about the author’s bias?
A.It doesn’t tell.
B. He is neutral.
C. He is positively bias.
D. He is negatively bias.
5. Which of the following statements best supports the authors bias?
A. Cellphones are students’ best friends.
B. Cellphones are the students most important tool in learning.
C. Students become too techy and expert in using cellphones.
D. Too much screen time prohibits children from engaging in active
play, read, play social board games, and fantasy play.

Page 4 of 4