Being Sensitive To

Others
Module 2 LESSON 3
Group 3
 YOUR OBJECTIVES
For this lesson, here are the objectives to help you as
you go through the different activities.
 scan for needed information
 evaluate listening texts in terms of accuracy, validity, adequacy, and
relevance
 detect bias and prejudice in the material viewed • give technical and
operational definitions
 explain how the elements specific to a genre contribute to the theme
of a particular literary selection
 explain the literary devices used
 use the correct sound of English when delivering impromptu speech
 use words and expressions that affirm or negate
 acknowledge citations by preparing a bibliography Being Sensitive to
Others 2
 YOUR INITIAL TASKS
Let’s begin your lesson by working on the activities provided here.

Task 1 PICTURES TALK

Look at the photos right. What do they reveal
about men, women, and children? Write your
answers in your notebook. A. B. C.

1. With your partner, describe each

picture. What do they reveal about men
and women?
2. Should women always be pictured as
doing household chores and men as
warriors? Why?

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 Task 2 MIND YOUR WORD
Find out the message conveyed by the comic
strip and be ready to share your ideas in class.
Discussion Points:

“
1. What is the character in the comic strip prejudiced/biased for?
against?
2. What could be the reason for the prejudice/bias?
3. Is it right to have prejudices or biases?
4. Can you think of words that you could associate with
prejudice/bias? Write them in the word web below.

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Task 3 WATCH THAT LABEL
A. Here’s a video featuring a Filipina actress who claims that it’s
not right to put a label on anyone. Watch it and find out the label
attached to her. www.youtube.com/watch?v=xYsvcKfq8E

1. What is the “label” attached to the woman in the video?

2. Do you agree with what the woman said? Why?
3. When you put a “label” on someone, are you also being
biased? Explain.
4. What advice would you give to the woman in the video?
5. What comments do you hear from other people about women
in the same situation as the actress? How should you react
to them?

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B. Have you heard and seen examples of bias around you? Fill
out the table below for more examples of bias and prejudice you
have experienced around you. Work on it with your partner. In the
second column, write examples of advertisements and in the last
column, write the bias found in each example. Examples Biased
on… Advertisements

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C. Can biases be avoided? How?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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 Task 4 BIAS DETECTIVES
Source: http://www.sadker.org/curricularbias.html According to a group
of researchers there are Seven Forms of Bias in Instructional Materials
.They are as follows:

1. Invisibility: What You Don’t See Makes a Lasting Impression

The most fundamental and oldest form of bias in instructional
materials is the complete or relative exclusion of a group. With
an attempt for inclusion after 1960, many of today’s textbooks
are improved, but far from perfect. Women, those with
disabilities, gays, and homosexuals continue to be missing from
many of today’s texts.

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2. Stereotyping: Shortcuts to Bigotry Perhaps the
most familiar form of bias is the stereotype, which
assigns a rigid set of characteristics to all members
of a group, at the cost of individual attributes and
differences. While stereotypes can be positive, they
are more often negative. Some typical stereotypes
include: Men portrayed as assertive and successful
in their jobs, but rarely discussed as husbands or
fathers. Women as caregivers.

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3. Imbalance and Selectivity: A Tale Half Told Curriculum
may perpetuate bias by presenting only one
interpretation of an issue, situation, or group of people.
Such accounts simplify and distort complex issues by
omitting different perspectives. A text reports that women
were “given” the vote, but does not discuss the work,
sacrifices, and even physical abuse suffered by the
leaders of the suffrage movement that “won” the vote.
Literature is drawn primarily from western, male authors.
Math and Science courses typically reference European
discoveries and formulas.
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 6. Linguistic Bias: Words Count Language
can be a powerful conveyor of bias, in both
blatant and subtle forms. Linguistic bias can
impact race/ethnicity, gender, accents, age,
(dis)ability, and sexual orientation. Such
words as forefathers, mankind, and
businessman serve to deny the contributions
(even the existence) of females

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7. Cosmetic Bias: “Shiny” covers The relatively new
cosmetic bias suggests that a text is bias free, but beyond
the attractive covers, photos, or posters, bias persists. An
example is a science textbook that features a glossy pullout
of female scientists but includes precious little narrative of
the scientific contributions of women. Pretend that you are a
group of detectives. Using the seven forms of bias
discussed here, review your school’s English reference
books/textbooks and identify if it has any of those forms of
biases. Write the title of the book and put a check mark on
the form of bias you have discovered in the book(s)

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This time, suggest ways on how to avoid
these biases in your English textbook.
___________________________________
__________________________
___________________________________
__________________________
___________________________________
_________________________

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Task 5 LOVE IS EVERYWHERE
A. Being sensitive to others is one way of showing love
and concern. Whose love story do you consider special
and worth emulating? Here are photos from some
romantic films. Match the description of the characters
in the movie to the photos.
Danielle, the only daughter of a deceased French
nobleman, is made a servant by her stepmother. She
also has two stepsisters, one quite kind but the other
one really terrible. Still, Danielle grows up to be a happy
and strong-willed young lady, and one day her path
crosses that of handsome Prince Henry, who has fallen
in love with her. Despite some troubles, Danielle and
the Prince end up together with the help of the nice
Leonardo da Vinci.

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Rebellious high school student Landon Carter is
threatened with expulsion unless he performs in
the drama club’s spring musical. At this function,
he is forced to interact with quiet Jamie Sullivan
who has helped him with his lines. During the
play, Jamie surprises Landon and the entire
audience with her beauty and voice. While their
friendship and admiration for each other grows
deeper, Jamie’s cancer gets worse.

In 1912 Southampton, 17-year-old first- class

passenger Rose DeWitt Bukater who is engaged
to be married against her will plans to jump off
the ship. Jack Dawson, a penniless artist,
convinces her not to. This incident started their
friendship which later on develops into a
romantic love affair.

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B. Can you name other movies that speak of
great love? Girls, in the future when a man
courts you, how would you want him to do it?
Boys, how do you plan to win the heart of your
ladylove someday?
• List down what you dream of in a courtship.
______________________________________
_______________________
______________________________________
_______________________
______________________________________
_______________________
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• Read about the courtship during the middle-ages.
Compare it with your “ideal” courtship.

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• When one is in love, one has the tendency to be
biased. Name an incident when you did something
in the name of love.
_________________________________________
____________________
_________________________________________
____________________

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 Task 6 THINK ABOUT THE POEMS
IN YOUR GROUP, ANSWER THE QUESTION ABOUT THE POEMS

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 Task 7 FIGURE OUT THE
MEANING
Understand the poem better by analyzing the language of poetry.
Think about the answers to the following questions first. Then, with a
. partner, discuss your answers before sharing it with the whole group
1. What image/s did Petrarch use to compare Laura?

2. How did Petrarch describe his feelings when Laura died?

3. What kind of language is used by poets and writers in

describing persons or their feelings dramatically?

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4. What is the meaning and effect of the following lines
found in the poems: “sweet despair” (Spring) and
“suavely merciless” (The White Doe). In addition, how
does the meaning of “suavely merciless” connect with
lines 7 to 8 of the poem “The White Doe”?

5. What kind of language is used by poets and writers

in forming contradiction that often expresses conflicting
feelings?

6. What kind of poem are the Petrarch’s three poems?

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Task 8 SOUND THE SONNET

A. Go through the poem “The White Doe”

again. This time focus on the structure of
the poem. Poems are said to have rhyme
and rhythm. Let’s find out the rhyme
scheme of this poem.

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1.How many lines are there in the poem?
2. How many lines are there in the first two
stanzas?
3. How about in the third and fourth stanzas,
how many lines are there?
4. Study the rhyme scheme. What is the
basis of the rhyme scheme?
5. How does rhyme and rhythm contribute to
the message of the poem?
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B. In your book their are the
sonnets by Petrarch and
Shakespeare, respectively. Identify
the rhyme schemes of each sonnet
and compare and contrast them
with each other.

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Task 9 DISTINCT
SONNETS
You have read examples of
one type of lyric poem-the
sonnet. After reading the two
poems, what similarities and
differences did you notice?

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Discussion Points:
1. How does the rhyme scheme in
Petrarch’s sonnet differ from
Shakespeare’s?
2. What does the rhyme scheme do in the
sonnet? 3. Do the words that rhyme in the
sonnet relate to the theme of the poem?
How?
4. Aside from sonnets, where else can we
use the “rhyme scheme”? 30
 Task 10 TICKLE YOUR FANCY

Imagine how Petrarch’s Laura was like.

In your group, work on the task that will
be assigned by your teacher.

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Group 1 - Based on Petrarch’s
description of Laura, draw her image
on short bond paper with a dedication
addressed to Petrarch.
Group 2 - Choose a song that best
describes the love Petrarch has for
Laura.
Group 3 - Prepare and perform a “rap”
intended for courtship.
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 Group 4 - Pretend you are Petrarch
with undying love for Laura and write a
love letter to her.
Group 5 - Deliver a short speech
addressed to your beloved who has
died without saying farewell to you.

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YOUR DISCOVERY TASKS
Task 11 LISTEN TO A POINT
Listen as your teacher reads a report from
http://www.rappler.com/moveph/42214-ph-male-
female-inequalities accessed on July 2014 about
male and female equalities in the country. Take
note of information that will help you decide
whether the news report is valid, accurate,
relevant, and with adequate information.

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Let’s talk about the news article you just
listened to.
1. What is the news article about?
2. What is the source of the news? Is it a
valid source?
3. What data about male and female equality
in health and survival, education, economic
participation, and politics were mentioned?

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4. Will you consider this news accurate?
Why?

5. How important is this news to your life?

6. Does the article have all the necessary

details that you would need to be well
informed on the issue? What other data
do you need?

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Task 12 AGREE OR
DISAGREE
Listen to news articles that will be read by
your teacher. On the space provided, write
your response to the article. Write the word
agree if you think the article is valid,
accurate, reliable, and with adequate
information, and disagree if you think
otherwise.
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1.__________
2.__________
3.__________
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What made you decide on your answers? How do you
define: valid, reliable, accurate, and adequate?
_____________________________________________
___________
_____________________________________________
___________
_____________________________________________
___________

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Task 13 READ FOR INFO
Scan the given texts and advertisement. Based
on your working definition, decide whether or not
the content of the article or advertisement is valid,
accurate, relevant and with adequate information.
Copy the column in your notebook and put a
check mark under the column heading that
corresponds to your answer. Support your answer
with proof from the given articles
or advertisement.
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Discussion Points:
1. What information did you get from the
given articles and advertisement?
2. Do they give enough information on the
topic?
3. What makes an article or an
advertisement adequate, valid, accurate,
and reliable?
Explain your answer

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Task 14 DEFINE THOSE
WORDS!
A. You were able to give reasons for deciding
whether an article has valid, accurate, reliable,
and adequate information. Based on your
answers to the previous tasks, how do you
define those terms? With a partner, be able to
define them by completing the sentences
below:
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1. An article is valid when it
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
___________
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2. Reliability of the article’s content
means
______________________________
______________________________
______________________________
______________________________
_______________________
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3. We can say that what we read is
accurate when
______________________________
______________________________
______________________________
______________________________

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4. Adequate information calls for
______________________________
______________________________
______________________________
______________________________
______________________________

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B. You did well in defining terms like
valid, accurate, reliable, and
adequate. What helped you in
defining them look at the examples
in your book page 181 and find out
how else we can write sentences
that define.
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C. This time, give either the operation or
technical definition of each of the following terms
and concepts. You may use the Internet or your
books for the definitions. Be sure to include your
source.

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Task 15 BRING IN THE
SOURCE
A. Whether in speaking or in writing, you need to cite
your source when stating facts. At the end of the
quarter, you will present an argumentative speech and
it’s important that you build your argument with facts
and support all your claims with accurate, reliable, valid,
and adequate facts. But how do you make attributions
and recognize your source on paper? Work on the
exercises that follow to know more about citing your
sources.
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1. Go over Task 11. Copy the Internet website
found in the two items defined. Before the
Internet website address or the URL, write first
the topic and after the URL, write the date when
the material was accessed.
________________,_________________________, ___________
Title of the topic website address or URL date

2. Why is it important to acknowledge the source in your

speech or in your paper?

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B. Here are some more reminders in constructing
simple bibliography for different types of materials.
• Each entry should end with a period.

• Italics may be substituted by underlining.

• The final document should be double spaced and in alphabetical order by

the first word of the entry.

• There are several formats for a paper particularly for the bibliography.
Formats differ depending on the purpose. Go over the sample types of
bibliography and be able to distinguish one from the other.

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1. At page183-184 are standard
formats and examples for basic
bibliographic information
recommended by the American
Psychological Association (APA).
For more information on the APA
format, see http://www.apastyle.org.

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2. Another style in writing bibliography is the Modern
Language Association (MLA) style. According to
Purdue Online Writing Lab, it is most commonly used
to write papers and cite sources within the liberal arts
and humanities. Purdue OWL has an update to reflect
the MLA Handbook for Writers of Research Papers
(7th ed.) and the MLA Style Manual and Guide to
Scholarly Publishing (3rded.), which offers examples
for the general format of MLA research papers, in-text
citations, endnotes/footnotes, and the Works Cited
page
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C. With your partner, go through the
bibliography page of your English LM.
List down at least one work
cited/bibliography from a book,
Internet, magazine, or encyclopedia.
Copy in your notebook and identify
whether the entries are in APA or MLA
format. Share your answers
to the class.
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D. When you research and get notes from your
source, you are annotating. An annotation is a
comment, explanation attached to a text, image, or
other data. Often, annotations refer to a specific part
of the original data.

Annotation format differs depending on the styles:

APA, MLA, or Chicago that an author may opt to use.

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Sample APA Annotation
Ehrenreich, B. (2001). Nickel and dime: On (not)
getting by in America. New York: Henry Holt and
Company. Page186
Sample MLA Annotation
Lamott, Anne. Bird by Bird: Some Instructions
on Writing and Life. New York: Anchor Books,
1995. Print. Pages 187

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Sample Chicago Manual Style Annotation
Davidson, Hilda Ellis. Roles of the Northern
Goddess. London: Routledge, 1998. page 187
Discussion Points:
1. What have you noticed in the three styles of annotating a
source?
2. In what way are they similar? different?
3. Which style would you want to use? Why?
4. How can this help in gathering your references or notes?
5. How can your skill in research help you prepare for your
speech?
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Task 16 WRITE YOUR
BIBLIOGRAPHY

Almost anything you deal with in everyday

life has aspects that are debatable. As with
school issues, any topic that calls for
change is worth researching. Gather the
facts now and don’t forget to acknowledge
your source.

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YOUR FINAL TASK
Task 17 TRY YOUR PASSION

A.From the list of topics given to you to

research on, which one are you most
passionate about? Try talking about your
“passion” in your group. Remember to do
the following:

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a. Decide on who will speak first.

b. Give each speaker a minute to share his/her idea.

c. While one is speaking, the rest of the group has to

listen.

d. Observe how each one shares his/her idea.

e. Write down your observations in your notebook

following what is asked in the column provided here.

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Discussion Points:
1. Did you enjoy your on the spot idea-sharing? Why?
2. What motivated you to listen to your classmates’ speeches?
3. What suggestions can you give to improve one’s delivery of a
speech?

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Task 18 SPEAK FOR KEEPS
This time, watch another video which presents an example
of an impromptu speech. As you view it, listen attentively to
the language, words, and expressions used by the speaker
in delivering his/her impromptu speech.

http://www.youtube.com/watch?v=Vp4gBmjsH74 July 13,

2014

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A. Let’s answer the questions about the video you have seen.

1. What words or expressions in the speech made an impact on

you? Explain.
2. Is it important to have the right diction and correct usage in
delivering a Get to know more about delivering lines/speeches
by watching this “Toastmasters” video taken from a video
sharing site. Be able to list tips in delivering on the spot or
impromptu speeches. 190 speech? Why?
3. How does the speaker use the English language in getting her
message across?
4. What do you like about the way the speaker delivered her
speech?
5. What improvements would you suggest in delivering the same
speech? 64
B. YOUR SPEECH...TAKE ONE!
Here is a situation that will serve as the
basis of your speech. For this activity, you
will be given five (5) minutes to prepare your
speech. When preparing, you may use the
PREP strategy (State your Point, Give
Reasons, Cite Examples, and Go back to
the Point) to gather your
thoughts. 65
Discussion Points:
1. Do you think you will get accepted for the job? Why?
2. What do you suggest/plan to do to improve your
speaking skills?

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C. SHOWCASE YOUR SPEECH! This time, deliver
your impromptu speech following the instructions
given here.

1. Work in your group.

2. Ask your teacher for the scenario/situation your
group will use for your speech.
3. Let your teacher read to you the scenario/situation.
4. Draw lots on who will be the first to speak.

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5. The speaker will talk about the given situation for three
(3) minutes. The second speaker will begin his/her
speech based on the last sentence of the first speaker.
The third speaker will do the same and so on. This will
continue until the last speaker has delivered his/her
speech.
6. Once all of you have delivered your speeches, your
teacher will give his/ her synthesis.
7. The presentation will be done one group at a time

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