MY DAILY LESSON
PLAN
I.
OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/Obj
ectives
Write the LC code
for each
II. CONTENT
III.
School Perpetual Help
National High
School
Teacher
Elaine Mae O.
Nuñez
Teaching Dates and Time
DAY: MARCH 12, 2024
Grade Level Grade 9
Learning English
Area
Quarter 3rd Quarter
At the end of this lesson, the students are expected to:
✓ identify bias and prejudice
✓ differentiate biases from prejudices through examples;
✓ promote advocacy for anti-bias and anti-prejudice social norms.
The learner demonstrates understanding of how Anglo-American literature and
other text types serve as means of preserving unchanging values in a changing
world; also how to use the features of a full-length play, tense consistency,
modals, active and passive constructions plus direct and indirect speech to
enable him/her competently performs in a full-length play.
The learner competently performs in a full- length play through applying effective
verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery and Dramatic Conventions.
LC: Differentiate biases from prejudices
EN9LC-IVf-13.3
Differentiate biases from prejudices
LEARNING RESOURCES
A. References
1. DepEd English
Module
B. Other Learning
Resources
C. Routinary Activities
IV.
p. 1-24
Chalk, pictures, laptop
- Opening prayer to be led by one student in the class.
- Check the attendance by roll calling.
- Ask the class to properly arranged their chairs and pick up all the dirt under it.
PROCEDURES
A. Reviewing
previous lesson
or presenting the
new lesson
Teacher’s Activity
Learner’s Activity
Good morning, my dear students!
Good morning, Ma’am.
How are you feeling today, are you excited to “We are feeling good.”
learn new things?
“Yes, we are excited!”
I hope you had a great day and now ready for our
new lesson.
Let’s have a review first of what we discussed last
meeting. Can anyone tell the class what you have
learned from our previous meeting?
“Ma’am, our previous topic
was all about FACTS AND
OPINION.”
That’s good. Anyone, who can share also what
you’ve learned in our previous topic?
Very good. I hope you will not forget it because
that is important in English
“I learned that fact is based
on evidence and is
accepted universally, while
opinion are statements of
beliefs or feeling.”
Last meeting, I also gave you a homework,
right? Exchange papers and check it properly. I
will write the correct answers on the board.
“That’s right, Ma’am.”
“Who got 10?”
“9?”
………..
Alright, it seems that in your result for your
Students raise their hard
assignment shows that you were able to master when their score is called
our previous topic. So, can we move on to our
new topic?
Do you have any more clarifications on facts and
opinion?
“Yes Ma’am”
“None Ma’am, everything is
clear”
B. Establishing a
purpose for the
lesson
What can you see on the screen?
“It’s a lonely man trapped in
an island.”
Thank you, are you familiar with the quotation,
“No man is an island?
“Do you think, living alone in this world is okay?”
“Yes, for sure, we’ll be. We have learned to live
not only on our own but also with the presence
and help of other people. As we interact others,
some circumstances are not always warm and
accommodating. They are sometimes
accompanied by rejections and discriminations.
Sensitivity towards other people’s feelings and
situations is a huge factor that will lead us to live
in a world where equality reigns
C. Presenting
examples/instan
ces of the new
lesson
LOOK AT THE PICTURES
“Yes, Ma’am.”
“No Ma’am, I think my life
will be sad.”
•
What have you observed in the pictures?
What does it tell us?
“In the first picture, I
observed that a man is
pulling a big symbol of
gender, while other men are
running towards it.”
“In the other picture, a black
woman is being bullied
because of her race.”
•
Does it tell us something is wrong or
being wronged?
“I believe that there is
nothing wrong to be who we
are, what is wrong is when
we are being judge because
of our physical
appearance.”
“Judgmental people are the
on who is wrong.”
“I guess it’s about
judgment.”
“Thank you for your answers class! Do you have
any idea of what will be our lesson for this
afternoon?”
Our lesson for this afternoon is all about,
Differentiating Bias and Prejudice
At the end of this lesson, you are expected to:
✓ identify bias and prejudice;
✓ differentiate biases from prejudices
✓promote advocacy of anti-bias and antiprejudice social norms
D. Discussing new
concepts and
practicing new
skills #1
Bias
the action of supporting or opposing a particular
person or thing in an unfair way, because of
allowing personal opinions to influence your
judgment
Examples:
1. In other Christian sects, the position is only
given to males and not to females.
2. Sectarian schools only accept students who
share the same religious beliefs.
3. Some churches don’t accept women who
wear pants instead of dresses or skirts during
their services
Prejudice
• refers to pre-judging before looking at the
evidence
• an unfavorable opinion or feeling beforehand
without knowledge, thought, or reason
Examples:
1. “I don’t want Blacks living in my
neighborhood!”
2. “I don’t want Agta people to be my friend!”
3. “I don’t want a curly hair and black man to be
my boyfriend!”
E. Discussing new
concepts and
practicing new
skills #2
I.
Let us now differentiate Bias and
Prejudice.
In your own understanding, differentiate Bias
and Prejudice?
II.
Let us listen and feel the song
presented by Agta Children’s Choir
entitled “Ngud”
III.
Here are some dialects that our
brothers/sisters used
a. siblings – kanghud
b. snake – hulag
c. fire – ading
d. where? – didiin?
Bias is a preference for
or against a person,
idea, or thing. Prejudice
is judging or forming an
opinion before having
all of the relevant facts.
LEARNING TASK 1: Picture Clue
Examine the given images closely. Identify
which image shows bias or prejudice. Write the
word, bias or prejudice as your answer.
1.
4.
1. prejudice
2. bias
3. prejudice
4. prejudice
5. bias
2.
5.
3.
F. Developing
mastery
(Leads to
Formative
Assessment 3)
Learning Task 2: Study and evaluate
whether the given scenarios contain
biases and prejudices. Write bias,
prejudice, or none.
1. Some Muslims are assumed to be
terrorists and eventually being
discriminated.
2. Jews during the period of Hitler were
sentenced to death because Hitler himself
despised Jewish people.
3. A teacher who gives good rating to her
student who shares the same religious
belief with her.
4. A married couple living in a new country
where they are free to attend to any of
their church services.
5. Tom Cruise’s affiliation with Scientology
prompts all kinds of negative press.
Recording of the score…
G. Finding practical
applications of
concepts and
skills in daily
living
GROUP ACTIVITY
One way to reduce or eliminate BIASES AND
PREJUDICES is by gaining public support and
awareness for anti-bias and anti-prejudice social
norms. Promote this advocacy by selecting one
of the following options. Be creative with your
output. Let’s break the social stigma!
A. tagline
B. hashtag campaign
C. poster campaign
1. prejudice
2. bias
3. bias
4. none
5. - prejudice
CRITERIA FOR
YOUR ADVOCACY
CAMPAIGN
CONTENT/FOCUS
CREATIVITY
NEATNESS
POINTS
40%
35%
25%
100%
You will be given 15 minutes each for your
group presentation
Probable output
Short presentation
explanation.
and
Slogan campaign
Hashtag Campaign
Poster Campaign
What do you think are the relevance of learning
this topic in our real-life situations?
Good job on your presentation class!
What is the importance of studying Biases and
Prejudices?
Recognizing biases and
prejudices is essential in
making informed decisions
and fostering a fair and
inclusive society
Thank you, your answers are correct.
H. Making
generalizations
and abstractions
about the lesson
Great! Studying bias and prejudice can help us
to understand our diversities that could help us
to be a better person
Before we end our today’s discussion. Let’s
summarize what we have learned.
Can anyone of you share to me the things that
you have learned today?
Great!
I.
Evaluating
learning
Very good, class.
Evaluation.
Differentiate bias from prejudice and give 2
examples each.
BIAS
PREJUDICE
Recording of the score…
J. Additional
activities for
application or
remediation
Assignment:
Peace starts from each person. How will you
stop biases and prejudices in your community?
This time it’s your turn to take an action. Choose
one out of two outputs and write based on the
description of each. Be guided by the criteria
given.
A. personal prayer = for those who experience
biases and prejudgments and those who inflict
such
B. apology letter = ask for forgiveness for those
that you bully and discriminate
Criteria:
CONTENT / FOCUS
ORGANIZATION OF
IDEAS
MECHANICS
(spelling, punctuation
marks, capitalization,
indention, neatness)
TOTAL
V. REARKS
“I have learned that
Bias is another term for
favoritism and
unfairness while
Prejudice is pre-judging
things without
knowing.”
Points
10
5
5
20
Answers may vary…
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative
assessment
B. No of learners who
require additional
activities for
remediation
Did the remedial lessons work?
C. No. of learners who
caught up with the
lesson
D. No. of learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:
Elaine Mae O. Nunez
Teacher I
Reviewed by:
Marielyn N. Padua
Master Teacher I
Noted by:
Rey M. Bueno
Principal III