School Angeles City National High School Grade Level 9

Teacher Arnold O. Arceo Learning English

Area
Teaching Dates and February 13 - 17, 2023 Quarter 3RD
Time

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
Differentiate biases from prejudices

A. Content Standard The learner demonstrates communicative competence through his/ her understanding of British-American Literature, including Philippine Literature and other texts
types for a deeper appreciation of Philippine Culture and those of other countries.
B. Performance Standard The learner skillfully performs in an infomercial by utilizing effective communicative competencies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.

C. Learning Identify biases and prejudices Identify biases and prejudices React to biases and prejudices Promote fairness and equality for
Competency/Objectives from the text read. from the text read. from illustrations presented. a biases and prejudices free
Write the LC code for each. community.
Share ideas about bias and Compose a poem about bias and
prejudice prejudice

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

III. LEARNING
RESOURCES

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A. References Anglo-American Literature Learner’s Anglo-American Literature Learner’s Anglo-American Literature Learner’s Anglo-American Literature Learner’s
Material Material Material Material
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Show pictures showing bias and Ask the students to give a recap Ask the students to give a recap Ask the students to give a recap
Lesson or Presenting the prejudices. of the lesson about bias and of the lesson about bias and of the lesson about bias and
New Lesson prejudice prejudice
prejudice
Ask the students to identify the
issue shown in the pictures and
share how they feel about it.
Present the objectives for the day Present the objectives for the day Present the objectives for the day
Present the objectives for the
day

Have students answer the

pretest

B. Establishing a Purpose for Knowing what is bias and Bias and prejudice, or simply The ultimate purpose of the
the Lesson prejudice will help us not to ignorance, can lead to isolation, lesson is to promote fairness for
commit them and remain vulnerability, disadvantage and all anytime and anywhere.
discrimination at school, at work, in
objective and fair.
stores and other services, or even
where people live.

C. Presenting In reading and understanding Everyone must be treated the Fairness must be observed to
Examples/Instances of the certain social issues one must same way you want to be avoid conflict.
Lesson refrain from having biases and treated. Showing bias and What do you think would people
prejudices so he/she may form a
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 fair and just judgement hence prejudice against someone will think if a decision is tainted with
he/ she can make a wiser create conflict in any situation. bias? This is the root of conflicts
decision. and controversies.
Provide examples.
D. Discussing New Concepts Define and differentiate Activity B Activity C: Show the students
and Practicing New Skills bias and prejudice using a venn Widen students’ view of bias and some pictures and ask them to
#1 diagram prejudice by small group talks. identify the content as bias or
prejudice.
Form groups of 5. Each group will
Activity A: be given a springboard for
Ask the students to classify a discussion. Each member of the
given statement as bias or group must share his idea to the
prejudice group. A member of the group
will act as the moderator who will
be in charge of conducting the
discussion. Another member will
act as the secretary who will take
notes of the ideas given the the
other members. The group will
assign a member who will share
their ideas to the group.
E. Discussing New Concepts Activity A.II
and Practicing New Skills Ask the students to determine
#2 whether the given statements
are true or false
F. Developing Mastery Students will share their ideas Activity D. Compose a three-
(Leads to Formative with the entire class. stanza poem that shares your
Assessment 3) feelings about prejudice and bias.
Write your output in the box
provided. See the rubric as your
guide.

G. Making Generalizations Ask students to share the Ask students to share the
and Abstractions about the takeaways for today’s lesson. takeaways for today’s lesson.
Lesson
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H. Evaluating Learning Performance Task (Poster-
Slogan Making)
Create a poster containing a
slogan against bias and
prejudice

I. Additional Activities for

Application or Remediation

J. Additional Activities for

Application or Remediation

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor

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 can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: Checked by: Noted by:

Arnold O. Arceo Cynthia E. Tanglao Cazarina L. David

MT-I/ English 9 Coordinator Head Teacher V School Principal IV

English Department

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Pictures for motivation

Sample Bias
Sample Prejudice

The boy won the contest because one of the

judges is his father.
The company doesn’t hire old employees
due to their ages.

Pretest
Read the following sentences. Write TRUE if the statement is correct and FALSE if not.

______1. Prejudice is an unfavorable opinion of feeling formed beforehand or without knowledge,

thought, or reason.
______2. Compared to non-prejudiced people, prejudiced people take less time to categorize others by
race.
______ 3. “Women are too emotional” is an example of bias.
______ 4. “Man is more likely to be hired than a woman” is an example of prejudice.
______5. Bias is a tendency to favor one person, group, a thing of point of view over another, often in
an unfair way.
______6. Prejudice simply means to pre-judge others.
______7. The Olympic judges are sometimes favoring the athletes from their own countries. The
statement is an example of prejudice.
______8. Being biased is not good when making decisions or judgments.
______9. Not serving someone in a restaurant or retail store because of their color of skin or race is an
example of prejudice.
______10. Prejudice and bias often are the root causes of human conflict.

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Activity A

Ask the students to classify a given statement as TRUE or FALSE

1. "Denying someone a promotion because he/she is supporting a political candidate you do not want"
is showing bias.
2. "Firing a woman from her job upon learning her pregnancy" is showing prejudice.
3. "Offering a higher pay to a newly hired Christian employee over a Muslim employee for 10 years" is
an example of prejudice
4. "Putting up more restrooms for women than for men" is an example of bias.
5. "Moving a black student over a white student at the back of the room" is an example of bias.
Activity A.II

True or false. Read the following sentences. Write TRUE if the statement is correct and FALSE if not.

1. Prejudice behavior can be a result of bias.

2. A biased person considers all sides of an issue.
3. You might NOT get all the needed information if you read a biased source.
4. A video telling you to vote for someone is an example of UNBIASED source.
5. Prejudice indicates the preference that something is better than another.
6. Bias is when someone has a one-sided opinion about something.
7.Judging a person’s character through his/her physical appearance is a form of prejudice.
8.When a person has a neutral viewpoint, s/he is unbiased.
9. If you are biased toward something, you are in favor of it.
10. Prejudice is a preconceived opinion of another person BASED on reason or experience.

Activity B:
SPRINGBOARDS FOR DISCUSSING BIAS AND PREJUDICE
1. Is it possible to be free of prejudice? Have you ever met anyone who was?
2. Are you prejudiced? If so, what are some recent instances in which you behaved in a prejudiced way? If not,
how do you know that you're not prejudiced?
3. If you've behaved in a prejudiced way, what caused the prejudice, and what might reduce it? How did other
people respond to your behavior?
4. If a close friend or family member were to make a prejudiced comment, would you protest? Why or why
not? What about a stranger or acquaintance -- would you respond in that situation?
5. If you were to make a prejudiced comment at a party or among a group of friends, would your
friends say something?
6. Does the categorization of people always result in prejudice? What about categorizing people in a positive
way -- does that result in prejudice?

7. Are stereotypes ever a good thing? Have you ever tried to get people to stereotype you, either positively or
negatively?
8. Does the very categorization of people -- for example, as female, a college student, African-American, Igorot,
Kapampangan, Badjao, Tausug, or Texan -- necessarily rob them of individuality?
9. At a psychological level, what are the common denominators that link all forms of prejudice?
10. In general, which forms of prejudice seem to be declining over time, and which forms seem to be persisting
or increasing?

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11. Which forms of prejudice most socially acceptable, and which are least acceptable ? Why are some forms
more acceptable than others?
12. When, if ever, is it best to remain colorblind to race and ethnicity? When, if ever, is it best to celebrate
multicultural differences? Do the goals of colorblindenss and multiculturalism conflict with each other?
13. What do you think the most difficult aspect is of being a racial, ethnic, or religious minority member? What
is the most difficult aspect of being a majority group member?
[From UnderstandingPrejudice.org]

Activity C. Study the following pictures. Make sentences using the pictures about prejudice and bias.
From numbers 1-5, they show prejudice, and numbers 6-10 show bias. Write your answers below the
pictures.

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4

Rubric for Scoring in Creating a Poem

CATEGORY 4 3 2 1

Content The content is The content is The content is The content is

relevant to the somehow nearly relevant irrelevant to the
issue and gives a relevant with to the issue issue and gives a
clear sense of the unsatisfactory with a vague vague sense of the
key concept. key concept. sense of the key concept.
key concept.

Organization The introduction is The The The introduction is

strong and grabs introduction is introduction is poor and not
the reader's good and weak and interesting at all.
attention. somewhat somewhat
interesting. interesting.
Spelling & The writer makes The writer The writer The writer makes
Grammar no errors in makes 1-2 makes 3-4 more than 5 errors
grammar or errors in errors in in grammar or
spelling that grammar or grammar or spelling that
distract the reader spelling that spelling that distract the reader
from the content. distract the distract the from the content.
reader from the reader from the
content. content.

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