Republic of the Philippines
DEPARTMENT OF EDUCATION
Negros Island Region
Division of Negros Occidental
GUILJUNGAN NATIONAL HIGH SCHOOL
JUNIOR HIGH SCHOOL DEPARTMENT
LESSON PLAN IN ENGLISH 9
April 3,2023(1:30pm-2:30pm)
CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCY
OBJECTIVES:
Knowledge
Skills
Attitude
SUBJECT MATTER
MATERIALS
REFERENCES
VALUES FOCUS
The learners demonstrate understanding of how world literature and
other text types serve as ways of expressing and resolving personal
conflicts, also how to use strategies in linking textual information,
repairing, enhancing communication public speaking emphasis
markers in persuasive text, different forms of modals, reflexive and
intensive pronouns.
The learners compose a short but powerful persuasive text using a
variety of persuasive techniques and devices
EN9LC-IVf-13.3 Differentiate biases from prejudices
At the end of the discussion, students should be able to:
a. Determine statement that shows bias or prejudice
b. Differentiate statements that show biases or prejudices.
c. Provide ways on how to minimize or avoid bias and
prejudices
Biases and Prejudices
Laptop
Smart Tv
Pen/Chalk/Bond paper
Grade 9 Module (A journey through Anglo-American Literature 9)p.
403-404
https://examples.yourdictionary.com/examples-of-prejudice.html
https://www.askdifference.com/prejudice-vs-bias/
Fairness and Equality
TIME ALLOTOTMENT
1 hour(60mins)
DEVELOPMENTAL ACTIVITY
STUDENT’S ACTIVITY
TEACHER’S
NOTE
A. Preliminaries (5mins)
1. Prayer
2. Checking of attendance
3. Review
The teacher will ask the students about the last topic
1. What was our lesson yesterday?
Our lesson yesterday is
all about Elements of
Drama
Acknowledge all
answers/ideas of
students.
4.Motivation (5mins)
1.The teacher will show a short video clip. The teacher will ask
some questions to the students. Students will share their reaction,
feeling, description or anything that comes first into their mind.
a. What could be the social problem depicted in the picture?
Judging
Answer’s may vary
Acknowledge all
answers/ideas of
students
ANNOTATION
Select, develop,
organize and use
appropriate teaching
and learning
resources including
ICT, to address
learning goals.
B.DEVELOPMENTAL ACTIVITY
1.Presentation
The teacher introduce the topic by defining the difference between
biases and prejudices. Give Different examples that can differentiate
them.
1.BIAS is a tendency to look in a certain way, either in favor of or against a particular
thing. It may be a favor of or against one thing, person, or group compared with
another, usually in a way considered to be unfair.
Examples: 1.Female teachers give more attention to girls.
2. A worker being fired because of his religion.
Image source: How gender bias hurts
Reading of the meaning
of Bias and examples.
The teacher
encourage
students to read
the meaning of
Bias and prejudice
as well as its
examples.
Apply knowledge of
content within
curriculum teaching
areas (English)
men. (2015). Retrieved Image from:https://www.shrm.org/hrtoday/news/hrmagazine/pages/1015-discriminating-against-men.aspx
2. PREJUDICE - Prejudice is a preconceived affective feeling towards a person or
group member based solely on his or her group membership. The word is often used
to refer to preconceived, usually unfavorable, feelings towards a person or people
because of their sex, gender, beliefs, values, social class, age, disability, religion,
sexuality, race/ethnicity, language, nationality, beauty, occupation, education,
criminality, sport team affiliation or other personal characteristics
-pre-judging
Reading of Prejudice and
its examples.
Use a range of
teaching strategies
that enhance learner
achievement in
literacy and
numeracy skills.
Example:
1. It is sometimes assumed that someone who physically disabled is also
mentally disabled
2. He is considered dumb because his grades in all subjects are poor.
https://www.worldreligionnews.com/religion-news/does-gofundme-have-a-biasagainst-religious-beliefs
2. Activity
Students will determine the different situation or statement that states biases and
prejudices. The teacher will instruct the Male students to stand if the statement is
BIAS and the Female students if the statement is PREJUDICE.
1.In other Christian sectors, the preacher 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
4. Not hiring someone because of their age and gender.
5. Assuming someone is a gay because of the way she acts.
Answers:
1.Bias
2.Prejudice
3.Prejudice
4. Bias
5. Prejudice
Apply knowledge of
content across
curriculum teaching
areas (Aral Pan)
3. Analysis
The teacher will read the two scenarios and let the students determine if the
statement is Bias or Prejudice .The teacher will ask the students the following
questions:
Scenario 1:
Scenario 2:
1. Imagine that you were the passenger, what or how would you feel ?
2. Will you accept the tricycle driver’s reasons? why or why not?
4. Abstraction
•Discuss how to reduce prejudice by asking students.
1.How can we reduce prejudices and biases as one of the common problems
in our country as a student?
2.What moral value is our lesson trying to convey to us as a social being?
►Social learning.
►Increase intergroup chat
►Focus on similarities between in-group and non threatening out-group.
►Re-categorization
►Focus on other’s specific traits and outcomes
(attribute-driven processing)rather than on group stereotype (categorydriven processing)
5. Application
Guide Activity:(9The teacher will provide each group a guide activity with
corresponding criteria or rubrics.
a. Students are grouped into 3 by counting 1,,2,,3,,.
b. Choose a leader and choose one representative to pick their certain
task/topic to be performed.
c. The students will be given 2 minutes to prepare.
d. After performing, let students identify if the situation they performed
or written is bias or prejudice by writing it in a paper and post it on
the board.
e. Read/Provide the criteria in scoring the students.
Appreciate different
ideas shared by
the students.
Scenario 1: Bias
Scenario 2: Prejudice
Answers may vary
Answers may vary
Process the
answers of the
students.
Apply a range of
teaching strategies
to develop critical
and creative
Appreciate different thinking, as well as
ideas shared by
other higher-order
the students.
thinking skills.
Group1-Poster making
Group 2-Pantomine
Group 3-Readers
Theater
Process the
answers of the
students posted on
the board.
Acknowledge and
appreciate the
performance of the
students
Use differentiated,
developmentally
appropriate learning
experiences to
address learner’s
gender; needs,
strengths, interests
and experiences.
6. Generalization
•Thus students differentiate the biases and prejudice by giving some
examples that will determine if it is bias or prejudice.
Acknowledge the
answers of the
students.
EVALUATION
Directions: Tell whether the situation presented is a BIAS or a PREJUDICE. Write B
if it states a bias and P if it states a prejudice.
_______ 1. A store manager did not hire a competent man just because of his
tattooed arms and neck.
_______ 2. A black man found it hard to be liked by his fiancée’s white parents even
if it is legally accepted to interracially marry.
_______ 3. A judge who is related to a particular politician dismisses the case
against his relative.
_______ 4. Your friend’s father talks ill about the government because he thinks the
president is incompetent.
_______ 5. After the 9-11 bombing, Americans looked at Muslim people with hate
and disgust.
V. ASSIGNMENT (2mins)
How should you respond to a friend’s biased or prejudiced statement which is the
total opposite of what you believe in?(10 points)1/2 Crosswise
___________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________.
Prepared by:
JANLYN S. TACADAO
Classroom Teacher
Answers
1.P
2.P
3.B
4.B
5.P
Process the
answers of the
students and count
the number of
passers.
Design, select,
organize and use
diagnostic, formative
and summative
assessment
strategies consistent
with curriculum
requirements.
Checked:
CHARLENE P. RECTO
English Coordinator