Republic of the Philippines

Department of Education Indicator 5

Region VIII (Eastern Visayas) Established safe and secure learning environments
Division of Leyte to enhance learning through the consistent
PALO NATIONAL HIGH SCHOOL implementation of policies, guidelines and
procedures.
DAILY LESSON PLAN

Teacher KRIS SAN O. JANDOQUILE Grade Level 9

Teaching Date MARCH 11, 2024 Learning Area ENGLISH
Teaching Time 10:00AM -12:00NN Quarter 3 (Week 1 )
I. OBJECTIVE
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.
Performance Standard The learner activates prior knowledge conceptually related to text and establishes a purpose for
listening/reading; be self-aware as they discuss and analyze text to create new meanings and
modify old knowledge, responds to literary texts through the appreciation of literary devices and
an understanding of story grammar, recalls/locates information from expository texts and uses this
information for discussion or written production.
Learning EN9LC-IVf-13.3: Differentiate biases from prejudices.
Competencies/MELC

II. CONTENT Differentiating Bias from Prejudice

III. LEARNING RESOURCES
Curriculum Guide N/A
References DepEd Self-Learning Modules
Materials laptop, TV, handouts, questionnaires, strips of papers, pen, blackboard, chalk
Other Learning resources YouTube Channel: Differentiating Bias & Prejudice (youtube.com) English 9 - Differentiate Biases
from Prejudices (Q3M1) (youtube.com)
IV. PROCEDURES
Preliminary: Prayer, checking of attendance, classroom management.
A. Reviewing previous
lesson or presenting the
new lesson. Last week, I assigned you look for the meaning of the
following words: Kindly read the given words below and cite 2-3 words with similar meanings.
Connects the lesson with
learner’s prior knowledge.
Teaches the learners how the Indicator 2 - Use a range of teaching strategies that enhance learner
new lesson connects to previous achievement in literacy and numeracy skills.
lesson. Reviews and presents
new lessons in a systematic  Animosity
manner.
 Bias
 Bigotry
 Chauvinism
 Stereotype

B. Establishing a
purpose for the Lesson
Motivates the learner to
learn the new lesson.
Encourages the students to ask
questions about the new topic
and helps establish a reason for
learning the new lesson. The students will act as players of the hit game show entitled “Bawal ang Judgmental “. They will be
choosing their choice among the fictional characters that would be posted on the television. The winner of
the game will get 10 points as a score for his/her pre-test.
Disclaimer: This is a work of fiction. Names and characters are products of the author’s imagination are
used fictitiously. Any resemblance to actual locales or persons. Living or dead, is entirely coincidental.
The following questions are:
1. Who are successful business owners?
2. Who are school leaders?
Our objective in today’s lesson is:
EN9V-Ig-12.3: Differentiate biases from prejudices/
What is the importance of differentiating biases from prejudices?

C. Presenting
examples/instances of
the new lesson.
Shows instances of the
content and competencies. This
is also where the concepts are
clarified.

 Bias refers to a tendency for or against a person, idea, or thing, especially in a way
that is thought to be unfair.
 Bias can lead to systematic errors in judgment based on preconceived notions.
 Prejudice involves making assumptions about people without adequate knowledge.
 Prejudice is a preconceived view that is not supported by experience or logic.

Indicator 4 - Displayed proficient use of Mother Tongue, Filipino and English to

facilitate teaching and learning.
D. Discussing new
concepts and practicing
new skills # 1
This part leads to the first
formative test. Teachers shall
prepare good questions for this
part. The teacher listens to the
answers of learners to gauge if
they understand the lesson. If
not, then they re-teach. If the
learners have understood the
Let’s read the following synonymous words to bias and prejudice. Group the words according to
lesson, the teacher shall proceed its assigned category.
to deepening the lesson.
How did you get the answers in the vocabulary part in classifying the category between biases
and prejudices?
Indicator 3- Applied a range of teaching strategies to develop critical
and creative thinking, as well as other higher-order thinking skills.
F. Developing
Mastery Group yourselves into 5. Each group will pick a strip of paper and the group will do the assigned
performance task.
Leads to the third
assessment, can be done through
more individual work activities such Strip 1 - Look for a short article which consist any biases in cultural, socio-economic and religious issues
as writing, creative ways of in our country. Underline biases clues used in the sentences. You may use manila paper or cartolina in
representing learning, dramatizing,
etc. The teacher shall ask learners to presenting your group report.
demonstrate their learning through
assessable activities such as
quizzes, workshops, seat work, and
Indicator 7 – Established a learner-centered culture by using teaching
games. When the students strategies that respond to their linguistic, cultural, socio-economic and
demonstrate learning, then proceed religious backgrounds.
to the next step. The teacher can add
activities as needed until formative
assessment shows that the learners Strip 2 - Deliver a song with biases and prejudices in its lyrics (Music)
are confident in their knowledge and Strip 3 – Craft a poem that encourages gender equality and no to
competencies.
descrimination.
(Values & AP) Indicator 1 – Across
Strip 4 – Act out a scenario that promotes fairness in Filipino traditions. Music and AP
( A.P)
Strip 5 – Write a speech promoting freedom and equality of the Filipino people.

The students will be graded according to this rubric.

Rubric:
Criteria 10 5 1
Content delivery Clear and complete Incomplete details Incorrect details
Creativity Choice of style is Choice of style is Incomplete details
appropriate and support appropriate but lacks
content relevance to the topic
Teamwork Shows 100% 1 member did not 2-3 members did
cooperation/performance cooperate/perform well not cooperate/
perform well

You will be given 10 minutes to plan and practice.

Presentation by group.

 The teacher shall process each groups presentation in the most fair and encouraging way,
commend the performance and or offer suggestions for improvement.

Indicator 6 – Maintained learning environments that promote fairness,

respect and care to encourage learning.
G. Finding practical How do bias and prejudice affect our judgement? Create an environment that is safe for Indigenous
application of concepts
and skills in daily living students – safe enough for them to share if they have been the target of racism in the school or if troubles
at home are impacting their studies.
Develops appreciation and
valuing for students’ learning by
bridging the lesson to daily living. Indicator 8 - Adapted and used culturally appropriate teaching strategies to address the needs of
This also establishes relevance learners from indigenous groups.
in the lesson.

H. Making
generalizations and
abstractions about the
lesson
This part concludes the lesson.
The teacher asks the learners good
questions that will help them
crystallize their learning so they can
declare knowledge and demonstrate
their skills.
How is this lesson relevant to our life?

V. Evaluating Learning

Indicator 9 – Used strategies for providing timely, accurate and constructive

feedback to improve learner performance.
VI. Agreement Write a short synopsis of the story of Romeo and Juliet.
VII. Remarks/Reflection
A. No. of students who earned 80%
in the formative assessment

B. No. of students who require

Additional activities for remediation
C. Did the remedial lessons work?
No. of learners who had
caught up with the lesson.

D. No. of learners who continue to

require remediation.
D. No. of learners who continue to
require remediation.
E. Which of my teaching
strategies work well? Why did these
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:

KRIS SAN O. JANDOQUILE

T-III/Ratee

Approved:

MARISSA M. GERMAN
MT-III/Rater