School Caraga National High School Grade Level & Quarter
1st Semester/1st Quarter
Teacher
DAILY LESSON LOG
Week No.
SENIOR HIGH
Inclusive Dates
SCHOOL
Scheduled Time
MONDAY
A. Content: Writing the Report Survey/Field
Report/Laboratory/Scientific Technical Report
Content Standard: Understands the principles
and uses of surveys, experiments and scientific
observations.
Performance Standard: Produces a well-
written report for various disciplines.
Curriculum Guide Page No. 5 of 6
B. Learning Competencies/Objectives:
At the end of sixty minute period, the
learner are able to:
 Determines the objectives and structures
of various kinds of reports.
Curriculum Guide Page No: 5 of 6
C. Subject Matter:
 Writing a Report
 People have always been narrating
what they did for the day: children
tell their parents who picked a fight
with them, husbands and wives, tell
each other what happened at home
and at the office, old folks tell the
young about the time when they
themselves were growing up, lovers
tell each other where they have
been before they met, students tell
their teachers why they were late,
JEMAR M. BANDAJA
Week 18
23-26 SEPTEMBER 2019
7:30am -8:30am/ 9:45am-
10:45am/10:45am 11:45am
TUESDAY (continuation)
A. Content: Writing the Report Survey/Field
Report/Laboratory/Scientific Technical Report
Content Standard: Understands the
principles and uses of surveys, experiments
and scientific observations.
Performance Standard: Produces a well-
written report for various disciplines.
Curriculum Guide Page No. 5 of 6
B. Learning Competencies/Objectives:
At the end of sixty minute period, the
learner are able to:
 Determines the objectives and
structures of various kinds of reports.
Curriculum Guide Page No: 5 of 6
C. Subject Matter:
 Writing a Report
 People have always been
narrating what they did for the
day: children tell their parents
who picked a fight with them,
husbands and wives, tell each
other what happened at home
and at the office, old folks tell the
young about the time when they
themselves were growing up,
lovers tell each other where they
have been before they met,
Grade 11
SHS Track
Learning Area
Topic
WEDNESDAY
A. Content: Writing the Report Survey/Field
Report/Laboratory/Scientific Technical Report
Content Standard: Understands the principles
and uses of surveys, experiments and scientific
observations.
Performance Standard: Produces a well-
written report for various disciplines.
Curriculum Guide Page No. 5 of 6
B. Learning Competencies/Objectives:
At the end of sixty minute period, the
learner are able to:
 Designs, tests and revises survey
questionnaires.
Curriculum Guide Page No: 5 of 6
C. Subject Matter:
 Distinguishing Between American
English vs. British English Spelling
Example: behavior (American English
spelling)
behaviour (British English spelling; also
Canadian and Australian spelling)
 Inform them that in the Philippines,
the pattern or model is American
English.
Most of the words on the list below are
GAS, TVL, STEM
English for Academic and Professional
Purposes
Reading Academic Text
THURSDAY (continuation)
A. Content: Writing the Report Survey/Field
Report/Laboratory/Scientific Technical Report
Content Standard: Understands the principles and
uses of surveys, experiments and scientific
observations.
Performance Standard: Produces a well-written
report for various disciplines.
Curriculum Guide Page No. 5 of 6
B. Learning Competencies/Objectives:
At the end of sixty minute period, the learner
are able to:
 Designs, tests and revises survey
questionnaires.
Curriculum Guide Page No: 5 of 6
C. Subject Matter:
 Distinguishing Between American
English vs. British English Spelling
Example: behavior (American English spelling)
behaviour (British English spelling; also Canadian
and Australian spelling)
 Inform them that in the Philippines, the
pattern or model is American English.
Most of the words on the list below are adapted
from “Comprehensive* list of American and
British spelling differences,”www.tysto.com>-uk-
 end we all want to know the why's students tell their teachers why adapted from “Comprehensive* list of us-spelling-list. Some are adapted from “British
and the how's of celebrity they were late, end we all want American and British spelling and American spelling,”
successes, failures, break-ups, to know the why's and the how's differences,”www.tysto.com>-uk-us- www.oxforddictionaries.com.
reconciliations and so on. of celebrity successes, failures, spelling-list. Some are adapted from “British
break-ups, reconciliations and so and American spelling,” First listed is American English, then British
on. www.oxforddictionaries.com. English spelling.

 In other words, every human First listed is American English, then British American British
 In other words, every human being being has done some informal English spelling. airplane aeroplane
has done some informal reporting reporting some time, but once aluminum aluminum
some time, but once this verbal this verbal ability is used to tell American British annex annexe
ability is used to tell about surveys about surveys conducted; work airplane aeroplane ax axe
conducted; work done out there in done out there in the field; aluminum aluminum bougainvillea bougainvillaea
the field; experiments performed experiments performed inside annex annexe canceled cancelled
inside the laboratory; observations the laboratory; observations ax axe center Centre
noted systematically; and noted systematically; and bougainvillea bougainvillaea check cheque (only as a
inventions, inquiries, and others inventions, inquiries, and others canceled cancelled variant spelling)
resulting from technological resulting from technological center Centre criticize criticise
advances and research – a advances and research – a check cheque (only as a cruelest cruellest
structured presentation is in order. structured presentation is in variant spelling) curb Kerb
Explain to the students these order. Explain to the students criticize criticise dialog dialogue
guidelines for writing the report: these guidelines for writing the cruelest draft
cruellest draught (a portion
report: curb Kerb of liquid; BUT draft
Guidelines for Writing the Survey/ Field/ dialog
Guidelines for Writing the Survey/ Field/ dialogue if a written plan)
Laboratory/ Scientific/ Technical Report: draft enroll
Laboratory/ Scientific/ Technical Report: draught (a portion enrol
of liquid; BUT draft estrogen Oestrogen
1. Value Communicated
1. Value Communicated if a written plan) fetus foetus
Objective, accurate, and honest enroll
Objective, accurate, and honest enrol flier flyer
presentation of facts and results
estrogen Oestrogen
presentation of facts and results
fetus foetus
2. Basic Content
2. Basic Content flier flyer
a. May consist of eyewitness accounts
or first – hand information a. May consist of eyewitness
accounts
b. May contain facts, data, figures, or or first – hand information
statistics on or from people, events,
phenomena, structures, b. May contain facts, data, figures,
experiments, questionnaires, or statistics on or from people,
interviews, and library research. events, phenomena, structures,
c. May include materials and experiments, questionnaires,
 procedures or methods. interviews, and library research.
c. May include materials and
3. Modes of Ordering procedures or methods.
a. Chronological or time order.
b. Geographical or space / spatial 3. Modes of Ordering
order. a. Chronological or time order.
c. Logical – Inductive and Deductive b. Geographical or space / spatial
d. Problem – Solution order.
e. Cause and Effect f. Formal, e.g., c. Logical – Inductive and
Deductive
I. Abstract d. Problem – Solution
II. Introduction e. Cause and Effect f. Formal, e.g.,
III. Background
IV. Statement of the Problem I. Abstract
V. Materials II. Introduction
VI. Method or Procedure III. Background
VII. Results IV. Statement of the Problem
VIII. Discussion V. Materials
IX. Summary, Conclusion, and VI. Method or Procedure
Recommendations VII. Results
VIII. Discussion
4. Basic Qualities of a Good Report IX. Summary, Conclusion, and
Recommendations
a. Objective, not subjective point of view
4. Basic Qualities of a Good Report
b. Accurate, not sloppy presentation of
facts, numbers, statistics and data a. Objective, not subjective point of view

c. Honest, not false or incomplete details b. Accurate, not sloppy presentation of

and results facts, numbers, statistics and data

d. Brief and direct sentences. c. Honest, not false or incomplete details

 Reading of the selection “Fast-food
Addiction”
 The students will be aware of
addiction as the effect of eating fast-
food.
 The students will be counting the
calories in the fast-food and junk
and results
d. Brief and direct sentences.
 Reading of the selection “Fast-
food Addiction”
 The students will be aware of
addiction as the effect of eating
 food they eat.
1. Vocabulary
Discuss (or assign for research) the
following words:
1. obesity [ow-BIY-si-tiy], noun
2. obese [ow-BIYS], adjective
From online Merriam-Webster:
Synonyms: adiposity, chubbiness,
corpulence, embonpoint, fat,
fatness, fattiness, fleshiness,
grossness, corpulence, plumpness,
portliness, pudginess, pursiness,
rotundity, weight
Antonyms: leanness, reediness,
slenderness, slimness, svelteness,
thinness
2. Calorie-
A unit of heat energy Comes
from Latin calor, meaning “heat”
First used in 1824 by Nicolas Compare:
Clement
Compare:
small or gram calorie (cal) -- the amount of
energy needed to raise the temperature of
1 gram of water by
fast-food.
 The students will be counting the
calories in the fast-food and junk
food they eat.
1. Vocabulary
Discuss (or assign for research)
the following words:
1. obesity [ow-BIY-si-tiy], noun
2. obese [ow-BIYS], adjective
From online Merriam-Webster:
Synonyms: adiposity, chubbiness,
corpulence, embonpoint, fat,
fatness, fattiness, fleshiness,
grossness, corpulence,
plumpness, portliness, pudginess,
pursiness, rotundity, weight
Antonyms: leanness, reediness,
slenderness, slimness, svelteness,
thinness
2. Calorie- A unit of heat energy
Comes from Latin calor, meaning
“heat” First used in 1824 by
Nicolas Clement
small or gram calorie (cal) -- the amount
of energy needed to raise the
temperature of
1 gram of water by
1 degree Celsius at a pressure of
1 atmosphere
1 degree Celsius at a pressure of
1 atmosphere
VS.
large or kilogram calorie (Cal) -- known as
the food calorie or the unit of food energy
1 Cal = 1,000 cal
calorie = metric system of units joule =
international system of units
1 cal = 4.2 joules
1 kcal = 4.2 kilojoules
Modified from online Merriam-Webster
4. opiate [OW-piy-et/ –eyt] A
drug, e.g., morphine or codeine, made from
the opium poppy, used to reduce pain,
cause sleep, or ignore problems and relax
instead of doing things needed to be done.
From Greek opion, diminutive of opos, “sap”
(first used 14th century)
Synonyms: drowsy, narcotic, hypnotic,
sleepy, slumberous (or slumbrous),
somniferous, somnolent, soporific;
anesthetic, anodyne, narcotic
Antonym: stimulant vs. opioids [OW-piy-
oyds]
5. endogenous (inside the organism)
neural polypeptides that bind to receptors
and mimic opiates; also called opioid
peptide A synthetic drug possessing narcotic
properties similar to opiates but not derived
from opium.
VS.
large or kilogram calorie (Cal) -- known as
the food calorie or the unit of food
energy
1 Cal = 1,000 cal
calorie = metric system of units joule =
international system of units
1 cal = 4.2 joules
1 kcal = 4.2 kilojoules
Modified from online Merriam-Webster
4. opiate [OW-piy-et/ –eyt] A
drug, e.g., morphine or codeine, made
from the opium poppy, used to reduce
pain, cause sleep, or ignore problems and
relax instead of doing things needed to
be done.
From Greek opion, diminutive of opos,
“sap” (first used 14th century)
Synonyms: drowsy, narcotic, hypnotic,
sleepy, slumberous (or slumbrous),
somniferous, somnolent, soporific;
anesthetic, anodyne, narcotic
Antonym: stimulant vs. opioids [OW-piy-
oyds]
5. endogenous (inside the
organism) neural polypeptides that bind
to receptors and mimic opiates; also
called opioid peptide A synthetic drug
possessing narcotic properties similar to
opiates but not derived from opium.

2. Comprehension Questions
1. Ask them the main issue in the
introductory paragraph. (Hamburgers, fries,
and cola/soda/soft drinks are so addicting
that they keep customers coming back.)
2. In the next paragraph, ask what the
culprits are.(sugar and fat as the caloric
content)
3. Ask how many calories there are in a
serving of burger and also how many
calories a day is required of the average
woman. (2,000 calories for each question)
4. Call a student to come to the board and
draw a diagram, based on paragraph 3 and
helped by the entire class, showing the path,
from sugar and fats in the body to addiction.
(Sugar and fat --->Endogenous (internal)
opioids (e.g., natural painkilling beta-
endorphins) in the hypothalamus the brain
stem --->Release of dopamine (a
neurotransmitter) into cells in the midbrain
(nucleus acumens) --->Dopamine eliciting
feelings of pleasure (euphoria)
--->Repetition of the action because the
body craves the release of dopamine
inherent in the consumption of sugar and
fat)
5. Ask the students two scientific proofs,
based on paragraph 4, that sugar and fat
behave like drugs causing addiction. When
sugar and fat were withdrawn from the
former sweet diet of rats, the rats exhibited
2. Comprehension Questions
1. Ask them the main issue in the
introductory paragraph. (Hamburgers,
fries, and cola/soda/soft drinks are so
addicting that they keep customers
coming back.)
2. In the next paragraph, ask what the
culprits are.(sugar and fat as the caloric
content)
3. Ask how many calories there are in a
serving of burger and also how many
calories a day is required of the average
woman. (2,000 calories for each
question)
4. Call a student to come to the board
and draw a diagram, based on paragraph
3 and helped by the entire class, showing
the path, from sugar and fats in the body
to addiction. (Sugar and fat
--->Endogenous (internal) opioids (e.g.,
natural painkilling beta-endorphins) in
the hypothalamus the brain stem
--->Release of dopamine (a
neurotransmitter) into cells in the
midbrain (nucleus acumens)
--->Dopamine eliciting feelings of
pleasure (euphoria) --->Repetition of the
action because the body craves the
release of dopamine inherent in the
consumption of sugar and fat)
5. Ask the students two scientific proofs,
based on paragraph 4, that sugar and fat
behave like drugs causing addiction.
When sugar and fat were withdrawn
anxiety similar to withdrawal symptoms
from heroin and nicotine. Chocolate drink
with increasing sugar and fat were given to
rats. When a high dose of the same drink
was given, the rats showed tolerance to the
effects of sugar and fat, as seen in the
diminished release of opioids/ opiates.
Subsequently, they would require a higher
dose to achieve the earlier effect of
euphoria.)
6. Ask how the author concludes the report.
(Applied to humans, brain scans show that
the more obese one is, the fewer the
dopamine receptors, suggesting that more
sugar and fat are needed to experience
euphoria.)
7. Ask if there is any caution suggested in
the conclusion. (The researchers caution
against concluding whether dopamine
receptors are the cause/ “basis,” or rather
the effect/ “outcome,” of obesity.)
D. References:
TM/TG Pages: 169-175
LM Page: 193
Additional Learning Materials: Internet
E. Activity/Strategies:
a. Academic: Tell the students to convert
calories into joules. Refer to the definition of
calorie in the Vocabulary above. Let them
write an article on how to reduce sugar and
fat intake.
b. Art and Design: Draw a comic strip b. Art and Design: Draw a comic strip
showing the effects of an excessive fast-food showing the effects of an excessive fast-
from the former sweet diet of rats, the
rats exhibited anxiety similar to
withdrawal symptoms from heroin and
nicotine. Chocolate drink with increasing
sugar and fat were given to rats. When a
high dose of the same drink was given,
the rats showed tolerance to the effects
of sugar and fat, as seen in the
diminished release of opioids/ opiates.
Subsequently, they would require a
higher dose to achieve the earlier effect
of euphoria.)
6. Ask how the author concludes the
report.(Applied to humans, brain scans
show that the more obese one is, the
fewer the dopamine receptors,
suggesting that more sugar and fat are
needed to experience euphoria.)
7. Ask if there is any caution suggested in
the conclusion. (The researchers caution
against concluding whether dopamine
receptors are the cause/ “basis,” or
rather the effect/ “outcome,” of obesity.)
D. References: D. References: D. References:
TM/TG Pages: 169-175 TM/TG Pages: 176-183 TM/TG Pages: 176-183
LM Page: 193 LM Pages: 194-196 LM Pages: 194-196
Additional Learning Materials: Internet Additional Learning Materials: Internet Additional Learning Materials: Internet
E. Activity/Strategies: E. Activity/Strategies: E. Activity/Strategies:
a. Academic: Tell the students to convert a. Academic: Write a two-level outline f. Academic: Write a two-level outline of
calories into joules. Refer to the of the article. Include a title, thesis the article. Include a title, thesis
definition of calorie in the Vocabulary statement, and proper coding of the statement, and proper coding of the
above. Let them write an article on how divisions and subdivisions. Then, divisions and subdivisions. Then, refer to
to reduce sugar and fat intake. refer to this outline to write a report this outline to write a report outline of
outline of the same article. Your the same article. Your report outline.
report outline. g. Art and Design: Draw the evolution of
b. Art and Design: Draw the evolution women/men in fashion (clothes, shoes,
diet.
c. Tech Voc: Prepare a substitute meal and
snack for the usual fast-food items.
d. Sports: Interview school athletes on their
diet when preparing for a game.
e. IT and IA: Identify the calories in a serving
of meat, chicken, fish, vegetables, fruits,
street foods, and snacks. Then, prepare a
Facebook account that shows the calories in
a serving of each food above. Present the
various foods visually and in ascending order
of their caloric content.
food diet.
c. Tech Voc: Prepare a substitute meal
and snack for the usual fast-food items.
d. Sports: Interview school athletes on
their diet when preparing for a game.
e. IT and IA: Identify the calories in a
serving of meat, chicken, fish, vegetables,
fruits, street foods, and snacks. Then,
prepare a Facebook account that shows
the calories in a serving of each food
above. Present the various foods visually
and in ascending order of their caloric
content.
of women/men in fashion (clothes,
shoes, hats, swimwear, or any
combination), career, house chores.
Show the contrast
c. Tech-Voc: Work in threes to
demonstrate various gestures that
accompany greetings by Filipinos,
Koreans, Japanese, Chinese, and
other nationalities. Two students
should demonstrate the gestures
while one student describes what is
going on.
d. Sports: Work as a group and select a
sport (e.g., basketball or boxing) or
dance (e.g., Hawaiian or native
Filipino). Discuss the nonverbal signs
and cues used by referees, players,
dancers, audience, etc. Assign some
members to demonstrate the
nonverbal behavior as others
describe these and tell the meanings
to the class.
e. IT and IA: Prepare your own video
or collect short video clips, showing
nonverbal Filipino behavior. Include
a voice-over describing what is going
on and what the corresponding
verbal message is. You may focus on
a particular situation such as a boy
and a girl eating at a fast-food chain,
people quarrelling, a political
candidate, or public figure gesturing,
a family spending time together
hats, swimwear, or any combination),
career, house chores. Show the contrast
h. Tech-Voc: Work in threes to
demonstrate various gestures that
accompany greetings by Filipinos,
Koreans, Japanese, Chinese, and other
nationalities. Two students should
demonstrate the gestures while one
student describes what is going on.
i. Sports: Work as a group and select a
sport (e.g., basketball or boxing) or
dance (e.g., Hawaiian or native Filipino).
Discuss the nonverbal signs and cues
used by referees, players, dancers,
audience, etc. Assign some members to
demonstrate the nonverbal behavior as
others describe these and tell the
meanings to the class.
j. IT and IA: Prepare your own video or
collect short video clips, showing
nonverbal Filipino behavior. Include a
voice-over describing what is going on
and what the corresponding verbal
message is. You may focus on a
particular situation such as a boy and a
girl eating at a fast-food chain, people
quarrelling, a political candidate, or
public figure gesturing, a family
spending time together
 Assessment:

1. Divide the class into groups of 5-7 members to

discuss the questions below and come up with
Assessment: an oral group presentation of their findings.
Assessment: Assessment:
1. The teacher will tell each student 2. Tell them that in the discussion, each member
1) The teacher will tell each student to 1. Divide the class into groups of 5-7
to interview or observe at least should say something, and in the oral group
interview or observe at least two members to discuss the questions below
two people – one who has gained presentation, each member says at least 5
people – one who has gained and come up with an oral group
pounds, and another who has sentences.
pounds, and another who has lost presentation of their findings.
lost some. Then, let each one
some. Then, let each one write two
write two separate reports on 3. Remind all groups to agree on which parts of
separate reports on the noted 2. Tell them that in the discussion, each
the noted respective regimens. the findings each member will discuss for the
respective regimens. Let them member should say something, and in the
Let them include diets, exercises, presentation.
include diets, exercises, and other oral group presentation, each member says
and other practices.
practices. at least 5 sentences.
4. Discuss whether the article presents the
Feedback (for activities)/ Assessment concept of nonverbal communication or rather
Feedback (for activities)/ Assessment Results 3. Remind all groups to agree on which parts
Results reports on it:
of the findings each member will discuss for
 Discuss the good and bad points of the presentation.
 Discuss the good and bad points a. Which aspects are conceptual?
the students’ output. Show them
of the students’ output. Show
some of the more interesting works 4. Discuss whether the article presents the
them some of the more b. Which aspects are reportorial?
submitted. concept of nonverbal communication or
interesting works submitted.
rather reports on it:
Reminder: c. Overall, is the article a concept paper or a
Reminder: report?
a. Which aspects are conceptual?
Parts of the report on fast-food addiction
Parts of the report on fast-food addiction d. Justify your answer.
b. Which aspects are reportorial?
1. Statement of the Problem: Fast-food
1. Statement of the Problem: Fast-food Feedback (for Activities)/ Assessment Results
addiction leading to obesity c. Overall, is the article a concept paper or a
addiction leading to obesity
report?
2. Cause of the Problem: Sugar and fat in a. Parts that present ideas about nonverbal
2. Cause of the Problem: Sugar and fat in behavior, explain them, clarify, propose, or
fast-food causing addiction d. Justify your answer.
fast-food causing addiction embody a thought or value that is conceptual.
3. Analysis of the Cause: Step by step Feedback (for Activities)/ Assessment
3. Analysis of the Cause: Step by step b. Parts that relay information or recount
description of how sugar and fat affect the Results
description of how sugar and fat affect events, observed behavior, experiments,
brain and lead to addiction
the brain and lead to addiction interviews, field work, surveys, are reportorial.
a. Parts that present ideas about nonverbal
4. Proof (of the cause-effect relationship): behavior, explain them, clarify, propose, or They cite numbers, statistics, percentages,
4. Proof (of the cause-effect relationship): frequency, or general measurements (“more,”
Laboratory experiments on rats given a embody a thought or value that is
Laboratory experiments on rats given a “less,” “often,” etc.), time, place, people,
sugar and fat diet of chocolate drink conceptual.

5. Application of the research: Sugar and fat
addiction in rats being similar to fast-food
addiction in humans, leading to weight gain.
 Summary
 Obesity is caused by fast-food
addiction.
 A sugar and fat diet in fast-food
leads to fast-food addiction.
 Endogenous opioids in the
hypothalamus (above the brain
stem) activate the release of
dopamine into the midbrain.
 Dopamine elicits feelings of
pleasure (euphoria).
 Furthermore, dopamine motivates
a repetition of the addictive
behavior to sugar and fat.
sugar and fat diet of chocolate drink
5. Application of the research: Sugar and
fat addiction in rats being similar to fast-
food addiction in humans, leading to
weight gain.
 Summary
 Obesity is caused by fast-food
addiction.
 A sugar and fat diet in fast-food
leads to fast-food addiction.
 Endogenous opioids in the
hypothalamus (above the brain
stem) activate the release of
dopamine into the midbrain.
 Dopamine elicits feelings of
pleasure (euphoria).
 Furthermore, dopamine
motivates a repetition of the
addictive behavior to sugar and
fat.
cultures, and countries.
b. Parts that relay information or recount
events, observed behavior, experiments, c. In short, a report answers the questions who,
interviews, field work, surveys, are what, when, where, why, and how in order to
reportorial. They cite numbers, statistics, give factual information on past actions or
percentages, frequency, or general events.
measurements (“more,” “less,” “often,”
etc.), time, place, people, cultures, and Reminder
countries.
Parts of a report:
c. In short, a report answers the questions
who, what, when, where, why, and how in 1. Title Page
order to give factual information on past 2. Abstract
actions or events. 3. Introduction
4. Method
Reminder 5. Results
6.Discussion
Parts of a report: 7. Summary
8. Recommendations
1. Title Page 9. References
2. Abstract
3. Introduction Summary
4. Method
5. Results 1. Nonverbal behavior in different cultures,
6.Discussion genders, and media is seen in communication
7. Summary through the use of gestures, touch, space, dress,
8. Recommendations and means other than speaking. Among nations,
9. References differences show that all cultures, though
different, are equal; that is, one is neither
Summary superior nor inferior, better nor worse, higher
nor lower.
1. Nonverbal behavior in different cultures,
genders, and media is seen in 2. Among individuals, gender differences,
communication through the use of gestures, however, reveal male tendencies to dominate
touch, space, dress, and means other than and female tendencies to be subservient.
speaking. Among nations, differences show
that all cultures, though different, are equal; 3. This power-lack of power (empowered vs.
that is, one is neither superior nor inferior, disempowered) relationship is a stereotype
better nor worse, higher nor lower. projected in media, which, in turn, all the more
reinforces, through repeated messages, the
 2. Among individuals, gender differences,
however, reveal male tendencies to
dominate and female tendencies to be
subservient.
3. This power-lack of power (empowered vs.
disempowered) relationship is a stereotype
projected in media, which, in turn, all the
more reinforces, through repeated
messages, the same myth of dominance,
thus legitimizing the myth or making the
unreal look real.
4. And so the cycle goes on: from the social
myth of male dominance, to the
perpetuation of that myth in media (through
constant repetitive reinforcement), thus
leading to the seeming legitimization or
apparent reality of such a dominance in the
individual minds of the viewing public.
F. Remarks: F. Remarks: F. Remarks:
This learning area English for Academic and This learning area English for Academic and This learning area English for Academic and
Professional Purposes contained 80 hours in the Professional Purposes contained 80 hours in Professional Purposes contained 80 hours in the
whole semester with 1 hour per session. the whole semester with 1 hour per session. whole semester with 1 hour per session.
Prepared by: Checked by: Noted by:
JEMAR M. BANDAJA JOAN B. CAHILOG ALLAN H. PALMA GIL
SHS Teacher 1 Master Teacher, Academic Track SHS Focal Person
same myth of dominance, thus legitimizing the
myth or making the unreal look real.
4. And so the cycle goes on: from the social myth
of male dominance, to the perpetuation of that
myth in media (through constant repetitive
reinforcement), thus leading to the seeming
legitimization or apparent reality of such a
dominance in the individual minds of the
viewing public.
F. Remarks:
This learning area English for Academic and
Professional Purposes contained 80 hours in the whole
semester with 1 hour per session.
Approved:
MARILYN S. CAPIÑA, ED.D.
Secondary School Principal IV