Misamis Oriental Institute of Science and Technology

Cogon, Balingsag Misamis Oriental

S.Y. 2021-2022

SEMI-DETAILED LESSON PLAN

Subject Area: English Grade: 9
Quarter: 3rd Unit Number: 4
Period of Time: 1:00 pm – 2:00pm Date: January 7, 2022

Content Standard:
The learner demonstrates 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 texts, different forms of modals, reflexive and intense pronouns.
Performance Standard:
The learner composes a short but powerful persuasive text using a variety of persuasive
techniques and devices.

Learning Competencies:
The learner demonstrates communicative competence through his/ her understanding of
literature and other texts types for a deeper appreciation of World Literature, including Philipp ine
Literature.

I. OBJECTIVES
At the end of the discussion, 85% of the students should be able to:
A. Determine statement as bias or prejudice;
B. differentiate biases from prejudice through examples ; and
C. recognize situation that depict biases and prejudice.

II. SUBJECT MATTER

Topic: Biases and Prejudices

Relevance /Life Experience:

 To develop and learn the things that bind us as human beings, it is
equally important that they understand that shared characteristics,
language and customs are expressed in different ways .
 Materials to be used:
 Laptop and projector
References:
 https://www.slideshare.net/stephenjulagtinginocencio/lesson-plan-in-
english- grade-10-54275412
 https://www.youtube.com/watch?v=luLkfXixBpM

III. PROCEDURE

A. Review:
 Teacher ask students about the last topic about:
1. Employ analytical listening in problem solving.
2. What are the 6 Techniques to become an active listeners.
B. Motivation:
 Teacher will show pictures on the slides. Teacher will ask some
question to the students. Students will describe each pictures.
1. What do they reveal about men and woman?
2. Should woman always be portrayed as doing household chores
and men as a warrior? Why?
C. Lesson Proper
 The topic introduced by defining the difference between biases and
prejudices. Give different examples that can differentiate them.
 Bias- means a tendency to favor one person, group, thing or
point of view over another, often in an unfair way.

Example: Female teachers give more attention to girls.

 Prejudice- is an unfavorable opinion or feeling formed before

hand or without knowledge, thought or reason. It simply means
to pre-judge or discriminate others.

Example: It is sometimes assumed that someone who is

physically disabled is also mentally disabled.

D. Activity
 Students will determine the different pictures. Teacher will show some
different pictures that show biases and prejudice. Students will clap
once if it is Bias and clap twice if it 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 religio us
beliefs.
3. Some churches don’t accept women who wear pants instead of
dresses or skirts during their services.
E. Analysis:.
 Discuss the sources of prejudice:.
1. Social Sources:
 Unequal Status
 Social Identity
2. Cognitive Sources
 Stereotypes
 Perceived Similarities and Differences
 Discuss the Characterizing Intergroup Bias
1. Modern Racism and Sexism
F. Abstraction
 Discuss how to reduce prejudice
 Social Learning
 Increase intergroup chat
 Extended contact hypothesis
 Focus on similarities between in-group and non-
threatening out-group
 Re-categorization
 Focus on other’s specific traits and outcomes
(attributes –driven processing) rather than on group
stereotypes (category-driven processing).
G. Application
The purpose of this analyzation is for students to consider how they have arrived at
their convictions and how firmly they are committed to their beliefs. Ask students to
spend a few minutes answering these questions.
Where do I stand on the following issues:
• Gender inequality in the labor.
• Gay and Lesbian rights
• Women’s rights
• Body Image bias
• Age bias.

H. Generalization
  Thus, students differentiate the biases and prejudice by giving some
examples that will determine if it is bias or prejudice.

IV. EVALUATION
 In a ¼ sheet of paper students will answer the following questions.
The students will choice if the scenario is bias or prejudice.

1. Not hiring someone because of their age or gender.

2. Assuming someone is a gay because of the way he acts.
3. Bullying and discriminating someone with disability.
4. Accepting exclusive membership of clubs where certain people are not
allowed.
5. Positioning negative comments in social media about economics status
of a family.

Answer keys:
1. Bias
2. Prejudice
3. Prejudice
4. Bias
5. prejudice

V. ASSIGNMENT

 Students will draw caricature or a comic strip about biases and

prejudice.
Rubrics
Content 40%
Presentation 30%
Originality 30%
Total 100%

VI. STRATEGY
 Collaborative Learning
 Inquiry-Based Instruction

Prepared by: Joy Ann V. Bana BSED-IV