School Victorino Mapa High School Learning Area English

GRADE 8 DAILY Teacher Quarter Third

LEARNING PLAN

Date February 28 – March 2, 2023

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of : East Asian Literature as an art form inspired and influenced by nature; relationship of visual , sensory and verbal signals in both literary and
expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language and appropriate grammatical signals or expressions suitable to patterns
and development.
B. Performance The learner transfers learning by composing and delivering a brief creative entertainment speech featuring a variety
Standard of effective paragraphs, appropriate grammatical signals or expressions in topic development, and appropriate prosodic
features, stance and behavior.
C. Most Essential EN8RC-IIIg-3.1.12: Examine biases (for or against) made by the author.
Learning
Competencies
(MELCs)
D. Specific Objectives MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
At the end of the lesson, the learners At the end of the lesson, the At the end of the lesson, the learners
should be able to: learners should be able to: should be able to:
1. Understand the concept of 1. Recall the concept of Positive 1. Devise ways to stop bias writing; and
biases; and Negative bias; 2. Evaluate one’s learning on the
2. Distinguish a biased text; 2. Complete the lecture on previously learned topic.
3. Identify whether a text is biased “Examining Bias” lesson;
or not; 3. Distinguish the author’s intent
4. Create an unbiased sentences to the text whether it is for or
from a newly learned information; and against the given context; and
5. Promote unbiased writing 4. Create a collage that promotes
unbiased writing.
II. CONTENT Examine Biases in Writing Examine Biases in Writing Examine Biases in Writing
III. LEARNING Quarter 3- Module 1 Quarter 3- Module 1 Quarter 3- Module 1
RESOURCES
A. Printed English 8 Module (3rd Quarter), English 8 Module (3rd Quarter), English 8 Module (3rd Quarter),
Resources worksheets worksheets worksheets
B. Internet  https://www.youtube.com/watch?
Resources v=rAj38E7vrS8

 https://www.betterup.com/blog/
cognitive-bias#:~:text=Biases
%20distort%20our%20critical
%20thinking,and%20then%20treat
%20them%20accordingly.
C. Other
Resources
IV. LEARNING
ACTIVITIES
Preliminaries a. Prayer a. Prayer a. Prayer
b. Reminder of the classroom etiquette b. Reminder of the classroom b. Reminder of the classroom etiquette
c. Checking of attendance etiquette c. Attendance
d. Quick “Kumustahan” c. Attendance d. Quick “Kumustahan
d. Quick “Kumustahan

A. Drill/Review “WORD CLASH” “WORD CLASH” “WORD CLASH”

(Elicit) (Despite vs. In spite) (Borrow vs. Lend) (Infer vs. Conclude)

”PRE_ASSESSMENT”
B. Motivation “WORD SEMANTICS” “FIVE STEPS FORWARD” “BACKRONYM GENERATOR”
(Engage) The class will be divided into five (5) The class will decode the hidden The class will be divided into groups,
groups: All groups will be given a similar words provided by the teacher. they will be tasked to create their own
task. The task is to call the words they Each word is spelled five steps meaning that contains messages on how
think are related to the word “bias”. The forward according to its to get rid of bias writing, on the
twist of the activity is that, upon alphabetic order. For example A acronym of the following word:
checking, there should be no similar is equivalent to F, B is equivalent
word/answer from the other group. The to G, C is equivalent to H, and so - U.N.B.I.A.S
group will only earn a point if their on.
word/answer has no similar answer from
the other groups. Example:
ITL= DOG
HFY = CAT
XZS = SUN
C. Discussion of Discussion of the following: Review on Positive and Negative 15-item quiz
Concepts A. What is bias? bias
(Explore) B. When does an author become bias?
C. How do you determine the author’s Lecture of the Lesson
biases?
D. Reading an example selection
E. Negative effects of being biased

D. Developing “BIASED OR NOT BIASED” “AM I POSITIVE OR -

Mastery Directions: Identify each picture Directions: The class is divided into five
(Explain) by writing PLUS on the space (5) groups. The activity is an elimination
provided if game: Each group has five (5) points. The
goal is to protect their points, and gain the
points of the other groups. Once the
group has ran out of points, they are
automatically eliminated from the game.
NEGATIVE”
Directions: Read the paragraph
below. Identify the sentences that
signify positive or negative bias.
Copy the graphic organizer and
write your answers on a separate
sheet of paper

E. Application “BE UNBIASED” “FOR OR AGAINST”

and Directions: three unbiased statements Directions: Based on the given
Generalizatio from the short video clip about COVID19 paragraphs, identify the idea
n (Elaborate) awareness. which the author favors. Write the
word FOR under the topic if the
author is biased towards it. If not,
write AGAINST. Write your
 answers on a separate sheet of
paper.
F. Evaluation “STOPPING BIASES”
The learners are provided with colored
paper to write their answers on it. The
learner will only choose one question
they would want to answer.
G. Additional/ “UNBIASED COLLAGE”
Enrichment Option A. If you have a Using an old magazine or
Activity Facebook account or have newspaper, and an oslo paper, the
(Extend) access to the internet, learners are tasked to create a
Option A. If you have a collage that promotes unbiased
Facebook account or have writing.
access to the internet,

V. REMARKS
VI. REFLECTIO
N
(WWW -What Went
Well/Wrong)