LESSON PLAN IN ENGLISH 9

Name: MARY CRIS D. DESTRIZA Grade & Section: 9

I. OBJECTIVES
The learner demonstrates understanding of how Anglo-American literature
and other text types serve as means of preserving unchanging values in a
A. Content
changing world; also how to use the features of a full-length play, tense
Standards
consistency, modals, active and passive constructions plus direct and indirect
speech to unable him/her competently performs in a full-length play.
The learner competently performs in a full-length play through applying
B. Performance
effective verbal and non-verbal strategies and ICT resources based on the
Standards
following criteria: Focus, Voice, Delivery and Dramatic Conventions.
Differentiate biases from prejudices.
C. Learning EN9LC-IVf-13.3
Competencies/
Objectives Specific objectives:
Write the LC code A. Identify bias from prejudice.
for each B. Demonstrate the given task
C. Relate the effects of biases and prejudices in a real-life situation.

II. CONTENT Biases and Prejudices

LEARNING
RESOURCES

A. References
1. Teacher’s Guide
pages
2. Learner’s
English 9 Anglo-American Literature Learner’s Material s. 2015, pp. 403-404
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
https://youtu.be/86rZwQ_bwjo
Resources
III. PROCEDURES
 Present a logo and ask the students about it.

A. Reviewing
previous lesson
or presenting the *What comes into your mind when you see this logo bawal judgemental?
new lesson *Have you seen this logo in such noon time show in television?
* Was there a time in your life when you caught yourself prejudging others?
*Do you consider yourself as judgemental?
How will you judge this dialog…

B. Establishing a *Do you believe that these statements show fairness and equality? Yes or
purpose for the No?
lesson
Presentation of objectives:
At the end of the lesson, the students will be able to:
a. identify bias from prejudice.
b. demonstrate the given task
c. relate the effects of biases and prejudices in a real-life situation.
Guess!
C. Presenting
B 1. Not hiring someone because of their age or gender.
examples/instanc
P 2. Assuming someone is a gay because of the way he acts.
es of the new
P 3. Not serving someone in a restaurant or retail store because of color of
lesson
skin or race.
D. Discussing new Bias is when we lean towards something or someone without any logical
concepts and reasoning or thinking. It can be good or bad simply because it is the way we
practicing new view and understand the world based on our lived experiences.
skills #1
Example:
1. Female teachers give more attention to girls.
2. Some companies hire only women because they feel they make better
employees for some gender-related reason or vice-versa.

Prejudice is when we have thoughts and feelings or beliefs about someone

or something before knowing the facts and information about it.
It is 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

Example:
1. Muslim women are illiterate and uneducated.
2. Princess won the title of the pageant because her uncle is one of the
judges.

Practice:
 1.Pedro is a Catholic and he thinks that his religion is superior than other
religion. (Bias)
2. Akiro is a Japanese and cannot marry Josie who is a Filipina. Akiro’s
parent’s do not approve him to marry other nationality. (Prejudice)
3. Bullying and discriminating someone with disability. (Prejudice)
4. She won the contest because one of the judges is her father. (Bias)
5. Dave is not allowed to enroll in a public school because he is a gay.
(Prejudice)
E. Discussing new
concepts and To fully understand the lesson, the students will watch the video about
practicing new bias and prejudice.
skills #2 https://youtu.be/86rZwQ_bwjo

Divide the class into four groups by letting the students choose any of the
activities they preferred to be in and do the task given. The rubric is in your
activity card.

PLAY ME YOUR ROLE!

*Present this situation: “Denying a couple of the same gender from getting a
visa because of their sexual preference.” Identify and explain if it shows bias
or prejudice.
Rubrics:
Criteria Excellent Very Good Fair
(5) Good (3) (2)
(4)
1. The presentation reflects the
importance of the situation given.
2. Factual information is appropriate
and accurate.
3. The performer/s speak/s clearly,
F. Developing modulated voice, perform
mastery dramatically and effectively.
4. The performance is informative,
entertaining, and performer has
confidence.
5. Overall, the final result represents
the students full potential and
presents well

PRAYER FROM THE HEART!

Compose a personal prayer for people who have been prejudged, have been
discriminated and have experience biases in life.
Rubric:
Criteria Excellent Very Good Fair
(5) Good (3) (2)
(4)
1. The organization of the prayer is
clear and easy to follow.
2. The prayer is composed
 personally.
3. The content is accurate based
from the given task/situation.
4. The performance is informative,
entertaining, and performer has
confidence.
5. Overall, the final result represents
the students full potential and
presents well.

SING ME A SONG!
Choose and perform a song that would inspire people who have been
prejudged, have been discriminated and have experience biases in life.
Rubric:
Criteria Excellent Very Good Fair
(5) Good (3) (2)
(4)
1. The song is related to the
importance of the topic.
2. The song is descriptive and
expressive.
3. The song’s lyrics and tune go
together well.
4. The performance is entertaining
and the performer has confidence.
5. Overall, the final result represents
the students full potential and
presents well.

NAME ME!
Name a person from Molocaboc who is educated and successful despite of
being discriminated and prejudged by others. Write the name creatively and
give a short description/ background about him/her.
Rubric:
Criteria Excellent Very Good Fair
(5) Good (3) (2)
(4)
1. The explanation is clear and
precise, and the information is well
organized.
2. The explanation shows
understanding of the description
about the named person.
3. The presenter shows confidence.
4. The person’s name is well
written, colorful and creative.
5. Overall, the final result represents
the students full potential and
presents well

G. Finding practical The teacher will present some pictures and let the students identify each
 picture if it is highlighting bias or prejudice.

1. 4.
applications
2. 5.

3.
*What is Bias? Prejudice?
H. Generalization or *Why is it that bias can be good or bad?
Abstraction *As a human being, how would you avoid being bias to someone?
* Is prejudice bad? Why?
* How can we avoid prejudging others?
CHOOSE IT RIGHT!
Choose the correct answer that is best reflected in the given scenario. Write
your answer on a ¼ sheet piece of paper.
1. Denying someone a promotion because of his sexual orientation.
a. Bias
b. Prejudice
c. No Bias/Prejudice
2. Being not invited over a classy neighborhood party because of their
ethnicity and origin.
a. Bias
b. Prejudice
c. No Bias/Prejudice
I. Evaluating 3. Putting up a greater number of washrooms in airports for females than
learning males.
a. Bias
b. Prejudice
c. No Bias/Prejudice
4. Offering higher pay to a newly hired Christian physician over a mainstay
Muslim doctor.
a. Bias
b. Prejudice
c. No Bias/Prejudice
5. Firing a woman from her job upon learning of her pregnancy.
a. Bias
b. Prejudice
c. No Bias/Prejudice

J. Additional activities Write one act that you would take in order to avoid biases and
for application or prejudices in this pandemic time especially to people who are:
remediation A. Unenrolled-
B. Unemployed-
C. Online sellers-
 D. COVID 19 Survivors-

Send it to my email add marycris.destriza@deped.gov.ph

or to my messenger Mary Cris D. Destriza.

IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
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: Observed by:

MARY CRIS D. DESTRIZA JOCELYN P. ORTEGA

English Teacher Head Teacher I