School: MAYO NATIONAL HIGH SCHOOL Grade Level: 8

Teacher: Sitti Ayessa G. Tiago Learning Area: English

8:30-10:45 8-Chastity (Monday)
9:45-11:45 8-Certitude (Tue.&Thu.)
DAILY Teaching Dates and 1:00-2:00 8-Chastity (Tue.&Thu.)
LESSON LOG Time: 9:45-11:45 8-Chivalry (Wed.&Fri.) Quarter: 3
MONDAY TUESDAY/THURSDAY WEDNESDAY/FRIDAY
OBJECTIVES
A. Content Standards: The learner demonstrates understanding of : Southeast Asian literature as mirror to share heritage;; coping strategies in
processing textual information; strategies in examining features of listening and viewing material , structural analysis of
words and propaganda techniques; and grammatical signals for opinion-making, persuasion, and emphasis.
B. Performance Standards: The learner transfers learning by composing and delivering a persuasive and emphasis on informative essay featuring of
properly acknowledge information sources , grammatical signals for opinion-making , persuasion, and emphasis and
appropriate prosodic features , stance and behavior.

C. Learning
Competencies/Objective
EN8RC-IIIh-3.1.12 : Examine biases (for or against) made by the author.
s:
a. Identify the words/phrase that shows bias in a text
Write the LC Code for
b. Tell the importance of knowing biases in written text and;
each c. Create a message that promotes fair and unbiased writing.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
two.

I. CONTENT BIAS

II. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
 3. Textbook Pages
4. Additional Materials Module Quarter 3 Module 1
from Learning Resource
(LR) portal
B. Other Learning
Resources

MONDAY TUESDAY/THURSDAY WEDNESDAY/FRIDAY

III. PROCED These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
URES activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their
life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing The teacher will ask about the previous topics.
Previous Lesson
or Presenting the
New Lesson
B. Establishing a The teacher will conduct an activity entitled “Pick your favorite”. The teacher will show some
Purpose for the pictures and let students pick their favorite base on the picture that is being presented. After
Lesson letting students pick their favorite, the teacher will ask some questions and called students
randomly.

C. Presenting 1. What made you choose your answers in the activity?

Examples/Instan 2. Where your reasons based on facts or personal preferences?
ces of the Lesson The teacher will ask the students to guess the topic for the day based on their activity.

D. Discussing New The teacher will further explain the content (Examining biases in written text).
Concepts and Bias- refers to an author’s expression of his/her own opinion on a particular issue without
Practicing New examining and presenting enough evidence.
Skills #1 In addition, we can also identify the idea that the authors favor.

IV. MONDAY TUESDAY/THURSDAY WEDNESDAY/FRIDAY

 These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
PROCEDUR
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
ES their learning, question their learning processes, and draw conclusions about what they learned in relation to their
life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Subjective- Unfair presentation of the issue. Focusing on one side only.
Concepts and Objective – fair presentation of the issue focuses on both sides.
Practicing New (Presentation of Examples)
Skills #2 Biased:
1. For me, basketball is the best sport in the world.
2. Brand Z, the bath soap I used, is the leading brand in the
Philippines.
3. Carrots ara a good source of Vitamin A which is good for the
eye sight.
Unbiased:
1. Basketball is ranked 9 on the most popular sports according
to topendsport.com
2. Brand Z Bath and Soap is endorsed by dermatologist in the
Philippines.
3. Carrot growers believe that carrots should be part of our daily
diet.
F. Developing The teacher will divide the students into three (3) groups and will conduct an activity entitled
Mastery “Am I Biased or Unbiased. Questions will be presented and each group will identify if the
(Leads to statement is Bias or Unbiased .
Formative 1. Boys are more inclined to learning Mathematics.
Assessment 3) (UNBIASED)
2. Generally, most of the students find Mathematics difficult.
(BIASED)
3. Study says that children’s intelligence is inherited from
mothers. (BIASED)
4. Mothers nurture best the emotional intelligence of their
children. (UNBIASED)
5. Basketball is one of the most widely played sports in the
world. (UNBIASED)
G. Finding Practical With the same group, the students will receive an activity sheet containing their task.
Applications of (Pick out the words or expressions that make the sentence biased.)
Concepts and With the same group , create a biased and unbiased base on the given topic.
 Skills in Daily Each topic should have at least three sentences.
Living Group 1- Video Games
Group 2- Social Media
Group 3- Gender

MONDAY TUESDAY/THURSDAY WEDNESDAY/FRIDAY

IV. PROCEDUR These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration
of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
ES ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations Ask the following questions:
and Abstractions about 1. What does it mean about bias in writing?
the Lesson 2. When can we say if the author is biased?
3. What is unbiased in writing?
4. Why it is important to know bias in writing?
I. Evaluating Learning Directions:
A. Analyze the questions carefully. Choose the letter of the correct answer.
B. Identify the words/ phrases that makes the sentence biased.
C. Identify what is being asked in the sentences.

D. Additional Activities for (Review if necessary)

Application or
Remediation

V. REMARKS

Prepared by:
SITTI AYESSA G. TIAGO Noted:
Teacher-III MARIE ALONA B. ANTERO
Principal – I