Republic of the Philippines
DEPARTMENT OF EDUCATION
Quarter: 3
Week: 3
Date: February 12-16, 2024
Content Standards
Performance Standards
MELC/Objectives
MONDAY
1. Classroom routines:
a. Prayer
b. Morning physical exercise
c. Reminder of the classroom
health and safety protocols
d. Checking of attendance
e. Quick Kamustahan
2. Conduct a review of the difference
between factual information and
subjective content.
 CONTEXTUALIZATION
INTRODUCTION
3. Tell the students that detecting an
author’s bias and prejudice is
considered an important skill in
Region IV-A CALABARZON
Division of Rizal
FRANCISCO P. FELIX MEMORIAL NATIONAL HIGH SCHOOL
Cainta, Rizal
DAILY/WEEKLY LEARNING PLAN
Grade Level: 9
Learning Area: English
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to use ways of
analyzing one-act play and different forms of verbals for him/her too skillfully perform in a one-act play..
The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Conventions.
MELC 6: Differentiate biases from prejudices
Objectives
1. Distinguish bias from prejudice through examples;
2. Analyze the given situations to identify biases and prejudices;
3. React or respond to a situation eliminating biases or prejudices; and
4. Appreciate the value of empathy by using appropriate words and praises and by being sensitive to the feelings of others.
Suggested Instructional Tasks for Face-to-Face Classes
F2F Instructional Tasks
TUESDAY WEDNESDAY THURSDAY FRIDAY
1. Classroom routines: 1. Classroom routines: 1. Classroom routines: 1. Classroom routines:
a. Prayer a. Prayer a. Prayer a. Prayer
b. Morning physical exercise b. Morning physical exercise b. Morning physical exercise b. Morning physical exercise
c. Reminder of the classroom c. Reminder of the classroom c. Reminder of the classroom c. Reminder of the classroom
health and safety protocols health and safety protocols health and safety protocols health and safety protocols
d. Checking of attendance d. Checking of attendance d. Checking of attendance d. Checking of attendance
e. Quick Kamustahan e. Quick Kamustahan e. Quick Kamustahan e. Quick Kamustahan
2. Conduct a review about the 2. Conduct a review about biases and 2. Conduct a review about biases and 2. Implementation of Catch-Up-
difference between bias and prejudices prejudices. Fridays. Please refer to attached
prejudice. WLP.
 INTEGRATION/ACROSS 3. Let the students answer the
 ICT INTEGRATION CURRICULUM following activities.
 Learning Task 5
3. Begin by discussing the concepts 3. The teacher will let the students
of bias and prejudice with the Directions: Identify each situation as a
answer the activities below:
students. Provide examples and bias or a prejudice. Write bias or
 critical reading. Having the skill to
determine biases and prejudices will
help you validate or invalidate an
author's claim. Moreover,
distinguishing the two from one
another may help you critically
analyze situations and make a stand
in pressing concerns at present.
Look at the definitions of bias and
prejudice below.
 FORMATIVE ASSESSMENT
4. Let the students answer the
activities below:
 Learning Task 1
Look at the pool of words below. From
these words, identify which can be
associated to prejudice and bias. Place
the words on the surrounding circles.
5. Discuss the difference between bias
and prejudice.
6. Give examples of biases and
prejudices.
 Learning Task 2
Tell whether the statement is true or
false. Write YES if it is true and NO if
false.
_____1. Prejudice behavior can be a
result of bias.
_____2. A biased person considers all
explain how bias can manifest in
various forms, including language,
images, and omission of
information.
4. Discuss the importance of being
able to identify bias in the digital
age, where information is readily
available online.
5. Online Exploration:
 Divide the class into small groups
and assign each group a different
online platform to explore (e.g.,
news websites, social media
platforms, blogs, etc.).
 Instruct students to search for
articles, posts, or videos related to
a specific topic (e.g., current
events, social issues, etc.).
 Ask students to analyze the
content they find and identify any
instances of bias or prejudice.
They should consider the language
used, the sources cited, the tone
of the content, and any underlying
assumptions or stereotypes.
6. Presentation and Discussion (15
minutes):
 Have each group present their
findings to the class, highlighting
examples of bias they identified in
the online content they explored.
 Facilitate a class discussion on the
different forms of bias observed
and the potential impact of biased
information on individuals and
society.
 Encourage students to share their
thoughts on how they can critically
evaluate online content to identify
bias and form their own informed
opinions.
7. Reflection and Extension:
 Learning Task 4
I. On prejudice…
Write about an experience related to
this quote, “Don’t judge a book by its
cover.”
________________________________
________________________________
________________________________
II. On biases…
Writer’s bias is an author’s favorable or
unfavorable opinion toward something
or someone. Look at the following
statements:
1. “Death penalty is not the key in
addressing the growing number of
heinous crimes happening in the
country.”
In this sentence, the writer is biased
AGAINST death penalty which means
s/he is not in favor of it.
2. “Mass testing is a highly necessary
initial step in order to stop the COVID-
19 cases from exponentially
increasing.”
In this sentence, the writer is biased
TOWARD death penalty which means
s/he is in favor of it.
Identify the writer`s bias in the given
statements. Explain in one sentence.
prejudice as an answer for each item in
your notebook.
1. A mayor gave a job to a less qualified
resident who is his relative.
2. A man hates gays.
3. Teachers of a private school add
points to scores of students whose
parents donate cash and or equipment.
4. A Filipino nurse in a clinic assists
Filipino patients first.
5. Some Asians think Western products
are better.
6. White people are more intelligent
than black people.
7. An old woman is denied a job
because a young one is hired even if the
former has better qualities.
8. Some people consider Muslims
dangerous.
9. A teenager finds people who still
wear traditional clothes crazy and
backward.
10. A person avoids those who do not
belong to his religion.
 Learning Task 6
Analyze the given illustrations for you
to easily understand about bias and
prejudice. Then, answer the questions
below.
 sides of an issue.
_____3. You might not get all the
needed information if you read
a biased source.
_____4. A video telling you to vote for
someone is an example of
unbiased source.
_____5. Prejudice indicates the
preference that something is
better than another.
_____6. Bias is when someone has a
one-sided opinion about
something.
_____7. Prejudice is a preconceived
opinion of another person
based on reason or experience.
_____8. Judging a person’s character
through his/her physical
appearance is a form of
prejudice.
_____9. When a person has a neutral
viewpoint, s/he is unbiased.
_____10. If you are biased toward
something, you are in favor of
it.
LEARNING REMEDIATION
Prepared by:
FLORENCE F. VILLADOLID
Teacher III, English Department
Main
 Provide students with a reflection
prompt or discussion question to
consider individually or in small
groups (e.g., "How can being
aware of bias and prejudice in
digital media help you navigate
the online world more
effectively?")
 Optionally, assign a follow-up
activity where students create
their own digital content (e.g.,
blog post, social media campaign,
video presentation) that aims to
counteract bias and promote
diversity and inclusion.
LEARNING REMEDIATION
1. How much was given to the little boy
for doing an excellent job? How about
Sally, did she receive as much as her
brother?
2. What was the reason of the father
for doing so?
1. Why was the man angry with the
beggar?
2. What did he tell the beggar to do?
3. Why did the manager tell the
applicant to get lost?
4. Why do you think the manager
dislike him?
LEARNING REMEDIATION LEARNING REMEDIATION LEARNING REMEDIATION
Checked by:
ASUNCION DG. GAYOMALE
OIC, Rosepack