LESSON-PLAN-FINAL2 (1).pdf

Address: Brgy. San Jose, City of San Pablo, Laguna Cel. no. (0929) 356 7646 E – mail (Administrative Office), dlspofficial97@gmail.com
CITY GOVERNMENT OF SAN PABLO
PAMANTASAN NG LUNGSOD NG SAN PABLO
COLLEGE OF TEACHER EDUCATION
COL. LAURO D. DIZON MEMORIAL INTEGRATED HIGH SCHOOL
Mavenida St. City of San Pablo, Laguna 4000
FINAL TEACHING
DEMONSTRATION LESSON PLAN
in ENGLISH 9
Prepared by:
ANDREA B. ALCANTARA
Pre-Service Teacher, English
Checked by:
PROF. JENNIFER REGORIS
Adviser
MRS. STEPHANY G. REYMUNDODIA
Cooperating Teacher
MRS. ALELI C. JULIANO
Master Teacher I
MRS. SARAH S. JAVILAGON
English Coordinator
Approved by:
DR. LINA LAGURAS
Principal

DAILY LESSON
PLAN
School Col. Lauro D. Dizon
MIHS
Grade
Level
Grade 9 - JADE
Teacher Andrea Alcantara Learning
Area
English
Teaching Date
and Time
May 24, 2023
7:30 AM – 8:30 AM
Quarter Third
DETAILED LESSON PLAN IN ENGLISH 9
I. TARGET COMPETENCIES AND LEARNING OBJECTIVES
1.1 MAIN COMPETENCY
• EN9LC-IVf-13.3: Differentiate biases from prejudices
1.2 LEARNING OBJECTIVES
At the end of the 60-minute learning experience, the Grade Nine students will be able
to:
1. Define bias and prejudice
2. Recognize the importance of knowing biases and prejudice based on the material
viewed
3. Apply the concept of bias and prejudice through differentiated activities featuring
the use of social media
II. SUBJECT MATTER
2.1. TOPIC
• Biases and Prejudices
2.2. SOURCES
• https://depedgmalrportal.com/
• https://www.youtube.com/biasandprejudice/
2.3. TEACHER’S/LEARNER’S MATERIALS
The following are the materials to be utilized in the course of the discussion:
MATERIALS
ENGAGE Laptop, TV, Visual Aids
EXPLORE Visual Aids
EXPLAIN Cartolina, Manila Paper, TV, Laptop, Print
outs
ELABORATE Paper and Pen, Bond Paper, Coloring
Materials
EVALUATE Paper and Pen
INDICATOR 7. Plans, manages
and implements developmentally
sequenced teaching and learning
processes to meet curriculum
requirements and varied teaching
contexts.
INDICATOR 6. Uses
differentiated, developmentally
appropriate learning experiences
to address learners’ gender needs,
strengths, interests and
experiences.
INDICATOR 8. Selects,
develops, organizes, and
uses appropriate teaching
and learning resources,
including ICT to address
learning goals.

III. LEARNING PROCEDURE
TEACHING POINTS TEACHER’S ACTIVITY STUDENT’S
ACTIVITY
Daily Routine
1. Prayer
2. Greetings
Grade 9 – Jade, please stand
first for our prayer.
May I call Arianne, to lead
the prayer?
In the name of the Father
Good morning, Grade 9 –
Jade!
Before taking your seats,
please align your chairs
quietly and pick up pieces of
paper under your chairs and
tables.
You may now take your
seats.
(All students will
stand for the prayer)
Arianne will lead the
prayer.
Almighty Father, we
praise and thank you
for this day. Guide us
as we go about our
school works and
studies. May our
minds be filled with
new learnings that
we are about to
acquire today. Help
us so we will be the
children you wanted
us to be. Amen.
Good morning,
Ma’am Andrea!
The students will
align their chairs and
pick up trash under
their tables and
chairs.
Afterward, they are
going to take their
seats.
INDICATOR 5. Manages
learner behavior constructively
by applying positive and non-
violent discipline to ensure
learning-focused environments.

3. Attendance
4. Review the past lesson.
Let me check your
attendance first.
Class Secretary, who are the
absentees today?
It’s great to know that you
are all present today. Let us
all give ourselves a Hooray
Clap!
Clap 1-2-3. Stomp 1-2-3
Hooray!
Thank you!
I know you are all excited to
hear about the new topic, but
before we jump into that, let
us have a lesson recap.
What did we discuss last
meeting? Can you still
remember it?
Yes, Marjorie.
Very good, Marjorie! You
got 10 recitation points!
And what is the difference
between a Factual Statement
and subjective Content?
How about the others?
Yes, Divine.
Well said, Divine! Here is
your recitation point!
Alright, there you have it.
Our previous lesson is about
Factual Information and
Subjective Content. It seems
that you listened to our
previous lesson.
None, Ma’am.
Clap 1-2-3. Stomp 1-
2-3 Hooray!
(The students will
raise their hands)
Marjorie: Ma’am,
our lesson last
meeting is about
Factual Information
and Subjective
Content.
(The students will
raise their hands)
Divine: Ma’am,
Factual Information
are statements that
can be verified and
proven to be true
while Subjective
Content involves
feelings, opinions,
and emotions rather

than factual
information.
A. ENGAGE Good morning once again,
Grade 9 Jade! Today we are
going to have a new lesson.
But before that, let’s have an
activity.
For this quarter, I have
assigned your groups, right?
Now that you are in your
groups, think of a name for
your team that uses the
different social media sites.
Group 1: Facebook
Group 2: Youtube
Group 3: Instagram
Group 4: Netflix
Group 5:Tiktok
Are you ready to listen now?
1-2-3 Eyes on me! 1-2-3
Eyes on you!
Alright, here is what you are
going to do. Look and
observe the pictures posted
on these Instagram posts.
The students will
listen to the teacher’s
instructions.
Yes, Ma’am!
The students will
form their groups.
The students will
think of their group
names.
Yes, Ma’am.
1-2-3 Eyes on you!
The students will
look and observe the
pictures.
INDICATOR 8. Selects, develops,
organizes, and uses appropriate
teaching and learning resources,
including ICT to address learning
goals.

Now that you have seen the
pictures, what are the
differences that you observe
among the pictures?
Your first group activity is a
so-called #Twitter Party.
To answer the question, you
have to respond through a
tweet. Use your Group
number as the hashtag on
your tweet.
You have 5 minutes to do
your activity. Once you’re
done, you can paste your
answers on our twitter
timeline.
Is everything clear?
The students will
instructions.
Yes.
INDICATOR 4. Manages
classroom structure to
engage learners, individually
or in groups, in meaningful
exploration, discovery and
hands-on activities within a
range of physical learning
environments.

You can now start working
on your activity.
The teacher plays a 5-
minute timer.
Time is up! You can now
pin your tweets on our
Twitter timeline.
Great job, everyone! Thank
you for sharing your
observations.
The students will
start writing their
observations.
The students will
paste their tweets.
B. EXPLORE Aside from social media
applications here on my
phone, can you see a mobile
game?
What mobile game do you
see?
Alright! Let’s play this
game.
Who wants to answer the
first picture?
Yes, Fatima.
Very Good! You got a
recitation point, Fatima.
Next one!
Yes, Ma’am.
4 pics and 1 word,
Ma’am.
Fatima raises her
hand.
Fatima: Ma’am the
answer is Judge.

next picture?
Yes, Kenneth
Very Good! You got a
recitation point, Kenneth.
next picture?
Yes, Hans.
Great Job! You got a
recitation point, Hans.
How about in this picture?
What do you think is the
answer?
Great Job! You got a
recitation point, Stephanie.
Kenneth raises his
hand
Kenneth: Ma’am the
answer is Unfair.
Hans, raises his
hand.
Hans: Ma’am, the
answer is opinion.
Stephanie raises her
hand.
LOCALIZATION

Good job, everyone, you
got all the words correct!
Lets’s give ourselves a
winner clap!
Clap 1-2-3 Stomp 1-2-3
Winner!
Stephanie: Ma’am,
the answer is against.
Clap 1-2-3 Stomp
1-2-3 Winner!
C. EXPLAIN
Pre-Discussion
Now let us start the
discussion of our new topic!
Are you all ready to listen?
1-2-3 Eyes on me!
Is it correct that wives
should always stay at home
and do all the housework?
Why do you think so?
Yes, Daniela.
Good answer! You got a
recitation points, Daniela.
Through this picture, is it
fair to label the man strong
and the woman weak?
Yes, Kent.
Good answer! You got a
recitation point, Hans.
Our lesson for today is
Differentiating Bias and
Prejudice.
Let me introduce to you the
objectives that you are
Yes, Ma’am!
1-2 Eyes on you!
No, Ma’am.
Daniela raises her
hand.
Daniela: Ma’am
because wives and
women can work too.
Kent: It is unfair
Ma’am because that
will be very gender
Bias and flase
judgment of women
as well.
STRONG WEAK
INDICATOR 3. Applies a
range of teaching strategies to
develop critical and creative
thinking, as well as other
higher-order thinking skills.
INDICATOR 1. Applies
knowledge of content within
and across curriculum
teaching areas. (Values
Education)

During Discussion
expected to achieve at the
end of the class.
Alright, going back to my
phone. Which application
should we use to for the
meaning of Bias and
Prejudice?
Correct! Let’s open google.
Can you read the definition
of bias?
At the end of the 60-
minute learning
experience, the
Grade Nine students
will be able to:
1. Define bias and
prejudice
2. Recognize the
importance of
knowing biases
and prejudice
based on the
material viewed
3. Apply the
concept of bias
and prejudice
through
differentiated
activities
featuring the use
of social media
Google Ma’am.
INDICATOR 2. Uses a
range of teaching strategies
that enhance learner
achievement in literacy
skills.


Alright. Take a look at this
Facebook post.
What does the picture say?
Yesh, Marky.
Good answer, Marky! You
got a recitation point.
Alright, how about this
Tiktok post?
This is Rosmar, a Tiktok
influencer clearing the issue
against her. A netizen said
that the winners on her party
were given to all resellers of
her product which is not fair
for the people who attended
the party.
Does this post shows bias or
prejudice?
Yes, Jerome.
Very well said, Jerome! You
Do you have any questions
about Bias?
Now, let us search for the
definition of prejudice.
Marky raised is hand.
Marky: Ma’am the
picture shows the
celebrities who are
supporting BBM and
Leni. That is an
example of Bias.
They choose their
candidate and
campaign for them.
Jerome raises his
hand.
Jerome: Ma’am, the
statement post
discussed how
Rosmar is being
biased with the
raffle. Moreover, the
also shows prejudice
because the netizen
they pre-judged
Rosmar without
knowing what really
happened because
they are not in the
said party.
None, Ma’am.
LOCALIZATION


Can somebody please read
it?
Now, take a look at this
TikTok post.
This is a picture of DeeDee
Villegas. Her picture was all
over TikTok because of the
tattoo replacements on her
body.
What can you say about the
picture?
What is the usual
prejudgment about this type
of appearance?
Yes, Paul.
Good answer, Paul! You got
a recitation point.
Next, let us see this Twitter
post.
Why is this Twitter post, an
example of prejudice?
Yes, Jayreen.
Paul raises his hand.
Paul: Ma’am people
with tattoos are
prejudged as ex-
convicts, addicts, or
bad people. That is
an example of
Prejudice because
they assume the
person’s character
without really
knowing them.
Jayreen raises her
hand.
Jayreen: Ma’am that
is an example of
prejudice because
there is ageism in the
job application. They
based the ability of
the applicants just by
their ages.
INDICATOR 2. Uses a
achievement in literacy
skills.
LOCALIZATION
INDICATOR 1. Applies
knowledge of content within
and across curriculum
teaching areas. (Values
Education)

Post Discussion
Very Good, Jayreen! You
Now, can you differentiate
bias and prejudice?
Good answer! There are lots
of issues in our country that
are emerging from social
media sites.
Ma’am bias is about
having favoritism
while prejudice is
about judging a
person in one aspect
without knowing
their personality.
D. ELABORATE Now, we will proceed to
another group activity.
Here is what you are going
to do.
Group 1: Through a
Facebook post, differentiate
bias and prejudice using a
Venn Diagram.
Group 2: Present a short
role-play that conveys Bias.
Group 3: Through an
Instagram post, make a
comic strip about prejudice,
Group 4: Present a movie
poster through tableau that
shows Bias when it comes to
choosing imported
chocolate more than our
own sweet delicacies.
Group 5: Pretend that you
are a Tiktok influencer.
Share your thoughts on why
is it important not to judge
others without actually
knowing them.
The students will
instructions.
The students will go
to their respective
groupmates.
The students will
instructions.
The students will
start working on their
group activity.
INDICATOR 6. Uses
differentiated,
developmentally appropriate
learning experiences to
address learners’ gender
needs, strengths, interests
and experiences.

Here is the rubric for grading
your activity:
CRITERIA
IDEA 10
CREATIVITY 15
PRESENTATION 15
COOPERATION 10
TOTAL 50
You have 10 minutes to do
your activity. You can start
now.
The teacher will play a 10-
minute timer on the screen.
Time is up! I will give these
emojis to each group and
raise the emoticon to show
your rate for each group
presentation. Is that clear?
Heart react: VERY GOOD
Like sign: GOOD
Alright! Let’s have your
presentation.
Great job, everyone! Give
yourselves a Winner clap!
Yes, Ma’am!
The students will
present their work.
INDICATOR 2. Uses a
achievement in literacy and
numeracy skills.

Clap 1-2-3 Stomp 1-2-3
Winner!
Clap 1-2-3 Stomp 1-
2-3 Winner!
E. EVALUATE Are you now ready for your
quiz?
Direction: Determine
whether the line, statement,
or situation is considered a
form of BIAS or
PREJUDICE. Write B for
bias and P for prejudice. Do
this on a ¼ sheet of paper.
1. Some people are not
served in a restaurant
or retail store
because of their
color of skin or race.
2. company hires only
women because they
feel that they make
better employees.
3. She passed the
audition because a
member of the
screening committee
is her cousin.
4. Young people are
physically and
mentally superior to
older people.
5. KPop is better than
OPM.
You have 10 minutes to
answer this activity.
The teacher will play a 10-
minute timer on the screen.
Time is up! Please exchange
papers with your seatmate
and let us check your quiz.
Alright! Nice work
everyone! Before we end
our class, May I call Shane
Yes, Ma’am
(The students will
instruction)
The students will
start answering the
quiz.
The students will
exchange papers
INDICATOR 9. Designs,
selects, organizes, and uses
diagnostic, formative and
summative assessment
strategies consistent with
curriculum requirements.

to lead the closing prayer?
Let us all stand up.
That is all for today,
Goodbye and Thank you
Grade 9-Jade!
with their seatmates
and check their work.
Shane will lead the
closing prayer.
Heavenly Father, we
thank you for the
opportunity to gather
today. Be with us as we
leave this meeting.
Help us walk with
confidence and lead us
with your truth as we
move forward, praise
you, and live our lives
in this world. Amen.
Goodbye and thank
you, Ma’am Andrea
Agreement
Share what you learn!
Your journey through this lesson has been an additional experience. Answer this
question and send your answer through this NGL link ngl_link/English9/Jade
• My journey through this lesson enabled me to learn……….
Prepared by:
Andrea B. Alcantara
INDICATOR 8. Selects,
develops, organizes, and
uses appropriate teaching
and learning resources,
including ICT to address
learning goals.

LESSON-PLAN-FINAL2 (1).pdf

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