3Q-LP-Differenciate-Bias-Prejudice-CO.docx

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I. OBJECTIVE/S
A. Grade Level Standard
The learner demonstrates communicative competence through his/ her understanding of
British-American Literature, including Philippine Literature and other texts types for a deeper
appreciation of Philippine Culture and those of other countries.
C. Learning Competency
*KRA 1/ Objective 1(Across
Curriculum)
MELC: Differentiate biases from prejudices
OBJECTIVES:
A. Explore how media can perpetuate biases and prejudice through stereotypes and
selective reporting.
B. Connect with English by analyzing how these biases are portrayed in different forms of
media and write the responsibility of writers and journalists in challenging these
biases.
C. Differentiate biases from prejudice
II. CONTENT Bias and Prejudice
III. LEARNING RESOURCES
1. MELC PAGE/S MELC Page 172
2. Learners Materials
Materials: News articles, advertisements, with biases and prejudice
Sources: HOTS-SOLO Package
IV. PROCEDURE
A. Before the Lesson
Reviewing previous lesson or
presenting the new lesson
(review/drill)
KRA 2 Objective 5
5. Established safe and secure
learning environments to
enhance learning through the
consistent implementation of
policies, guidelines and
procedures. (PPST 2.1.2)
*HOTS-SOLO Model Applied
 Preliminaries
Prayer
Checking of Attendance
 Classroom Rules
 Review:
1. Give one example situation that show bias. (unistructural)
2. In one sentence differenciate what you have learned about Bias and Prejudice.
(Multistructural)
Daily
Lesson
Log
School OQUENDO NATIONAL HIGH SCHOOL Grade Level 9
Teacher REZA C. MAGDARAOG Learning Area ENGLISH
Teaching
Date and
Time
February 8, 2024 ǀ Thursday ǀ Quarter THIRD

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Establishing a purpose for the
lesson
 Picture Analysis #1
Students will analyze picture that depict various situations and will discuss their observations,
focusing on identifying any biases or prejudice present. This visual activity will capture their
attention and stimulate their critical thinking skills.
Directions: Analyze the given illustration for you to easily understand about bias and prejudice.
Then, answer the questions below.
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? (bias)
4. Why do you think the manager dislike him? (prejudice)
Presenting examples/ instances of
the new lesson
(Introduction of new Lesson/
Presentation)
 Picture number 2 shows a man yelling to a beggar to get a job instead of begging for
money. However, when he applied for a job, the man told him to get lost and did not get the
job because he’s a gay. Bias was when the man denied the application of a gay applicant.
Prejudice is when gays are not qualified to take a position in a company.
B. During the Lesson
Discussing new concepts and
practicing new skills #1
(Teaching and Modelling)
Teaching Strategy: Inquiry-
Based Learning
*KRA 1 Objective 2 - . Used a
range of teaching strategies that
enhance learner achievement in
literacy and numeracy skills.
(PPST 1.4.2)
&3 - Applied a range of teaching
strategies to develop critical and
creative thinking, as well as other
higher-order thinking skills. (PPST
1.5.2)
*HOTS-SOLO Model Applied
 Activity: Media Analysis
Significance: Students will analyze different forms of media to identify instances of biases and
prejudice. They will critically examine how these biases are portrayed and discuss the ethical
implications of media perpetuating stereotypes.
Instructions:
1) Analyze the assigned media text and identify instances of biases and prejudice.
2) Discuss how these biases are portrayed and the impact they may have on the audience.
3) Reflect on the responsibility of writers and journalists in challenging biases and prejudice in
the media.
Assessment Questions:
1) Cite at least one (1) biases and prejudice portrayed in the media text. (Unistructural)
2) Give two impacts these biases might have on the audience. (Multistructural)
3) What ethical considerations should writers and journalists take into account when addressing
biases and prejudice in the media? (Relational)
Rubric:
- Identification of biases and prejudice: 10 pts
- Analysis of portrayal and impact: 10 pts
- Reflection on responsibility: 5 pts
(See Attachments)
Discussing new concepts and
practicing new skills #2
(Presentation of sample)

Developing mastery
(group work/ individual work)
 Differentiated Activities
 Group 1 –Cultural Group – How would you respond or react to the following situations
without being biased or prejudiced? Give your response via short skit.

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*KRA 2 – Objective 7 - Established
a learner-centered culture by using
teaching strategies that respond to
their linguistic, cultural,
socioeconomic and religious
backgrounds.(PPST 3.2.2)
*HOTS- SOLO Model Applied
(Extended Abstract Level)
 Group 2 – Linguistic Group – List down suggestions or ways you believe would be
effective in eliminating biases in our judgements or choices. Present your work with the
rest of the class through a powerpoint presentation.
 Group 3 – Visual Art Group – Create a poster campaign that challenges biases and
prejudice in your school or community. Utilize visual aids and persuasive writing skills to
communicate your message effectively.
 Group 4 – Therapy Group (Song adaptation) Create a new version of the song, “Color by
Nicole Mullen”. Using your mobile phones video record your selves while singing the song.
Be ready to present it with the rest of the class.
(See Attached Rubrics for grading)
Finding practical applications of
concepts and skills in daily living
 How will you react on the following situation:
There is an upcoming stage play in your school. You wanted to audition for the role of Snow
White. Your fellow auditionee (person who undergoes audition) told you that you are
disqualified because you have a morena skin.
Making generalizations and
abstractions about the lesson
 Differentiating biases from prejudice involves understanding the presence of biases and
prejudice in various contexts, such as literature and media. By analyzing literary texts,
media texts, and personal experiences, students can develop critical thinking skills and
recognize the impact of biases and prejudice on individuals and society. They can also
identify strategies for challenging biases and prejudice, contributing to a more inclusive
society.
Evaluating Learning
 Read the following statements carefully. Anayze their meaning then identify whether they
express bias, prejudice or fairness. Write the letter of the correct answer before the
number.
_____1. White people are more intelligent than black people.
A.Bias B. Prejudice C. Fairness
_____2. An old woman is denied a job because a young one is hired even if the former has
better qualities
A.Bias B. Prejudice C. Fairness
_____3. Bullying and discriminating someone with disability
A.Bias B. Prejudice C. Fairness
_____4. Not hiring someone because of their age or gender
A.Bias B. Prejudice C. Fairness
_____5. The thought that girls who get pregnant at early age are hopeless than girls who don’t
A.Bias B. Prejudice C. Fairness
Additional activities for application
or remediation
 Discuss the impact of biases and prejudice on individuals and society, and propose
strategies for creating a more inclusive environment

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IV. Remarks Lesson carried. Moved to the next objective
Lesson not carried
Lesson was finished up to _____________
V. Reflection Out of ____ items only _____ passed.
Lessons they find difficult are the following:
A. No. of learners who earned 80% in the evaluation 5- _________
4- _________
B. No. of learners who require additional activities for remediation
who scored below 80% 3 below - _____
C. Did the remedial lessons work? No. of learners who have
caught up witth 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?
Date &
Signature:
REZA C. MAGDARAOG
Date &
Signature:
Prepared by: Checked by: