LESSON-PLAN-FINAL (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. 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
3. Attendance
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.
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!
(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.
None, Ma’am.
INDICATOR 5. Manages
learner behavior constructively
by applying positive and non-
violent discipline to ensure
learning-focused environments.

4. Review the past lesson.
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.
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.
The students will
listen to the
teacher’s
instructions.

For this quarter, I have assigned
your groups, right?
In the count of 10, you should be
seated with your groupmates.
The teacher will count ten
seconds.
Now that you are on 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: Spotify
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.
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 me!
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?
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.
You can now go back to your
proper seats.
The students will
listen to the
teacher’s
instructions.
Yes.
The students will
start writing their
observations.
The students will
paste their tweets.
The students will
go back to their
proper seats.
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.

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!
Who wants to answer the next
picture?
Yes, Kenneth
Very Good! You got a
recitation point, Kenneth.
Yes, Ma’am.
4 pics and 1 word,
Ma’am.
Fatima raises her
hand.
Fatima: Ma’am
the answer is
Judge.
Kenneth raises his
hand
Kenneth: Ma’am
the answer is
Unfair.

Who wants to answer the 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.
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!
Hans, raises his
hand.
Hans: Ma’am, the
answer is opinion.
Stephanie raises
her hand.
Stephanie:
Ma’am, the
answer is against.
Clap 1-2-3
Stomp 1-2-3
Winner!
C. EXPLAIN Now let us start the discussion of
our new topic! Are you all ready
to listen?
Yes, Ma’am!

Pre-Discussion
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 expected
to achieve at the end of the class.
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.
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
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
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?
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 YouTube
post?
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.
Marky raised is
hand.
Marky: Ma’am
the picture shows
that the parents
are having their
favorite in the
family. That is an
example of Bias.
INDICATOR 2. Uses a
range of teaching strategies
that enhance learner
achievement in literacy
skills.

She is Isabelle Duterte, the
granddaughter of former
President Rodrigo Duterte. Do
you think that it is appropriate that
she held her Pre-Debut Shoot in
Malacañang?
Yes, Jerome.
Very well said, Jerome! You got a
recitation point.
Do you have any questions about
Bias?
Now, let us search for the
definition of prejudice.
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.
Jerome raises his
hand.
Jerome: No,
Ma’am. Also, I
think that is very
biased. Not
because she is the
granddaughter of
the President of
that time, it’s
proper to do the
pre-debut
photoshoot in
Malacañang.
None, Ma’am.
Paul raises his
hand.
INDICATOR 2. Uses a
achievement in literacy
skills.
LOCALIZATION

Post Discussion
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.
Very Good, Jayreen! You got a
recitation point.
Now, can you differentiate bias
and prejudice?
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
workplace. They
based the ability
of the applicants
just by their ages.
Ma’am bias is
about having
favoritism while
prejudice is about
judging a person
in one aspect
without knowing
their personality.
INDICATOR 1. Applies
knowledge of content within
and across curriculum
teaching areas. (Values
Education)

Good answer! There are lots of
issues in our country that are
emerging from social media sites.
D. ELABORATE Now, we will proceed to another
group activity. Please go to your
groupmates.
In the count of ten, you will be
seated with your groupmates.
The teacher will count 1-10.
For your 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: Present a song about
Bias and play it on Spotify.
Here is the rubric for grading your
activity:
RUBRICS
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
The students will
listen to the
teacher’s
instructions.
The students will
go to their
respective
groupmates.
The students will
listen to the
teacher’s
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.
INDICATOR 2. Uses a
achievement in literacy and
numeracy skills.

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!
Clap 1-2-3 Stomp 1-2-3 Winner!
Yes, Ma’am!
The students will
present their
work.
Clap 1-2-3 Stomp
1-2-3 Winner!
E. EVALUATE 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. Negative comments on
social media about the economic
status of a family are being
posted.
_____2. Some people are not
served in a restaurant or retail
store because of their color of skin
or race. _____3. Digna won the
Yes, Ma’am
(The students will
listen to the
teacher’s
instruction)
The students will
start answering
the quiz.
INDICATOR 9. Designs,
selects, organizes, and uses
diagnostic, formative and
summative assessment
strategies consistent with
curriculum requirements.

contest because one of the judges
is her father.
_____4. A company hires only
women because they feel that they
make better employees.
_____5. Ana doesn’t like Jose
because he has red hair.
_____6. “I took one look at him
and knew that we’d never be
friends.”
_____7. She passed the audition
because a member of the
screening committee is her
cousin.
_____8. Young people are
physically and mentally superior
to older people.
_____9. “That boy is a spoiled
brat. Look at the way he talks.”
_____10. 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 to lead the closing
prayer? Let us all stand up.
The students will
exchange papers
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,

That is all for today, Goodbye and
Thank you Grade 9-Jade!
praise you, and live
our lives in this
world. Amen.
Goodbye and
thank you, Ma’am
Andrea
Prepared by:
Andrea B. Alcantara

LESSON-PLAN-FINAL (1).pdf

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