Republic of the Philippines

Department of Education
Region XII
Division of Cotabato
Amas, Kidapawan City

DAILY LESSON PLAN

School: LIBUNGAN NATIONAL

Subject: ENGLISH 9
HIGH SCHOOL
Teacher:
DATE: February 24, 2025
ENERLAN, JUNA MAE B.
CLASS/SECTION/TIME: 9-COPPER & SILVER/1 HOUR
I. OBJECTIVES
The learner demonstrates understanding of how Anglo-American literature and
other text types serve as means of preserving unchanging values in a changing
A. Content Standards world; also, how to use the features of a full-length play, tense consistency,
modals, active and passive constructions plus direct and indirect speech to enable
him/her competently performs in a full-length play.
The learner competently performs in a full-length play through applying effective
B. Performance Standards/ verbal and non—verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning Competencies/
At the end of the lesson, the learners are expected to:
Objectives
a) define and differentiate bias from prejudice based on their characteristics and
Cognitive:
effects;
b) engage in a role-playing activity to illustrate the effects of bias and prejudice;
Psychomotor:
and
c) demonstrate empathy by reflecting on how bias and prejudice affect
Affective:
individuals and society.
II. CONTENT/SUBJECT MATTER Differentiating Bias and Prejudice

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages
4. Additional Materials from
PowerPoint Presentation, Visual Aids,
Learning Resource Portal
Most Essential Learning Competencies Matrix (K to 12 Curriculum)

B. Other Learning Resources DepEd-SLM, Regional Office XII, English 9, Quarter 4 – Module 5: Lesson 1:
Dealing with The Challenges of Fast-Changing World

IV. PROCEDURE
 Prayer
A. Reviewing Previous Lesson
Classroom Management
or Presenting the New Lesson
Reviewing of the past lesson about relevance and truthfulness of the text
Time Duration: 5 minutes

Motivational Activity: Let’s flake the Cabbage!

The teacher will let the students flake the papers. Each paper has questions on it
which they will going to answer.

1. Have you ever felt judged based on how you look, where you come
B. Establishing a Purpose for from, or how you speak? How did it make you feel?
the Lesson 2. Have you ever made a quick judgment about someone without knowing
them? What made you think that way?
3. If you see a classmate being treated unfairly because of their
background or appearance, what would you do?
4. If you see a classmate being treated unfairly because of their
background or appearance, what would you do?
5. Why do you think people sometimes judge others before getting to
know them? Where do these judgments come from?
The students will read the following objectives:

At the end of the 60 minutes lesson, the students should be able to:

a) define and differentiate bias from prejudice based on their characteristics

C. Presenting Examples / and effects;
Instances of the New Lesson
b) engage in a role-playing activity to illustrate the effects of bias and
prejudice; and

c) demonstrate empathy by reflecting on how bias and prejudice affect

individuals and society.
D. Discussing New Concepts Time Duration: 10 minutes
and Practicing New Skills #1
The teacher will discuss the following topic which is bias and prejudices.

BIAS

 Bias – means a tendency to favor a person, group or thing or point of view

over another, often in an unfair way.
 is a tendency to favor or dislike something, someone, or a group unfairly,
often based on personal opinions, experiences, or stereotypes rather than
facts. It can influence how people think, act, and make decisions,
sometimes without them even realizing it.
 Bias can be positive (favoring someone unfairly) or negative (unfairly
judging someone), and it can lead to prejudice if it turns into a strong,
unfair belief.

Example: Female teachers give more attention to girls.

Having a favorite student and giving them more opportunities to participate or

succeed.

PREJUDICE
  is an unfavorable opinion or feeling formed beforehand or without
knowledge, though or reason. It simply means pre-judge others.
 is when someone judges another person or group unfairly without really
knowing them. It happens when people believe things about others based
on stereotypes instead of facts. These judgments are often negative and
can lead to unfair treatment.
 It is an unfair opinion about someone.
 It is based on stereotypes (generalized beliefs) instead of personal
experience.
 It can lead to discrimination (unfair treatment).

Examples: It is sometimes assumed that someone who is physically disabled is

also mentally disabled.

A teacher assumes that students from poor families won’t do well in class, even
though intelligence is not based on wealth.

Effects of Bias and Prejudice

Bias and prejudice can have serious negative effects on individuals, groups, and
society as a whole.

1. On Individuals

- Low Self-Esteem – People who experience bias and prejudice may feel
unworthy, insecure, or discouraged.
- Stress and Anxiety – Being judged unfairly can cause emotional distress,
frustration, or fear.
- Limited Opportunities – People may miss out on education, jobs, or
promotions because of unfair treatment.
- Unfair Treatment – Some individuals may face discrimination simply because
of their gender, race, religion, or background.

2. On Schools and Workplaces

- Unequal Treatment – Some students or employees may be favored over

others based on bias rather than merit.
- Lack of Diversity and Inclusion – If bias is strong, some people may be
excluded from opportunities, clubs, or teams.

- Lower Performance – When people feel unappreciated or judged unfairly,

they may lose motivation and perform poorly.
- Conflict and Bullying – Bias and prejudice can create divisions,
misunderstandings, and arguments among students or coworkers.

3. On Society

- Discrimination and Injustice – Prejudice can lead to unfair laws, policies,

and social inequalities.
- Social Divisions – Groups may feel separated and unable to work together
because of bias.
- Violence and Hate Crimes – In extreme cases, prejudice can lead to bullying,
harassment, or even violent acts.
 - Lack of Progress – When people are judged based on stereotypes rather than
abilities, society misses out on talent and innovation.

How to Reduce Bias and Prejudice?

Educate yourself and others about different cultures, backgrounds, and

experiences.
Challenge stereotypes and unfair judgments.
Promote fairness, inclusion, and respect for everyone.
Speak up against discrimination and unfair treatment.

Time Duration: 5 minutes

The teacher will present a situation where bias and prejudice can be seen.

E. Discussing New Concepts In a classroom, a teacher expects more from students who come from wealthy
and Practicing Skills #2 families and believes they are naturally smarter and more responsible than
students from poorer backgrounds. When a low-income student performs well on
a test, the teacher is surprised and assumes they must have cheated. Meanwhile,
when a rich student struggles, the teacher offers extra help and encouragement.

The teacher will ask the students the following questions:

 Is bias and prejudice present in the text?
F. Developing Mastery (leads to
 What are the signs of bias and prejudice in the text?
Formative Assessment)
 What are the effects of bias and prejudice to the students?
 How can we avoid bias and prejudice?
G. Finding Practical Applications Time Duration: 10 minutes
of Concepts and Skills in Daily
Living The teacher will group the students into 4. Each group will perform a 2 minutes
skit based on the situation given by the teacher.

ACITIVITY: LIGHTS CAMERA ACTION!

Instruction: The class will be grouped into 4. Each group will perform a 2 minutes
skit based on the situation given by the teacher.

Situation 1: A company is hiring for a managerial position. Two applicants have

the same qualifications and experience, but the employer chooses a male
applicant over a female applicant because they believe men are naturally better
leaders.

Situation 2: A teacher unconsciously gives higher grades to students who

participate more in class, assuming they are smarter, even if their written work is
not as strong as quieter students.

Situation 3: John participated in a singing competition at their local community

event. There were many talented contestants, and the judging panel consisted of
three judges. One of the judges happened to be John’s father. When the results
were announced, John won first place, even though many people thought another
contestant performed better. Some of the audience and participants felt that
John’s father was biased, favoring his son instead of judging fairly based on
talent.
 Situation 4: In a Grade 5 classroom, Mrs. Santos, the teacher, often loses
patience with the boys when they are talkative or playful. She quickly scolds them
and gives them stricter punishments, assuming that boys are naturally more
troublesome. However, when the girls in the class talk or get distracted, Mrs.
Santos gently reminds them to focus instead of scolding them. Over time, the
boys feel that they are being treated unfairly, while the girls feel more comfortable
making mistakes.

Rubric for Skit on Bias and Prejudice

Rubric for Skit on Bias and Prejudice

Excellent (10 pts) Good (8 pts) Fair (6 pts)

Criteria
Clearly portrays
Shows bias/prejudice Somewhat unclear or
Relevance bias/prejudice with a
but needs more depth. lacks depth.
strong message.
Creativity & Highly creative and Some creativity, keeps Limited creativity, less
Engagement engaging. audience interested. engaging.
Some unnatural
Natural dialogue, Clear dialogue,
Dialogue & acting dialogue, inconsistent
expressive acting. convincing acting.
acting.
All members contribute Most members Some participation, bu
Teamwork
effectively. contribute well. needs improvement.
Clear message, but
Delivers a powerful and Message is present but
Message Impact impact could be
thought-provoking lesson. not memorable.
stronger.
✅ Total Score: ____ / 50

Time Duration: 5 minutes

The learners will demonstrate their understanding of the lesson through oral
questioning about the topic.
H. Making Generalizations and
Guide Questions:
Abstractions about the Lesson
1. Did you understand our lesson class?
2. What is bias? prejudice?
3. What is the difference between bias and prejudice?
4. How can we avoid bias and prejudice?
I. Evaluating Learning Time Duration: 5 minutes

The teacher will give a 10 items quiz.

Instruction: Below are statements expressing bias or prejudice. Identify which one
is a bias or a prejudice. Write a A if the sentence is bias and B if it is prejudice.
Write your answer on a ¼ sheet of paper.
__________ 1. I disrespect boys who wear pink.

__________ 2. Theses sandwiches are horrible.

__________ 3. I dislike girls who play with guns.

 __________ 4. Sarah is the best person for the job. (Sarah is the daughter

of the speaker)

__________ 5. Boys should not play with dolls.

__________ 6. Pretty people are dumb.

__________ 7. Girls who play sports are masculine.

__________ 8. I hate classical music. It’s too complex.

__________ 9. Boys should not cry.

__________ 10. People who are good at math are brainy.

1. Prejudice (B)
2. Bias (A)
3. Prejudice (B)
4. Bias (A)
5. Prejudice (B)
6. Bias (A)
7. Prejudice (B)
8. Bias (A)
9. Prejudice (B)
10. Bias (A)

J. Additional Activities for

Application or Remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%

C. Did the remedial lesson

work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? Why _____ Group Collaboration
did these work? _____ Games
_____ Solving Puzzle/Jigsaw
_____ Think-Pair-Share
_____ Rereading of Paragraphs/Poem/Stories
_____ Role Playing Drama
Why?
_____ Complete IM’s
 _____ Availability of Materials
_____ Students eagerness to learn
_____ Group member’s cooperation in doing their tasks

_____ Bullying among students

_____ Students’ behavior/attitude
F. What difficulties did I
_____ Colorful IM’s
encounter which my principal
_____ Unavailable Technology Equipment (AVR/LCD)
or supervisor can help me
_____ Internet Availability
solve?
_____ Additional Clerical Works

Planned Innovations:
_____ Localized Videos
G. What innovation or localized
_____ Localized story/poems/et.al
materials did I use/discover
_____ Making big books from views of the locality
which I wish to share with
_____ Recycling of plastics to be used as instructional Materials
other teachers?
_____ Local poetical composition

Prepared by:
ENERLAN, JUNA MAE B. Date: _______________________

Checked and Observed by: Date: _______________________

Checked and Observed by: Date: ________________________