Grades 9 School JOSE SANVICTORES SR.

NATIONAL SCHOOL Grade Level 9

DAILY LESSON LOG Teacher MARISSA R. VILLAMON Learning Area ENGLISH
Teaching Dates and Time MAY 25, 2021, 2:30-3:30 PM Quarter 2

(ANNOTATIONS)
I. OBJECTIVES -PPST INDICATORS/ KRA OBJECTIVES/RUBRIC
INDICATORS TO BE OBSERVED DURING THE
CLASSROOM OBSERVATION
A. Content Standards The learner demonstrates understanding of bias and
prejudice

B. Performance Standards
C. Learning Competencies/ Objectives
Write the LC code for each.
II. CONTENT/TOPIC
The learners will be able to make a slogan expressing the
importance of differentiating biases from prejudices in real
life
Differentiate biases from prejudices.
KNOWLEDGE:
identify biases and prejudices
SKILL
distinguish biases from prejudices
ATTITUDE
express the importance of differentiating biases
from prejudices in real life.
DIFFERENTIATING BIAS AND PREJUDICE
KRA 3, OBJ. # 7
-Plans, manages and implements
developmentally sequenced teaching and
learning processes to meet curriculum
requirements through various contexts.
MOV--- Knowledge, skill and attitude or KSA is
applied in lesson planning objectives in order
to meet curriculum requirements based on
the Curriculum Guide/CG.

II. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Pictures
Smart TV, Netbook, power point presentation, activity sheets KRA 3, OBJ. # 7
 -Selects, develops, organizes and uses
appropriate teaching and learning resources,
including ICT, to address learning goals.
MOV---The pictures are presented clearly
through power point presentation.
MOV--- printed materials like activity sheets
are given on clear sheets of cartolina and meta
cards for the students to see and read clearly.
IV. PROCEDURES
A. Reviewing previous lesson or presenting the *Giving of Classroom Rules ( tacked on the board)
new lesson * The 5 P’s:
1. Be Positive
2. Be Productive
3. Be Polite
4. Be Prepared
5. Be ResPectful

1. Listen attentively and follow the instructions.

2. Follow time allotment
3. Active participation in necessary in every activity
4. Give respect and appreciate the works of your
classmates

*Review:
Today, you are to learn about differentiating bias and
prejudice.But before that, let me ask-What are conditionals?
-Show through power point presentation.

Are you familiar with this ?


B. Establishing a purpose for the
lesson/Motivation/Motive Questions
C. Presenting examples/instances of the new
lesson
This is a common English idiom that means one should not
prejudge an opinion, characteristics or the true value of
something or someone just by seeing the surface or by
assessing superficial details alone
How
about
examining this
picture?
( show in powerpoint presentation)
Ask:
What did you see?
What is wrong with the picture?
*Show a picture of a
Now that you have already a prior knowledge about our
lesson for today, I will give you an activity. Group the class
into three (3). Select representative to present your output.
You will be given pictures and you are to identify whether the
picture shows bias or prejudice. Ready?
Picture 1:
KRA 1, OBJ. # 1
-Applies knowledge of content within and
across curriculum teaching areas.
MOV---Science context is integrated in the
Motivation ( virus). Contextualization,
localization, gender fair and integrations
across learning areas like Science and Araling
Panlipunan and within learning area like
predicting outcomes are observable.
KRA 2, OBJ. # 5
-Plan and deliver teaching strategies that are
responsive to the special educational needs of
learners in difficult circumstances,
including:geographic isolation;chronic
illness;displacement due to armed conflict;
urban resettlement.
MOV---The use of COVID 19 issue is a strategy
that awares students of the continued risks
given by the pandemic in this trying times.
KRA 1, OBJ. # 1
Applied knowledge of content within and
across curriculum teaching areas.
Objective 7:
Selects, develops, organizes, and uses
appropriate teaching
and learning resources, including ICT, to
address learning goals
 What is the man or the manager thinking? .
MOV--- Contextualization, localization, and
integrations across learning areas like Science
Picture 2: and Araling Panlipunan and within learning
area like predicting outcomes are observable.

What did the teacher or the woman do?

(Use of WH QUESTIONS)

D. Discussing new concepts and practicing new Prejudice is an unfavorable opinion or feeling formed
skills #1 beforehand or without knowledge thought or reason. It
simply means to prejudge others
Examples:

a) It is sometimes assumed that someone who is

physically disabled is also mentally disabled
b. Not allowing one of your classmates to join your group
because she/he is a gay or lesbian

Bias means a tendency to favor one person, group, thing or

point of view over another, often in an unfair way

Examples:
a) Female teachers give more attention to girls.
b) Voting an SSG candidate that is rich and beautiful.
E. Discussing new concepts and practicing new
skills #2
F. Developing mastery (leads to Formative
Assessment 3)
G. Finding practical applications of concepts and
skills in daily living
An individual may be PREJUDICED against others based on
factors such as race, age, gender, sexual orientation, class
status, religion, nationality, and amongst other things.
BIAS therefore is a prejudice in favor or against one person ,
thing or group compared with another, usually considered to
be unfair. Bias is actually the action that happens to a person
or one group or multiple groups because of the way you felt
about them. This is very unfair and the result is an unfair
action of some sort. A Bias is the actual result of the prejudice
that you have. Bias is the action and prejudice is the thought.
*Differentiated Activity in 3
House Rules/Standards/Guidelines:
(Follow the mnemonic/memory device.)
G- Give thoughtful feedback
R- Respect others & their thoughts
O- On task all the time
U- Use soft voices
P- Participate actively
S- Stay with your group
Rubrics in Participation/Group Activities:
POINTS INDICATORS
5 -Shows eagerness and cooperation to do the
task, participate actively, do great help to the
group
4 -Shows eagerness and cooperation to do the
task, good followers only
3 -Participated but late, with teacher’s supervision
PPST Module1
KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and
across curriculum teaching areas.
MOV---Values integration like generosity and
being safe in following directions are
integrated in the context of the selections
given.
KRA 1, OBJ. # 3
-Applies a range of teaching strategies to
develop critical and creative thinking, as well
as higher-order thinking skills.
MOV---The questions presented to check
students’ comprehension are arranged from
lower level to higher level thinking skills.
KRA 2, OBJ. # 5
-Manages learner behaviour constructively by
applying positive and non-violent discipline to
ensure learning-focused environment.
MOV---To minimize and prevent
misbehaviour, house rules/
standards/guidelines are set before doing the
activity.
 2 -Activity was done but does not show eagerness MOV---Learners are given positive feedback
to participate or cooperate after each group sharing.
1 -No interest in participating the activities

Special Reminders to pupils before doing the activity:

1. Be polite by listening attentively with each other
during group activity. KRA 2, OBJ. # 6
2. Group planning and sharing is 10 minutes only while -Uses differentiated, developmentally
group presentation is 2 minutes or less. appropriate learning experiences to address
learners’ gender, needs, strengths, interests
Group 1- and experiences.
Distinguish whether the clauses or sentences given show bias MOV---The learners are given differentiated
or prejudice. Write B if it is Bias and P if it is Prejudice activities according to their strengths and
1. All gay students are noisy and attention seekers. They interests.
always wanted to be the center of attraction, that is why MOV---By applying differentiated activities
they talk so loud and act in exaggeration. with rubrics, learners are ensured of their
active participation.
2.A teacher who gives good rating to her student shares the
same religious belief with her.
Group 2-
Read the following situations. In a separate sheet of paper,
copy the box below. Identify whether the perceived situation
is biased or prejudiced. Write only the number on the column
where they belong.
1. I have been hearing a lot of reports of bombings,
kidnappings and ambush in Zamboanga. I think it is safer to
stay here in Surigao del Sur where I can live a peaceful life.
2. Most people from Manila are arrogant. They
always look down Bisaya people. So, it’s better not to add
friends coming from Manila in my FB account.

Bias Prejudice

Group 3-
Read the selection, then decide among members what
TITLE Below are pictures showing situations of biases and
prejudices. On a separate sheet of paper, construct samples
sentences based on the picture.
 1.

___________________ ___________________
_______________ _______________

Group Presentations
- not to exceed 2 minutes for each group presentation

(Learners are given utmost recognition in the task they are

presented.)

H. Making generalizations and abstractions about Ask: KRA 1 Objectice 1

the lesson What is your take away today? Apply Knowledge of content within and across
Using a Venn Diagram, differentiate BIAS & curriculum teaching areas
PREJUDICE MOV.The use of Venn Diagram in
differentiating bias and prejudice is an
example of an intimate connection between
ALIKE Math and English.

BIAS PREJUDICE

I. Evaluating learning PERFORMANCE ACTIVITY KRA 1 Objectice 1

Understanding the difference between bias and prejudice can
help us recognize our own biases and prejudices. Let us help
prevent bias and prejudice and foster a humane society.
Make a slogan fostering a humane (makatao) school wherein
all students are given equal moral rights and no shade of
racism exist. Research on Renaissance Art and make it as
Apply Knowledge of content within and across
curriculum teaching areas
MOV. Integration between ICT, MAPEH, EsP
and Emglish.
 your border.
Be guided by this scoring rubric:

J. Additional activities for application or Assignment:

remediation ASSIGNMENT: KRA 1 Objectice 1
Apply Knowledge of content within and across
If you ask a 5 year old to draw a scientist, roughly half of the curriculum teaching areas
drawings will feature a woman (Miller et al., 2018). And even
if you ask a grade 9 students to enumerate names of
scientists, they will surely name male scientist. Scientist are MOV. Integration between Science and
often depicted as males. How can you avoid bias in this English.
context?Answer in 3-5 sentences.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons 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 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?

Prepared by:

MARISSA R.VILLAMON
Teacher III

Checked by:

MAREDY C .MELO
Master Teacher II