SCHOOL: PLARIDEL NATIONAL HIGH SCHOOL
TEACHER: JOHN PAUL E. CANTILLAS
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guides/Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for the
lesson.
GRADE LEVEL: GRADE 9
LEARNING AREA: ENGLISH
February 5 - 8, 2024
TEACHING Monday/Wednesday: 10:00 – 12:00
DATES AND (Grade 9 Maslow) QUARTER: THIRD QUARTER/WEEK 1
TIME: Monday/Wednesday: 2:45 – 4:45
(Grade 9 Socrates)
SESSION 1 SESSION 2
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including
Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including
Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
The learner differentiates biases and prejudices. The learner differentiates biases and prejudices.
(EN9LC-IVf-13.3) (EN9LC-IVf-13.3)
Learning Objectives: Learning Objectives:
 Differentiate biases from prejudices.  Reflecting on the speaker’s ideas
 Determine the statement whether bias or prejudice; and  Sharing personal opinions on the ideas listened to
 Show understanding of texts through textual aids.  Forming decisions based on ideas mentioned.
 Differentiate Biases and Prejudices.  Differentiate Biases and Prejudices.
pp. 10-12 pp. 12 -15
English – Grade 9 English – Grade 9
Alternative Delivery Mode Alternative Delivery Mode
Quarter 3 – Module 1: Connecting to the World (Lesson 1-4) Quarter 3 – Module 1: Connecting to the World (Lesson 1-4)
First Edition, 2020 First Edition, 2020
PRETEST Review the previous topic on the discussion of the difference of
Direction: Encircle the letter of your answer. (page 10) bias and prejudice.
FACT OR BLUFF. Through accomplishing the learning tasks on this lesson, you will

C. Presenting examples/instances of
the new lesson.
The teacher will present a game called “fact or bluff” wherein be given opportunities to reflect on speaker’s ideas, share
they are going to identify or judge the picture based on their opinions, and form decisions based on ideas presented to you.
initial response. Eventually, it will help you be more critical on evaluating ideas
such as differentiating biases from prejudices to form keen
judgment and stand on social related issues at present.
WHAT IS IT
Activity 1: Photo Dialogue
Directions: Read the dialogue and answer the questions that
follow.
1. Does it show fairness?
2. Does it show equality?
3. Is it a bias or a prejudice?
In various occasions, you are asked to express your views or
opinions on particular matters. When you do this, your statements
may contain factual information or subjective content defined
below:
Factual information are statements that can be verified or
proven to be true.
Subjective content involves judgment, feeling, opinion, intuition,
or emotion rather than factual information.
The statements on the first column contain established facts,
figures, and proven evidence to claim that the statements are
true. On the other hand, the statements on the second column
are about one’s impressions, suggestions, and personal
judgment on situations, respectively.
D. Discussing new concepts and
practicing new skills #1.
E. Discussing new concepts and
practicing new skills # 2.
F. Developing mastery (Leads to
formative assessment).
G. Finding practical/applications of
concepts and skills in daily living.
Activity 2: Similarities and Differences
Directions: Using the ideas presented on the previous activity,
create a Venn diagram identifying the similarities and differences
of bias and prejudice.
Activity 3. Picture-Bias-Prejudice
Directions: Look at the pictures closely and identify what it
shows and tell whether it is a bias or a prejudice.
WHAT’s MORE: TRUE OR FALSE
Directions: Identify if the statements are true or false. Write your
answers before the number
Processing Question
What instance in your life’s judgement do you consider a
Read the video transcript of America’s President Barack Obama
which you can also find on pages 528-529 if you have your
English 9 LM. If you have internet access and gadget at home,
you may watch the video on this link:
http://www.huffingtonpost.com.
Learning Task 1
Statements below are taken from President Obama’s address.
Identify which among the statements contain factual information
or subjective content. Write F for factual and S for subjective.
Write your answers on pad paper.
1. There were no winners in this government shutdown.
2. At a time when our economy needs more growth and more
jobs, the manufactured crises of these last few weeks actually
harmed jobs and growth.
3. The Senate has already passed a bill with strong bipartisan
support.
4. First, we should sit down and pursue a balanced approach to a
responsible budget, one that grows our economy faster and
shrinks our long-term deficits further.
5. Second, we should finish the job of fixing our broken
immigration system. There’s already a broad coalition across
America that’s behind this effort, from business leaders to faith
leaders to law enforcement. It would grow our economy.
Learning Task 2
This time, read an excerpt from President Manuel L. Quezon’s
speech. In your pad paper, write down three (3) statements
indicating factual information and three (3) statements expressing
subjective content from the speech.
Learning Task 3
An editorial is a journalistic piece of writing that expresses the
writer’s thoughts and opinions on a certain issue. For your task,
choose only one (1) among the current issues given below and
write an editorial article about it.
 Administration of COVID-19 Vaccine
 Mental Illness Stigma in the Philippines
 Resumption of Face-to-Face Classes
Your article should consist of 200-300 words. It should contain at
least two (2) sentences stating factual information and three
(3) sentences expressing subjective content. Underline or
highlight these sentences. Write your article in one whole sheet of
paper. Below is the rubric in evaluating your output.
Processing Question
As a student, how does understanding the difference of bias and
 situation that is bias? Prejudice? prejudice shape your life today?
H. Making generalizations and The teacher will ask the students about the differences of bias The teacher will ask the students about the differences of bias
abstractions about the lesson. and prejudice based on the discussion. and prejudice based presented learning task.

I. Evaluating Learning. ASSESSMENT ASSESSMENT

Direction: Bias or Prejudice. Identify the statements if they are Direction: Read the following pairs of sentences. Decide which is
bias or prejudice. Write your answers before the number. a factual and which is subjective between the two. Write F for
factual and S for subjective. Write your answers in pad paper.

J. Additional activities for application or Study the difference of factual and subjective. Research other factors and basis in identifying bias and prejudice
remediation.
V. REMARKS

VI. REFLECTION

A. No. of leaners who earned 80%

of the formative assessment.
B. No. of learners who require
additional activities to remediation.
C. Did the remedial lesson work?
No. of leaners 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 this 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:

JOHN PAUL E. CANTILLAS

SST-I

Checked by:

SHIRLEY C. COMPE
MT-I

Noted by:

MELCHOR JR. D. MANTILLA

HEAD TEACHER I