VALIDATED NRP-English-9 March15 Final-Material

Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
CATCH-UP FRIDAYS LESSON EXEMPLAR FOR NATIONAL READING PROGRAM

School Grade Nine
Teacher Learning National Reading Program
Area:
Teaching Date March 15, 2024 Quarter: Third
Teaching
Guide Section/Time Checked Alvin Patrick Q. Peñaflorida,
by: School Head
Session Objectives At the end of the session, the learner will be able to:
(Focus on reading 1. Determine the central concept or main idea of a given text (bias and
skills) prejudice);
2. Expand vocabulary and language skills by describing events
depicted in picture clues using descriptive language; and
2. Engage in choral reading of a provided text according to specified
guidelines or criteria.
Component No. of Activities

Mins
Preparation and 10 Pre – Reading:
Settling In mins. Activity 1: Bias or Prejudice?
The teacher will first present the pictures below labeled as bias and
prejudice accordingly. The learners will be asked to share what they
observe about the pcitures.
BIAS PREJUDICE
After sharing of insights, the learners will be instructed to match the

given statements below with the pictures to describe bias and
prejudice.
An inclination for or against a person, idea, or thing, especially in

away considered to be unfair.
© 2024 Department of Education National Capital Region. All rights reserved.
Doc. Ref. Code RO-CLMD-F070 Rev 00

Address: 6 Misamis St., Bago Bantay, Quezon City Effectivity 08.24.23 Page 1 of 5
Email Address: ncr@deped.gov.ph
Website: depedncr.com.ph

Mins
Preconceived opinion that is not based on actual experience or

reason.
Both negative and positive attitudes
Usually, negative attitudes Usually, negative attitudes
The teacher will facilitate a short discussion about bias and prejudice
as presented by the pictures before leading the class into the reading
activity on skin color discrimination.
Dedicated 30 During Reading

Reading Time mins. Activity 2: Choral Reading
Prior to the reading activity, the class will be divided into four (4)
groups. Each group will be assigned a part to read aloud. The
teacher begins the reading activity followed by each group taking
turns reading their assigned parts. The teacher reminds the class
the following criteria to be observed while reading:
a. Clarity of words
b. Fluency
c. Proper speed
d. Loudness of delivery
e. Synchronization in reading
The teacher may give 5 minutes for the groups to practice reading.
Full Reading Text (see attachment)


Mins
Activity 20 Post Reading
mins. Activity 3: Symbo SPOT
With their groups, learners will work on a set of pictures related to
their assigned part of the reading text. Using the symbocard below, the
group shall arrange the pictures sequentially according to the content
of their reading passages. Note that each group will be provided with a
different set of pictures.
The group shall present the main idea of the text assigned to them
using the accomplished symbocard. See attached set of pictures
assigned for each group.
Reinforcement 5 Activity 4:
and Reflection mins. Campaign Against Bias!
Learners will make a slogan to fight discrimination because of skin
color, or any form of bias or prejudice.
Wrap up 5 Activity 5:
mins. Dialogic Journal
In their notebooks, learners will make a journal entry following the
given template below. In the first column (left), learners will write
down anything that caught their attention or seems significant from
reading the text. In the second column (right), they will write down
the reasons why they find that certain part from the text interesting
or significant.


Mins
Journal Entry Format:

Prepared by: Checked by:
MICHELLE V. BORLAZA ALVIN PATRICK Q. PEÑAFLORIDA

Teacher III, English School Head
Reviewed and enhanced by:
MARY ANN A. DOFREDO ARNOLD C. GATUS

Head Teacher III Regional Learning Area EPS
Approved by:
FILMORE R. CABALLERO
CID Chief
MICAH L. PACHECO
CLMD Chief

#StopColorism: Panawagan ng Isang Babaeng Kayumanggi

MAR 23, 2015, 5:32 PM PHT
AYN BERNOS
Teacher reads:
Growing up with kayumanggi (brown) skin should not have been a problem for me,
but it was. I live in the Philippines, a country where skin color discrimination is
pervasive but is highly overlooked—a nation that breeds colorism into normality.
Colorism is defined as skin color stratification or, in the words of Professor Marget
Hunter, “the process of discrimination that privileges light-skinned people of color
over their dark-skinned counterparts.” Issues on colorism have been raised in
different parts of the world, such as North and South America, Africa, and Asia, but
to what extent does it affect the Philippines? Should we even care?
My answer is yes. Why so? Here’s my story.
Group 1 reads:
When I was in Grade 1, we were taught the three groups of Filipino ninunos,
namely, Malay, Indones, and Ita. Drawings and cut-outs of people in three varying
colors were posted on the blackboard, as we discussed their history, their lifestyle,
and their contributions to our modern society. The most memorable lesson to me
and my classmates, however, were the appearances of these three groups. Come
dismissal time, we weren’t talking about the lifestyle of our ancestors nor were we
talking about their valuable contributions—we started sorting ourselves.
A

classmate of mine cheekily proclaimed herself as an Indones because she had

white skin and a high-bridged nose, while others claimed Malay because of their
‘normal’ skin tone. I, on the other hand, retreated to the side, hoping nobody would
take notice of me. It was too late. “ITA!” my ‘Indones’ classmate shouted. Their
laughing heads turned, pointing, and giggling at how I was the perfect
representation of an Ita: crimped hair, flat nose, dark skin, and all. How was that
funny? Why was I hurt? My six-year-old self couldn’t understand.
I used to view myself only as a Filipino, but that encounter changed everything. It
revealed a social hierarchy that would later haunt me for the rest of my childhood,
making me realize how identity can easily be reduced to color and physical
appearance. Dark skin had since then become a curse I wanted so badly to break.
Group 2 reads:
I used to be a competitive swimmer. I would train six hours a day in chlorine-filled
pools during the summers, swimming just minutes from waking up, and swimming
just hours before bedtime. On school days I’d head to the village clubhouse as soon
as class ended and leave only when the pool caretaker ordered me to. Just imagine
the amount of sun exposure my skin experienced. Just imagine how darker I had
turned each day. The sun loved me too much, kissed me like its own daughter.
“ULING!” the same white-skinned, ‘Indones’ classmate called me. “Uling ka, ‘di ba?”
Those words hurt me more than sunburns ever did, but unlike sunburns, they
didn’t fade that easily. In fact, they didn’t quite fade at all. I soon found myself
trying every product that promised me whiter skin. I gave in to papaya soaps and
whitening lotions and facial scrubs and whatnot. I became the very epitome of this
‘white skin’-obsessed culture.
When nothing worked out and none of my attempts at acceptance had stopped the
color-shaming, I presumed that there was no other choice but to quit. Quit
swimming. Quit water. Quit the sun. I quit my first love because I needed to be
accepted, I needed to be white. That’s what my childhood made me feel like,
anyway.
Group 3 reads:
Needless to say, my final attempt at acceptance proved to be futile. I turned a few
shades lighter, but I was still the same color. I still lived in the same skin. As I grew
older, my bullies remained bullies and their taunts had transformed from childish
insults into passive-aggressive punchlines.
Once, I had someone tell me, “Konting ligo nalang, pwede ka na,” as if I could wash
off the dark layers of my skin in order to pass their beauty standards—as if being
dark
© 2024 Department of Education National Capital Region. All rights reserved. was

undesirable, as if it meant being inferior.
I drive by EDSA and lose count of billboards of glutathione and skin care
advertisements promoting ‘flawless,’ ‘perfect’ and ‘beautiful’ white skin. Mestizas
and chinitas had become the faces of beauty—most of them, anyway, if not all.
Morena celebrities are photoshopped and edited to look shades lighter. We, myself
included, edit and filter our own photos to look ‘fair’ online. It happens every day,
and it’s the sad truth.
Group 4 reads:
Dark skin has been relegated and associated with ‘second-class citizens’ and is
continuously stigmatized as the color nobody should want. Far too much
importance has been placed on skin color that we allow it to dictate our society’s
perception of beauty, let alone our very own ideologies. I have been a victim of
colorism, and I personally know how it can be a determining factor in one’s self-
esteem.
Skin color is only color. It’s only a speck in the spectrum of beauty. What power
does it hold to hold us back?
I’m writing this because I don’t want another child to ever feel unwanted, ugly or
any less deserving just because she ‘failed at the genetic lottery’ and was blessed
with kayumanggi skin. I’m writing this because something needs to be said and
done about colorism, and it has to be now. #StopColorism
Source:
https://www.rappler.com/voices/ispeak/87576-stop-colorism-philippines-kayumanggi/

Symbocard Activity
GROUP 1

GROUP 2

Address: 6 Misamis St., Bago Bantay, Quezon City Effectivity 08.24.23 Page 10 of
Email Address: ncr@deped.gov.ph 5
GROUP 3

GROUP 4



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Republic of the Philippines

CATCH-UP FRIDAYS LESSON EXEMPLAR FOR NATIONAL READING PROGRAM

Component No. of Activities

After sharing of insights, the learners will be instructed to match the

An inclination for or against a person, idea, or thing, especially in

© 2024 Department of Education National Capital Region. All rights reserved.

Doc. Ref. Code RO-CLMD-F070 Rev 00

Component No. of Activities

Preconceived opinion that is not based on actual experience or

Both negative and positive attitudes

Usually, negative attitudes Usually, negative attitudes

Dedicated 30 During Reading

Full Reading Text (see attachment)

© 2024 Department of Education National Capital Region. All rights reserved.

Doc. Ref. Code RO-CLMD-F070 Rev 00

Component No. of Activities

© 2024 Department of Education National Capital Region. All rights reserved.

Doc. Ref. Code RO-CLMD-F070 Rev 00

Component No. of Activities

Journal Entry Format:

© 2024 Department of Education National Capital Region. All rights reserved.

Doc. Ref. Code RO-CLMD-F070 Rev 00

Prepared by: Checked by:

MICHELLE V. BORLAZA ALVIN PATRICK Q. PEÑAFLORIDA

Reviewed and enhanced by:

MARY ANN A. DOFREDO ARNOLD C. GATUS

© 2024 Department of Education National Capital Region. All rights reserved.

Doc. Ref. Code RO-CLMD-F070 Rev 00

#StopColorism: Panawagan ng Isang Babaeng Kayumanggi

My answer is yes. Why so? Here’s my story.

Doc. Ref. Code RO-CLMD-F070 Rev 00

classmate of mine cheekily proclaimed herself as an Indones because she had

Doc. Ref. Code RO-CLMD-F070 Rev 00

undesirable, as if it meant being inferior.

© 2024 Department of Education National Capital Region. All rights reserved.

Doc. Ref. Code RO-CLMD-F070 Rev 00

© 2024 Department of Education National Capital Region. All rights reserved.

Doc. Ref. Code RO-CLMD-F070 Rev 00

© 2024 Department of Education National Capital Region. All rights reserved.

Doc. Ref. Code RO-CLMD-F070 Rev 00

© 2024 Department of Education National Capital Region. All rights reserved.

Doc. Ref. Code RO-CLMD-F070 Rev 00

© 2024 Department of Education National Capital Region. All rights reserved.

Doc. Ref. Code RO-CLMD-F070 Rev 00

© 2024 Department of Education National Capital Region. All rights reserved.

Doc. Ref. Code RO-CLMD-F070 Rev 00

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