DETAILED LESSON PLAN
School DON RESTITUTO BAOL CENTRAL SCH.
Teacher MARIA EROES A. GUNDAYA
Time/Dates
l. OBJECTIVES
1. Content Standards
3. Performance Standards
3. Learning Competencies/
Objectives
ll. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learner’s Materials pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
lV. PROCEDURE
Preliminary Activities
Indicator 4
A. Reviewing previous lesson
or presenting the new lesson
Indicator 1
B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of the
new lesson
Indicator 2
D. Discussing new concepts
and practicing new skill #1
Indicator 3
Grade Level 5
Learning Area English
Quarter 2nd
1. Demonstrates understanding of the various forms and conventions of print, non-
print, and digital materials.
2. Demonstrates understanding of non-verbal communication to communicate with
others.
1. Evaluates effectively the message constructed and conveyed in various viewing
texts.
2. Applies knowledge of non-verbal skills to respectfully give the speaker undivided
attention and acknowledge the message.
Examining images which present particular viewpoint, e.g. stereotypes (gender,
age, cultural),opinions on an issue
Examine images which present a stereotype.
2nd Quarter- Week 2-Day 5
2nd Quarter- Week 2-Day 5
Powerpoint, video clips, pictures
Teacher’s Activity Students’ Activity
 Opening prayer
 Call students to state the behavioral  Show respect at all times.
standards to be maintained during  Raise your hand if you want to
the class. answer or say something.
 Listen to the discussion.
(1) Many species of bats are endangered
or already extinct. (2) It is vital that we
join forces to protect the bats that
remain. (3) Bats fee on harmful insect
pests.(4) They are also responsible for
up to 95% of the residing animals of the
tropical rain forests.(5)Without those
forests our delicate balance of oxygen  It is vital that we join forces to
and moisture could be destroyed. protect the bats that remain.
Which among the sentences tell the
viewpoint of the writer?
Viewpoint refers to the opinion of the
writer while theme is the message
conveyed in a text.
Present the lesson of the day.
 What product is being promoted -a detergent
in the advertisement?
 Who promotes Ariel detergent -a lady or a woman
soap?
 What would the viewer think if it
was a father or a man who -Most will say that father does not
endorsed Ariel detergent? was clothes.
Stereotype- a widely held but fixed and oversimplified image or idea of a particular
type of person or thing.
Ex. The Ariel detergent ad presented a while ago, if it is a man who
endorsed the ad most will say that father does not was clothes.
What are the different kinds of stereotype?

Indicator 2
E. Discussing new concepts
and practicing new skill #2
Indicator 5
F. Developing mastery (leads
to formative assessment 3)
Indicator 9
G. Finding practical applications
of concepts and skills in daily 1. Group Activity
living
Indicator 8
1. Gender Stereotype- a generalized view about attribute, characteristics, or the
roles that are possessed or performed by women and men.
ex. Women do the household chores.
Men takes care finances, work on the car, and do the home repairs.
2. Cultural stereotype- an opinion on another person based on who they are, where
they’re from, or the language they speak without getting to know the individual.
ex. Filipinos are hospitable.
Poor people are lazy.
3. Age stereotype
ex. Teenagers are irresponsible.
Adults are more intelligent.
(Call pupils to answer each question. Remind the pupils to respect each answer. )
Directions: Identify if the statement shows a stereotype by writing a checkmark on
the blank. Write an X if it does not.
___1. Chubby people are healthy.
___2. We have to take a bath daily
___3. Stargazing is an interesting activity.
___4.Girls like playing with paper dolls.
___5. Older people are weak and sickly.
(Facilitate ideas from the pupils. Guide them to understand the message of the
picture and remind them to respect each opinion.)
Directions: Examine the stereotype shown in the picture.
Group I – Make a campaign commercial of Pres. Rodrigo R. Duterte.
Group II - Create a poster about the common qualities of Filipinos.
Group III – Read the dialogue and write the sentences that express stereotype
information. Can you spot the five?
 Indicator 6
H. Making generalizations and
abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
Indicator 7
V. REMARKS
Indicate special cases including but
not limited to continuation of lesson
plan to the following day in case
pre-teaching or lack of time,
transfer of lesson to the following
day, in cases of class suspension,
etc.
 Each group will present their outcome after they finished the activity. Each
presentation will be graded accordingly.
 Is there anything wrong with these (answers may vary)
stereotypes?
 What is your opinion on (answers may vary)
stereotyping?
Directions: Complete the stereotype sentences by providing appropriate words to
the following topics as portrayed in the television and social media platforms.
Answers can be selected from the words inside the parenthesis.
1. Babies are ________. (cute, old)
2._______________ love basketball than movies. (Boys, Girls)
3. Politicians are _________________. ( frowning, smiling)
4. Filipino workers are _______________. ( lazy, hard-working)
5. ________________ love gadgets than books. ( Teenagers, Grandparents)
Directions: Put a / on the blank for sentences that show stereotype information and
X if not.
____1. Ozamiznons are religious individuals.
____2. I think I can be a good actor in television.
____3. All my pupils are smart and cooperative.
____4. Every fruit in our place is delicious and good for the health.
____5. All the government officials are honest.

Prepared by:

MARIA EROES A. GUNDAYA

Teacher III
Checked by:
DINAH P. HURTADO
Master Teacher - II

ANNOTATION TEMPLATE

Identifying the research-based knowledge and or principles of teaching and learning used as basis for planning /designing
the lesson.

The lesson plan prepared applies the research-based knowledge process through cooperative learning. The cooperative learning
strategy features small group activity which developed the student’s social skills through presentation of their work. Cooperation,
competitiveness and individualism were incorporated throughout the lesson. Students cooperate with their team members to finish task
on times. They show competitiveness to win and earned extra points for the group and each student were given chance to participate
and answer questions during the process.