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    English 8 Q3 M1 February 14

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    RECHELL MAMANAO
    This document contains a lesson plan for teaching 8th grade English students about examining biases in writing. The objectives are for students to define bias, distinguish between biased and unbiased messages, identify if an author favors a certain issue, and create unbiased writing. The lesson involves picture analysis, independent practice identifying biases in sentences, and an activity where students pass a ball and identify biases in statements. For assessment, students are given situations and must identify if they show bias. The lesson concludes with an assignment for students to create a poster about the Mansaka tribe that connects to examining biases.

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    © All Rights Reserved
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    English 8 Q3 M1 February 14

    Uploaded by

    RECHELL MAMANAO
    304 views5 pages
    This document contains a lesson plan for teaching 8th grade English students about examining biases in writing. The objectives are for students to define bias, distinguish between biased and unbiased messages, identify if an author favors a certain issue, and create unbiased writing. The lesson involves picture analysis, independent practice identifying biases in sentences, and an activity where students pass a ball and identify biases in statements. For assessment, students are given situations and must identify if they show bias. The lesson concludes with an assignment for students to create a poster about the Mansaka tribe that connects to examining biases.

    Original Title

    ENGLISH-8-Q3-M1-FEBRUARY-14

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    This document contains a lesson plan for teaching 8th grade English students about examining biases in writing. The objectives are for students to define bias, distinguish between biased and unbiased messages, identify if an author favors a certain issue, and create unbiased writing. The lesson involves picture analysis, independent practice identifying biases in sentences, and an activity where students pass a ball and identify biases in statements. For assessment, students are given situations and must identify if they show bias. The lesson concludes with an assignment for students to create a poster about the Mansaka tribe that connects to examining biases.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    304 views5 pages

    English 8 Q3 M1 February 14

    Uploaded by

    RECHELL MAMANAO
    This document contains a lesson plan for teaching 8th grade English students about examining biases in writing. The objectives are for students to define bias, distinguish between biased and unbiased messages, identify if an author favors a certain issue, and create unbiased writing. The lesson involves picture analysis, independent practice identifying biases in sentences, and an activity where students pass a ball and identify biases in statements. For assessment, students are given situations and must identify if they show bias. The lesson concludes with an assignment for students to create a poster about the Mansaka tribe that connects to examining biases.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 5

    Region XI Grade 8

    GRADE 8 Level
    DAILY PST PRINCESS A. Learning ENGLISH
    LESSON SUMAGANG Area
    PLAN Teaching
    Dates and Quarter 3RD Quarter
    Time

    Session
    I. OBJECTIVES
    A. Content
    Standard The learner demonstrates understanding of: Southeast Asian literature as
    mirror to a shared heritage; coping strategies in processing textual
    information; strategies in examining features of a listening and viewing
    material; structural analysis of words and propaganda techniques; and
    grammatical signals for opinion- making, persuasion, and emphasis.

    B. Performance
    Standard The learner transfers learning by composing and delivering a persuasive
    speech based on an informative essay featuring use of properly
    acknowledged information sources, grammatical signals for opinion-making,
    persuasion, and emphasis, and appropriate prosodic features, stance, and
    behavior.

    C. Learning EN8LRC-IIIg-3.1.12
    Competencies / Examining Biases (for and against) made by the author
    Objectives
    Write the LC At the end of the lesson, students will be able to:
    code for each a. define what is bias,
    b. distinguish whether a message is bias,
    c. identify if the author is for against a certain issue, and
    d. create a message that promotes fair and unbiased writing.

    II. CONTENT Examining Biases (for and against) made by the author
    III. LEARNING
    English 8 Learning Materials / Module
    RESOURCES
    A. References
    1. Teacher’s
    Guide pages
    2. Learner’s
    Materials English 8 Learner’s Material / Module
    pages
    3. Textbook
    pages English Quarte 3 Module 1

    4. Additional
    Materials
    DepEd Commons
    from (LR)
    portal
    B. Other Learning https://www.scribd.com/document/370331535/FINAL-sciPT-why-Women-
    Resources Wash-the-Dishes

    IV. PROCEDURES
    A. Reviewing  Prayer
    previous lesson  Greetings
    or presenting  Prepare the class by asking learners to arrange their chairs and pick
    the new lesson any trash on the floor.
    (ELICIT)  General reminders before the start of class
     Listen attentively
     Raise your right hand if you want to say something
     Enjoy Learning

    PICTURE TALK!
    The teacher will show pictures of men and women doing different kinds of
    woks, the students observed and ask them questions.

    (Pictures are integrated to


    TLE and career guidance.)

     The teacher will ask the


    students the following
    questions:

     What can you


    see in the picture?

     Why is that tough jobs often thrown to men while household


    chores were thrown to women?

    The teacher will now discuss what did the pictures talk about, the picture
    shows that the women are busy doing house chores.

    B. Establishing a FAST TALK!


    purpose for the
    lesson - The teacher will let the student pick between two choices. choose the
    (ENGAGE) one you like the best.
    C. Presenting - The teacher will count 5 (five) seconds for them to answer.
    examples/
    instances of the
    SINGING – DANCING
    new lesson.
    BURGER – FRIES
    STAY AT HOME – TRAVEL
    SWIMMING – HIKING
    JUICE – SOFTDRINKS

    - After the activity the teacher will ask the following question:
    1. Have you made your best choice based on the
    given choices?
    2. How have you pick based on your favorites?
    D. Discussing new Independent Assessment 1
    concepts and Examine each of the following sentences. Then, draw a sad face () if it
    practicing new shows bias and smiling face () if not. Do this in your answer sheet.
    skills #1  
    (EXPLORE) 1. Fruits and vegetables are both healthy, but eating 1. 
    fruits is healthier than eating vegetables. 2. 
    E. Discussing new 2. The Philippines fail to handle COVID-19 cases 3. 
    concepts and effectively that is why many people get infected by the 4. 
    practicing new virus. 5. 
    skills #2 3. All countries around the world are doing their best to
    stop the spread of the deadly virus.
    4. Schooling is not a priority during this pandemic, so
    the government must consider the academic freeze
    immediately.
    5. Everyone is responsible for his own health. We
    should do our responsibilities for us to survive the
    pandemic.

    F. Developing The teacher will ask the students:


    mastery - When you heard the word bias what comes first in your mind?
    (Leads to
    Formative
    Assessment) Bias – a tendency to lean in a certain direction either in favor of or against a
    (EXPLAIN) particular thing. It is a personal opinion that is one-sided, lacking a neutral
    viewpoint or not having an open mind resulting in unfairness.

    EXAMPLE:
    - She got hired because of her looks.
    - Female teachers give more attention to girls.

    The teacher will ask about what is bias in writing.


    Bias in Writing- A prejudice against something an author is writing
    about.
    - Favoritism for something an author is writing about.
    - An author letting feelings or emotions cloud his/her objectivity
    concerning something he/she is writing about.

    The teacher will ask How

    G. Finding PASS THE BALL!


    practical
    applications of  The class will form acircle.
    concepts and  The teacher will simply play a music in class. While the music is
    skills in daily playing, student should pass the ball around the class. When the
    living music stops, the student with the ball must pick a statement/ scenario
    (ELABORATE) in the jar and identify it whether is bias or not.
    H. Making
    generalizations Statement/ Situation
    and - "Walang kinikilingan, Walang pinoprotectahan, Serbisyong totoo
    abstractions lamang" – NOT BIAS
    about the lesson - "Jenna deserves to be the school valedictorian since she is more
    intelligent than Jane and because she is my best friend " - BIAS
    - Call a friend
    - Call a friend
    - All Asians look the same. -NOT BIAS
    - Pupils can only learn through classroom interaction, modular learning
    not very effective. – BIAS
    I. Evaluating Checking On You.
    learning The students will be given situations to identify whether it shows BIAS.
    (EVALUATE)
    DIRECTION: Identify the given situation whether it is BIAS or NOT.

    1. Jade posted “The Criminal” with his picture on social media even
    though he is not yet convicted. (BIAS)
    2. Evan was seeking evaluation from independent experts yet she
    arrived at her own subjective decision. (BIAS)

    J. Additional ASSIGNMENT:
    activities for
    application or POSTER MAKING
    remediation
    (EXTEND) DIRECTION: Make a poster about the culture of “Mansaka” Tribe that
    connects to BIAS.

    Rubrics:
    Relevance 10
    Neatness 5
    Originality 5
    Representation 10
    30

    (COT- Indicator no.9) – Adapt and use culturally appropriate teaching


    strategies to address the needs of learners from indigenous groups.)
    VI. REMARKS
    VII. REFLECTION
    A. No. of learners
    who earned 80%
    on the formative
    assessment
    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: PRINCESS A. SUMAGANG


    Pre-Service-Teacher

    Approved by: SHIELA MAE M. BASTATAS


    Teacher In - Charge

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