Celebrating Diversity Through World Literature

Name of Teacher Gwyneth Rosciel E.
Sarming Grade 8
(Einstein, Mendel)
Quarter: 3rd quarter
Learning Area: English 10 Duration: 120 minutes/2 Date:

hours
Topic:
Examining Bias (for or against) Made By an Author
Most Essential Learning EN8RC-IIIg3.1.12

Competency
Examine biases (for or against) made by the author
Learning Objectives Knowledge
Skills List information using tables
Explain the text being read through the use of a

concept map
Attitude Construct a concept map containing information

through a group activity
Almonte, L.R.& et Express the importance of using tables, graphs,

al. (2015). and maps in presenting information
Celebrating
diversity through
world literature.
Philippines:
Department of
Education.
Resources Methodology
Elements of the Plan (Motivation)
In order for the learners to be ready, they will be paired and will be given
a task to accomplish. The teacher will present the word “Human
Solidarity”. Each pair is tasked to list down their perception towards the
word Human Solidarity. But, in the process of listing down, each partner
will interview their respective partner regarding their perception of
Human Solidarity. They must make a table containing both of their
answers.
The teacher will segue this activity to the presentation of the lesson
about Values Education for Human Solidarity by Lourders R, Quisumbing.
Preparation (Activities) Task: “TWOgether”
- How will I make the Since the text is already The learners will sit beside their learning
learners ready? assigned beforehand, partner. The teacher will present the word
Instead of reading the text “Human Solidarity”. Each pair will be tasked
- How will I prepare the about Values Education to interview their respective partners on
learners for the new for Human Solidarity, the their perception of the word “Human
lesson? teacher will present Solidarity”. They will list and present their
questions about the text answers through a table.
(Motivation/Focusing/ that will determine if the
Example:
students read the text.
Establishing Mindset/
Human Solidarity
T
Setting the mood/Quieting/
Pair 1 Pair 2
Creating Interest/
● ●
Building Background ● ●
Experience/Activating Prior ● ●
Knowledge/ ● ●
Apperception/Review/Drill)
- How will I connect my

new lesson?
- (Analysis) TASK #1 “Complete Me”
To cater an opportunity The students will listen to the song One

for analysis, the students Day by Matisyahu. An incomplete lyric will
will listen to the song be presented on the board. The students’
again. However, the task is to supply the correct word of the
students will focus on the space provided so that the lyric will be
content or the meaning of completed. The process of supplying the
the song. This time, the correct words is done through listening.
students will be tasked to The song will be repeated once.
answer different
TASK #2 “Define Me”
questions relating to the
content of the songs. The students will be grouped into five (5).
These questions will be Each group will receive two words retrieved
presented first so that the from the lyric of the song. The group will
students will have a guide provide a correct definition of these words.
with the particular Also, the students are tasked to make a
content that they should sentence using the words. The group will
focus. be given five minutes to collaborate.
In this activity, the
students understanding of
the song will be
measured. Also, this is an
opportunity for the
students to compare and
relate their perceptions
and notions about peace
and solidarity.
(Abstraction) TASK “Answer Me”
In order to make an With the same group, the students will be

abstraction, the teacher provided with two questions. Their task is
will let the students make to answer these questions as a group.
a synthesis about the
Group 1
discussed topic. The
teacher will also process 1. What does the title mean?
the activities that the class
has done through a series 2. What do you think is the message of the
of questions. song?
The gathered answers Group 2

from the students will be 1. What is Matisyahu’s vision of peace and
processed, consolidated, solidarity?
and unified in order for
the teacher to create and 2. What is your vision of peace? Is it the
organize a unified same as the singer’s? Explain.
abstraction and Group 3
generalization of the
discussion. 1. Knowing the meaning of the song, is
there still hope for peace? How?
2. What kind of world will it be if we all live

in peace and solidarity?
Group 4
1. Which line from the song struck you the

most? Why?
2. What do you think is the theme of the

song?
Group 5
1. What life lessons can you get from the

song?
2. Do you believe that there will come a

time when peace on earth will be
achieved? Support your answer.
(Application) Question:
In order to measure if the Ask some students.

students truly understood
Process answers.
the song, they will be
tasked to make a colorful 1. Considering about the current events in
and creative output our society, do you think that peace is still
emphasizing their evident?
interpretation of the song
with its significant 2. As human beings, how can we instill
relationship to peace and peace within our community?
solidarity. 3. Do you think that peace and solidarity is
The students will be given important to humankind? Why or why not?
an opportunity to express
their understanding of
peace and solidarity
through a drawing.
This is done through a

group activity.
Practice
- What practice exercises/

application activities will
I give to the learners?
Assessment Levels of What will I asses? How will I asses? How will I score?
Assessment
Knowledge The teacher will The teacher will The score will be
assess the output of assess the students’ based on the
(15%)
the students ability to provide meaningful
Process or skills emphasizing the creative and content of the
connection between meaningful output. drawing and its
(25%) solidarity and peace creativity as well.
Understanding(s) showing its
significance to
(30%) humanity.
Product/Performance
(30%)
(Transfer of
Understanding)
Assignment In preparation for the next

lesson
Concluding Activity Ask the students to arrange the The students are also requested to
chairs and leave the room sing the song in unison.
silently.

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Name of Teacher Gwyneth Rosciel E.

Learning Area: English 10 Duration: 120 minutes/2 Date:

Examining Bias (for or against) Made By an Author

Most Essential Learning EN8RC-IIIg3.1.12

Learning Objectives Knowledge

Skills List information using tables

Explain the text being read through the use of a

Attitude Construct a concept map containing information

Almonte, L.R.& et Express the importance of using tables, graphs,

Elements of the Plan (Motivation)

Preparation (Activities) Task: “TWOgether”

- How will I connect my

To cater an opportunity The students will listen to the song One

(Abstraction) TASK “Answer Me”

In order to make an With the same group, the students will be

The gathered answers Group 2

2. What kind of world will it be if we all live

1. Which line from the song struck you the

2. What do you think is the theme of the

1. What life lessons can you get from the

2. Do you believe that there will come a

In order to measure if the Ask some students.

This is done through a

- What practice exercises/

Assignment In preparation for the next

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