Region XI Grade Level 8

GRADE 8 PST RECHELL D. MAMANAO Learning ENGLISH

DAILY Area
LESSON Teaching February 15, 1:30 – 2:30
PLAN Dates and 2023 PM 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 code At the end of the lesson, students will be able to:
for each a. define what is bias,
b. distinguish whether a message is bias, and
c. identify if the author is for or against a certain issue
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 Quarter 3 Module 1

4. Additional
Materials from DepEd Commons
(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 or  Greetings
presenting the  Prepare the class by asking learners to arrange their chairs and pick any
new lesson 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 given to men while household chores
were given 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 one
(ENGAGE) 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
WATCHING MOVIES – READING
CAKE – ICE CREAM
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 shows bias
practicing new and smiling face () if not. Do this in your answer sheet.
skills #1
(EXPLORE) 1. Fruits and vegetables are both healthy, but eating fruits is 1. 
healthier than eating vegetables. 2. 
E. Discussing new 2. The Philippines fail to handle COVID-19 cases effectively 3. 
concepts and that is why many people get infected by the virus. 4. 
practicing new 3. All countries around the world are doing their best to 5. 
skills #2 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 Bias – a tendency to lean in a certain direction either in favor of or against a
Assessment) particular thing. It is a personal opinion that is one-sided, lacking a neutral
(EXPLAIN) 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.

G. Finding practical PASS THE BALL!

applications of
concepts and skills  The teacher will simply play music in the class. While the music is
in daily living playing, student should pass the ball around the class. When the
(ELABORATE) music stops, the student with the ball must pick a statement/
H. Making scenario in the jar and identify it whether it is bias or not.
generalizations
and abstractions Statement/ Situation
about the lesson - "Walang kinikilingan, Walang pinoprotectahan, Serbisyong totoo lamang" –
NOT BIAS
- "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

After the activity, the teacher will ask the following question
a. Can you now identify the biases in texts or media?
b. What have you learned in our discussion?
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 UNBIASED.

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)
3. Each consultant has to submit his or her project proposal before the next
team meeting. (UNBIASED)
4. The mail carrier usually comes around noon to pick up packages.
(UNBIASED)
5. The CBS News program has very knowledgeable weathermen. (BIAS)
 6. Debbi Stevens, a seventh grader at New Albay National High School, won
third prize in the county public-speaking competition. (UNBIASED)
7. Any author knows that his first draft of a piece won’t be good. (BIAS)
8. Before operating, a surgeon must know every relevant detail of the patient's
history. (UNBIASED)
9. Every employee should file his report by the end of the day. (BIAS)
10. Students who lose too much sleep may have trouble focusing during their
exams. (UNBIASED)

J. Additional ASSIGNMENT:
activities for
application or ESSAY
remediation
(EXTEND) DIRECTION: Write an essay about how the biases against the indigenous people
(Mansaka) affects their social interaction. Write at least 150 words in a 1 whole sheet
of paper.

Rubrics

Relevance – 10
Content - 10
Originality – 5
Organization - 5

Total - 30 points

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: Approved by:

RECHELL D. MAMANAO SHIELA MAE M. BASTATAS

Pre-Service-Teacher Cooperating Teacher

Noted by:

EXEQUILA T. MATIS
School Principal I