School Gordon Heights National High School Grade Level Grade 9

Teacher Lourdes E. Laparan Learning Area English

February 27 – March 3, 2023

Teaching Dates and M,W,Th,F – Ruby
Quarter Third
Time T,W,Th,F – Morganite, Topaz, Ametrine,
DAILY LESSON Joaquin
LOG

Monday Tuesday Wednesday Thursday Friday

(February 27) (February 28) (March 01) (March 02) (March 03)
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment
I. OBJECTIVES strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
A. Content The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also, how to use ways of
Standards analyzing one-act play and different forms of verbals for him/her too skillfully perform in a one-act play.
B. Performance The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also, how to use ways of
analyzing one-act play and different forms of verbals for him/her too skillfully perform in a one-act play.
Standards
MELC 1: Differentiate MELC 1: Differentiate MELC 1: Differentiate MELC 2: Determine the MELC 2: Determine the
biases from prejudices. biases from prejudices. biases from prejudices. Relevance and Relevance and
Truthfulness of Ideas Truthfulness of Ideas
Enabling Objectives: Enabling Objectives: Enabling Objectives: Presented in the Presented in the
Material Viewed Material Viewed
 Differentiating biases  Differentiating biases  Differentiating
from prejudices from prejudices biases from Enabling objectives: Enabling objectives:
(EN9LC-IVf-13.3) (EN9LC-IVf-13.3) prejudices (EN9LC- o Analyze  determine key ideas
IVf-13.3) literature as a in a material viewed.
C. Learning o Make judgment
o Differentiate means of  judge the relevance
Competencie based on given o Supply correct
biases from understanding and worth of ideas
s/ scenarios.
prejudices. answers to given unchanging presented in the
Objectives Differentiate
o Recognize biases o quiz values in a material viewed.
Write the LC
and prejudices in biases from changing world  evaluate the
code for each
real life prejudices (EN9LT-IVa-17) truthfulness of
situations. through o Relate text assertions in a text
examples. content to
o Weigh particular social
information to issues,
make decisions. concerns, or
o Supply correct dispositions in
answers to given real life.
exercises.
1
 Monday Tuesday Wednesday Thursday Friday
(February 27) (February 28) (March 01) (March 02) (March 03)
PREJUDICE
BIAS AND PREJUDICE “Raisin in the Sun” Revisiting Genres of
II. CONTENT PREJUDICE Common Types of
Differences by Lorraine Hansberry Viewing Materials
Prejudices
III. LEARNING
RESOURCES
A. References
1. Teacher’s English MELCs page 192 English MELCs page 192 English MELCs page 192
English MELCs page 192 English MELCs page 192
Guide pages
2. Learner A Journey Through Anglo- A Journey Through Anglo- A Journey Through Anglo- A Journey Through Anglo-
A Journey Through Anglo-
Material’s American Literature page American Literature page American Literature page American Literature page
American Literature page
pages 521 - 535 521 - 535 521 - 535 424 - 447
3. Textbook
pages
4. Additional
Materials from (16) Billy Joel-The river of
Learning Dreams (Lyrics) - YouTube
Resource (LR)
portal
PPT, Marker, Manila Paper, PPT, Marker, Manila Paper, PPT, Marker, Manila Paper, PPT, Marker, Manila Paper, PPT, Marker, Manila Paper,
B. Other Learning
Television, Board, Chalk, Television, Board, Chalk, Television, Board, Chalk, Television, Board, Chalk, Television, Board, Chalk,
Resources
SLM English SLM English SLM English SLM English SLM English
IV. PROCEDUR
ES
A. Reviewin ACTIVITY: ACTIVTIY: ACTIVITY: ACTIVITY: ACTIVITY:
g yesterday’s In My Eyes
lesson or The learners: The learners: The learners: The learners:
presenting the Determine whether the  Listen attentively to
1. Recall the previous  Recall on the Learners:
new lesson given scenario shows the lyrics of the
lesson by reading previous lesson.  Answer the
bias or prejudice. Write song, ―The River of
and identifying what 1. Define bias and questions to assess
the word bias or Dream.
type of bias or prejudice their viewing habits
prejudice on the space  Be ready to the
prejudice there is in through a given and preferences.
provided before each answer the
each statement. situations. Write answers in
item. questions that
(Please see their notebook.
__________1. Not hiring follow with a
attachment) (Please see
someone because of their partner. (LM, p.425)
age or gender. attachment)
__________2. Assuming
someone is gay because
of the way he acts.
__________3. Bullying
and discriminating
2
 Monday Tuesday Wednesday Thursday Friday
(February 27) (February 28) (March 01) (March 02) (March 03)
someone with disability.
__________4. Accepting
exclusive membership of
clubs where certain
people are not allowed.
__________5. Posting
negative comments in
social media about
economic status of a
family.
B. Establish ANALYSIS: GROUP ANALYSIS: ANALYSIS: ANALYSIS: ANALYSIS:
ing a purpose WORK
for the lesson The Teacher asks: The teacher The learners: The teacher says:
The learners:  Read the excerpt
 What comes to your
 Discusses the from the play ―A
 From your answers
 Observe and analyze instruction of the in the self-
mind when you see Raisin in the Sun,
the pictures. (Please quiz. assessment, create a
this logo? LM pages 431-434
see the attachment) word cloud enclosed
 Answer the in a shape of your
 Answer the following:
questions that choice. For example,
1. What messages follow on pages 435-
do the pictures a television, laptop,
436 and the like. Draw it
symbolize or
represent? in your notebook.
Support your
answer.
2. Have you ever  The class will play
encountered the game “Bawal
situations Judgmental" with a
exemplifying the twist.
messages  The teacher will give
depicted by the the instruction.
pictures shown?  The learners will be
Narrate such the judges and make
situations. the right choice.
 The teacher will also
post the disclaimer:

3
 Monday Tuesday Wednesday Thursday Friday
(February 27) (February 28) (March 01) (March 02) (March 03)

Learners: The teacher asks:  The class proceeds

 Differentiate bias  Do you think it’s with the lesson
from prejudice. wrong to judge proper:
 Cite examples. people with such  Elements of
C. Presenti little information? Communication
ng examples/  Do you think people  Features of
instances of often judge people Viewing Materials
the new like this in our
o Television
lesson everyday life?
Program
 Call a student to
o Movie
share his/her answer
o Commercial
with the class.
o Music Video
D. Discussin ABSTRACTION: ABSTRACTION ABSTRACTION: ABSTRACTION: ABSTRACTION
g new concepts
and practicing Learners: Learners: The teacher: PREDICT A DREAM Why I Belong?
new skills #1 ACTIVITY 1: ANSWER  Examine the given  Distributes test
(Leads to ME! images closely. questionnaire. The teacher says: Learners:
Formative  Classify each  Identify which image  Most people likewise  Justify why the
Assessment 1) statement as shows bias or The learners: hold on to a dream. underlined
expressing either prejudice.  Answer the test in a Take a good look at statements should
bias or prejudice.  Write the word, bias, separate sheet of the following be included in the
(Please see or prejudice as your paper. pictures. synopses below.
attachment) answer.  In the given Begin your one-
 predicament, can sentence answer
you tell what they with this statement:
dream about? Write Sentence number_______
your answers in should be in the
your notebook. synopsis because it
states the _______ of the

4
 Monday Tuesday Wednesday Thursday Friday
(February 27) (February 28) (March 01) (March 02) (March 03)
movie. (Please see
attachment)

E. Discussin
g new concepts
and practicing
new skills #2
(Leads to
Formative
Assessment 2)
F. Developing
mastery
(Leads to
Formative
Assessment 3)
G.Finding APPLICATION: APPLICATION: The teacher: APPLICATION: APPLICATION:
practical  Collects the test
applications WHAT CAN I DO? Learners: questionnaires and The learners: Relevant or Irrelevant
 Compose a personal  Design a map that
5
 Monday Tuesday Wednesday Thursday Friday
(February 27) (February 28) (March 01) (March 02) (March 03)
of concepts prayer for people who asks learners to represents your
and skills in Learners: have been prejudged, exchange paper with real-life journey, Learners:
daily living  Have you ever been have been their classmates. from the moment
 Read the synopsis of
in a conversation discriminated and you were born until
the given movie in
with someone whose have experienced the time you believe
each number and
statements are full of biases in life. It is you ‘ll achieve your
then identify if the
biases and preferably a prayer dreams.
movie is relevant or
prejudices? What did with minimum of fifty  Use icons to
irrelevant to
you do or how did (50) words. represent the
everyone’s purpose
you respond? Write  Be guided by the different stations in
of coming to the
your answers in your rubrics as agreed your life and the
theater. Be guided by
study notebook. upon by the teacher dreams you want to
the situation in
and the learners. achieve.
BIAS: Column A. (Please
________________________  Place a marker on see attachment)
Creativity and where you are at
________________________
originality this point in your
_____________________
Grammar life.
 PREJUDICE: Presentation  Use your creativity.
_____________________
 Content  Be guided with the
_____________________
rubrics as agreed by
_________________
the class.
 Neatness and
Presentation
 Use of Images/
Symbols
 Visual Appeal
H. Making SELF-REFLECTION: SELF-REFLECTION:  The class checks the SELF-REFLECTION SELF-REFLECTION
generalization test and give
s and Learners: Learners: justification to their Learners: Learners:
abstractions  As a Grade 9  Write down the answers.  Reflect on the
insights and learning message of the
 If you are to compare
about the student, how can you your effort in
support or help you have learned. quotation:
lesson accomplishing the
people experiencing  Include the topic “Dare to live you
previous activities to
bas or prejudice? which you want to have dreamed for
a movie genre, what
Support your continue learning yourself. Go forward
would it be? Support
answer. and the person and make your
your answer.
whom you think can dreams come true.”
help you learn the - Ralph Waldo
Emerson
6
 Monday Tuesday Wednesday Thursday Friday
(February 27) (February 28) (March 01) (March 02) (March 03)
topic.  How does a dream
To motivate you to go
I will
contin
learn forward?
I this, I  Reflect on your
ue
learne will strengths. Complete
learni
d ask
ng the clause below:
that… help
about
from
I believe I can realize
… my dream because
…
___________________.

I. Evaluating ASSESSMENT: ASSESSMENT: The learners recheck ASSESSMENT: ASSESSMENT:
learning their corrected answers.
Learners: SELF-ASSESSMENT DREAM MATRIX High Five
1. Answer the activity. Learners: The learners:
Recall your favorite video
(Please see the  Check yourself first  Accomplish the and write down your
attachment) using a Fish Bone matrix below: thoughts about it in the
graphic organizer. In What
graphic organizer on the
your own words and will
Possible you next page. Be guided by
understanding, the question in each
Hindran do
differentiate biases My
ces (in when frame.
Dream
from prejudices. question faced
form) with
obsta
cles?
Finish What if I will
my my look
studies parents for a
are schol
financial arshi
ly p
incapabl that I
e? can
avail.

J. Additional  For absent students,  For absent students,  For absent  For absent  For absent students,
activities for activity of the day activity of the day students, activity of students, activity of activity of the day
application will be given as well will be given as well the day will be given the day will be given will be given as well
or as discussion. as discussion. as well as as well as as discussion.
remediation discussion. discussion.
V. REMARKS

7
 Monday Tuesday Wednesday Thursday Friday
(February 27) (February 28) (March 01) (March 02) (March 03)
VI. 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 this
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 Teacher-Made Activities Teacher-Made Activities Teacher-Made Activities Teacher-Made Activities Teacher-Made Activities
which I wish to
share with other
teachers?

Prepared by: Reviewed by: Checked by: Noted by:

LOURDES E. LAPARAN TERESITA G. POLI MARIA CHRISTINA F. BERNAL ESPERIDION F. ORDONIO, EdD.
8
Teacher I Master Teacher I Head Teacher I, English Department Principal IV