Department of Education LESSON PLAN IN ENGLISH 8

Region IX, Zamboanga City

Division of City Schools
Landang Gua National High School
School LANDANG GUA NATIONAL NHS
SY. 2022-2023 Grade Level & Section 8 & JASPER, CARNELIAN,

GARNET

Teacher NELYN GRACE V. LEBITA Quarter 3 Module

Learning English Teaching Dates & Duration 1 hr

Area

I. LEARNING OBJECTIVES

Content Standards 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.
PERFORMANCE STANDARD The learner transfers learning by composing and
delivering a persuasive speech based

Performance Standards 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

Learning Competencies/Code EN8RC-IIIa-12.1: Recognize propaganda techniques used in a given text

Objectives At the end of the lesson, the learners would be able to:

● Knowledge recognize if the message of the author is for or against a certain issue

● Skills Create a brochure that can determine and identify between a

biased writing and unbiased writing through the use of localized
indigenous learning materials.

● Attitude Appreciate the importance on how to determine, identify and evaluate

which the author’s message being subjective or objective sense as well as
to avoid biases issues.

II. CONTENT BIASES

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages None

2. Learner’s Materials pages None

3. Textbook pages None

4. Additional Materials from Learning Quarter 3 Module 1: BIASES

Resource (LR) portal
Writers: Rushdi Kho Tan

Editor: Jessie Lou L. Ecleo

 Reviewers: Judelyn N. Bicoy and Florife S. Gentles

B. Other Learning Resources Visual aides, pictures, and books

C. Supplies, Equipment, Tools, etc.

IV. PROCEDURES

A. Review/ ● Prayer
Introductory
● Greetings
Activity
● Checking of Attendance

● Review on the previous lesson

What can you say about Megoreng vs. the noodles in other part of Asian country like China, Japan,
or Korea

B. Activity/ Motivation Directions: Fill in the box your thoughts regarding these types of foods (megoreng vs. China, Japan,
and Korean noodles) use the methods of writing biases and unbiases.

C. Analysis/Presenting
examples of the Directions: Read the sentences carefully. Put a check mark (√) if the sentence connotes a positive
new lesson where message and a cross-mark (x) if it is negative. Write your answers on a separate sheet of
the concepts are paper.
clarified
 People should stay at home during pandemic.
 2. Washing of hands is optional.
 3. Wearing a face mask is a must.
 People are not following social distancing.
 5. Using rubbing alcohol regularly is important. The sentences
above conveyed positive and negative opinions about.
D. Abstraction Discussion:
The sentences above conveyed positive and negative opinions about a certain issue. Opinions, for or
against, are based from personal views that may be biased. Hence, it is important to examine biases
that could influence one’s judgment on a particular issue. You will learn more about this as you
proceed to the other parts of this lesson.

E. Valuing: Finding
Practical
Applications of How do you determine the author’s biases?
Concepts and Skills
To determine the author’s biases and to understand his/her underlying purpose, you must
in Daily Living
 look at the use of evidence and diction. Evidences can be in a form of facts and
information, testimonies and direct observations, scientific and legal findings, and
anecdotes and philosophical evidences. Diction refers to the words or expressions that
help convey the stand of the author towards an issue. These words and expressions may
indicate a positive or negative connotation or meaning. The table below shows an example
of a word with a positive and a negative connotation

Now, after relearning and understanding with those explanations about biases, let us try to apply your
learnings by doing these sets of activities. Never be afraid of committing mistakes, for it is part of your
learning. Enjoy!

Exercise A. Pick out the words or expressions that make the sentence biased. Write your answers on a
separate sheet of paper.

1. Women are very sensitive compared to men.

2. We will never gain any benefit from playing mobile games.

3. Filipinos are the best English speakers all throughout Asia.

4. By giving aid to his people, the governor is a hero to his constituents.

5. Divorce of parents always tears children's self-esteem.

6. Love is the most powerful force that spins the earth.

7. Men are better drivers than women.

8. Elderly people are no longer productive at work.

9. Chubby kids are prone to get sick.

10. Marrying at an early age is a disgrace.

F. Generalization

Directions: Review the lesson on CONTEXT CLUES. Then write your reflection in your
notebook by completing the statements below.

I have learned that_______________________________________

I have realized that_______________________________________

I will apply_____________________________________________

G. Assessment

Assess what you have learned!

A. Directions: Complete the table by citing the evidences that show that the author is
for and against the topics. Then, determine which of the two topics the author favors
more. Write your answers on a separate sheet of paper.
H. Additional Activities ADDITIONAL ACTIVITY:
for Application or Awesome! You have done a great job! Finally, you have improved how to recognized
remediation if your BIAS skills and be able to apply all your learnings not only in your English classes but also
Needed to other subject areas that are necessary for you to use. You have also increased your
vocabulary and have developed your reading comprehension skills. To achieve your full
potential of using context clues, keep on reading, and practice these skills always.
For the last stretch, you are going to create a brochure about local cultures in the
Philippines. With all your knowledge about bias, apply those insights as you write and design
your brochure. Don’t forget to show your creative skills in making your brochure. Enjoy and
good luck!

DIRECTIONS: As you create your brochure about the values applied by Filipinos cite some
biases and un biases values applied by foreign countries

(Use the rubric reflected in module 1 for the specific activity as your guide.)
IV. REMARKS

V. REFLECTIONS

A.No.of learners who

learned 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: Checked by:

Nelyn Grace V. Lebita Winelson P. Buenaflor
English Teacher OIC