1. . Detailed Lesson Plan in English Grade 10 I.

Objective: At the end of the period, the

students are expected to:  Detect bias and prejudice in the material viewed.  Show
situation that depict bias and prejudice II. Subject Matter:  Module 2 – Establishing
Solidarity  Topic: Prejudices and Biases  Lesson 3 – Being Sensitive to Others 
Materials: teacher-made visual, chalkboard, video clip, pictures  References: -
Celebrating Diversity through World Literature, Learner’s Material (page 165 – 169) and
Teacher’s Guide (page 147 – 150) - https://www.youtube.com/watch?v=_xYsvcKfq8E 
Value Focus: Fairness and Equality III. Procedure/Learning Activities Teacher’s Activity
Student’s Activity A. Preliminary Activities (Daily Routine)  Greetings: Good morning
class! How are you today?  Prayer: Who wants to lead a prayer?  Checking of
Attendance: (say present as I call your name) KNOWLEDGE  Review: We had done
discussing about the elements of poetry. So, what are the elements of poetry? B.
Motivation: Class, look at the pictures on the board. Describe each picture. What have
you notice about men and women? Alright, now let me ask you. 1. What do they reveal
about men and women? 2. Should women always be portrayed as doing household chores
and men as warriors? Why? Good morning sir! (Varied answers) (students volunteer to
pray) Present/absent Answers 1. Rhyme 2. Rhythm 3. Alliteration 4. Imagery 5. Stanza 6.
Tone POSSIBLE ANSWERS • Men depicted as a strong fighters. • Woman is busy doing
house chores. (varied answers)
2. 2. C. Presentation of the Lesson: Our lesson for today is about being sensitive to others
without being bias and prejudice. Class, I have here a scenario posted on the board. I
want you to think whether the scenario is fair or unfair. (Ask student to read and let them
answer.) 1. Teachers favor certain students over others in grading final performance or
task. 2. Not allowing one of your classmates to join your group because she/he is
physically disabled and a waste of time. Alright, the first scenario shows favoritism and
classified as bias. The second shows discrimination for it tells us unfavorable opinion and
pre-judges others and that’s what we call prejudice. Bias means a tendency to favor one
person, group, thing or point of view over another, often in an unfair way. Example:
Female teachers give more attention to girls. Prejudice is an unfavorable opinion or
feeling formed beforehand or without knowledge, thought or reason. It simply means to
pre-judge others. Example: It is sometimes assumed that someone who is physically
disabled is also mentally disabled. PROCESS A. WATCH THAT LABEL I have here a
video clip featuring a Filipina actress who claims that it’s not right to put a label on
anyone. Watch it and find out the label attached to her. But first let us read the guide
questions because after watching a video clip you answer it orally. Here are the guide
questions: 1. What is the “label” attached to the woman in the video? 2. Do you agree
with what the woman said? Why? 3. When you put “label:” on someone, are you also
biased? Why? (varied answers) (varied answers) POSSIBLE ANSWERS malandi, flirt,
yes, it happened in real life situation yes, see others in a negative way or side (Varied
answers)
3. 3. 4. Do you know women in the same situation as the actress? What comments do you
hear from other people about them? UNDERSTANDING (Differentiated Instructions or
Activities) I will divide you into three groups. The first row will be the first group,
second row will be the second group and the last row will be the third group. Let us first
know the criteria for you to do your task on time. For Group 1: Think of professions
which show biases / prejudices in terms of sex. Write it on a ¼ sheet of manila paper. For
 Group 2: Create a mini dialogue showing your personal experience of prejudice or bias.
For Group 3: A comic strip drawing about prejudice and biases. You will report in front
of the class after 10 minutes. You have to choose your leader and take note to the leaders
that list your entire member on a ¼ sheet of paper and then pass it to me. You may start
now. Are you done? Alright, Group 1 please present your task follow by group 2 and 3.
(feed back or comments to their presentation) IV. Generalization: Students start working
with their task given. POSSIBLE ANSWERS: an unfair treatment judging without
adequate prior knowledge CRITERIA POINTS Content 10 points Presentation 5 points
Teamwork 5 points Total 20 points Transcript of the TV commercial: “Shame that there
is still double standard. Sayang daw ako, because I am a single mother. If a guy gets a
girl pregnant, he’s right and it’s natural. But if a girl gets pregnant, malandi sya. When
the news spread of my pregnancy, people say, she’s on top of her game. People make
stories like she’s malandi or a woman of the world. Was I unfairly judged? Yes! But then
did it stop me? No, but does it keep me stronger? Yes! Label is a challenge I accepted. I
want to show people that no matter what happens to you, it should never stop you from
being successful. As an actress, I’ve never been happiest. And being a single mom and
parent give me purpose. Sayang! I don’t think so! Can you whip it? I did!”- Denise
Laurel, shampoo TV commercial.
4. 4. So, again what is prejudice? How about biases PRODUCT V. Evaluation: Test I:
Direction: Identify if the statement is bias/prejudice. Write on 1/8 lengthwise sheet of
paper. 1) Bullying and discriminating someone with a disability. 2) Posting negative
comments in social media about economic status of a family. 3) Not serving someone in a
restaurant or retail store because of their color of skin or race. 4) She/he won the contest
because one of the judges is his father. Test II. Direction: Identify whether the pictures
are bias/prejudice or not. A B C D Are you done class? Okay, exchange your paper with
your seatmate. Let us check. (Gather their papers after checking) Assignment: Give at
least two examples of personal experienced when you witnessed bias/prejudice and what
you did. Write on a ½ crosswise sheet of paper. Are you done copying? Any question?
Test I Answers Prejudice Prejudice Prejudice Bias Test II Answers a. Prejudice b.
Prejudice c. Prejudice d. NOT bias/prejudice (shows unity) Yes sir! Student will write
their assignment. Yes none If there’s none, goodbye class! Good bye sir.
Recommended

his lesson is most effective if students have already begun exploring social justice
issues like racism or gender stereotypes. You will need one paper plate per student.
First, review the meaning of the word prejudice, breaking down the word into its
parts, “pre” and “judge.”

Begin brainstorming about the types of judgments people might make without getting
to know someone. Ask, “What is something someone might think about you just from
looking at you?” I usually model with an example about myself. Younger children
often mention judgments based on gender, age, size or clothing. My students have
said, “Some people might see I’m a girl and think my favorite color is pink,” and
“People might think that just because I’m a kid, I don’t know a lot.” Older students
may mention stereotypes based on race, ethnicity, religion, class or sexual orientation.
Chart students’ responses, writing the broader categories on the board, such as
“gender” and “age.”

Explain that students will be reflecting on the difference between what others might
assume about them and how they truly are on the inside. Students will draw their faces
on the outside or “bump” of the plate. They will then write a few words or phrases
that they think someone might assume about them. On the inside or “crater” of the
plate, students color in a heart and write words or phrases that describe their
character/personality—who they really are.

For example, I have seen boys write down “rough” and “violent” on the outside of
their plates and “gentle” and “loves stuffies” on the inside of their plates. One of my
students wrote down “small,” “dumb” and “weak” on the outside of her plate, while
she wrote down “strong,” “curious” and “loves sports” on the inside. When students
are finished, give them time to participate in a short “gallery walk” to admire the
collective work of the class. Then facilitate a discussion about the activity, asking
such questions as:

What did you discover?

Were you surprised by anything?

Did you make any connections between your plate and a classmate’s?

How did this activity help you understand the meaning of prejudice?

What can we do if we notice or experience prejudice?

How can we try to stop it from happening?

Creating these “paper plate portraits” is a powerful, concrete and hands-on learning
activity that encourages students to reflect on prejudice. It also helps them see how
multifaceted they are as individuals (thinking about their “outside” versus “inside”
selves). The lesson helps students to better understand the complex, pervasive issues
related to prejudice and stereotypes, revealing why it is important that we all
challenge biased assumptions