/DAILY School Naga National High School Grade Level HUMSS /ABM/STEM -12

LESSON Teacher Amor Mia Elesterio Learning Area Reading and Writing Skills
LOG
Teaching Dates and Time February 03 - 06, 2020 Quarter 2nd Semester/ 1ST QUARTER

Session 1 Session 2 Session 3 Session 4 Session 5

I. OBJECTIVES
A. Content Standards The learner: Realizes that information in a written text may be selected and organized to achieve a particular purpose.

B. Performance Standards

The learner: Critiques a chosen sample of each pattern of development focusing on information selection, organization, and development.

C. Learning Competencies/ Identifies Properties of a well written text

Objectives EN11/12RWS IIIgh-4.3 Language use.

Properties of a well – written text

II. CONTENT/subject matter
1.Formal vs Informal Language 2.Familiar, Direct, and Simple Language 3. Biased and Unbiased language 4. Gender-Neutral language PERFORMANCE TASK
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages Quipper.com

4. Additional Materials for Learning Projector, Manila Paper, Pilot Pen

Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Recalling concepts during the last Recalling concepts during the last Recalling concepts during the last
presenting the new lesson Recalling concepts during the last session. session. session.
session.
Warm up activity: Role Play Think-Pair-Share: Think Pair Share: Job Guessing Game
B. Establishing a purpose for the Pair up with a classmate. Assign Read the following sentences. Find a partner. Without researching Make a list of seven gender-biased ways
lesson which one of you will be “Student A” Without using a dictionary or on the topic, discuss why you think of referring to jobs (e.g.,stewardess).
Research their gender-neutral equivalent
and which one will be “Student B.” searching online, write down what the following are considered biased (e.g., flight attendant). In the classroom,
Then, play out the following you think they are trying to say in and offensive: pair up with your seatmate and follow the
 Session 1 Session 2 Session 3 Session 4 Session 5

situations: ( refer to quipper study simpler terms. You can make -Making fun of the accent of Filipinos directions below:
guide, unit 8, lesson 1,pg. 3) intelligent guesses if you cannot - from other provinces 1. Student A says a gender-biased term.
figure them out. -Assuming that students from private 2. Student B guesses the gender-neutral
term.
-He found his key lodge betwixt the schools are smarter than students 3. Student A says if the guess is correct.
pages of his journal. from public schools If it is, Student B gets one point.
I’m not entirely certain that I want to -Thinking that all women should 4. Student B says a gender-biased term.
go to the zoo with you. I’m not very marry, have children, and become 5. Student A guesses the gender-neutral
comfortable around animals. housewives term.
Upon further perusal of the site, -Avoiding tourists from Middle 6. Student B says if the guess is correct.
Sabrina was able to jot down Eastern countries because “they If it is, Student A gets one point.
additional findings and share her smell bad” 7. Keep taking turns until you run out of
gender-biased terms.
deductions with her protégé. -Choosing all fair-skinned models 8. The one with more points wins the
After you write down your answers, over morenas to promote a brand activity.
compare them with those of your
seatmate. Discuss how you came up
with your answers.
Presentation of the output. Presentation of the output. Presentation of the output. Presentation of the output.
C. Presenting examples/ instances of
the new lesson Presentation of the learning Presentation of the learning Presentation of the learning Presentation of the learning
objectives of the day. objectives of the day. objectives of the day. objectives of the day.
Presentation of the concepts. Graphical presentation of the Graphical presentation of the Graphical presentation of the
D. Discussing new concepts and concept. concept. concept.
practicing new skills #1

E. Discussing new concepts and Further discussion of the topic. Further discussion of the topic. Further discussion of the topic. Further discussion of the topic.
practicing new skills #2 Giving examples or instances which Giving examples or instances which Giving examples or instances which Giving examples or instances which
relates to the students personal relates to the students personal relates to the students personal relates to the students personal
experiences. experiences. experiences. experiences.
Pair – share: Individual Activity: Group Activity: Talk Show Individual Activity:
Write two letters: Go back to the sentences from the Go back to the offensive situations
One using informal language, and warm up section. Research on what given in the warm – up! Section. Do On a piece of paper, rite five
one using formal language. Then, the sentences are trying to say research on why they illustrate bias. sentences that make use of gender –
exchange letters with your ( check the dictionary for unknown Hold another discussion with the biased language. Exchange paper
F. Developing mastery seatmate. words, etc.) group based on your research. with your seatmate, and rewrite each
(Leads to Formative Assessment 3) Rewrite your partner’s informal Rewrite the sentences so that the other’s sentences to be gender-
letter in the formal language, and language used is familiar, direct, and Rubrics will be given. neutral.
his or her formal letter into the simple.
informal language. ( rubrics will be given)
( rubrics will be given ) Rubrics will be given.

G. Finding practical applications of Presentation of the output. Presentation of the output. Presentation of the output. Presentation of the output.
concepts and skills in daily living
Guide questions:. Analysis: Guide questions: Guide questions:
How does using familiar, direct, and Why is biased language detrimental
Why is it important to know when to simple language aid communication? to effective communication? Why is it important to see gender-
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use formal and informal language? neutral language in today’s world?

Analysis: Firming up insights t support Firming up insights t support Firming up insights t support
What type of language should you understanding by way of clearing understanding by way of clearing understanding by way of clearing
use in the following situations? up/eliciting new ideas. up/eliciting new ideas. up/eliciting new ideas.
-when discussing weekends plans - How can you distinguish a badly
H. Making generalizations and
with friends written text to from a good one?
abstractions about the lesson
-when talking about your project
with group mates
-when asking your teacher for a
consultation
Read the following set of sentences Answer the following questions: Answer the following questions in your Answer the following questions:
written using informal language. % item identification of sentences own words. Answer each question in two Read each sentence carefully. Write GN
Rewrite them using formal using familiar direct, and simple to three sentences. on the blank if the sentence uses gender-
neutral language. Write GB on the blank if
language. language. 1. Look up the definition of stereotype. the sentence uses gender-biased
1.Hey there. I’m Nick Santos. A Why do you think these can be harmful? language, then rewrite it to become
friend told me your company’s got a 2. How can you tell if a qualifier (racial, gender-neutral.
job opening, so I decided to give it gender, etc.) is objective or if it is biased?
a shot and send my application. 3. Based on what you have learned about 1. ______ If you wish to urge our
2.My research says that not biased language, what do you think is the congressman to vote for the anti-
sleeping enough is a reason why main difference between a stand and a discrimination bill, write to him about it.
I. Evaluating learning students can’t focus in class. bias? 2. ______ Man should never take nature
4. Why do you think communication often for granted.
does not continue when one or more 3. ______ You should be grateful to the
communicators resort to biased parent who both disciplined and
language? supported you; he or she played a big
5. Besides alienating and angering your part in molding the good person you’ve
audience, what other reasons can you become.
think of to avoid using biased language? 4. ______ Sadly, the number of single
mothers has been increasing in our
country.
5. ______ Older brothers can be your
biggest critics and fans at the same time.
Find an excerpt of an article on a
topic you are interested in. If
possible, the excerpt should have
J. Additional activities for application around 500 to 800 words only.
or remediation Highlight the sentences that are not,
and rewrite another piece of paper.
Find at least five to eight sentences
to rewrite.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
 Session 1 Session 2 Session 3 Session 4 Session 5

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?

Checked or Observed:

Date Feb. 03, 2020 Feb. 04, 2020 Feb. 04, 2020 Feb. 05, 2020

Prepared by: Verified by: Noted by:

AMOR MIA L. ELESTERIO, T-II SHARIFF MAHDUM CAMMAH, T-II ROLANDO B. LAURIE, SSP -II
Adviser Designate, SH Coordinator NNHS, School Head