Content Standard: Learners will be able to analyze the offenses and prejudice in language.

And
explain what is slang, and differentiate what is the slang word and what is the root word.
    Performance Standard: The students will be able to perform slang in accurate places and not be
ignorant about it.

I. Learning Standard

After the discussion the student should be able to

a. Understand what is slang.

b. Utilize slang words accurately in a situation
c. Identify the purpose of slang

II. Subject Matter

Topic : Linguistic offenses and Projudice (Part 2)

Theme: Slang

Materials:

Teacher- made materials

Marker

III. Learning Task

Prayer

Greetings

Classroom Management

Checking of attendance

Review Past Lesson

Motivation/Energizer

A. Activity
 B. Analysis
1. What does the image convey?
2. How do you define linguistic prejudice in your own insight?
3. Is linguistic prejudice still observed in schools today? why or why not?

C. Abstraction/Discussion

C.I. LINGUISTICS OFFENSES AND PROJUDICE

Linguistic prejudice is a form of prejudice in which people hold implicit biases about others based on
the way they speak.

C.II. Unlocking difficulties

Directions:This game is called “Word Game” I'll give you a category and you will give me a word that
fits in that category. The person who doesn't know the answer will be eliminated, and also the
person who copy the answer of others will be eliminated, again NO repeating answer.

C. III. Discussion

WHAT IS SLANG?

A FORMAL DEFINITION:

 Highly colloquial; for speaking

 Rude; not polite
 Words used in some special sense
 Special words of a profession

TWO LESS FORMAL DEFINITIONS:

 Slang is the poetry of everyday life (S.I. Hayakawa)

  Slang is language which takes off its coat, spits on its hands and goes to work (Carl Sandburg

CHARACTERISTICS OF SLANG:

 Colloquial – slang is almost always spoken. When it is written it is used to convey the flavor
of spoken language. For example: dialogues in novels
 Not standard – informal. Often not acceptable in formal situations.
 Restricted –

- Small group of people. E.g., college students

- Subcultures e.g., drug culture

- People in one profession, e.g., police

• Imaginative- language that is alive. Colorful and creative

• Variable in 3 ways: By region American vs. Australian slang o Breeder in San Francisco o
Bouncing beef in Sydney

• Variable: Gender

In Austria

 Males use mate, dude or bro to describe other male friends.

 Females use babe or bud to describe other female friends.

• Variable: Time

Most slang disappears quickly

 Groovy (1960s)
 Main squeeze (1950s)
 One generation’s slang becomes the next generation’s standard language.
 Bus form omnibus
 Zoo from zoological garden
 Piano from pianoforte
 Jazz

Some exceptions to slang that quickly disappears.

 Pig (policeman)
 Beat it was used by Shakespeare and is still considered slang.

WHERE DOES SLANG COME FROM?

• Originates from subcultures in societies.

• For example, occupational, groups, teenagers, racial minorities, drug addicts, criminals.

SLANG FROM SUBCULTURES

• Pre-stiff: a patient who is close to dying

• Homey: friend or buddy

• Pot: marijuana

WHERE DOES SLANG COME FROM?

• Mass media

• Movies

• TV

• Fashion

• Music

SLANG FROM THE MEDIA

• A bomb: a really bad movie

• Bucket list: things you want to do before you die

• Top: the ultimate or best

• Cabbage: money

SLANG IS CREATED BY PLAYING WITH WORDS

• Rhyming: trouble and strife = wife

• Making words shorter: brill = brilliant, Fab = fabulous

• Borrowing words from other languages: cushy = comfortable, Yadda yadda = and so on

Bad = Good, Sick = Good

• Changing the spelling of words: Phat = cool, very good

• Being imaginative with words: Taxed = mugged or robbed, Gimme some skin = let’s shake
WHY DO PEOPLE USE SLANG?

• To identify with a group

• To exclude others

• To be secretive

• Especially lower classes, groups that are outside the main society, subcultures, etc

QUIZ :

Choose the letter of the correct answer

1. Where do slang came from?

a. California
b. subcultures in societies.
c. A and B
2. Why do people use slang?
a. To look cool
b. To be secretive
c. To gain popularity
3. What is slang?
a. Joke
b. Words us to impress other people
c. Words us in some special sense
4. Homey means?
a. Friend
b. Wife
c. Siblings
5. Slang is created by?
a. Humans
b. People
c. Rhyming
6. It is a characteristic of slang
a. Not-standard
b. Colloquial
c. Collogen
7. Bucket list means
a. Things you want to buy
b. Things you have
c. Things you want to do before you die
8. Sub-culture society is
a. Where do slang came from
 b. Where slang is mostly used
c. Where slang is banned
9. Why do people uses slang
a. To identify with a group
b. To be hidden
c. To create an group
10. Slang is a poetry of
a. Racism
b. Everyday life
c. People who love writing

Answers :

1. B
2. B
3. C
4. A
5. C
6. B
7. C
8. A
9. A
10. B

D. Application/Groupings

Directions:    This game is going to be played by group, each group will be given a time to
think of their group chant. After that you will be given an envelope that contains group of
letters, you are going to arrange it and form a word and then when you're done you need to
shout and dance the chant you've made and explain the word to us, the first group to finish
will win.

(RUBRICS)

Content: 10points

Presentation: 10points

Creativity: 5points

Teamwork: 5points

Total: 30points
 E. Closure

For you class what do you think is the purpose of using slang and how people benefit from it? And
what offenses and prejudice or discrimination of the people who often uses slang faces in the eye of
others.

IV. Assignment:

Create a tanka poem that includes different kinds of slang words

LESSON PLAN GRADING CRITERIA

Name: Group 3

Score: /50 EVALUATION CRITERIA

1. Includes appropriate background information on the target class.

2. Includes all materials needed to teach the lesson.
3. Includes clearly stated objectives
4. Includes an appropriate warm – up for the lesson
5. Includes appropriate introduction to the lesson content.
6. Includes an appropriate presentations of new information.
7. Includes appropriate practice opportunities of the content. (how you met your objectives?
How do you know?)
8. Includes appropriate evaluation of the content. (have you met your objectives? How do you
know?
9. Includes an appropriate application of the content
10. Lesson plan is neatly typed or hand-written
11. The self-reflection was submitted
A. Preparatory Activities
1. The teacher comes to the class prepared with the lesson
plan.
2. Instructional materials for the lesson plan.
3. Instructional materials are adequate for the lesson.
4. The teacher prepares the classroom for the lesson.
5. The teacher allows students to settle down before
beginning the lesson.
B. Lesson Activities
1. Content of the lesson is congruent with the objectives.
2. Teacher provides appropriate activities to prepare
student for the lesson.
3. Teacher makes/prepares lesson through creative
strategies.
4. Teacher provides adequate activities in the development
of the lesson.
5. Developmental activities are varied and appropriate
6. Draws maximum participations of students.
7. Teacher guides students to formulate generalization.
8. Provides activities for students to apply new learning.
9. Formative evaluation is congruent with the objectives.
10. Provides adequate time for students to think and
respond.
11. Teacher gives clear and meaningful assignment when
necessary.
C. Classroom Management
1. Teacher is punctual in starting and ending his/her lesson.
2. Teacher maximizes use of instruction time.
3. Teacher holds the interest of students through effective
and relevant motivation.
4. Provides varied activities for individual differences.
5. Organizes students to manage routine class activities and
monitor their behavior.
6. Teacher provides activities for interactive and
cooperative learning.
7. Teacher provides activities for interactive behavior.
8. Instruction is conducted in an orderly pleasant learning
atmosphere.
9. Teacher monitors the attendance of students.
10. Uses appropriate teaching aids to enhance student
learning.
D. Teacher Ability
1. Teacher shows mastery of the subject matter.
2. Teacher answer students’ question satisfactory.
3. Teacher is fluent and articulate in the medium of
instruction.
4. Teacher speaks in clear and modulated voice.
5. Teacher relates previous knowledge and experience to the
present lesson.
 6. Teacher gives appropriate and relevant examples.

7. Teacher integrates values in the lesson.

8. Teacher encourages students to ask challenging question
and make comments on the lesson.
9. teacher is able to maintain the cooperation of students in
the classroom

COMMENTS:

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Leader: Tuala, Stephanie Zynn

Members:

Nemdez, Ashra Clarette

Macalalad, John Briggs

Madrona, Margarette Ann

Geniza, Rose Asenath

Manzanillo, Japeth Mr. Ferdinand C. Caparic LPT

Flagne, John Bryce Submitted To