LEARNING PLAN IN ENGLISH 9
SY: 2020-2021
Valuing Other People
Learning Area: Anglo-American Literature Lesson : Supporting Other’s Advocacies
Grade/Section: _____________________ Teaching Dates: _________________
I. OBJECTIVES
Grade Level Standard: The learner demonstrates communicative competence through
his/her understanding of British-American Literature, including Philippine Literature and
other text types of deeper appreciation of Philippine Culture and those of other countries.
Learning Competencies:
Analyze literature as a means of valuing other people and other various circumstances
in life.
Interpret the message conveyed in the material viewed.
II. CONTENT (Subject Matter): Ida B. Wells-Barnett and Her Passion for Justice by Lee
D. Baker
III. LEARNING RESOURCES/REFERENCES:
A. Online Resources:
1. http://people.duke.edu/~ldbaker/classes/AAIH/caaih/ibwells/ibwbkgrd.html
2. https://en.wikipedia.org/wiki/Lee_D._Baker
3. https://www.youtube.com/watch?v=IJYKOkBrQ_U
4. https://www.slideshare.net/Danielle63128/ida-b-wells
5.https://www.anderson1.org/cms/lib04/SC01000609/Centricity/Domain/1389
/Illustrated%20Timeline%20Rubric.pdf
6. https://www.vocabulary.com/dictionary/
B. Online Tools: G-suite Tools (Google meet, Gmail, Google slide, Google Form,
Google Docs, Google Classroom)
Facebook Class Page, Messenger
IV. PROCEDURE:
A. VIRTUAL CLASSROOM ROUTINES: (GOOGLE MEET)
1. Checking of Attendance
Log in
2. Virtual Classroom rules
Wear appropriate clothes
Pay attention
Accomplish task given
3. Prayer
B. Reviewing previous lesson or presenting the new lesson.
1. The teacher will ask the students to answer the 4 pics 1 word. Let them write
their answers then send their answers through messenger.
j u s t i c e
U K E A N T L Q
P S F J B I Z C
2. Ask the students if what JUSTICE meant for them.
3. Match the terms in Column A with their definition in Column B.
XA B
1.Discriminatio a) an advocate of the extension of voting rights
n (especially to women)
2. Suffragist
b) kill without legal sanction
3. Counsel c) a person whose job involves writing nonfiction stories
for newspapers, magazines, or online news sites.
4. Supremacy
d) the quality of being shockingly cruel and inhumane
5. Lynch
e) serving as a visible symbol for something abstract
6. Crusade f) unfair treatment of a person or group on the basis of
prejudice
7. Emblematic g) the state of having the ultimate authority; power to
dominate or defeat
8. Atrocity
h) a passionate struggle against something or someone
9. Passion
i) something that is desired intensely
10. Journalist
j) give advice to
B. Establishing the purpose for the lesson:
Cognitive: Analyze literature as a means of valuing other people and their
various circumstances in life.
Interpret the message conveyed in the material viewed.
Psychomotor: Create a timeline of significant life events of the character
presented in the selection.
Affective: Share insights about the message of the selection.
C. Presenting examples / instances of the new lesson (Google Classroom or
Facebook)
The teacher will present a short PowerPoint presentation about the author.
LEE D. BAKER
Born on 1966 in San Diego, California, and was raised in Corvallis, Oregon
American cultural anthropologist, author and university professor of cultural
anthropology, Sociology, and African and African American Studies at Duke
University.
He authored two books and more than sixty academic articles, reviews, and
chapters related to cultural anthropology.
D. Discussing new concepts and practicing new skill
1. Reading Text: Ida B. Wells-Barnett and her Passion for Justice by Lee
D. Baker
http://people.duke.edu/~ldbaker/classes/AAIH/caaih/ibwells/ibwbkgrd.html
2. Watch the short video about Ida B. Wells
https://www.youtube.com/watch?v=IJYKOkBrQ_U
a) Fill in the blanks below with a correct word to complete the statement.
Lynched yellow New York journalist
teaching Chicago Activist blue
Choose from the following word pool.
1. Ida B. wells is a __________________ and civil rights activist.
2. _______________ fever is a tropical viral disease affecting the liver and
kidneys that can be fatal.
3. After Ida’s parents died, she lived with her siblings and began
________________ at the age of 18.
4. In 1892, Thomas Moss, Calvin Mc Dowell, and Henry Stewart were
5. _________________ for protecting their grocery store.
6. Ida B. Wells died on March 25, 1931 at the age of 69 in _____________.
E. Developing Mastery
Answer the following questions. (Google Form) (Worksheet #2)
1. When and where was Ida B. Wells born?
2. What was the background of the Wells family?
3. What happened to her parents? Siblings?
4. What did she do after her friends were lynched?
5. What was the name of the newspaper she worked on with husband?
6. Why did Wells refuse to obey the order to transfer to “Jim Crow” car?
7. What happened to her?
8. How did she respond? What was the end result?
F. Practical applications of concepts and skills in daily living
How do you protect your rights as a citizen? Cite instances.
G. Making generalizations and abstraction about the lesson
What is the message/lesson that we can get from the selection?
H. Evaluating learning
(Facebook Page)
Let students create a timeline of significant events in the life of Ida B. Wells.
(show samples of a timeline or instruct the students to open the link for more
timeline samples and templates)
https://templates.office.com/en-us/name-badge-timeline-tm56232967
https://www.free-powerpoint-templates-design.com/dotted-arrow-powerpoint-diagram/
Rubric: https://www.anderson1.org/cms/lib04/SC01000609/Centricity/Domain/1389/Illustrated%20Timeline%20Rubric.pdf
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation. ______________________________________
B. No. of learners who require additional activities for remediation who scored below 80%. _______
C. Did the remedial lesson 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:
Gilbert C. Ferido
ATTACHMENT
This resource, from Professor Lee D. Baker at Duke University, features a brief biography of
Ida B. Wells-Barnett. Born in 1862, Wells-Barnett was a fearless anti-lynching crusader,
suffragist, women's rights advocate, journalist and speaker.
(History-Social Science, United States History)
Ida B. Wells-Barnett and Her Passion for Justice
Lee D. Baker
Ida B. Wells-Barnett was a fearless anti-lynching crusader, suffragist, women's rights
advocate, journalist, and speaker. She stands as one of our nation's most uncompromising
leaders and most ardent defenders of democracy. She was born in Holly Springs, Mississippi
in 1862 and died in Chicago, Illinois 1931 at the age of sixty-nine.
Although enslaved prior to the Civil War, her parents were able
to support their seven children because her mother was a
"famous" cook and her father was a skilled carpenter. When Ida
was only fourteen, a tragic epidemic of Yellow Fever swept
through Holly Springs and killed her parents and youngest
sibling. Emblematic of the righteousness, responsibility, and
fortitude that characterized her life, she kept the family together
by securing a job teaching. She managed to continue her
education by attending near-by Rust College. She eventually
moved to Memphis to live with her aunt and help raise her
youngest sisters.
It was in Memphis where she first began to fight
(literally) for racial and gender justice. In 1884 she was
asked by the conductor of the Chesapeake & Ohio
Railroad Company to give up her seat on the train to a
white man and ordered her into the smoking or "Jim
Crow" car, which was already crowded with other passengers. Despite the 1875
Civil Rights Act banning discrimination on the basis of race, creed, or color, in
theaters, hotels, transports, and other public accommodations, several railroad
companies defied this congressional mandate and racially segregated its
passengers. It is important to realize that her defiant act was before Plessy v.
Ferguson (1896), the U.S. Supreme Court decision that established the fallacious
doctrine of "separate but equal," which constitutionalized racial segregation. Wells
wrote in her autobiography:
I refused, saying that the forward car [closest to the locomotive] was a smoker, and as I was
in the ladies' car, I proposed to stay. . . [The conductor] tried to drag me out of the seat, but
the moment he caught hold of my arm I fastened my teeth in the back of his hand. I had
braced my feet against the seat in front and was holding to the back, and as he had already
been badly bitten he didn't try it again by himself. He went forward and got the baggageman
and another man to help him and of course they succeeded in dragging me out.
Wells was forcefully removed from the train and the other passengers--all whites--applauded.
When Wells returned to Memphis, she immediately hired an attorney to sue the railroad. She
won her case in the local circuit courts, but the railroad company appealed to the Supreme
Court of Tennessee, and it reversed the lower court's ruling. This was the first of many
struggles Wells engaged, and from that moment forward, she worked tirelessly and fearlessly
to overturn injustices against women and people of color.
Her suit against the railroad company also sparked her career as a journalist. Many papers
wanted to hear about the experiences of the 25-year-old school teacher who stood up against
white supremacy. Her writing career blossomed in papers geared to African American and
Christian audiences.
In 1889 Wells became a partner in the Free Speech and Headlight. The paper was
also owned by Rev. R. Nightingale-- the pastor of Beale Street Baptist Church. He
"counseled" his large congregation to subscribe to the paper and it flourished,
allowing her to leave her position as an educator.
In 1892 three of her friends were lynched. Thomas Moss, Calvin McDowell, and
Henry Stewart. These three men were owners of People's Grocery Company, and
their small grocery had taken away customers from competing white businesses. A
group of angry white men thought they would "eliminate" the competition so they
attacked People's grocery, but the owners fought back, shooting one of the
attackers. The owners of People's Grocery were arrested, but a lynch-mob broke
into the jail, dragged them away from town, and brutally murdered all three. Again,
this atrocity galvanized her mettle. She wrote in The Free Speech
The city of Memphis has demonstrated that neither character nor standing avails the Negro if
he dares to protect himself against the white man or become his rival. There is nothing we
can do about the lynching now, as we are out-numbered and without arms. The white mob
could help itself to ammunition without pay, but the order is rigidly enforced against the
selling of guns to Negroes. There is therefore only one thing left to do; save our money and
leave a town which will neither protect our lives and property, nor give us a fair trial in the
courts, but takes us out and murders us in cold blood when accused by white persons.
Many people took the advice Wells penned in her paper and left town; other members of the
Black community organized a boycott of white owned business to try to stem the terror of
lynchings. Her newspaper office was destroyed as a result of the muckraking and
investigative journalism she pursued after the killing of her three friends. She could not return
to Memphis, so she moved to Chicago. She however continued her blistering journalistic
attacks on Southern injustices, being especially active in investigating and exposing the
fraudulent "reasons" given to lynch Black men, which by now had become a common
occurrence.
In Chicago, she helped develop numerous African American women and reform
organizations, but she remained diligent in her anti-lynching crusade,
writing Southern Horrors: Lynch Law in All Its Phases. She also became a tireless
worker for women's suffrage, and happened to march in the famous 1913 march
for universal suffrage in Washington, D.C. Not able to tolerate injustice of any
kind, Ida B. Wells-Barnett, along with Jane Addams, successfully blocked the
establishment of segregated schools in Chicago.
In 1895 Wells married the editor of one of Chicago's early Black newspapers. She wrote: "I
was married in the city of Chicago to Attorney F. L. Barnett, and retired to what I thought
was the privacy of a home." She did not stay retired long and continued writing and
organizing. In 1906, she joined with William E.B. DuBois and others to further the Niagara
Movement, and she was one of two African American women to sign "the call" to form the
NAACP in 1909. Although Ida B. Wells was one of the founding members of the National
Association for the Advancement of Colored People (NAACP), she was also among the few
Black leaders to explicitly oppose Booker T. Washington and his strategies. As a result, she
was viewed as one the most radical of the so-called "radicals" who organized the NAACP
and marginalized from positions within its leadership. As late as 1930, she became disgusted
by the nominees of the major parties to the state legislature, so Wells-Barnett decided to run
for the Illinois State legislature, which made her one of the first Black women to run for
public office in the United States. A year later, she passed away after a lifetime crusading for
justice.
Lee D. Baker, April 1996. (ldbaker at acpub.duke.edu) Source: Franklin, Vincent P. 1995
Living Our Stories, Telling Our Truths: Autobiography and the Making of African American
Intellectual Tradition. 1995: Oxford University Press.
