Q1Z 0 Year level 2nd Year

Campus
Student Refuerzo, Queenie Joy C. Learning Area Gender and Society
Date March 2025 Semester
Time 3:00 – 4:30PM 2nd Semester

A. Content Standards

B. Performance Standards

C. Learning Competencies

I. OBJECTIVES At the end of the lesson, students should be able to:

1. Define bisexuality, pansexuality and asexuality, including their

characteristics.
2. Explain the differences between bisexuality, pansexuality and asexuality in
terms of attraction and relationships.
3. Discuss the importance of inclusivity and respect for diverse sexual
orientations.
II. SUBJECT MATTER
Topic: Types of Sexuality (Bisexual, Pansexual, and Asexual)
Time Frame: 60 minutes
Materials: Visual Aids, Colored Paper, Cartolina, Glue, Scissor, and Bottles
Teaching Strategy: Interactive Discussion
References:
III. PROCEDURES
A. Preparatory Activities
Setting of Standards
1. Drill Feelings Charade!

The teacher will prepare slips of paper, each containing a different emotion
or feeling, ensuring a mix of positive and neutral/negative emotions.
Students will work in 2 groups, with a representative drawing and silently
acting out the emotion. While the other group will guess the emotion,
followed by a discussion on its connection to relationships and attraction.

1. Love
2. Admiration
3. Jealousy
4. Happiness
5. Sadness
6. Anxiety
7. Anger
8. Surprise
9. Disappointment
 10. Disgust
2. New Lesson Types of Sexuality (Pansexual and Asexual)
a. Review Review of Previous Discussion

b. Motivation "Flip for Knowledge!"

1. Neurodivergent
2. Discrimination
3. Miscommunication
4. Stereotype
5. Heteronormative
6. Expression
7. Bisexuality

Mechanics:

1. The teacher will divide the class into two groups.

2. One representative from each group will be designated to flip the
bottle.
3. On the teacher's signal, the representatives will attempt to flip their
bottle in such a way that it lands upright.
4. If a representative successfully flips the bottle and it lands upright,
they will earn the chance to spell the word.
5. If they fail to land the bottle upright, the next representative from
their group takes their turn.
6. The team with the most points at the end of the activity will be
declared the winner.

8. Presentation
B. Developmental Activities
1. Activity "True or False Relay"

STATEMENT 1: Pansexuality refers to attraction to individuals regardless of

their gender identity.
STATEMENT 2: Asexuality means that a person cannot have romantic
relationships or feel love.
STATEMENT 3: Asexuality is characterized by a lack of sexual attraction to
others, but asexual individuals can still experience romantic attraction.
STATEMENT 4: Pansexuality is the same as bisexuality; both terms mean
the same thing.
STATEMENT 5: Pansexuality is often described as being attracted to people
based on personality rather than gender.
STATEMENT 6: Some asexual individuals may identify as a romantic,
meaning they do not experience romantic attraction, while others may desire
romantic relationships.
STATEMENT 7: Bisexuality refers to attraction to more than one gender, not
just men and women.
STATEMENT 8: A bisexual person does not have to be equally attracted to
all genders to be valid.
 Mechanics:

1. The teacher will divide the class into two groups.

2. Each group will form a line, with one representative from each group
seated at the back of the classroom.
3. The teacher will read a statement aloud. The seated representatives
must then quickly run to the side of the room labeled “True” or
“False,” based on what they believe is the correct answer.
4. After each round, the representatives will return to the back, and the
next member in line takes their place.
5. The team with the most correct answers at the end of the activity will
be declared the winner.

2. Analysis Guiding Questions:

1. Which statement challenged or changed your understanding the

most? Why?
2. Why is it important to learn about identities like pansexuality and
asexuality?
3. How can we use what we learned today to promote inclusivity and
respect in our community?
3. Abstraction Types of Sexuality (Pansexual and Asexual)

3. Bisexual
 refers to attraction toward both men and women.
 Brief Origin: The term gained recognition in the mid-20th century
alongside broader LGBTQ+ movements.
Characteristics:
 Individuals may experience varying degrees of attraction to both
genders.
 Often misunderstood as a phase or indecisiveness.

4. Pansexual
 Is a sexual attraction that is not limited by gender identity.
 Brief Origin: The term has been in use since the early 20th century
but gained popularity in LGBTQ+ discussions in recent decades.
Characteristics:
 Individuals may be attracted to men, women, non-binary, or
transgender individuals.
 Focuses on emotional or personal connection rather than gender.

5. Asexual
 Is the lack of sexual attraction to any gender.
 Brief Origin: Asexuality as an identity has been discussed since the
early 21st century, gaining visibility through online communities and
research.
Characteristics:
  Asexual individuals may still engage in romantic relationships
(romantic asexuals).
 Some may experience sexual attraction rarely or under specific
circumstances (graysexuals or demisexuals).

Guide Questions:
1. How do bisexual, pansexual, and asexual identities differ?
2. Why is it important to respect all sexual orientations?
3. How did these identities gain visibility over time?
4. Application “Identity Gallery Walk”

Direction: Create a visual display about one sexuality (bisexuality,

pansexuality, or asexuality).

General Guidelines:
1. the teacher will divide the class into three groups.
2. Each group will be assigned one sexuality:
 GROUP 1: Pansexuality
 GROUP 2: Asexuality
 GROUP 3: Bisexuality
3. Each group will create a visual presentation (gallery display) that explains
the definition, origin, characteristics, and common misconceptions of their
assigned identity.
4. Groups must also include creative elements such as:
- A short quote or message of empowerment
- A symbol or artwork that represents the identity
- A “Myth vs. Fact” section
5. Groups will set up their “gallery” on a table, poster board, or wall space.

RUBRICS:
Criteria Excellent (4 Good Satisfactory Needs
pts) (3 pts) (2 pts) Improvement
(1 pt)
Content Clearly and Mostly Some key Many
Accuracy accurately accurate points inaccuracies
explains the and clear missing or or missing
identity’s explanations partially required
definition, with minor inaccurate information
origin, errors
characteristi
cs, and
misconcepti
ons
Creativity & Exceptionall Creative and Some Lacks
Visual y creative; visually creative creativity;
Appeal layout is appealing; elements presentation
visually minor clutter used, but is confusing
striking, or layout is or not
engaging, disorganizati plain or visually
and well- on cluttered engaging
 organized
Empowerm Includes a Includes Includes one Missing or
ent powerful, both, but element irrelevant
Message & relevant one may be clearly; the quote/mess
Symbol quote/mess slightly other is age and/or
age and a unclear or vague or symbol/artw
thoughtful underdevelo missing ork
symbol or ped
artwork
Myth vs. Clear, Myths and Includes Section is
Fact insightful facts are myths and missing,
Section myths and clear, facts, but h
unclear, or
facts; though limited does not
educates and some may explanation
address
challenges
stereotypes
lack depth or impact relevant
effectively or clarity misconcepti
ons
Group All members Most Uneven Poor group
Collaborati contributed members participation; dynamics;
on & Effort equally and contributed; some minimal
worked well minor issues members collaboration
as a team with less or
participation involved participation
Presentatio Group Group Group Presentation
n& communicat explains presents but is unclear,
Communic es ideas ideas clearly with unclear disorganized
ation clearly, with minor delivery or , or lacking
confidently, hesitations weak participation
and or unclear engagement
respectfully moments
during the
gallery walk

C. Culminating Activities
1. Evaluation I. Multiple choice

DIRECTION: Encircle the correct answer for each question by selecting the
letter corresponding to your choice.

1. What does pansexuality mean?

a) Attraction to only one gender
b) Attraction to individuals regardless of gender
c) Attraction based on gender roles
d) Attraction to the same gender

2. Which of the following best describes asexuality?

a) The inability to form romantic relationships
b) Attraction to multiple genders
c) A lack of sexual attraction to any gender
d) Only feeling sexual attraction under specific conditions

3. Bisexuality refers to attraction to:

a) Only one gender
b) Multiple genders
c) No gender
d) Only people of the same gender

4. Which statement is true about bisexuality?

a) A bisexual person must be equally attracted to all genders.
b) Bisexuality is often misunderstood as confusion or indecisiveness.
c) Bisexuality means only being attracted to men.
d) Bisexual people cannot have successful relationships.

5. Which of the following is a common misconception about asexuality?

a) Asexual people are not capable of romantic relationships.
b) Asexuality means not feeling love.
c) Asexual people may still have romantic attractions.
d) Asexuality is only temporary.

II. Fill in the blanks

DIRECTION: Fill in the blanks with the correct term or concept that fits the
description.

1. Pansexuality is the attraction to individuals regardless of their ________.

2. Asexuality is the lack of ________ attraction to any gender.

3. Bisexuality refers to the attraction to ________ or more genders.

4. An individual who identifies as pansexual may be attracted to men,

women, ________, or transgender individuals.

5. Asexual people may still experience romantic attraction and may identify
as ________.

ANSWERS:
I.
1. b
2. c
3. b
4. b
5. a
II.
6. gender
7. sexual
8. two
9. non-binary
 10. romantic asexual

1. Assignment LET’S REFLECT!

Directions: In a 1 whole sheet of yellow paper, write a reflection based on

the following questions:

 How does learning about different sexual orientations, such as

pansexuality, asexuality, and bisexuality, impact your understanding
of human relationships and identity?
 Why is it important to foster an environment of inclusivity and
respect for people with diverse sexual orientations?
 How can you personally contribute to creating a more accepting and
supportive space for others?

RUBRICS:
Criteria Excellent (4 Good Satisfactor Needs
pts) (3 pts) y (2 pts) Improveme
nt (1 pt)
Depth of Demonstrat Thoughtful Responses Minimal
Reflection es deep responses; are surface- reflection;
thought and addresses level; responses
insight; all questions addresses are vague or
addresses with some most incomplete
all questions depth questions
with
meaningful
reflection
Understand Clearly Shows Basic Little to no
ing of shows general understandi understandi
Concepts understandi understandi ng; some ng of key
ng of sexual ng with confusion or concepts
orientations minor gaps lack of
and their clarity
relevance to
identity and
inclusivity
Personal Strong, Some Limited No personal
Connection sincere personal personal connection;
personal insight and connection; lacks
insight; connection responses authenticity
clearly to real-life feel generic or effort
connects situations
learning to
own
beliefs/actio
ns
Clarity & Well- Mostly clear Some Hard to
Organizatio organized; and disorganizati follow;
n ideas flow organized; on; multiple frequent
 logically; few minor grammar/sp grammar/sp
or no grammar or elling errors elling errors
grammar/sp spelling interfere
elling errors issues with
meaning
Effort & Goes Meets Partially Incomplete;
Completen beyond expectations complete; little effort
ess basic ; all one or more shown or
expectations questions questions very brief
; all answered not fully responses
questions reasonably answered
answered in
detail; full
page written
VI. REFLECTION
A. No. of learners who earned
80% in
the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work? _________
[Link] 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
works?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovative or localized
materials did I use/discover
which I
wish to share with other
teachers?

Prepared by:
QUEENIE JOY C. REFUERZO
DSED-ENGLISH 2A

Checked and Recorded:

WELGIE B. CAMERO
Instructor