Name of Student Grade

Teacher Keven Rey B. Baylon Level: 9 Nickel (9:10-10:00)

School Dumaguete City High School Date December 9, 2019
Learning Area English Quarter 3
CONTENT STANDARD The learner demonstrates understanding of how Anglo-American literature and other
text types serve as means of connecting the world; also how to use ways of analysing
one-act play and different forms of verbal for him/her to skilfully perform in a one-act
play.
PERFORMANCE The learner skilfully performs in one-act play through utilizing effective verbal and
STANDARD nonverbal strategies and ICT resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Conventions
I. LEARNING Knowledge Determine the form, meaning and uses of past and present
OBJECTIVES participle;
Skills Describe illustrations that elicit the use of past and present
participle;
Attitude Cite the importance of past and present participle in writing
essays, stories, journals and others.
II. LEARNING Lesson 3: With Fortitude and Determination
CONTENT/ “Participle”
Resource Materials
Freeman. D. & Murcia. M. (2008). The Grammar Book. Participles. Thomson Learning
Asia p. 18
III. PROCEDURE ACTIVITIES
A. Awareness Preliminary Activities
(5 minutes)  Prayer
 Checking of Attendance
 Review of the past lesson

Motivation
The class will be grouped into five. The class will complete the word being described
by the picture.
B. Activity Each group will complete the word being described by the following pictures:
(5 minutes)

_______ woods (burn) ______ stick (burn)

 ______ glass (break) _____ leg (break)

C. Analysis What do you call the verbs that are used to describe the following pictures?
(10 minutes) What is a participle?
What are the forms of a participle.
D. Abstraction Participle is a form of verb that can act as an adjective.
(5 minutes)
Present Participle end in –ing.
Example.
The interesting show is worth to watch.

Past participle generally end in –ed but may also have irregular endings such as –t and
–en.
Example
Interested, Jack watched the show.
E. Application Group Activity
(8 minutes) The class will be grouped into three. Each group must have representative to stand in
front holding the card. each card contains a level of difficulty of the task that they will
do.

Underline the participle and indicate whether it is present or past.

1. The howling coyotes woke the neighbourhood.
2. Stumbling. Nicole dropped her books in the hall.
 Write the underlined word and identify whether it is a verb or a participle.
Write V if it is a verb and P if it is a participle.
1. My little brother loves a frozen yogurt.
2. The cat frightened the bird.

Put the correct participle on the blank.

1. A _____ crowd greeted us. (shout)
2. He held out his _____ finger. (bite)
IV. ASSESSMENT / Write whether the underlined word is a verb or participle.
EVALUATION
(10 minutes) 1. The train is arriving on Track.
2. The theatrical company has been touring major cities.
3. The morning truck arrived an hour late.
4. The directions confused her.
5. Usually by this time of the year, the pond has frozen.
V. ASSIGNMENT / Study the next topic about types of stage pp. 275-276.
CONCLUDING
ACTIVITY
VI.
Remarks/Reflection

Submitted to: Noted by:

Mrs Leizette M. Silot Dr. Sylvia L. Flores

Mentor Student Teacher Professor
Name of Student Grade
Teacher Keven Rey B. Baylon Level: 9 Nickel (9:10-10:00)
School Dumaguete City High School Date December 10, 2019
Learning Area English Quarter 3
CONTENT STANDARD The learner demonstrates understanding of how Anglo-American literature and other
text types serve as means of connecting the world; also how to use ways of analysing
one-act play and different forms of verbal for him/her to skilfully perform in a one-act
play.
PERFORMANCE The learner skilfully performs in one-act play through utilizing effective verbal and
STANDARD nonverbal strategies and ICT resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Conventions
I. LEARNING Knowledge Identify the different types of stage;
OBJECTIVES Skills Draw and describe the different types of stage;
Attitude Value the importance of a stage in a theatre play.
II. LEARNING Lesson 4: With Fortitude and Determination
CONTENT/ “Types of Stage”
Resource Materials
Visual aids, English 9 A Journey through Anglo-America Literature

III. PROCEDURE ACTIVITIES

F. Awareness Preliminary Activities
(5 minutes)  Prayer
 Checking of Attendance
 Review of the past lesson

Motivation
Students will play the game “four pictures one word”.
G. Activity Students will guess what is being described in the pictures.
(5 minutes)

S___e T _ _a _ _ r

H. Analysis Call two students and let them create a quick drama presentation. Let them choose a
 (10 minutes) topic and present it to the class.
I. Abstraction When you’re devising a dram, you’ll need to think about how to stage your
(5 minutes) performance and what type of stage to use. Now, let’s be familiarized with the
different types of stage. (Powerpoint Presentation)

J. Application The class will be grouped into five. Let each group recall a place where they have been
(8 minutes) a stage. Draw the picture of the stage and identify its type.
IV. ASSESSMENT / Quiz. (Paper-ball pen test)
EVALUATION Supply what is being asked in the statement.
(10 minutes) 1. ____ is the oldest known type of staging in the world, and it is thousands of
years old.
2. ____ a stage where the audience sits on one side only.
3. ____ is positioned at the center of the audience- i.e there is audience the
whole stage.
4. ____ a stage where the audience sits on two sides.
5. ____ the area where the players perform.
V. ASSIGNMENT / Draw your ideal stage and give descriptions about it. Draw it on a short bond
CONCLUDING paper and make it attractive and colourful.
ACTIVITY
VI.
Remarks/Reflection

Submitted to: Noted by:

Mrs Leizette M. Silot Dr. Sylvia L. Flores

Mentor Student Teacher Professor
Name of Student Grade
Teacher Keven Rey B. Baylon Level: 9 Nickel (9:10-10:00)
School Dumaguete City High School Date December 11, 2019
Learning Area English Quarter 3
CONTENT STANDARD The learner demonstrates understanding of how Anglo-American literature and other
text types serve as means of connecting the world; also how to use ways of analysing
one-act play and different forms of verbal for him/her to skilfully perform in a one-act
play.
PERFORMANCE The learner skilfully performs in one-act play through utilizing effective verbal and
STANDARD nonverbal strategies and ICT resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Conventions
I. LEARNING Knowledge Identify correctly the intonation basic patterns 2-3-1, 2-3-2 and
OBJECTIVES 2-3-3;
Skills Act out the given sentences with proper intonation;
Attitude Relate the story discovered out of the sentences given to real life
situation.
II. LEARNING Lesson 4: With Fortitude and Determination
CONTENT/ “Intonation”
Resource Materials
Visual aids, Padilla. C. H Enriching Oral Communication Skills. Abiva Publishing House
Inc.

III. PROCEDURE ACTIVITIES

K. Awareness Preliminary Activities
(5 minutes)  Prayer
 Checking of Attendance
 Review of the past lesson

Motivation
Ask a student to act out the following:
 How will you say “really” in disbelief?
 How will you say “really” in sarcasm?
 How will you say “really” in acceptance?

L. Activity
(5 minutes) The student will present the task in front of the class.

M. Analysis What have you observed on the way they said the words a while ago?
(10 minutes)
They deliver it with pitch and emotion and that has something to do with our lesson
for today, and that is Intonation
N. Abstraction Intonation it is the rise and fall of the voice.
(5 minutes)
Three Basic Intonation Patterns and these are
1. Rising-Falling intonation or 2-3-1.
2. Rising Intonation or 2-3-3.
3. Non-final Intonation or 2-3-2

1. Rising-Falling Intonation or 2-3-1

Example: Where is your son’s office?

2 3 1

2. Rising Intonation or 2-3-3.

Example: Are you ill?

2 3
Do you like your new teacher?
2 3

3. Non-final Intonation or 2-3-2

Example: When I grow up...
2 3 2
As a matter of fact
2 3 2
O. Application Board and chalk activity.
(8 minutes) Students will give example of each basic intonation patterns and let them explain their
works to the class.
IV. ASSESSMENT /
EVALUATION In a ¼ sheet of paper, student will write one example in each intonation patterns.
(10 minutes) Then write the numbers if it is 2-3-1, 2-3-3, and 2-3-2.

V. ASSIGNMENT / Give atleast 3 examples in each intonation patterns and to be recited orally
CONCLUDING next meeting. write in a ½ crosswise.
ACTIVITY
VI.
Remarks/Reflection

Submitted to: Noted by:

Mrs Leizette M. Silot Dr. Sylvia L. Flores

Mentor Student Teacher Professor
Name of Student Grade
Teacher Keven Rey B. Baylon Level: 9 Nickel (9:10-10:00)
School Dumaguete City High School Date December 12, 2019
Learning Area English Quarter 3
CONTENT STANDARD The learner demonstrates understanding of how Anglo-American literature and other
text types serve as means of connecting the world; also how to use ways of analysing
one-act play and different forms of verbal for him/her to skilfully perform in a one-act
play.
PERFORMANCE The learner skilfully performs in one-act play through utilizing effective verbal and
STANDARD nonverbal strategies and ICT resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Conventions
I. LEARNING Knowledge Interpret the theme and meaning of the poem;
OBJECTIVES Skills Perform a choral reading of the poem;
Attitude Appreciate the poem in relation to real-life situation.
II. LEARNING “Sonnet XXIX by William Shakespeare”
CONTENT/
Resource Materials www.poemhunter.com, www. wikipedia.com
Values Integration: Class Involvement, Poem Appreciation
III. PROCEDURE ACTIVITIES
P. Awareness Preliminary Activities
(5 minutes)  Prayer
 Checking of Attendance
 Review of the past lesson

Motivtion
Cloze Procedure
1 The activity will be projected.
2 The teacher will distribute an incomplete copy of the poem to the class.
3 The teacher will read the poem.
4 And the students will be tasked to fulfil the poem.
5 After they finished the task, they will read altogether the sonnet.
6 The incomplete copy of the poem is presented below
Q. Activity
(5 minutes) SONNET 29
When, in _____with fortune and men's eyes,
I all alone beweep my ______ state,
And trouble deaf heaven with my _______ cries,
And look upon myself, and curse my fate,
Wishing me like to one more rich in hope,
_______like him, like him with friends possessed,
Desiring this man's art and that man's scope,
With what I most enjoy ______least;
Yet in these thoughts myself almost_______,
Haply I think on thee, and then my state,
Like to the _______at break of day arising
 From _____earth, sings hymns at heaven's gate;
For thy sweet love remembered such _____brings
That then I______ to change my state with kings.

R. Analysis The teacher will ask the students the following questions:
(10 minutes) 1 How many stanzas are there in the poem?
2 How many lines in each stanza?
3 What is the rhyming scheme of the poem?
4 Who is the speaker of the poem?
S. Abstraction Sonnet 29 is one of 154 sonnets written by the English playwright and poet William
(5 minutes) Shakespeare. It is part of the Fair Youth sequence (which comprises sonnets 1-126 in the
accepted numbering stemming from the first edition in 1609). In the sonnet, the speaker
bemoans his status as an outcast and failure but feels better upon thinking of his beloved.
Sonnet 29 is written in the typical Shakespearean sonnet form, having 14 lines of iambic
pentameter ending in a rhymed couplet.

Structure
Sonnet 29 follows the same basic structure as Shakespeare's other sonnets, containing
fourteen lines and written in iambic pentameter, and composed of three rhyming quatrains
with a rhyming couplet at the end. It follows the traditional English rhyme scheme of abab
cdcd efef gg — though in this sonnet the b and f rhymes happen to be identical. As noted
by Bernhard Frank, Sonnet 29 includes two distinct sections with the Speaker explaining
his current depressed state of mind in the first octave and then conjuring what appears to
be a happier image in the last sestet.

Theme
Sonnet 29 is about a speaker who is initially downcast about his loneliness, but
becomes happier when he thinks of a friend he loves. It is therefore about the reality of
failure and loneliness mixed with the memory of happier times.
T. Application 1 The class will be grouped into four.
(8 minutes) 2 Each group will perform a choral reading of the sonnet.
3 The class will give their own interpretation of the assigned lines for each group.
4 Each group will choose two representatives to present their work.
5 The student will be given 5 minutes to prepare.
6 The rubric will be discussed.
IV. ASSESSMENT / In a ½ sheet of paper, answer the ff. questions:
EVALUATION 1 Do you encounter difficulties in life?
(10 minutes) 2 What are those problems that you encounter?
3 How did you face the challenges in life?
4 Who motivates you to face your trials?
5 Are those trials makes you become stronger? Why or why not?
V. ASSIGNMENT /
CONCLUDING In a long bond paper, construct a poem that tackles about difficulties in life. The poem
ACTIVITY should consist 4 stanzas and each stanza should have 4 lines.
VI.
Remarks/Reflection

Submitted to: Noted by:

Mrs Leizette M. Silot Dr. Sylvia L. Flores
Mentor Student Teacher Professor