SAINT AUGUTINE HIGH SCHOOL

San Agustin, Surigaodel Sur

S.Y 2019- 2020

LEARNING PLAN in SCIENCE 9

DATES: June 17-21, 2018 QUARTER: First

WEEK: 1 TEACHER: MR. LLOYD CHRISTIAN DE LA CERNA
CONTENT STANDARD:
The learner demonstrates understanding of: how the different structures of respiratory system
work together to transport oxygen-rich blood to the different parts of the respiratory tract; the
prevention, detection, and treatment of diseases affecting the respiratory system.

PERFORMANCE STANDARD:
The learners should be able to conduct an information dissemination activity on effective ways of taking
care of the respiratory.
ESSENTIAL UNDERSTANDING:
Students will understand that the respiratory system facilitates the exchange of gases between the
environment and the cells of organisms.

ESSENTIAL QUESTION:
How important is our respiratory system?
Why do we need to respire?

LEARNING COMPETENCIES:
The learners should be able to:
1. Explain how the respiratory system works together to transport gases and other molecules to and
from the different parts of the body; and
2. Infer how one’s lifestyle can affect the functioning of respiratory system.

FIRST MEETING (June 17, 2019)

I.PRELIMINARIES (15 minutes)
A. Prayer
B. Checking of Attendance & Classroom Setting

II. ACTIVITY(30 minutes)

A. Orientation about the Subject
 Program Standard
 Grade Level Standard
 House Rules
 Grading System
 Requirements

B. Expectation (15 minutes)

The students will make an expectation towards the subject and the teacher.

C. Assignment/Agreement
The students will be assigned to read “The need to respire” on page 5 on their book

III. CLOSING PRAYER

IV. REFERENCES AND MATERIALS
K to 12 Science Curriculum Guide. August 2016. Retrieved from http://lrmds.deped.gov.ph/
Exploring Life Through Science (Phoenix Publishing House)

V. REMARKS
SECOND MEETING (June 12, 2018)

HOLIDAY (National Independence Day)

THIRD MEETINGto FOURTH MEETING (June 13-14, 2018)

Learning Targets:
1. predict possible themes of the story based on its title
2. identify the elements present in the text Farewell Between Hector and Andromache
3. interpret the theme of the story using one’s own words
4. compare the events of a story to real events in the society using graphic organizers
5. participate in a debate relevant to the theme of Farewell Between Hector and Andromache

Subject Matter:Farewell Between Hector and Andromache

I. PRELIMINARIES (10 minutes)

A. Prayer
B. Checking of Attendance
C. Classroom Setting
II. LESSON PROPER
A. Explore (15 minutes)
1. Introduce the essential question.
2. Present the Lesson Objectives.
3. Motivation
The teacher starts the class by showing a collaged pictures of a soldier embracing
his wife, a map of Marawi, and a destructed town, and asks the students what the
collage is about.
The teacher also asks the students to speculate on the possible reason for the
soldier’s painful embrace and what they know about the war in Marawi.
(Values Integration: Patriotism; Cultural Integration: Family Ties; Integration to
Social Issues: Armed Conflicts)

B. Firm-Up(40 minutes)
1. Small Group Discussion
The teacher presents the title of the story “Farewell Between Hector and Andromache”
along with a picture of the painting showing Hector and Andromache’s Farewell, groups
the class into five, and asks them to brainstorm with their group what the story could
possibly be about. The groups will predict what the story’s theme could be and who the
characters are in relation to their previous readings.The teacher asks the students to share
their ideas to the class.

2. Timed Silent Reading

The teacher asks the students to read the story Farewell Between Hector and
Andromache from the Iliad by Homer for 10 minutes.

3. Analysis of the Text

The teacher presents the elements of a fiction story and asks the students to give each
particular element as presented in the story using the chart provided:
(Title)
Characters
Setting
Problem or Conflict
Plot or Text Structure
Solution or Resolution
Point of View
Theme

4. Sharing Insights
The teacher asks the students the following questions:
a. What issue relevant to today’s societal events was the center of the couple’s argument?
a. How did Andromache try to dissuade her husband from going to war?
b. Why did Hector insist on going to war?
 5. Recitation
The teacher asks some students chosen at random to explain the theme of the story in
their own words.

C. Deepen(20 minutes)
1. The teacher stresses on Hector’s struggle as a husband and as a soldier and asks the
students to create a graphic organizer to compare and contrast the fates of Hector as a
soldier in his time and that of a soldier in the present time.
Integration to other Subject:History; Integration to Social Issues: Armed Conflicts; Values
Integration: Patriotism, Courage, Love for Family, and Sense of Duty

2. The students share their work to the class.

D. Transfer (25 minutes)

1. The teacher divides the class into two and assigns for each group a side to take in
the debate issueLove for Familyversus Call of Duty: Was Hector truly Heroic? They are
going to support their stand and their argument by a graphic organizer.

E. Summary of the Lesson (10 minutes)

The students will make a story map featuring all the elements of fiction present on the
story/text Farewell Between Hector and Andromache.

F. Assignment/Agreement:
Read some other books about Hector and Andromache and about each of their own
backgrounds.

III. CLOSING PRAYER

IV. REFERENCES AND MATERIALS
Reference Books:Language in Literature 10, pp. 40-44
Materials:Powerpoint Presentation
Markers
Manila Papers

V. REMARKS

FIFTH MEETING (June 15, 2018)

HOLIDAY (Eid’lFitr / End of Ramadan)