ENGLISH LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN
9 SECOND/ ANGLO-AMERICAN
I. OBJECTIVES
A. Program Standard
B. Grade Level Standard
C. Content Standards
D. Performance Standards
E. Learning Competencies/
Objectives
Write the LC code for
each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new
concepts and practicing
WEEK & DAY NO. PAGE NO.
1st / 1st 1
LITERATURE (August 19, 2019)
The learner demonstrates communicative competence through his/ her
understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/her
understanding of British-American Literature, including Philippine Literature and
other text types for a deeper appreciation of Philippine Culture and those of
other countries.
The learner demonstrates understanding of how Anglo-American literature and
other text types serve as means of valuing other people; also how to use
processing information strategies, different forms of adverbs and conditionals for
him/her to play an active part in a Chamber Theatre presentation.
The learner proficiently plays an active part in a Chamber Theatre presentation
through employing effective verbal and non- verbal strategies based on the
following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body
Movements or Gestures.
The learners should be able to:
1. Shift from one listening strategy to another based on topic, purpose, and
level of difficulty of the argumentative or persuasive text (EN9LC-IIa-11)
2. Establish connections of events and how these lead to the ending of a
material (EN9VC-IIa-1.4)
3. Give the appropriate communicative styles for various situations
(intimate, casual, conversational, consultative, frozen) - EN9V-IIa-27
Lesson 1: Finding Others’ Greatness
“Auld Lang Syne” by Lea Michelle
“I Think Continually of Those Who Were Truly Great” by Stephen Spender
Pages 119-122
pages 75-76
A Journey through Anglo-American Literature (English 9)
none
 Learner’s module; visual aid
Routine:
• Opening Prayer
• Greetings
• Checking of Attendance
• Classroom Management
 Word for the Day (assigned students)
Task 1: MeThinks!
Explore William Shakespeare’s thoughts about greatness. Think about what he
means by the quote, “Be not afraid of greatness; some are born great, some
achieve greatness, and others have…greatness thrust upon them.” Write your
answers in your notebook.
Task 2: Connecting Lives
Copy and use the table found in the learner’s module on page 119 to create
possible dialogues between the following: student-parent, student-friend, and
student-teacher. Brainstorm on what each one would say to the student.
Questions to answers:
1. What is the degree of formality in each conversation?
 ENGLISH LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
9 SECOND/ ANGLO-AMERICAN 1st / 1st 2
LITERATURE (August 19, 2019)

new skills #1 2. How does our relationship with others influence the way we
communicate with them?
3. Identify the appropriate communicative styles for various situations given
(intimate, casual, conversational, consultative, frozen)

E. Discussing new Motive Question: How do we celebrate the "greatness” of the people we know?
concepts and practicing
new skills #2
Students will listen to the song, “Auld Lang Syne” and will be guided with the
following questions for them to answer afterwards:
1. When is Auld Lang Syne usually sung?
F. Developing mastery
2. Who is being referred to in the song?
(leads to Formative
Assessment 3) 3. What makes the persona’s friends unforgettable?
4. What experiences have they gone through?
5. Why do Filipinos love to sing this song during New Year’s celebration?

G. Finding practical Motive Question: Who do we consider truly great?

applications of concepts
and skills in daily living
Students will listen to the teacher's poem recital as she shifts from one listening
H. Making generalizations
strategy to another based on topic, purpose, and level of difficulty of the
and abstractions about
argumentative or persuasive text. On the first listening, they will be asked of the
the lesson
theme of the poem.
On the second listening, students should answer the following questions to
establish connections of events and how these lead to the ending of a material:
1. What distinct quality of those who are great does the persona mention in
I. Evaluating learning the first stanza?
2. Based on the second stanza, what should not be forgotten?
3. What legacy do great people leave behind them?

J. Additional activities for

application or
remediation

V. REMARKS

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? 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?
 ENGLISH LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
9 SECOND/ ANGLO-AMERICAN 1st / 1st 3
LITERATURE (August 19, 2019)

Lenilyn A. Robles
Prepared by:
English 9 Teacher, MAYSAN NHS

Checked by: MR. AMADO T. ABIOG

English HEAD, MAYSAN NHS