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 new skills
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
WEEK & DAY NO. PAGE NO.
5th / 2nd 1
LITERATURE (September 18, 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. Use conditionals in expressing arguments. (EN9G-IIe20)
2. Distinguish the features present in poetry and in prose. (EN9WC-IIe-10)
Conditional Sentences (Type 0 and 1)
Page 105
Pages 192-193
A Journey through Anglo-American Literature (English 9)
 Learner’s module; visual aid; TV
Routine:
• Opening Prayer
• Greetings
• Checking of Attendance
• Classroom Management
 Word for the Day (assigned students)
Students will be asked to give their prior knowledge on commentaries before
T=the teacher give its correct definition.
Students will read Krystie Lee Yandoli’s commentary entitled 13 Lessons about
Social Justice from Harry Potter. They will also identify the feature of this short
prose such as its type, main idea, structure, stylistic feature, tone and devices.
After that, the teacher will also give them copies of the poem, Mercy Portia’s
soliloquy in “The Merchant of Venice” by William Shakespeare. They will be asked
to identify the act of mercy Portia did in the poem by citing lines from it to justify
their answer.
Have the students examine how prose and poetry differ from one another by
accomplishing the chart in their module on page 194 which will show the
similarities and differences of Yandoli’s commentary on Social Justice from Harry
Potter Series and Shakespeare’s Mercy from The Merchant of Venice.
The teacher will extract examples of conditional sentences from the prose and
poetry type of text presented to the students to discuss the grammar point for
the day.
Inputs on Conditional Type 0 and 1 will be given by the teacher.
 ENGLISH LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
9 SECOND/ ANGLO-AMERICAN 5th / 2nd 2
LITERATURE (September 18, 2019)

applications of concepts
and skills in daily living
H. Making generalizations Practice drills on the first two types of conditional sentences will be given by the
and abstractions about the teacher for the students to answer.
lesson
I. Evaluating learning Checking, sharing and processing of students’ answers
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?

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

Checked by: MR. AMADO T. ABIOG

English HEAD, MAYSAN NHS