Annex 1C to DepEd Order No. 42, s.

2016

School ILSNHSMD Grade Level 9

Grades 1 to 12 Teacher Ellen M. Benson Section SPJ, Acacia

DETAILED Teaching January 22-23, 2020 Learning English
LESSON PLAN Date Area

Time 7:30 am-8:30 am, 10:50 am-11:50 am Quarter 4

I. OBJECTIVES

The learner demonstrates understanding of how Anglo-American literature and other

text types serve as means of preserving unchanging values in a changing world; also
A. Content
how to use the features of a full-length play, tense consistency, modals, active and
Standards
passive constructions plus direct and indirect speech to enable him/her competently
performs in a full-length play.

The learner competently performs in a full- length play through applying effective
B. Performance
verbal and non-verbal strategies and ICT resources based on the following criteria:
Standards
Focus, Voice, Delivery and Dramatic Conventions.

Learning Competencies EN9VC-IVa-10: Determine the relevance and the truthfulness of the ideas presented in
(Write the LC code for the material viewed.
each)
Specific Objective: Identify the issues and how to resolve.

II. CONTENT

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide
pages

2. Learner’s A journey through Anglo-American Literature

Materials pages

3. Textbook pages 425-427

4. Additional
Materials from
learning
Resources(LR
portal)

B. Other Learning https://www.youtube.com/watch?v=m8jDXfybjco&list=RDm8jDXfybjco&index=1

Resources https://www.apa.org/helpcenter/discrimination
http://int.search.tb.ask.com/search/video.jhtml?n=7

IV. PROCEDURES

A1. ACTIVITIES Task 1. The boat is sinking!

A. Reviewing previous
lesson or presenting the
new lesson.
B. Establishing a purpose
for the lesson
Students will be categorized to ride on the same boat. Categories are: color of the
skin, favorite subject, language spoken or hobby, body structure, intelligence, height
and etc. the left behind will be eliminated.
Directions:
Task 2- Let’s watch it!
Directions: Pair the students into two as they watch a video of the songs “The River of
Dreams” and “Ebony and Ivory” and they will discuss the message of the song.
A2. ANALYSIS
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
Processing questions:
Task 1. What do you feel when you don’t belong to the group or left behind?
Task 2. Processing questions:
1. What issues about life are confronting the speaker in the song?
2. Among these issues, what do you think the writer value the most? Why do you say
so?
3. If you were the writer, how would you resolve the issue?

Discuss issues/forms of discrimination/prejudice and how to resolve.

Discrimination is the unfair or prejudicial treatment of people and groups based on many
characteristics such as age, gender (sexism), weight, ethnicity, religion or even politics,
race (racism) .
To resolve the issue:
1. Focus on your strengths.
A3. ABSTRACTION - focusing on your core values, beliefs and perceived strengths can motivate people
to succeed.
H. Making
2. Seek support systems.
generalization and
-family and friends.
abstractions about the
3. Get involved.
lesson - you can get involved with like-minded groups and organizations.
4. Help yourself to think clearly.
- slow your breathing or use other relaxation exercises to calm your body’s stress
response.
5. Seek professional help.
-psychologists are experts in helping people manage symptoms of stress and
depression and can help you.
Task 3. Discuss it!
Directions: Group the students into four. A picture will be given for each group to be
analyzed with the following questions and present it to the class.
A4. APPLICATION 1. What idea is presented by the pictures?
2. How would you relate the pictures to issues on social context?
F. Developing mastery 3. How can you resolve the issues presented?
(Leads to Formative
Assessment 3)

Developmental question:
VALUING
Have you experience being discriminated? If so, what did you do to resolve the issue?
G. Finding practical
application of concepts
and skills in daily living

Task 4. Recognize the relevance and truth!

Directions: From the video clip presented make a two column and list the categories of
EVALUATION discrimination/prejudice and give resolutions.

Evaluating Learning
Forms of discrimination/prejudice Resolutions

AGREEMENT Directions: In page 439-440 Anglo- American Literature, study the active and passive
J. Additional activities constructions.
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 who
scored below 80%

E. 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
teachings 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 used/discover which
I wish to share with
other teachers?

ELLEN M. BENSON GENITH P. MAGDALUYO DANTLY S. VILLANUEVA

Student Teacher Cooperating Teacher PT Coordinator