Daily Lesson Plan1

MAYOR SIMPLICIO MANALO
SCHOOL NATIONAL HIGH SCHOOL GRADE LEVEL GRADE 9

DETAILED LESSON PLAN
TEACHER ANNA MARIE D. AGRAVANTE LEARNING AREA ENGLISH
TEACHING DATES & TIME 28-Nov-19 QUARTER THIRD
BDA (Focus on Text Content)
I. OBJECTIVES
A. Content Standards
The learners will be recognize the infinitve form of verbals
B. Performance Standards
The students will identify and use infinitives
C. Learning Competencies/
Objectives Verbal - Infinitives
II. CONTENT Verbal - Infinitives
II. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages PP 295-296
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources textbook and teacher-made activity sheets
IV. PROCEDURE
A. Reviewing previous lesson or
presenting new lesson
The teacher will review gerunds and gerund phrase. Discuss Infinitives, infinitive phrase, function in the sentence.
tgff54 The students will identify and use infinitives
C. Presenting examples/instances The students will work on Task 8, A

of the new lesson
D. Discussing new concepts and The students will work on Task 8,B
practicing new skills #1
E. Discussing new concepts and The students will work on Task 8, C

F. Developing mastery (leads to The students will use teacher-made activity sheets on identifying infinitives.
Formative Assessment 3)
G. Finding practical application of The students will use infinitives in sentences. Use them in interesting sentences.
concepts and skills in daily living
H. Making generalizations and

abstractions about the lesson
I. Evaluating learning The students will have a quiz drill about infinitives.
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 thelesson
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 to share with other
lteachers?
Checked by:
Mr. Arnel A. Padua

English Department Coordinator
Dr. Imelda Opena
TIC for Academics / MT
Noted by:
Mr. Jennefer R. Mariano

OIC-Principal
I. OBJECTIVES
The students will identify the literary devices used in the selection.
The students will construct their own examples of the literary devices used in the selection.
Objectives Use of literary devices in the selections
II. CONTENT Literary Devices
A. References
B. Other Learning Resources textbook and teacher-made activity sheets
IV. PROCEDURE
The teacher will discuss the Literary Devices used in the selections, found in pages 293- 295.
tgff54 The students will appreciate the literary devices found in selections.
C. Presenting examples/instances The students will go over these devices one by one and provide ample examples for each.
of the new lesson
D. Discussing new concepts and The teacher will use a poem as an example and ask the students to identify literary devices used in the poem.
E. Discussing new concepts and The teacher will use some lines from popular songs. Ask the students what literary device is used.
F. Developing mastery (leads to The students will continue the activity in part using the songs.
G. Finding practical application of The students will be group into four. Each group will identify the literary devices in the song. Then, they will tell
concepts and skills in daily living and explain in class what they found.

I. Evaluating learning The students will answer the teacher-made quiz.

V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Dr. Imelda Opena
Noted by:

OIC-Principal
I. OBJECTIVES
A. Content Standards The learners will be able to know that acting out different roles in our life helped much in the performance of
plays or role-play.
B. Performance Standards The learners will be able to use the appropriate prosodic features of speech when delivering lines in a one-act
play.
Objectives EN9OL-IIId-5: Use the appropriate prosodic features of speech when delivering lines in a one-act play.
II. CONTENT
A. References
B. Other Learning Resources textbook
IV. PROCEDURE
presenting new lesson The students will read a background of the story Romeo and Juliet. Show them the prepared scripts on page 286-
291.
B. Establishing a purpose for the The students will act out the scene prepared in the book.
lesson
C. Presenting examples/instances The teacher will allow the students to read aloud the script prepared in the book. Pair off students to act out any
of the new lesson of the scripts prepared.
D. Discussing new concepts and The students will practice sounding off words found in the script for better performance.
E. Discussing new concepts and The students will focus also the intonation and stress of the words. Stress is also observed in placing emphasis to
practicing new skills #2 words in the dialogs.
F. Developing mastery (leads to The students will have pairs practice their delivery of their lines taking into consideration their characterization or
Formative Assessment 3) roles in the script.
G. Finding practical application of Acting out different roles in our life helped much in the performance of plays or role-play.
H. Making generalizations and The teacher will ask: Is it easy or difficult acting out the roles of the characters in the play “Romeo and Juliet”?
abstractions about the lesson Why?
I. Evaluating learning Presentation or performance of the script prepared in the book. The teacher will establish the rubrics for grading.

V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Dr. Imelda Opena
Noted by:

OIC-Principal
I. OBJECTIVES
The learners will be recognize the real and fake news in the media advertisement
B. Performance Standards The students will examine more commodities found in our houses and sort out whether they also belong to faulty
logic, unsupported facts or emotional appeal.
Objectives EN9LC-IIId-6.5: Recognize faulty logic, unsupported facts, and emotional appeal
II. CONTENT Differentiating Faulty Logic, Unsupported Facts, and Emotional Appeal
A. References
3. Textbook pages pp. 282-283
B. Other Learning Resources Textbook and teacher-made activity sheet
IV. PROCEDURE
The teacher will ask: Do you usually believe in everything that the computer showed you? Advertisements on tv?
B. Establishing a purpose for the Being aware that not all that we see and hear in the media are true.
lesson
C. Presenting examples/instances The student will use the teacher’s activity on Task 2- Be wise. Listen to the teacher.
of the new lesson
D. Discussing new concepts and The teacher will explain the meaning of the concepts: Faulty logic, unsupported facts, and emotional appeal.
practicing new skills #1 Provide examples esp. on common commodities.
E. Discussing new concepts and The students will work on Task 3 – A Time for Us. Watch the music video, then answer the Task 3 A, B
F. Developing mastery (leads to The students will work on Task 4-5- Identify the theater terms as described in the given sentences.
G. Finding practical application of The students will examine more commodities found in our houses and evaluate whether they also belong to faulty
concepts and skills in daily living logic, unsupported facts or emotional appeal.
H. Making generalizations and The students will ask: Of all the products we used at home, are we wise enough in choosing our products?
I. Evaluating learning The students will answer teacher-made activity sheets on products found in the markets today. How do we choose
products?

V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Dr. Imelda Opena
Noted by:

OIC-Principal
I. OBJECTIVES
The learners will learn that possessive forms of nouns and pronouns can be used in any written activity.
The learners will have a short dialog making use of these 2 kinds of possessive forms.
Objectives EN9G-IIIb-21: Use verbals. ( possessive form of nouns and pronouns)
II. CONTENT Lesson 2: Making Differences (Possessive Form of Nouns and Pronouns)
A. References
3. Textbook pages p. 274
B. Other Learning Resources None - Textbook only
IV. PROCEDURE
The teacher will review on gerunds, and gerundial phrases. Present the possessive form of nouns and pronouns
B. Establishing a purpose for the The students will be able to use possessive forms correctly in
lesson sentences.
C. Presenting examples/instances The student will use teacher-made activity sheets on the use of possessive form of nouns, and then possessive
of the new lesson form of pronouns.
D. Discussing new concepts and The teacher will discuss these possessive forms of nouns and pronouns thoroughly.
E. Discussing new concepts and The students will discuss these possessive forms of nouns and pronouns thoroughly.
F. Developing mastery (leads to The students will make a short dialog making use of these 2 kinds of possessive forms.
G. Finding practical application of The students will learn that possessive forms of nouns and pronouns can be used in any written activity.
H. Making generalizations and The students will complete this: Possessive form of nouns is _____________________, possessive form of
abstractions about the lesson pronouns ____________________________________
I. Evaluating learning The teacher will use teacher- made quiz on the correct use of possessive nouns and pronouns. ( Correcting
mistakes of possessive forms)
J. Additional activities for The student will read more tongue twisters.
V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Dr. Imelda Opena
Noted by:

OIC-Principal
I. OBJECTIVES
The learners will know that it is important to pronounce the words correctly
The learners will have a graded script reading of a radio play
Objectives EN9F-IIIb-3.11: Produce the English sounds correctly and effectively when delivering lines in a one-act play.
II. CONTENT Lesson 2: Making Differences (Sound the voiced Th, and voiceless th, b and v, p and f)
A. References
3. Textbook pages p. 271
IV. PROCEDURE
The teacher will work on Task 13- Sounding Words
B. Establishing a purpose for the The students will practice to sound the voiced Th, and voiceless th, b and v, p and f..
lesson
C. Presenting examples/instances The student will work on Task 13, Drill on pronouncing words
of the new lesson
D. Discussing new concepts and The student work on Task 13-A. Group students and assign them vowel sound, and read the given pronunciation
practicing new skills #1 drill.
E. Discussing new concepts and The students will work on Task 13, 2. Read the sentences with words used in the drill.
F. Developing mastery (leads to The teacher will ask the students to perform a dialog, or reading of a tongue twister sentence drill
Formative Assessment 3) with the words found in the list.
G. Finding practical application of The students will review reading of the script of radio play taken up in the previous lesson.
H. Making generalizations and The teacher will ask: Why is there a need to pronounce the words correctly?
I. Evaluating learning The teacher will give a graded script reading of the radio play. Focus on the production of vowel sounds.
J. Additional activities for The student will read more tongue twisters.
V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Dr. Imelda Opena
Noted by:

OIC-Principal
I. OBJECTIVES
A. Content Standards The learners will know that in order to understand a story, they should identify the purpose, the point of view, and
the tone of the author.
The learners will have a quiz where they identify the purpose, the point of view, and the tone of the author.
Objectives The learners will identify the purpose, the point of view, and the tone of the author.
II. CONTENT
A. References
IV. PROCEDURE
The teacher will unlock difficult words found in the selection “For Conversation, Press #1”
B. Establishing a purpose for the The students will identify author’s purpose in the selection, and tone.
lesson
C. Presenting examples/instances Talk about products we use everyday. Ask the students the purpose of these commodities.
of the new lesson
D. Discussing new concepts and The student will read the selection “For Conversation…”Identify the speaker or persona or whose point of view is
practicing new skills #1 used
E. Discussing new concepts and The students will Identify the author’s purpose.
practicing new skills #2 Identify the tone of the selection. How does the author feel toward his topic?
Notice the words he used in
F. Developing mastery (leads to The student will read the selection once again, and call other students to identify the point of view, the purpose of
the selection.
Formative Assessment 3) the selection and the tone of the author.
Work on Task 7
G. Finding practical application of The students will work on Task 8 – Enriching Your experience
H. Making generalizations and The student will comlete: Today, I realized that in order to communicate well, the authors used
abstractions about the lesson _____________________________.
I. Evaluating learning The teacher will have a teacher-made quiz with the similar selection where students identify the purpose, the
point of view, and the tone of the author.
J. Additional activities for The student will work on Task 8, 2. Differentiated Group Activity
V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Dr. Imelda Opena
Noted by:

OIC-Principal
I. OBJECTIVES
The learners will learn that advocacies in life will create impact in other people’s lives.
The learners will write a short essay about a relative who made an impact in their life.
Objectives EN9WC-IIIa-9: Compose forms of literary writing
II. CONTENT
A. References
IV. PROCEDURE
The teacher will ask: What is in the poster that would make you accept the invitation to join the conference?
B. Establishing a purpose for the The students will emulate accomplished people.
lesson
C. Presenting examples/instances The students will do the Task 3- Emulating accomplished people.
of the new lesson
D. Discussing new concepts and The teacher will ask: 1. What qualities make these people extraordinary?
practicing new skills #1 Task 3 A
E. Discussing new concepts and The students will be able to note important details on what these accomplished people did that make them
practicing new skills #2 popular.
F. Developing mastery (leads to The teacher will point out their advocacies in life that created impact in the other people’s lives.
G. Finding practical application of The students will find people in the community who made an impact or influence in their lives.
H. Making generalizations and The teacher will ask: What is common among the listed personalities in their concept about serving others?
I. Evaluating learning The srtudents will write a short essay about a relative who made an impact in their life.
J. Additional activities for The teacher will mention Philippine heroes and students will talk about their impact to our history.
V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:

OIC-Principal
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I. OBJECTIVES
A. Content Standards The learners will learn that making summaries and synopsis are important skills that a student needs to be able to
save time in studying and reviewing lessons taken up in the class.
The learners will make a summary or synopsis.
Objectives EN9WC-IIIa-9: Compose forms of literary writing
II. CONTENT
A. References
IV. PROCEDURE
The teacher will show an example of plot summary or synopsis.
B. Establishing a purpose for the The teacher will ask: What are the guidelines in writing a good plot summary?
lesson
C. Presenting examples/instances The teacher will discuss each of the guidelines.

of the new lesson
D. Discussing new concepts and The students will study an example of plot synopsis on the radio play, “Sorry,…”
E. Discussing new concepts and The students will do the Task 14-15.
F. Developing mastery (leads to In a group of 3, the students will try making a summary of a story the class has taken up.
G. Finding practical application of Making summaries and synopsis are important skillsthat a student needs to be able to save time in studying and
concepts and skills in daily living reviewing lessons taken up in the class.
H. Making generalizations and The student will complete this: Today, I learned that writing summary_____________
I. Evaluating learning The teacher will give a short selection to the class, and ask them to make a summary or synopsis out of it.
J. Additional activities for The students will be ask to make summary about some familiar legends or fairytales.
V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:

OIC-Principal
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I. OBJECTIVES
The learners will learn the different functions of verbals and gerunds in sentences.
The learners will use the verbals and gerund in making a paragraph/essay.
C. Learning Competencies/ EN9G-IIIa-21: Use Verbals.
Objectives The learners will identify the functions of verbals and gerunds in a sentence.
II. CONTENT
A. References
IV. PROCEDURE
presenting new lesson The teacher will discuss the verbals. Point out the Gerunds.
Give its different functions in the sentences.
B. Establishing a purpose for the The students should be able to identify gerunds.
lesson
C. Presenting examples/instances The student will use teacher-made activity sheets on gerunds.
of the new lesson
D. Discussing new concepts and The students will identify gerunds in the sentences and tell its function.
E. Discussing new concepts and The students will have a group activity:
practicing new skills #2 Task 13 D – Converting verbs to gerunds and use them in sentences.
F. Developing mastery (leads to The teacher prepares verbs on pieces of paper for Individual student to convert verbs into gerunds and use it in a
Formative Assessment 3) sentence.
G. Finding practical application of The students will work on Task 13 E

H. Making generalizations and The students will complete the sentence, Today, I learned that verbs ____________________.
I. Evaluating learning The teacher will prepare 5 gerunds on the board, and ask the students to use them in the paragraph.

V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:

OIC-Principal
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I. OBJECTIVES
The learners will participate in an act and dramatize
The learners will dramatize the script of the radio play: Sorry Wrong Number
C. Learning Competencies/ The learners will perform the assigned performance task to them.
Objectives The learner should be able to express emotions and facial expressions through the drama
II. CONTENT
A. References
3. Textbook pages
B. Other Learning Resources Rubrics
IV. PROCEDURE
The teacher will read the rubrics to be used on their drama
B. Establishing a purpose for the The teacher will let the students prepare for their performance.
lesson
C. Presenting examples/instances The groups will present/perform their task.

of the new lesson
D. Discussing new concepts and The students will be scored according to rubrics.
E. Discussing new concepts and

F. Developing mastery (leads to Each groups will give their comments to their fellow group performer.
G. Finding practical application of


I. Evaluating learning The teacher will give her comments/ suggestions and grades given.

V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:

OIC-Principal
0
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FEMALE
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I. OBJECTIVES
The learners will learn the different functions of verbals and gerunds in sentences.
The learners will use the verbals and gerund in making a paragraph/essay.
C. Learning Competencies/ EN9G-IIIa-21: Use Verbals.
Objectives The learners will identify the functions of verbals and gerunds in a sentence.
II. CONTENT
A. References
IV. PROCEDURE
presenting new lesson The teacher will discuss the verbals. Point out the Gerunds.
Give its different functions in the sentences.
B. Establishing a purpose for the The students should be able to identify gerunds.
lesson
C. Presenting examples/instances The student will use teacher-made activity sheets on gerunds.
of the new lesson
D. Discussing new concepts and The students will identify gerunds in the sentences and tell its function.
E. Discussing new concepts and The students will have a group activity:
practicing new skills #2 Task 13 D – Converting verbs to gerunds and use them in sentences.
F. Developing mastery (leads to The teacher prepares verbs on pieces of paper for Individual student to convert verbs into gerunds and use it in a
Formative Assessment 3) sentence.
G. Finding practical application of The students will work on Task 13 E

H. Making generalizations and The students will complete the sentence, Today, I learned that verbs ____________________.
I. Evaluating learning Teacher prepares 5 gerunds on the board, and ask the students to use them in the paragraph.

V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:

OIC-Principal
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I. OBJECTIVES
The learners will read a script.
The learners will write a short script/ dialog showing proper telephone manners.
C. Learning Competencies/ EN9LC-IIIa-6: Employ appropriate listening strategies suited to type of text.
Objectives Sounding the words correctly
II. CONTENT
A. References
IV. PROCEDURE
The teacher will ask: How would you feel when you heard the plot of your own murder?
B. Establishing a purpose for the The students will read a script ( literary text) “Sorry Wrong Number”
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and The students will work on Task 8 – Crossing the difficulties
E. Discussing new concepts and The students will work on Task 11- Answer questions about the radio play….
practicing new skills #2 Task 12 – Sound off some critical vowel sounds…
F. Developing mastery (leads to
G. Finding practical application of Write a short script/ dialog showing proper telephone manners.
H. Making generalizations and The teacher will ask: How can an emergency hotline should be used properly?
abstractions about the lesson How should telephone operators behave in handling emergency calls?
I. Evaluating learning By pair: the students will read parts in the script according to characters.

V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:

OIC-Principal
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FEMALE
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I. OBJECTIVES
The learners will know the importance of telephones in present times thru reading a poem.
The learners will be group and will explain and elaborate the lines in the poem.
C. Learning Competencies/ The students will discover the benefits a telephone brings.
Objectives The students will unlock difficulties to have clearer understanding of the poem.
The students will analyze the poem thru group activity
II. CONTENT
A. References
3. Textbook pages p.237
IV. PROCEDURE
The teacher will ask: What are the important functions of a telephone in the present times?
B. Establishing a purpose for the The students will discover the benefits a telephone brings.
lesson
C. Presenting examples/instances The teacher will ask: How important is a telephone to you?
of the new lesson -Unlock the difficult words.
D. Discussing new concepts and Read the poem “The Telephone”

practicing new skills #1 Work on Task 5
E. Discussing new concepts and Allow the students to study their assigned lines, and explain it to the class. All 5 groups will report to the class the
practicing new skills #2 meaning and explanation of their assigned lines.
F. Developing mastery (leads to Review the unlocking of difficult words to give the class and the groups clearer understanding of the poem.
G. Finding practical application of The students will know that understanding poetry can be easier if the difficult words are unlocked.
H. Making generalizations and The teacher will complete: Telephone here in the poem is a ______________________________
I. Evaluating learning Their group report will be graded according to the rubrics.

V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:

OIC-Principal
0
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FEMALE
0
I. OBJECTIVES
The learner will learn the different forms of verbal
The learner will have verbal drills.
EN9G-IIIa-21: Use verbal.
C. Learning Competencies/ The students will identify the kinds of verbals and will use it in a sentence.
Objectives The learners will write an essay about the advantages and disadvantages of cellphones.
II. CONTENT
A. References
IV. PROCEDURE
The teacher will ask: How do you respond to an emergency? Whom do you call for help?
B. Establishing a purpose for the The students will do Task 1 on page 235 of their book.
lesson
C. Presenting examples/instances Solicit students’ answers on their ways of responding to emergency.
of the new lesson
D. Discussing new concepts and Focus on the use of telephone or cellphone during emergencies.
E. Discussing new concepts and Discuss the different emergencies, and how can a cellphone possibly be of
practicing new skills #2 help.
F. Developing mastery (leads to Make a big concept map using Telephone as the main idea.
G. Finding practical application of Cellphones and telephones today are becoming popularly in use and indispensable.
H. Making generalizations and Cellphones are ____________________________.

I. Evaluating learning Write a short essay about cellphones. Include the advantages and disadvantages of this gadget.
J. Additional activities for Read in advance the radio play, “Sorry, Wrong Number”
V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:

OIC-Principal
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TEACHING DATES & TIME 31-Oct-19 QUARTER THIRD
I. OBJECTIVES
The learner will review the least mastered skills identified in the periodical test.
The learner will review and have drills on literary device.
C. Learning Competencies/ The learner will identify the difficult topics they encountered during the periodical test.
Objectives The learner will be able to recall the topics in the least mastered skills
II. CONTENT Remediation/Enhancement (Literary Devices)
A. References
3. Textbook pages
B. Other Learning Resources Worksheet
IV. PROCEDURE
The teacher will post a series of pictures and students will describe it.
B. Establishing a purpose for the The students will figure out what topic is about.
lesson
of the new lesson
The teacher and the students will review the lessons about literary devices.
D. Discussing new concepts and
The teacher will give drills about methapor, simile, hyperbole, alliteration, repetition, analogy
The teacher and the students will check the drill and will discuss each number.
F. Developing mastery (leads to The teacher will give a quiz about the given literary devices


I. Evaluating learning

V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:

OIC-Principal
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I. OBJECTIVES
The learner will review and have drills on arguments and fallacies
II. CONTENT Remediation/Enhancement (Arguments and Fallacies)
A. References
3. Textbook pages
IV. PROCEDURE
The teacher will post a series of sentences.
lesson
of the new lesson
The teacher and the students will review the lessons about arguments and fallacies
The teacher will give drills about arguments and fallacies
F. Developing mastery (leads to The teacher will give a quiz about arguments and fallacies.



V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:

OIC-Principal
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FEMALE
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I. OBJECTIVES
The learner will review and have drills on conditionals
II. CONTENT Remediation/Enhancement (Conditionals)
A. References
3. Textbook pages
IV. PROCEDURE
The teacher will post a series of sentences.
lesson
of the new lesson
The teacher and the students will review the lessons about Conditionals.
The teacher will give drills about Conditionals.
F. Developing mastery (leads to The teacher will give a quiz about Conditionals.



V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:

OIC-Principal
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I. OBJECTIVES
B. Performance Standards The learner will review and have drills on the following: conditionals, arguments and fallacies, and figure of
speech.
II. CONTENT Remediation/Enhancement
A. References
3. Textbook pages
IV. PROCEDURE
The teacher will ask the learners about the their sembreak.
B. Establishing a purpose for the The teacher will ask about the periodical test and will ask the students what topics did they find difficult.
lesson
of the new lesson
The teacher will group the students and will discuss among themselves the topics that they find difficult.
The group will present the topics and will report about it.
F. Developing mastery (leads to The teacher will discuss the difficult topics and will ask questions to the students


I. Evaluating learning The teacher will give drills to the students about certain topics like: conditionals, arguments and fallacies, and
figure of speech.

V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:

OIC-Principal
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TEACHING DATES & TIME 9-Oct-19 QUARTER SECOND
I. OBJECTIVES
The learner will review the lessons about the Kinds of Adverbs.
The learner will have adverbs drills.
Objectives The learner will differentiate the kinds of adverbs.
II. CONTENT
A. References
3. Textbook pages
IV. PROCEDURE
The teacher will post some pictures and will ask the students questions about it.
B. Establishing a purpose for the The teacher will discuss each of the Adverbs: Adverbs of Time, Place, Manner, Frequency and Degree.
lesson
C. Presenting examples/instances The student will give their own examples for adverb.
of the new lesson

F. Developing mastery (leads to The teacher will give adverbs drill to the students.
G. Finding practical application of The teacher will ask: What is the importance of adverb of manner in English grammar?

I. Evaluating learning The student will write a narrative about the justice system in our society. Includes adverbs in their narration.

V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:

OIC-Principal
0
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FEMALE
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I. OBJECTIVES
The learner will recognize the actions and facial gestures used in a reader's theater.
The learner will have their performance on the reader's theater.
Objectives The learner will use the appropriate prosodic features of speech when delivering lines in a Readers’ Theater.
II. CONTENT
A. References
3. Textbook pages
B. Other Learning Resources Rubrics
IV. PROCEDURE
The teacher will read the rubrics to be used on their Reader's theater.
B. Establishing a purpose for the The teacher will let the students prepare for their performance.
lesson
C. Presenting examples/instances The groups will present/perform their task.

of the new lesson
D. Discussing new concepts and The students will be scored according to rubrics.

F. Developing mastery (leads to Each groups will give their comments to their fellow group performer.
G. Finding practical application of The teacher will give her comments/ suggestions and grades given.

I. Evaluating learning The student will reflect: How to deliver a good performance in reader's theater?

V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:

OIC-Principal
0
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FEMALE
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I. OBJECTIVES
The learner will recognize the actions and facial gestures used in a reader's theater.
The learner will contextualize their performance on the reader's theater.
C. Learning Competencies/ The learner will define the Reader's Theater or Chamber Theater.
Objectives The learner will discuss the literary piece for the Chamber Theater.
II. CONTENT
A. References
3. Textbook pages A Journey Through Anglo-American Literature
B. Other Learning Resources Textbook, Powerpoint
IV. PROCEDURE
The student will watch a short video clip on Reader's Theater or Chamber Theater.
B. Establishing a purpose for the the teacher will ask: What can you say about the students' performance?
lesson
C. Presenting examples/instances The teacher will post brief definition of a Reader's theater or Chamber Theater.
of the new lesson
D. Discussing new concepts and The students will read the rubrics in scoring their performance.
E. Discussing new concepts and The teacher will give copies of the literary piece for Reader's Theater/Chamber Theater.
F. Developing mastery (leads to The students will work in groups.
G. Finding practical application of The groups will discuss the delivery of the piece.

I. Evaluating learning The groups will practice their performance.

V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:

OIC-Principal
0
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I. OBJECTIVES
The learner will identify the different kinds of conditional statements.
The learner will give their own conditional statements.
Objectives Identify and use the different kinds of conditional statements.
II. CONTENT
A. References
3. Textbook pages A Journey Through Anglo-American Literature, pp. 192
B. Other Learning Resources Textbook, Powerpoint
IV. PROCEDURE
The teacher will ask "What Ifs"questions to the students. The students should answer in complete sentence.
B. Establishing a purpose for the The students will use conditional statements in expressing message.
lesson
C. Presenting examples/instances The teacher will provide examples and drills on the verb forms to use for each type.
of the new lesson
D. Discussing new concepts and The students will give their own present real conditional statements. Then, the teacher will give fill-in the blanks
practicing new skills #1 drill.

F. Developing mastery (leads to The teacher will give sentence drill combining the present real and present unreal conditional statements.
G. Finding practical application of The teacher will discuss that conditional statements are used in expressing realistic and unreal situations.
H. Making generalizations and The students will give the uses of the conditional statements.
I. Evaluating learning The teacher will give short quiz about the conditional statements.
J. Additional activities for The teacher will give the mechanics for group presentation of the Chamber Theater as the students final
application or remediation performance task.
V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:

OIC-Principal
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I. OBJECTIVES
A. Content Standards 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.
Objectives Literary Devices
Lesson 6: Overcoming Indifference
II. CONTENT
A. References
3. Textbook pages A Journey Through Anglo-American Literature, pp. 190-191
B. Other Learning Resources Textbook
IV. PROCEDURE
The teacher will discuss the different literary devices cited in this lesson.
Discuss each one.
B. Establishing a purpose for the The students will identify the literary devices found in the speech I Have a Dream”.
lesson
C. Presenting examples/instances The teacher will provide several examples for each of the literary device.
of the new lesson
D. Discussing new concepts and The students give their own examples on the literary devices discussed in the class.
E. Discussing new concepts and The students should be able to identify the literary devices in the selection “: I Have a
practicing new skills #2 Dream”.
F. Developing mastery (leads to
G. Finding practical application of The teacher will discuss that literary devices help the readers to understand the author’s message fast.
H. Making generalizations and The teacher will ask: Why do authors make use of the literary devices in conveying their message to the world?
I. Evaluating learning The teacher will give short quiz.

V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:

OIC-Principal
I. OBJECTIVES
Objectives EN9LT-IIIa-16: Analyze literature as a means of connecting to the world.
II. CONTENT
A. References
IV. PROCEDURE
The teacher will ask: How do you contribute to an equitable, respectful, and just society for everyone?
B. Establishing a purpose for the The students will learn how to value a just and humane world for us.
lesson
C. Presenting examples/instances The teacher will ask: What forms of social injustice have you known or observed?
of the new lesson
D. Discussing new concepts and The teacher will gather background of the life of the writer, Martin Luther King, Jr.
E. Discussing new concepts and The students will deduce Martin's arguments on his dream to have a just and humane society for everyone
F. Developing mastery (leads to The students will list all his arguments, his call for change, and his dream for the future.
G. Finding practical application of The teacher will discuss thatI it is a very useful skill to know about the life of the authors. We will have a wider
concepts and skills in daily living understanding of his works.
H. Making generalizations and The students will complete these sentences: Martin Luther King Jr.’s dream is also my _____
abstractions about the lesson _____________________ I am sad with what I saw in the world today, like ___________________________.
I. Evaluating learning Essay Writing:
What can you contribute for us to have a respectful community?

V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:

OIC-Principal
TEACHING DATES & TIME 30-Sep-19 QUARTER SECOND
I. OBJECTIVES
Objectives EN9LT-IIIa-16: Analyze literature as a means of connecting to the world.
II. CONTENT
A. References
3. Textbook pages A Journey Through Anglo-American Literature, pp. 185
IV. PROCEDURE
The students will work on Task 2. Use the song “Imagine” by John Lennon.
B. Establishing a purpose for the The students will find the reflection of the song into our world, our community.
lesson
C. Presenting examples/instances The teacher will provide the copy of the song “Imagine” Play the song and let the students sing with the lyrics.
of the new lesson
D. Discussing new concepts and The students will dentify the persona of the song. What group of people does
practicing new skills #1 he represent?
E. Discussing new concepts and The teacher will ask: What was the message of
practicing new skills #2 the song? Is the message of the song still relevant to our society today? Share your opinion.
F. Developing mastery (leads to The students will find similarities of the message of the song to
Formative Assessment 3) what is happening to our society today
G. Finding practical application of The teacher will discuss that Songs like any other genre of literature are vehicles of
concepts and skills in daily living important message to the world.
H. Making generalizations and The teacher will ask: Now, when you sing your
abstractions about the lesson favorite song, what do you realize? ____________________________________________
I. Evaluating learning Essay Writing: (Give the same song.)
Ask: Write your response to the message of the song. You can express agreement or disagreement to his message.

V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:

OIC-Principal
I. OBJECTIVES
A. Content Standards The
The learner
learner will
will analyze anddiscourse
create any scrutinize(role
a selection being
play, panel read. or story telling) about asking any support for a
discussion
B. Performance Standards certain advocacy.
C. Learning Competencies/ The students will be able to:

Objectives *complete the task given
*have a group sharing
*create an advocay
II. CONTENT Lesson 4: Supporting Other's Advocacies (Thinking and Creating Advocacies in Life)
A. References
B. Other Learning Resources Powerpoint Presentation
IV. PROCEDURE
The students will do the task 10 on page 179-182 of the book
B. Establishing a purpose for the the students will do some group sharing about the task given.
lesson
C. Presenting examples/instances The students will create any discourse (role play, panel discussion or story telling) about asking any support for a
of the new lesson certain advocacy.
D. Discussing new concepts and The teacher will give time to master their piece.
E. Discussing new concepts and The teacher will ask the students the improvement of their work.
F. Developing mastery (leads to The teacher will give follow up questions for better understanding about their work.
G. Finding practical application of The teacher will present the rubrics for their output.
H. Making generalizations and The students will present their performance.

I. Evaluating learning The students will complete this sentence: Today, I have learned that _______________.
J. Additional activities for The students summarize all of the important concepts and facts learned in the lesson.
V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:

OIC-Principal
I. OBJECTIVES
A. Content Standards The learner will analyze and scrutinize a selection being read.
B. Performance Standards The learner will perform their own commercial/advertisement about the selection they read.

Objectives *perform the commercial they composed during the previous meeting
*recognize the conditionals in expressing arguments and fallacies
*scrutinize the message of an essay
II. CONTENT Lesson 4: Supporting Other's Advocacies (Conditionals in Expressing Arguments and Fallacies)
A. References
B. Other Learning Resources Copy of the text
IV. PROCEDURE
The teacher will let the students present their output on the additional task given the previous meeting.
B. Establishing a purpose for the The teacher will discuss the conditionals in expressing arguments and fallacies
lesson
C. Presenting examples/instances The students will read the essay about helping others. "The Time to Help is Now" on page 178-179 of the book.
of the new lesson
D. Discussing new concepts and The teacher will ask: What is the essay all about? How did the writer develop her main point?
practiciing new skills #1
E. Discussing new concepts and The teacher and the students will scrutinize the message of the essay.
F. Developing mastery (leads to The students will make a news report about the message based on the essay.
G. Finding practical application of The students will have a group sharing about the said topic.
H. Making generalizations and The students will finalize the output of the group.
I. Evaluating learning The teacher will let the students have their group practice about their presentation
J. Additional activities for The students will present their performance.

V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:

OIC-Principal
I. OBJECTIVES
A. Content Standards The learner will analyze and scrutinize a selection being read.
B. Performance Standards The learner will compose their own commercial/advertisement about the selection they read.

Objectives *read and give opinion on the selection about Ida B. Wells
*identify the different types of prose
*make a commercial/advertisement about the selection they read
II. CONTENT Lesson 4: Supporting Other's Advocacies (Types of Prose)
A. References
B. Other Learning Resources Task Sheet
IV. PROCEDURE
The teacher will call some students to share any inspiring quotes sbout justice
B. Establishing a purpose for the The students will read the selection about Ida B. Wells - Barnett and Her Passion for Justice on pages 173-175
lesson
C. Presenting examples/instances Do task 5 Crafting a Timeline on page 176 of the book
of the new lesson
D. Discussing new concepts and The teacher will discuss the different types of short prose
E. Discussing new concepts and The teacher will ask: From the selection being read, analyze what kind of prose it is?
F. Developing mastery (leads to The teacher will let the students justify their answers
G. Finding practical application of The students will have group activity. The students will scrutinize the message of the selection.
H. Making generalizations and The students will create a commercial/advertisement based from the selection being read
I. Evaluating learning The students will read parts of the script by group
J. Additional activities for The students will finalize their advertisement about the message of the selection.
V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:
OIC-Principal
I. OBJECTIVES
The learner will be aware about the concept of justice in the society.
The learner will show their understanding of the concept of Justice through composing their own qoutation.
C. Learning Competencies/ The learner will be able to

Objectives *share their ideas about their understanding of justice
*interpret a quotation about the importance of helping other people
*practice the pausing and timing when speaking
II. CONTENT Lesson 4: Supporting Other's Advocacies (Importance of Pausing and Timing in Speaking)
A. References
B. Other Learning Resources Copy of the Text
IV. PROCEDURE
The teacher will let the students watch a video clip about justice.
B. Establishing a purpose for the The teacher will ask students to share their personal opinion about the ideas presented in the video clip
lesson
C. Presenting examples/instances The students will copy the worksheet on the book and work on the concept of justice.
of the new lesson
D. Discussing new concepts and The teacher will let the students read the quotation on the board. (Silence speaks louder than words.")
E. Discussing new concepts and The students will share their thoughts about the qoutation
F. Developing mastery (leads to The teacher will discuss the importance of pausing and timing in speaking
G. Finding practical application of The students will read and explain various quotations posted on the board about supporting or helping others.

I. Evaluating learning The students will read the quotations and will observe proper pausing
J. Additional activities for The students will make their own quotation about justice.
V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
Checked by:
Mr. Arnel A. Padua

Noted by:
OIC-Principal
I. OBJECTIVES
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.
B. Performance Standards 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.
Objectives EN9LT-IIc-15: Analyze literature as a means of valuing other people and their various circumstances in life.
II. CONTENT Lesson 3: Feelings For Others (Analyzing Literature)
A. References
B. Other Learning Resources Pictures and short movie clip
IV. PROCEDURE
The teacher and the student will have a short discussion about the story of "The Lottery", a story that they read
last meeting.
B. Establishing a purpose for the The students will watch a short clip. Then, the students will organize pictures to recall the story.
lesson
C. Presenting examples/instances The students will have a group activity: Different activities will be given to different groups.
of the new lesson
D. Discussing new concepts and The teacher will discuss the differentiated activities that the students will do.
practiciing new skills #1 First group - Tableau
I. Make a tableau of the highlight of the story. Have a narrator to explain your choice.
Second group - Slogan
II. Make a slogan that will show the moral lesson of the story.
Third group - Message thru Song
III. If you were given the chance to talk to the characters, what is your message to the main character? Make a
song about it.
Fourth group - Different Ending of the Story
IV. Create your own different ending of the story.
E. Discussing new concepts and The students will be given enough time to discuss to their corresponding group members the strategies that they
practicing new skills #2 will do.
F. Developing mastery (leads to The students will present their output.

H. Making generalizations and The students will give their comments and observation about the performance of each group.
J. Additional activities for The students will reflect: From the story, I learned that…
V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
AMARILLO,JOHN DANIEL A
BADILLES, JUSTINE B.
CALURA, AXIL
CASABAL, JOHN LAWRENCE I.
CASTILLO, JAMES RALPH A.
COTAS, ARIES GABRIEL T.
CUSTODIO, MATTHEW
GUIBAO, MCLORD TERENZE M.
JIMENEZ, JUSTIN M.
MARCELO, JEROME R.
MONZON, PATRICK L.
PALOMA, JR., OLIVER LAWRENCE R. 0
PEREZ, EMMENUEL JOHN
QUIANO, KRISTIAN S.
ROXAS, MARK ANDREI 0
SOLDEVILLA, JOSHUA
TRIAS, MICHAEL L.
SUNGA, AIRONE SHANE
ALLADA, DANIELA
AMPAYO, JAMAICA M.
BUNZALAN, PAULA MAY L.
MONSOD, MARY ANN A.
MUNCADA, ALEXA MAE B.
PAMAOS, KENLYN MAE J.
PONCIANO, LANCE GRACELLE H.
RAMOS, RHUBY ANN
RODRIGUEZ MICHAELLA
SAN ANDRES, ANGEL MARIE
TOLEDO, JANAYA CLAIRE C.
TOLON, MILEY CYRUS C.
TREMBEVILLA, DANIELLA
UBALDO, JENNYLYN
VILLAVERDE, ACKIZA CHERINE R.
ABSING, JENIE ROSE G.
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SCHOOL NATIONAL HIGH SCHOOL
TEACHER ANNA MARIE D. AGRAVANTE
TEACHING DATES & TIME 18-Sep-19
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text
valuing other people; also how to use processing information strategies, different forms of
B. Performance Standards The learner proficiently plays an active part in a Chamber Theatre presentation thro
effective verbal and non - verbal strategies based on the following criteria: Focus, Voice,
EN9LT-IIc-2.2: Explain how the elements specific to a genre contribute to the theme of a pa
C. Learning Competencies/ selection.
Objectives >Determine the function of adverbs
II. CONTENT Lesson 3: Feelings For Others
A. References
B. Other Learning Resources
IV. PROCEDURE
The teacher will ask: What would you do if you win a lottery?
B. Establishing a purpose for the The students will read the title of the story and will give their inferences about the story.
lesson
C. Presenting examples/instances The teacher will play a game about the difficult words in the story.
of the new lesson
D. Discussing new concepts and The students will silently read the story of "The Lottery."
E. Discussing new concepts and The students will be asked about the characters, and the important events of the story.
F. Developing mastery (leads to The students will answer comprehension question about the story.
G. Finding practical application of The students will be asked: If you were the main character, what will you do with the ticket

The students will write their reflection from the story. "I learned that…"
V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
GRADE LEVEL GRADE 9
LEARNING AREA ENGLISH

QUARTER SECOND
nt)
nglo-American literature and other text types serve as means of

nformation strategies, different forms of adverbs and
Chamber Theatre presentation.
a Chamber Theatre presentation through employing

d on the following criteria: Focus, Voice, Delivery, Facial
s.
a genre contribute to the theme of a particular literary
149-157
a lottery?
give their inferences about the story.
ds in the story.
ery."
d the important events of the story.
about the story.

aracter, what will you do with the ticket?
ry. "I learned that…"

I. OBJECTIVES
Objectives EN9VC-IIb-21: Summarize the information contained in the material viewed.
II. CONTENT Lesson 3: Feelings For Others
A. References
B. Other Learning Resources Task Sheet
IV. PROCEDURE
The students will finalize the additional task given.
B. Establishing a purpose for the The students will practice the role play
lesson
C. Presenting examples/instances The teacher will present the rubrics of the role play
of the new lesson
D. Discussing new concepts and The students will present the role play.
E. Discussing new concepts and The teacher will let the other students share their observation of the role play in each grou
F. Developing mastery (leads to The teacher will ask them follow-up questions to draw out ideas.
G. Finding practical application of Complete the sentence: From the role play, I have learned that…
H. Making generalizations and The teacher will let each group write the significant event from the the role play.
Do the group sharing.

J. Additional activities for Checking of answers about the significant events in the role play.
V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
GRADE LEVEL GRADE 9

QUARTER SECOND
nt)


s.
d in the material viewed.
148-150
bservation of the role play in each group.
aw out ideas.
earned that…
event from the the role play.
the role play.

I. OBJECTIVES
Objectives EN9RC-IIc-19: Get information from various print media like brochures, pamphlets, periodi
recordings. EN9LC-IIc-3.12/3.14: Listen to paraphrase and summarize information from per
II. CONTENT Lesson 3: Feeling For Others
A. References
B. Other Learning Resources Pictures
IV. PROCEDURE
The teacher will post the pictures on the board featuring the movie, The Hunger Games
B. Establishing a purpose for the The teacher will ask: Based on the picture tell briefly what you think the story is all about
lesson
C. Presenting examples/instances The students will write five sentences based on the picture of "The Hunger Games."
of the new lesson
D. Discussing new concepts and The students will do Task 3: Piece by Piece on pp 146-147
E. Discussing new concepts and Let them watch a clip from "The Hunger Games" movie.
F. Developing mastery (leads to Divide the class into five groups and discuss the important eventes in the story.
G. Finding practical application of The students will present the output of the group to the class.
H. Making generalizations and The teacher will ask: What is the message of the movie?
The students will create a roleplay about the message of the movie.
J. Additional activities for The students will make a script of their role play.
V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
GRADE LEVEL GRADE 9

QUARTER SECOND
nt)


s.
edia like brochures, pamphlets, periodicals, and audio-video

se and summarize information from persuasive texts.
144-147
uring the movie, The Hunger Games

y what you think the story is all about
picture of "The Hunger Games."
6-147
ovie.
portant eventes in the story.
o the class.
ovie?
ge of the movie.
I. OBJECTIVES
C. Learning Competencies/ EN9G-IIa-19: Use adverbs in narration (Time and Place)
Objectives >Determine the function of adve
II. CONTENT Adverbs of Time and Place
A. References
IV. PROCEDURE
Talk about the autobiography of Martin Luther King, Jr.
B. Establishing a purpose for the What are the uses of adverbs?
lesson
Identify the adverbs in sentences.
C. Presenting examples/instances Infographic: Students will be asked to recall/share some information about the life of MLK
of the new lesson that will be posted on the board.
D. Discussing new concepts and What elements are used in the infographic? Is knowledge easier to understand using an in
E. Discussing new concepts and Adverb of Time & Place: What adverbs were used in the infographic? What do you call tho
practicing new skills #2 their functions?
F. Developing mastery (leads to Controlled Practice (See page 126 -127): A. Determine whether or not the sentences below
Formative Assessment 3) correctly.
G. Finding practical application of Seatwork 3:Insert adverb of time and place in the given paragraph to make it more detaile

J. Additional activities for Performance Task: Present one aspect in the life of MLK, Jr. through infographic. Write atle
application or remediation explanation.
Note: Use & Underline the adverbs of time and place used in your explanation.
V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
GRADE LEVEL GRADE 9

QUARTER SECOND
nt)


s.
ace)
>Determine the function of adverbs
126-127
, Jr.
ome information about the life of MLK using the Infographic
wledge easier to understand using an infographic? Why?

n the infographic? What do you call those adverbs? What are
ine whether or not the sentences below use the adverbs
iven paragraph to make it more detailed.
MLK, Jr. through infographic. Write atleast a short paragraph
ce used in your explanation.

I. OBJECTIVES
C. Learning Competencies/ EN9G-IIa-19: Use adverbs in narration (Time and Place)
Objectives >Determine the function of adve
II. CONTENT Adverbs of Time and Place
A. References
IV. PROCEDURE
Talk about the autobiography of Martin Luther King, Jr.
B. Establishing a purpose for the What are the uses of adverbs?
lesson
Identify the adverbs in sentences.
C. Presenting examples/instances Infographic: Students will be asked to recall/share some information about the life of MLK
of the new lesson that will be posted on the board.
D. Discussing new concepts and What elements are used in the infographic? Is knowledge easier to understand using an in
E. Discussing new concepts and Adverb of Time & Place: What adverbs were used in the infographic? What do you call tho
practicing new skills #2 their functions?
F. Developing mastery (leads to Controlled Practice (See page 126 -127): A. Determine whether or not the sentences below
Formative Assessment 3) correctly.
G. Finding practical application of Seatwork 3:Insert adverb of time and place in the given paragraph to make it more detaile

J. Additional activities for Performance Task: Present one aspect in the life of MLK, Jr. through infographic. Write atle
application or remediation explanation.
Note: Use & Underline the adverbs of time and place used in your explanation.
V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
GRADE LEVEL GRADE 9

QUARTER SECOND
nt)


s.
ace)
>Determine the function of adverbs
126-127
, Jr.
ome information about the life of MLK using the Infographic
wledge easier to understand using an infographic? Why?

n the infographic? What do you call those adverbs? What are
ine whether or not the sentences below use the adverbs
iven paragraph to make it more detailed.
MLK, Jr. through infographic. Write atleast a short paragraph
ce used in your explanation.

DETAILED LESSON PLAN SCHOOL NATIONAL HIGH SCHOOL

I. OBJECTIVES
C. Learning Competencies/ EN9LC-IIa-11: Shift from one listening strategy to another based on topic, purpose, and lev
Objectives argumentative or persuasive text.
II. CONTENT Listening: Excerpt from "I Have a Dream"by Martin Luther King Jr., & Oprah Winfrey's Sp
A. References
Life of MLK: https://www.youtube.com/watch?v=k6Au81aHuSg

Life of Oprah: https://www.youtube.com/watch?v=-knvvSja7Ac
B. Other Learning Resources Speech of Oprah: https://www.youtube.com/watch?v=eIfQ43Ar58Y
IV. PROCEDURE
B. Establishing a purpose for the Show pictures then ask: Do you recognize these people? What have they done for their co
lesson
C. Presenting examples/instances Listening & Viewing: (Life of Martin Luther King, Jr. & Oprah Winfrey)
of the new lesson
D. Discussing new concepts and Questions about the life of MLK and Oprah will be posted on the board.

F. Developing mastery (leads to Answer the questions in page 125 nos. 1-6
G. Finding practical application of What issues would you like to be solved by our government today? What communicative s
concepts and skills in daily living Why?

J. Additional activities for What do this quotes from MLK's speech mean?
application or remediation “If you
you can’t run then walk, if you can’t walk then crawl, but
whatever you do keep moving forward.”
V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

teachers?
GRADE LEVEL GRADE 9

QUARTER SECOND
nt)


s.
other based on topic, purpose, and level of difficulty of the
Luther King Jr., & Oprah Winfrey's Speech
124-125
6Au81aHuSg
ube.com/watch?v=-knvvSja7Ac
?v=eIfQ43Ar58Y
ople? What have they done for their country?
& Oprah Winfrey)
posted on the board.
ernment today? What communicative style would you use?

“If you can’t fly then run, if
l, but
TEACHING DATES & TIME 28-Aug-19
I. OBJECTIVES
C. Learning Competencies/ EN9WC-IIa-10:
Objectives Distinguish the features present in poetry and in prose
II. CONTENT Analyzing Literature (Text 2) I Think Continually of Those Who Were Great
A. References
IV. PROCEDURE
A. Reviewing previous lesson or Students will perform their performance task from the previous lesson.
B. Establishing a purpose for the In our country's history, who do you consider truly great? Why?
lesson
C. Presenting examples/instances Talk about the title of the poem, "I Think Continually of Those Who Were Truly Great"
of the new lesson
D. Discussing new concepts and Unlocking of Difficulties:

practicing new skills #1 Define the following words:
womb, desire, grave, smother, feted, vivid, hoard, fog
E. Discussing new concepts and Read the lines of each stanza and talk about the meaning.
F. Developing mastery (leads to Read and discuss answers to the questions on page 122.
G. Finding practical application of Who is your greatest friend/ people in your life? If you can associate him/her to a national
concepts and skills in daily living in our country, who would that be and why?

I. Evaluating learning Finding similarities and differences of two poems that they had read.
J. Additional activities for Making a Venn Diagram

application or remediation In a whole paper, draw a venn diagram. Compare the two poems and write their similaritie
V. REMARKS
VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

teachers?
GRADE LEVEL GRADE 9

QUARTER SECOND
nt)


s.
ose
Those Who Were Great
122-123
the previous lesson.
great? Why?
y of Those Who Were Truly Great"
og
eaning.
122.
ou can associate him/her to a national hero or known people
hat they had read.
he two poems and write their similarities and differences.

TEACHING DATES & TIME 28-Aug-19
I. OBJECTIVES
The learner demonstrates understanding of how Anglo-American literature and other text
A. Content Standards valuing other people; also how to use processing information strategies, different forms of
Objectives EN9LT-IIa-15:Analyze literature as a means of valuing other people and their various circum
II. CONTENT Analyzing Literature (Text 1) Auld Lang Syne

A. References
B. Other Learning Resources Youtube Video - Auld Lang Syne Lyrics
IV. PROCEDURE
A. Reviewing previous lesson or One morning, ___. How are you going to greet him/her/them?
presenting new lesson 1. you saw your best friend.
2. you met your Science Teacher.
3. you went to see the school principal.
B. Establishing a purpose for the Who are the great people in your life?
lesson
How do we celebrate the "greatness" of the people we know?
C. Presenting examples/instances Talk about the background story of the song "Auld Lang Syne."
of the new lesson
D. Discussing new concepts and Unlocking of Difficulties:

practicing new skills #1 Define the following words:
acquaintance, pint, slope, weary, paddle, stream, broad, roar, draught
E. Discussing new concepts and Read the lines of each stanza and talk about the meaning.
F. Developing mastery (leads to Read and discuss answers to the questions on page 121.
G. Finding practical application of Write a message to a great friend.

concepts and skills in daily living Guide questions:
Who do you consider as your greatest friend?
What's the greatest thing he/she did for you?
What would you want to say to him/her?

J. Additional activities for Performance Task

application or remediation Groupwork: Make own tune of the song Auld Lang Syne.
V. REMARKS Present the performance task next meeting.

VI. REFLECTION
the evaluation


with thelesson

require remediation


help me solve?

lteachers?
GRADE LEVEL GRADE 9

QUARTER SECOND
nt)


s.
g other people and their various circumstances in life.
120-121
/her/them?
we know?
Lang Syne."
road, roar, draught
eaning.
121.
Syne.

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MAYOR SIMPLICIO MANALO

SCHOOL NATIONAL HIGH SCHOOL GRADE LEVEL GRADE 9

BDA (Focus on Text Content)

C. Presenting examples/instances The students will work on Task 8, A

E. Discussing new concepts and The students will work on Task 8, C

H. Making generalizations and

J. Additional activities for

B. No. of learners who require

C. Did the remedial lessons work?

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovation or localized

Mr. Arnel A. Padua

TIC for Academics / MT

Mr. Jennefer R. Mariano

BDA (Focus on Text Content)

H. Making generalizations and

J. Additional activities for

B. No. of learners who require

C. Did the remedial lessons work?

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovation or localized

Mr. Arnel A. Padua

TIC for Academics / MT

Mr. Jennefer R. Mariano

BDA (Focus on Text Content)

J. Additional activities for

B. No. of learners who require

C. Did the remedial lessons work?

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovation or localized

Mr. Arnel A. Padua

TIC for Academics / MT

Mr. Jennefer R. Mariano

BDA (Focus on Text Content)

J. Additional activities for

B. No. of learners who require

C. Did the remedial lessons work?

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovation or localized

Mr. Arnel A. Padua

TIC for Academics / MT

Mr. Jennefer R. Mariano

BDA (Focus on Text Content)

B. No. of learners who require

C. Did the remedial lessons work?

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovation or localized

Mr. Arnel A. Padua

TIC for Academics / MT

Mr. Jennefer R. Mariano

BDA (Focus on Text Content)

B. No. of learners who require

C. Did the remedial lessons work?