LESSON PLAN IN ENGLISH 9

I. OBJECTIVES
GRADE S SCHOOL: DUMOLOG NATIONAL HIGH GRADE LEVEL: 9
1 TO 12 SCHOOL
DAILY TEACHER: MS. JESTINE A. LUMAJEN LEARNING AREA: ENGLISH
LESSON TEACHING SEPTEMBER 26, 2018 QUARTER: 2ND QUARTER
LOG DATE & TIME: 10:00AM-12:00NN
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.
B. Performance Standard: 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.
C. Learning Competencies/ EN9LT-IIg-15: Analyze literature as a means of valuing other people and their
Objectives: various circumstances in life.
 Make judgments on circumstances that may be encountered in school, home or
community
II. CONTENT Module II: Valuing Others and Their Circumstances
Lesson 6: Overcoming Indifferences
Text: ‘’ By the Railwayside’’ by Alice Meynell
Value Focus: Harmonious Relationship

III. LEARNING RESOURCES

A. References ‘’A journey Through Anglo-American Literature’’

1. Teacher’s Guide Pages pp 124-128

2. Learner’s Materials
Pages
3. Text book Pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV PROCEDURES
A. Establishing a Purpose for
the Lesson
B. Presenting Examples/
Instances of Lesson
pp.201-206
pp.201-206
Textbook, Laptop, multimedia projector/Television, pictures, manila paper pentel
pen(for group activity)
Review of previous lesson
Let’s Imagine:
Let the student imagine that life is no longer possible on Earth. A rocket ship has been
built to carry six people to another planet and start a new life to select the final 10
people whom you can choose the final six Which would you leave behind and why?
1. A classmate who bullied you since grade school
2. Your teacher whom you find terrible
3. Your snobbish crush
4. A corrupt politician
5. Your family doctor with a fake professional license.
6. Your nagging neighbour
7. A famous terrorist
8. A former convict
9. Your stubborn sister or brother
10. Your lazy best friend
Show a picture to the students and let them think about it.
A. Guide Questions:
1. What can you say about the picture?
2. Have you encountered the same experience in school, at home or in your community
B. Vocabulary Development
Context clues: Pick out the word which does not belong to the group
1. The man was shouting blasphemous ideas about different religions
a. authentic b. nonsense c. distracting d. humiliating
2. The audience ignored the man’s clamor for change on social injustice
a. yell b. cry c. scream d. silence
3. They were spoken by a man who had false ideas as to what is convincing in
elocution.
a. delivery b. inarticulate c. expression d. utterance

4. The lawyers could not easily counterfeit his arguments

a. simulate b. reverse c. imitate d. fabricate

C. Discussing New Concepts
and Practicing New Skills#1
D. Discussing New Concepts
and Practicing New Skills#2
E. Developing Mastery
(Leads To Formative
Assessment 3)
F. Finding Practical
Application of Concepts and
Skills in Daily Living
H. Making Generalization and
Abstractions about the
Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
RICHEELE ANN C. ARTUZ (Don Ynocencio A. Del Rosario National High School)
JESSA MAE C OBSEQUIO (Oloyatan Integrated School)
5. The lady was wearing a bourgeois dress just like any other woman in the local
a. traditional b. common c. original d. conservative
6. He can never forget the entreaties made which was agreed upon for quite some
time.
a. answer b. petition c. request d. appeal
 Historical background of the author
Motive Question: how can a character affect others?
Reading text on screen entitled ‘’By the Railway Side’’ by Alice Meynell
Comprehension Check:
1. How is the setting described?
2. Why was the man speaking at the top of his voice in the station? What was his
purpose?
3. How do you think people reacted to him? What do you feel and why?
4. Who do you think was the woman trying to stop the man from talking nonsense?
5. Based on the dialogue, actions, and attitude of the man, what can you say about his
character?
6. If the man was a known person, for example he is a politician, a priest, or a teacher,
do you think people would listen to him?
7. What would you make a person be more credible to be given such attention?
8. How does the author describe her journey in the essay? What emotions are evident?
9. If you were on the passengers on that train who saw the incident, how would you
react?
 Giving an idea about judgement and life circumstances
 Discussion on how to give judgement on circumstances
 What is good and bad judgement
(SGDA)
Group 1. Select a part in the text, make a dialogue and act it out in the class.
Group 2. Rap on the content of good judgement based on the situation inside the train
Group 3. Make a poem with a context of a bad judgement based on the situation inside
the train
Ask questions:
 What circumstances have you encountered and how did you make judgement
to it?
 What is the moral lesson of the story?
 How will you make judgement?
Direction: Write heart if the circumstances show good judgment and a broken
heart if otherwise. Write you answer on the blank before the number.
___1. The mother shows disappointment on the school performance of her child even
though she knows that her child did her best.
___2. The DHNS volleyball players didn’t make it to the playoffs but still at the end of
the game, the players come across to congratulate the winners
___3. Diana saw that her classmate has been cheating all time of the examination but
she didn’t mind to tell to the teacher believing that its not her business to tell.
___4. Maria broke up with her boyfriend because her parents told her that she is still
young to have a serious relationship and focus first on her studies.
___5.People ignores street beggars who are asking for alms.
Scan the text once again list 3 characters in the train. Analyze how the author describe
and felt as they witnessed what happened. Write your on a ½ crosswise paper
Prepared by:
AGNES ALIMONSURIN (Team leader)
JESTINE A. LUMAJEN (Dumolog National High School)
LUDA PALAYA (Tanque National High School)
MAE TERESA GAYLAN (Culasi National High School)