School:
Teacher:
Observation Date:
Semi-Detailed Lesson Plan in ENGLISH Grade 10
I.OBJECTIVES(Layunin)
A. Content Standard
(PamantayangPangnilalaman)
B. Performance Standard
(PamantayansaPagganap)
C. Learning Competencies
(PamantayansaPagkatuto)
D. Objectives
(MgaLayunin)
II.CONTENT(Nilalaman)
III.LEARNING
RESOURCES(KagamitangPanturo
)
A. References(Sanggunian)
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
(Iba pang KagamitangPnturo)
IV.PROCEDURES(Pamamaraan)
Grade Level: Grade 9
Learning Area: English
Quarter: Observation:
The learner demonstrates understanding of how Anglo-American literature
and other text types serve as means of connecting to the world; also how to
use ways of analysing one-act play and different forms of verbals for
him/her to skilfully perform in a one-act play.
The learner skilfully performs in one-act play through utilizing effective verbal
and non-verbal strategies and ICT resources based on the following criteria:
Focus, Voice, Delivery, and Dramatic Conventions.
EN9LT-IIId2.3: Draw similarities and differences of the featured selections in
relation to the theme
EN9OL-IIId-5: Use the appropriate prosodic features of speech when
delivering lines in a one-act play
EN9G
A) Cognitive (Knowledge): The students identify the similarities and the
differences from Shakespeare’s Romeo and Juliet and Balagtas’ Florante
at Laura.
B) Cognitive (Thinking):The students use proper pause, pitch, stress,
volume, and tempo in delivering lines from Romeo and Juliet.
C) Affective (Social): The students demonstrate teamwork skills during group
activities.
D) Psychomotor: The students will actively participate in a Patentero game
while delivering lines using the appropriate prosodic features of speech.
Romeo and Julietby William Shakespeare
Prosodic Features of Speech
286-291
No Fear Shakespeare
www.sparknotes.com
A. Reviewing previous lesson
or presenting the new lesson
(Balik-aralsanakaraangaralin
at/opagsisimula ng
bagongaralin)
B. Establishing a purpose for
the lesson
(Paghahabisalayunin ng aralin)
C. Presenting
examples/instances of the
new lesson
(Pag-uugnay ng
mgahalimbawasabagongaralin)
D. Discussing new concepts
and practicing new skills #1
(Pagtalakay ng
bagongkonsepto at paglalahad
ng bagongkasanayan #1)
E. Discussing new concepts
and practicing new skills #2
(Pagtalakay ng
bagongkonsepto at paglalahad
ng bagongkasanayan #2)
F. Developing mastery(Leads
to Formative assessment)
(Paglinangsakabihasnan)
G. Finding practical applications
of concepts and skills in daily
living
(Paglalapat ng aralinsa pang-
araw-arawnabuhay)
H. Making generalizations and
abstractions about the
lesson
(Paglalahat ng aralin)
I. Evaluating learning
(Pagtataya ng aralin)
J. Additional activities for
application or remediation
(Karagdaganggawain para
The teacher facilitates the review on the important details from the play
Romeo and Juliet.
The class will also review the different prosodic features of speech.
The teacher presents to the class a video clip of Florante at Laura. It will be
followed by a series of questions and answers.
The teacher then distributes a copy of the reading text (Please see attached
copy). The class will be given 5 minutes to read.
Using a Venn diagram, the students will identify the similarities and the
differences of the stories Rome and Juliet and Florante at Laura based on
the plot, theme, and characterization.
The class discusses the outputs of each group using the following guide
questions:
1. How are the two stories similar and different in terms of the plot?
2. How are the two stories similar and different in terms of the theme?
3. How are the two stories similar and different in terms of
characterization?
The class will be given two sets of texts from both Romeo and Juliet and
Florante at Laura. The teacher will model delivering the lines using the
appropriate prosodic features suitable to the needs of the scenes. Selected
students will do the same.
The students will be given time to make themselves familiar with the lines
presented. They must use appropriate prosodic features of speech in
delivering the lines.
After the given time, the students will deliver the lines while playing
patentero. (This activity may be performed in an open area).
The class will be asked what performing/theatrical skills and life skills have
been developed from the activity.
A theatrical performance requires not only the skills in delivering lines; it also
requires focus, urgency, resiliency, flexibility, and stamina.
The activity of the students will be evaluated on how appropriately they have
used pause, pitch, stress, volume, and tempo. They will also be graded on
how accurately they have delivered the lines given the urgency needed while
playing patentero.
The students will be asked to make a list of literary pieces of Filipino films
that are in some way similar to Shakespeare Romeo and Juliet.
 satakdangaralin at remediation)

Prepared by: (Inihandani) Noted: (BinigyanPansinni)

_____________________________________
Name and Signature of Teacher Name and Signature of Observer
(Pangalan at Lagda ng Guro) (Pangalan at Lagda ng Nagmasid)

Reference: DepEd Order No. 42, s. 2016 (Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Educ. Program)