Department of Education

Region III
San Fernando East District
ST.VINCENT OF QUEBIAWAN INTEGRATED SCHOOL
City of San Fernando Pampanga

Detailed Lesson Plan in ENGLISH Grade - 9

(Quarter 1 – S.Y. 2020-2021)
Week 3
I. OBJECTIVES

A. Content Standards
The learner demonstrates understanding of how Anglo-American literature and other text types serve as
means of enhancing the self; also how to use processing, assessing, summarizing information, word
derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable
him/her to participate actively in a speech choir.

B. Performance Standards
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies
based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and
Audience Contact.

C. Most Essential Learning Competencies (MELC)

a. Distinguish among informative, journalistic and literary writing;
b. Infer thoughts, feelings and intentions of the writer.

D. Objectives
At the end of the lesson, the learners should be able to:
1. make an inference on the given scenario;
2. perform the given scenario;
3. apply the writing skill by making an article;
4. value the importance of making inference by writing a paragraph about it.

II. CONTENT

Informative, Journalistic, and Creative Writing

Making Inferences

III. LEARNING RESOURCES

A. Reference
1. Teacher’s Guide pages
2. Learner’s Materials pages: A Journey through Anglo-American Literature. Pages:156-157
3. Textbook pages
4. Additional materials from Learning Resource (LR) portal:
a. https://study.com/academy/lesson/what-is-inference-how-to-infer-intended-meaning.html
b. https://www.scribd.com/document/370496876/Informative-Journalistic-Literary
c. https://www.slideshare.net/ronacatubig07/grade-9-informative-writing-journalistic-
writing-and-literary-writing?from_action=save
d. https://www.google.com/search?
q=literary+journalism+examples&tbm=isch&hl=fil&hl=fil&ved=2ahUKEwjT9bbS2-
zpAhWbnUsFHbdQC3QQrNwCKAF6BQgBEMsB&biw=1007&bih=440
e. https://www.google.com/search?
q=journalistic+text+example&tbm=isch&hl=fil&hl=fil&ved=2ahUKEwies8H83-
zpAhXZEysKHT2zAD8QrNwCKAF6BQgBEMoB&biw=1007&bih=440
f. https://www.google.com/search?
q=informative+text+example&tbm=isch&hl=fil&hl=fil&ved=2ahUKEwi74-
6C4OzpAhWSMCsKHWSZCVQQrNwCKAB6BQgBEMYB&biw=1007&bih=440#imgr
c=X6rFSOEGQyY5wM
g. https://www.google.com/search?
q=informative+text+example&tbm=isch&hl=fil&hl=fil&ved=2ahUKEwi74-
 6C4OzpAhWSMCsKHWSZCVQQrNwCKAB6BQgBEMYB&biw=1007&bih=440#imgr
c=dpVa0Y8XNnSUJM
h. https://www.google.com/search?
q=written+activities+about+inferring+thoughts&tbm=isch&ved=2ahUKEwjGtJfb8OzpAh
WT6jgGHXkwAEAQ2-
cCegQIABAA&oq=written+activities+about+inferring+thoughts&gs_lcp=CgNpbWcQD
FAAWABgjJ9NaABwAHgAgAEAiAEAkgEAmAEAqgELZ3dzLXdpei1pbWc&sclient=
img&ei=emLbXsaPD5PV4-EP-eCAgAQ&bih=457&biw=1024
i. https://www.google.com/search?q=written%20activities%20about%20inferring
%20thoughts&prmd=ivsn&sxsrf=ALeKk01yiUXcBDQJz84Cz19Pdt5zsniT3g
%3A1591437009213&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjx-
vbs9OzpAhVrILcAHV1JDJQQ_AUoAXoECA0QAQ&biw=360&bih=648&dpr=3&fbcli
d=IwAR1bD9_BflSKx__pJeaobRI5XnV_VHz5bI7xfrzp9w93HKl8Pf8WvCqYo-
U#imgrc=oRnv5Wwp6PPLJM

IV. PROCEDURE

DAY 1

A. Reviewing previous lesson or presenting the new lesson

1. Why is it important for us to know how to appropriately use the different communicative styles?
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Informative Writing

I. Definition
Informational writing is a type of nonfiction writing that conveys information about something,
which means it is factual. Many examples of informational writing can be found in newspapers, almanacs,
and reference books.

II. Purpose
 To Inform
 To raise awareness
 To educate

III. Structure

Introduction Paragraph with thesis statement

A thesis statement is a short

Body paragraphs with support statement that offers a
concise summary of the main
point or claim of the essay,
research paper, etc. It is
Conclusion with a unique and usually expressed in one
engaging restatement of the thesis sentence.

Journalistic Writing

I. Definition
Journalistic writing is the style of writing used to report news stories in newspapers, television
broadcasts, on radio and on the Internet.

II. Purpose
 To quickly inform
 To entertain
 To persuade
 III. Structure
News Writing

s The lead paragraph, which

Main parts of the article the 5 W’splus the contains who, what, where, when,
hook why, and how
Less essential Most important information about
details Additional essential the topic.
information
Less essential details part may be
Less essential cropped by the editor (to fit in the
details newspaper) without losing
meaning.

Feature Writing

LEAD

QUOTES FACTS

THEME

TRANSITORY
ANECDOTES PARAGRAPHS

KICKER

Creative Writing

I. Definition
Creative writing is "writing that expresses ideas and thoughts in an imaginative way." It's the "art
of making things up" or putting a creative splash on history, as in creative nonfiction.

II. Purpose
 To express
 To entertain
 To communicate

Suggested questions for discussion:

B. Establishing a purpose for the lesson

 In this lesson, we will define the terms inference and intended meaning. We will then discuss
what steps to take when making inferences.

C. Presenting examples/instances of the new lesson

Task2: (Inference Game)

 Read and analyse the given scenario then, answer the questions below. (Write your answer on the space
provided.)

“It was Ronnie’s graduation day. He had been waiting for his mother to
come. He will be the next to come up on stage and yet he still can’t find is
mother.”

1) What did you understand about the scenario?

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2) Based on the scenario, how do you think Ronnie is feeling? Happy? Sad? Excited? Nervous?
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3) Why do you think so?
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4) How did you guess his feeling?
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D. Discussing new concepts and practicing new skills #1

DAY 2

THIS IS GOOD TO KNOW!

 Inference
Inference is using observation and background to reach a logical conclusion. You probably
practice inference every day. For example, if you see someone eating a new food and he or she makes a
face, then you inferhe does not like it. Or if someone slams a door, you can infer that she is upset about
something.

Before you begin to practice inference, you should know what you are looking for. Your goal is to
find the intended meaning of the text. Intendedmeaning is what we think the author is trying to teach us.

 Why is it important to make inferences?

When writing a story, an author will not include all the information for us. He/she will expect us
to read between the lines and reach conclusions about the text.

When making inferences, you are looking beyond what is stated in the text and finding he ideas to
which the author only hints. This makes you more active reader and critical thinker. It also makes it easier
to understand what the author is sharing with you.

 Steps to make an Inference

- Think about the clues given in each sentence.
- Think about your own experienceor your own prior knowledge.
- Now make an inference and predict the outcome or what will happen next.

Task 3;

What can you infer from the given scenario? (Write your answer on the space provided.)

1. The boy was riding on a tricycle when he found out he left his money at home. What do you think will
happen next?
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__________________________________________________________________
2. The boy came to school very late. The teacher was on the middle of the discussion when he arrived. What
do you think will happen next?
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3. The girl was playing with her playmates on the rain. Her mother saw her and called her. What do you think
will happen next?
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4. The girl went to school the next day. When she arrived at school, she’s not feeling well. What do you think
will happen next?
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E. Discussing new concepts and practicing new skills #2

DAY 3

Task4:

In your lessons you learned about the different text types.Let’s see how well you remember them. Identify
the text type of the following articles as journalistic, informative, or literary.

Articles Type ofText

So the thing to do when working on a motorcycle, as in

any other task, is to cultivate the peace of mind which
does not separate one’s self from one’s surroundings.
When that is done successfully then everything else
follows naturally. Peace of mind produces right values,
right values produce right thoughts. Right thoughts
produce right actions and right actions produce work
which will be a material reflection for others to see of
the serenity at the center of it all.
—Robert M. Pirsig, Zen and the Art of Motorcycle
Maintenance.

With an artistic drama we empathize with one or more

of its characters, but there’s also a distance between us
and their situation—a safety valve that allows us to
express a range of
emotions, but also to say, “It’s only a movie,” “It’s
only a play,” “It’s only a novel.” Work is based upon
problem solving, how to eliminate conflict and get the
job done. Episodic is fine for
work. We want day-by-day not confrontational trauma
—even if it would lead to life-changing revelation. But
drama exaggerates conflict, pushes situations to their
extreme and leads us to a big turning point.
In a poem entitled Four Great Poets, Robert Francis
puts his finger on the heart of Frost’s greatness: “His
head carved out of granite O / His hair wayward drifts
of snow / He worshipped the great God of Flow / By
holding on and letting go.” Here’s an example from
part of one of Frost’s lesser known pieces,
For Once, Then, Something. In the first half he says
friends rebuke him for looking into a well and seeing
only himself, reflected in the water godlike in a wreath
of ferns and cloud puffs. It’s a criticism that could be
aimed at any writer, but what is as interesting as the
meaning of Frost’s reply is this sense of movement that
carries the reader forward to the climatic end.
http://lehmaninfo.wordpress.com/sample‐
businessliterary‐
articles/

DHAKA: Hosts Bangladesh will meet Pakistan in the

opening match of the four-nation Asia Cup cricket
tournament starting in Dhaka in March, an official said
on Monday.
Old rivals Pakistan and India will meet in a mouth-
watering clash on March 18. The Sher-e-Bangla
National stadium will host all the matches, including
the inaugural tie on March 12
and the final on March 22, Asian Cricket Council chief
executive Syed Ashraful Huq said. “All teams
including India and Pakistan have confirmed their
participation,” he said.
India won the last edition of the tournament in
Dambulla in Sri Lanka in June 2010.
http://www.paper‐articles.com/
From Beowulf
And then, in the morning, crowds surrounded
Herot, warriors coming to that hall
520 From faraway lands, princes and leaders
Of men hurrying to behold the monster’s
Great staggering tracks. They gaped with no sense Of
sorrow, felt no regret for his suffering,
Went tracing his bloody footprints, his beaten
525 And lonely flight, to the edge of the lake
Where he’d dragged his corpselike way, doomed
And already weary of his vanishing life.
The water was bloody, steaming and boiling
In horrible pounding waves, heat
530 Sucked from his magic veins; but the swirling
Surf had covered his death, hidden
Deep in murky darkness his miserable
End, as hell opened to receive him.
Then old and young rejoiced, turned back
535 From that happy pilgrimage, mounted their
hardhooved Horses, high‐spirited stallions, and rode
them Slowly toward Herot again, retelling
Beowulf’s bravery as they jogged along.

F. Developing Mastery

Task 5:
Activity for Text Types

1. What are the examples of informative text, journalistic text, and literary text?

Based on your answers, what do you think are the:

 features of a literary text; and
 tips in reading literary texts.
Write your ideas about the feature and tips in the thought balloon.

Activity for Inferences

Read each situation or dialog. Then decide which quality best describes the character mentioned. Write the
letter of your answer in the blank before each number. Do this in a separate sheet of paper.

______ 1. “You go and meet them while I make haste within doors and
see whether we can get them anything for supper.” The speaker is __________.

a. sympathetic b. angry c. hospitable d. pitiful

_______2. “Since the villagers have forgotten the affections and sympathies of their nature, it is better if the lake is
going to ripple over their dwellings again.” The speaker is
___________.
 a. worried b. angry c. sympathetic d. anxious

______ 3. Baucis could hardly believe her eyes. Could it be that she was getting old and forgetful? But when she
lifted the pitcher, and made a gesture of pouring into the bowl, an abundant cascade fell bubbling into the bowl.
Baucis __________.

a. was excited b. had doubts c. was afraid d. felt ashamed

______ 4. “No, I don’t want any tea or food. I don’t even want to see your beautiful dance. Just give me a present to
take home with me.” The speaker is ____________.

a. angry b. rude c. selfish d. ungrateful

______ 5. King Arthur tried to right the many wrongs done since the death of King Uther. He restored the lands
confiscated from the rightful owners. He established the Round Table which stood the equality of all those who sat
at it. King Arthur was a
__________ king.

a. powerful b. merciful c. strong d. just

G. Finding practical applications of concepts and skills in daily

Task 6:
 Teacher Facilitated Discussion:

Directions: Identify the text type of the following articles as journalistic, informative, or literary.

Type of Text Articles

It was dark and stormy night.
In her attic bedroom Margaret Murry, wrapped in an old patchwork quilt, sat on the foot
of her bed and watched the trees tossing in the frenzied lashing of the wind.
Since there is no law in Pakistan related to cannibalism, the police arrested the duo under
anti-terrorism act declaring that their action feared and threatened the people.
Owls are carnivores, which mean that they eat meat. They hunt insects, small mammals
and other small birds during the night.

Owls most commonly lay between three and four eggs. They are white and round. The
eggs do not hatch at the same time. The life span of an owl is approximately twenty
years.

There are more than 200 different species of owls. Owls can be found all over the world,
except in Antarctica.
All elephants are mammals, like humans. They usually live in grasslands in Africa and
Asia. Elephants have bulky bodies, large ears, and a long trunk. They are all herbivores,
which mean they survive on a diet of plants. Most elephants can live for 50 to 70 years in
the wild.
The Great-Rex

Tyrannosaurus Rex (also known as T-Rex) was one of the largest dinosaurs that ever
walked the earth. It lived around 66 million years ago in an area now known as North
America.

Tyrannosaurus Rex was the size of a modern-day bus. It had a large head with strong,
sharp teeth. It had a long tail which helped it to balance on its back legs. The arms of the
T-Rex were quite small, ending in hands with only two fingers.

Tyrannosaurus Rex was a carnivore, which means it was a meat-eating dinosaur. T-Rex
gripped its food with its giant, clawed feet. Then, it ripped the flesh apart with its strong
jaws. Scientists think that the tyrannosaurus rex may also have stolen food from smaller
dinosaurs.
Tyrannosaurus Rex walked upright on its two back legs. Scientists can only guess how
fast it moved, based on footprints and tracks which are millions and millions of years old.
Their best estimate is somewhere between 17-40 km/h (11-43 m/h)

Tyrannosaurus Rex was one of the most dangerous and ferocious dinosaurs of all time.
No wonder scientists are fascinated by these amazing creatures.
II. Directions: Make an inference based on the short passage written below. The following questions serve as your
guide in making an inference.

Sally looks around the halls. She didn’t hear the bells to come inside so she will be late. This is a new building for
her and she doesn’t know where to go. Then, she sees another teacher and walks over to him.

My Inference Clues
1. Where is Sally?
2. What is Sally’s problem?
3. Will Sally find her way?

III. Directions: Read each paragraph and infer how the character is feeling. Draw a picture of what you think the
character’s face looks like based on clues from the text. Answer each question using strong text evidence.

1. Susy jumped out of bed. She was ready to start the day. “Today is,” she shouted, “my birthday!” When she
entered the kitchen, she saw the table decorated with balloons and streamers.

How does Susy feel?

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2. Winston lifted the lid on the shoebox. He looked inside at the new red tennis shoes his dad bought him.
Winston couldn’t wait to wear them to school. His hands shook as he put them on his feet and carefully tied
the bright white shoes.
How does Winston feel?
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DAY 4

H. Making Generalizations and Abstractions about the Lesson

Write the similarities and differences among the following words written below.

Similarities Differences

Literary Informative

Journalistic

Literary

1. Write three(3) synonyms or words with similar meanings of the term INFERENCE

INFERENCE

DAY 5
 I. Evaluating Learning

Directions: Infer the character trait that is best expressed by each short
paragraph. Write the letter of the correct answer.

____1. Alfonso, a pupil in Mrs. Fadera’s Class, was thinking of putting the used bubble gum in his classmate’s seat.

a. curious
b. wicked
c. naughty
d. wise

____2. The monkey likes the shark’s friendship and enjoyed throwing

more fruits into the sea.

a. loving
b. happy
c. friendly
d. sad

____3. The shark swam back and forth and waited for the monkey.Thinking that the monkey had left his fruit in a
tree farther. The shark waited longer.

a. coward
b. patient
c. brave
d. happy
____4. It is already late in the evening, but James is still awake. James is studying his lessons for the next day.
James is __________.
a. studious
b. incomplete
c. very weak
d. happy
_____5. Mario received one gallon of ice cream from his grandfather as a present. Leo, his youngest brother, asked
for some but Mario didn’t give him any.
a. greedy
b. cruel
c. tidy
d. generous

II.Write an article(any topic) on any of the text types / forms of writing: Informative, Journalistic, and literary.

________________________________

Title

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J. Additional Activities for Application or Remediation.

Make a conclusion or an inference about the situation that may possibly happen after the pandemic.

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Prepared by:
Daniel G. Fabian
Teacher II