Santa Cruz Institute (Marinduque), Inc.

Santa Cruz, Marinduque

LEARNING PLAN
LESSON 1

SUBJECT: ENGLISH
GRADE: 9
Lesson 1:
Number of Sessions: 6 weeks
UNIT STANDARDS:

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 of strategies, appropriate
word order, punctuation mark and interjections to enable him/her to participate actively in a
speech choir.

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.

LEARNING COMPETENCIES/OBJECTIVES:

At the end of the lesson the students should be able to:

 Share prior knowledge about the topic

 Process information mentioned in the text listened to
 Perform tasks by following instructions
 Infer thoughts, feelings and intentions in the material viewed
 Provide words or expressions appropriate to a given situation
 Analyze literature as a means of discovering the self
 Point out the distinguishing features of a poem
 Determine the features of an informative writing
 Use the appropriate stress in delivering lines of poetry and prose
 Use capitalization and punctuation correctly
 Present a well prepared Community Services Brochure
Learning Target:

The students at the end of the lesson must present a Community Services Brochure as a
major evidence of their understanding. Inform them of the criteria for assessment will be: Focus,
Content, Organization, and Supports, Visuals, Clarity and Language Mechanics.

EXPLORE
Activity 1: Three minutes letter search riddle game.
There are to read each statement closely and search for the missing letter as suggested by each
statement.

 I am the first letter of right

 You’ll find me in the boar but not in bear
 I’m in the middle of ceiling
 You’ll find me in the ore but not in our
 I have the sound of sea

Put the letters together to come up with the answer to this riddle.

What is it in life that I have to perform?

 Consider the first one to give the correct answer as the winner.

Activity 2: All for the best

Form small groups of five, and take turns in answering these questions:
 What kind of role in life
a. interest you most?
b. helps put you into a happy mood?
c. You prefer/ enjoy doing? You like best?
 Make a list of all of them in the table as shown.
 Share and compare your lists with others’ list to yours.
 Keep for your future use.
Essential Question:
 What roles can I perform that will make a difference in my life?
 Why is it important to recognize my roles in life?
 How can I perform my roles in life effectively?
Firm Up
Activity 3: Read the poem “The Seven Ages of Man” silently and watch out for words which are
difficult for you to understand. List them in your vocabulary notebook and have them as entries
in your word bank.
Activity 4: Word Bank
Tell them that one way to enlarge your vocabulary is to build Word Bank. A Word Bank is a
collection of words that you can use for special purpose/ appreciate for a given situation. Then,
make them
 After reading the poems look out for words in the poem that fits each description below.
1.A lyric poem that tells a story _____________________________
2.A fat chicken _____________________________
3.Crying _____________________________
4.Promises or pledges to accomplish _____________________________
5.Display unconsciousness or nothingness _____________________________
6. throwing up or vomiting due to sickness _____________________________
7. a school bag _____________________________
8. refers to stem or branch _____________________________
9. produce high sharp sound _____________________________
10. unhappy or sorrow sound _____________________________

Activity 3: Small Group Differentiated Works

Group 1: Looking for Rhymes
 Read the poem once more and spot for words that rhyme
 Make a list of these rhyming words, and determine which examples of internal rhyme are.
 Copy and fill out the table with appropriate entries
 Share their findings with the other groups movements in the poem.
Group 2: The Best CLUE
Invite the learners to read the poem aloud once more, and watch out for words that suggest
sounds of movements, actions and meaning. Then,
 Find examples of onomatopoeia in the poem
 Picture each word in your mind, and try to bring each image in clear focus
 Use the following questions to guide you
- What does it look like?
- What kind of sounds does it make?
- How does it move?
- List them in the table.
- Share your findings with the