Annex 1C to DepEd Order No. 42, s.

2016
School Irineo L. Santiago National High Grade Level 9
Grades 1 to 12 School
DETAILED Practice Teacher Ellen M. Benson Section SPJ and Acacia
LESSON Teaching Date January 16, 2020 Learning English
PLAN Area
Time 7:30-8:30 AM, 10:50-11:50 AM Quarter 3

I. OBJECTIVES
APOSTROPHE
The
It is learner demonstrates understanding of how Anglo-American literatureor
and
to other text types serve asthat
means of
A. Content an address to someone who is absent and cannot hear the speaker, something nonhuman cannot
connecting
understandtowhatthe world;
is said.alsoAn
how to use ways
apostrophe of analyzing
allows one-act
the speaker to play
thinkand different
aloud and forms of those
reveals verbalsthoughts
for him/her to
to the
Standards skillfully
audience.perform in a one-act play.
The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT
Examples:
B. Performance 1. Twinkle,
resources twinkle
based little
on the star, how
following I wonder
criteria: whatVoice,
Focus, you are.
Delivery, and Dramatic Conventions.
Standards 2. O, holy night! The stars are brightly shining.
A3.ABSTRACTION
Learning
Prepared
H. Making by:
generalization
Competencies
and abstractions about LC Code: EN0LT-IIIe-20.2 Explain the literary devices used.
METAPHOR
the lesson
(Write the LC code for Specific Objective:
It is a comparison Identify
of two thingsthe
thatliterary devices/figures
are basically dissimilar toofwhich
speech
oneused.
is described in terms of the other.
each) Examples:
1. He is a shining
LITERARY star.
DEVICES
II. CONTENT 2. Her tears
Content wereApostrophe,
focus: a river flowing down herUnderstatement
Metaphor, cheeks.
III. LEARNING UNDERSTATEMENT
Observed by:
RESOURCES It is the opposite of hyperbole, to make little something important.
A. References Example:
1. In the middle of the intense thunderstorm: “We’re having a little rain”.
1. Teacher’s Task 3. Determine it!
Guide pages Direction: Determine the literary devices used in the sentences.
A4. APPLICATION A
2. Learner’s
F. Developing mastery 1. journey
Twinkle,through
twinkle,Anglo-American
little star, how ILiterature
wonder what you are.
2.O, holy night, the stars are brightly shining.
(Leads to Materials
Formative 3. He is a shining star
pages
Assessment 3) 4. Her tears312
are a river flow down her cheeks.
3. Textbook LM pages
5. “I have to have this operation. It isn’t very serious. I have this tiny little tumor on the brain.”
pages Why we need to use sensory images in literature?
VALUING
4. Additional
G. Finding practical What is the importance of literary devices in constructing poems or in writing stories?
applications Materials from
of concepts and
skills in dailylearning
living
Resources(LR
portal) Task 4. Identify it!
B. Other Direction:
Printed In a 1/4
Visual sheet of paper, identify whether the given sentence is apostrophe, metaphor or understatement.
Aids,
Learning Answer only.
Power Point Presentation
Resources 1. O, pardon me, the bleeding piece of earth
IV. PROCEDURES 2. The snow is a white blanket.
3. The children were flowers grown in concrete gardens.
A1. ACTIVITIES Task 1. What’s in a picture?
EVALUATION 4. Kisses are the flowers of affection.
A. Reviewing previous Direction: Analyze the different images posted on the board/screen.
Evaluating
lesson Learning
or presenting the 5. The falling snowflakes are dancers.
new lesson. 6. The calm lake was a mirror.
B. Establishing a purpose 7. Welcome, O life!
for the lesson 8. “Oh! Stars and clouds and winds, ye are all about to mock me; if ye really pity me, crush sensation and memory; let
me become as naught; but if not, depart, depart, and leave me in darkness.”
9. A camper describes the weather: The storm brought us a little bit of rain today.
10. Telling a friend about the expensive trip you just took to Disney World: “It’s little pricy”.
AGREEMENT Direction: Study the technical vocabulary for drama and theater on page 347 on your textbook.
J. Additional activities
for application or
remediation
V. REMARKS
Task 2. Word Arrangement
VI. REFLECTION Direction: The students will be divided into 2 groups. Their task is to arrange the words in the given sentences
that are being scrambled and explain it in front.
A. No. of learners who
1.Then come, sweet death, and rid me of this grief.
earned 80% in the 2.Her tears were a river flowing down her cheeks.
evaluation. 3.After wrecking your car: “There’s a little scratch.”
A2.
B. No.ANALYSIS
of learners who Task 1
require
C. additional activities
Presenting 1. What do the pictures tell?
for remediation who scored 2. Why is that the pictures show different meaning?
examples/instances of the
below 80%
new lesson Task 2
E. Did the remedial lessons
D. Discussing
work? new who
No. of learners 1. Does the writer addresses something nonhuman in the first statement?
concepts
have caught and
uppracticing
with the 2. What does the writer wanted to express?
new
lessonskills #1 3. What is the purpose of the statement?
D. Discussing
E. No. of learners
newwho 4. What is the comparison between the word “tears” and the “river”?
continue to require
concepts and practicing 5. What is the difference between the word “tears and “the “river”?
remediation 6. How does the tears and the river have one thing in common?
new skills #2
E. Which of my teachings
7. What does the statement “there’s a little scratch” means?
strategies worked well? Why
did these work?
8. How can you say that there’s a little scratch in your car when it’s actually being wrecked?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other teachers?
ELLEN M. BENSON GENITH P. MAGDALUYO
Practice Teacher Cooperating Teacher