Lesson Plan in English 9 Quarter 4: Teacher's Tasks Students' Tasks

Lesson Plan in English 9
QUARTER 4
Date: January 4, 2016 Day 1-Monday

I. Objective/s  Analyze literature as a means of
connecting
to the world (ENG 9 LT-IIIc-16
II. Subject Matter Literary Selection: The Story of Romeo &
Juliet
Skill/s: Literature
Materials: modules, manila paper
Reference: Grade 9 LMpage/s 285-295
Grade 9TG page/s-
III. Learning Tasks
Teacher’s Tasks Students’ Tasks
Pre Reading Tasks Drill: Arrange the letters on the right to define
A. Review what is being described on the left.
 Ask the students to
answer the activity
related to
terminologies in drama
and theatre.
Vocabulary Words- Individual Task
B. Vocabulary Words
Look for the word in the chart that matches its
 Have the students
meaning below.
answer Search and
Match activity on
page 286 of LM.
Answers to Vocabulary Word

Activity
1. Banish
2. Pernicious
3. Rival
4. Punishment
C. Motivation
Do you believe in love at
first sight? Do know some
couples or lovers in real life, in
movie, or in fantasy who have
experienced love at first sight?
D. Motive Question
Find out as you read the
story of Romeo and Juliet how
their love turned to a
forbidden
love.
Find out also why William
Shakespeare described Romeo
and Juliet “a pair of star-
crossed lovers.”
C. Reading of the Background

of the Author and its literary
piece William Shakespeare
William Shakespeare (26 April

1564 (baptised) – 23 April
1616) was an English poet,
playwright, and actor, widely
regarded as the greatest writer
in the English language and
the world's pre-eminent
dramatist. He is often called
England's national poet, and
the "Bard of Avon". His extant
works, including collaborations,
consist of approximately 38
plays, 154 sonnets, two long
narrative poems, and a few
other verses, some of
uncertain authorship. His plays
have been translated into
every major living language
and are performed more often
than those of any other
playwright.
Romeo and Juliet is a tragedy

written by William Shakespeare early
in his career about two young star-
crossed lovers whose deaths
ultimately reconcile their feuding
families. It was
among Shakespeare's most popular
plays during his lifetime and, along
with Hamlet, is one of his most
frequently performed plays.
Today, the title characters are
regarded as archetypal young
The Story of Romeo and Juliet (pp. 287-292)
lovers.
During Reading
D. Oral Reading of the
literary selection: The Story
of Romeo & Juliet
 As you read and / or

listen to the readings
Task 1. Group Work
of the selection be able
to jot down details
Making Connections (What the Text says?)
about the characters,
setting, and conflict of
the story
Post Reading
E. Communicative Tasks
perform different
tasks.
For Task 1, instruct the ff:
a. Group yourselves
into five.
b. Choose one question
word to discuss.
c. Answer the questions.
WHAT two families are

feuding? Explain the reason
for the family feud?
WHO are the characters in

the story? Make a character
diagram.
WHERE does the story take

place? Make a sketch and
show it to the class.
WHEN does the take place?

Indicate the physical setting
such as time of day, season,
weather or temperature, type
of building, indoors or
outdoors, colors, imagery
(five senses) if available.
WHY does Lady Capulet want

Juliet to marry Paris?
 Process students’
answers.
IV. Evaluation
Instructional Decision Remarks:
No. of learners w/in mastery level
No. of learners needing

reinforcement/remediation
Assignment Answer B. What the Text Mean (page 293 of your
LM)
Prepared by: Noted:
JOSENIA P. CONSTANTINO JUAN P. CABRERA

SST- I Principal
QUARTER 4
Date: January 5, 2016 Day 2-Tuesday

I. Objective/s  Analyze literature as a means of connecting to
the world (ENG9 LT-IIIc-16)
 Explain the literary device used
II. Subject Matter Literary Selection: The Story of Romeo & Juliet
Skill/s: Literature
Grade 9TG page/s-
III. Learning Tasks
Preliminary Tasks Review
A. Checking of assignment
B. 1. Review of the previous lessons 1. What two families are feuding? What is the reason of
the families’ feud?
2. Who are the characters in the story?
3. Where does the story take place?
4. When does the take place?
5. Why does Lady Capulet want Juliet to marry Paris?
C. Enhancement Activities
Task 1 – Whole Class
In the Know
A. Introduction
The English language
encompasses a host of literary
devices that make it so rich and
expressive. They provide a broad
structure under which all the types
of literature are classified, studied,
and understood. The importance of
literature in the portrayal of human
emotions is best understood by the
application of these devices.
B. Presentation  Parting is such a sweet sorrow

Study the following expressions  Oh loving hate
from the Story of Romeo and  Romeo, Romeo
Juliet and try to identify the  Where art thou Romeo?
literary device used.  My life is a foe of debt!
 “And to “thy go like lightning”
 Romeo: By some vile forfeit of the
untimely death.
C. Processing
What literary device is used in
each expression or line?
What are literary devices?
D. Discussion
 Discuss with the students Literary devices are common structures used in
the literary devices: writing. These devices can be either literary elements
1. Simile or literary techniques.
2. Foreshadowing
3. Rhyme Literary Devices
4. Repetition
1. Similes are one of the most commonly used literary
5. Oxymoron
6. Metaphors devices; referring to the practice of drawing parallels or
comparisons between two unrelated and dissimilar
things, people, beings, places, and concepts. Similes
 Provide example for each.
are marked by the use of the words ‘as’ or ‘such as’ or
‘like.’
Example:
He is like a mouse in front of the teacher.
2. Foreshadowing refers to the use of

indicative words/phrases and hints that set the
stage for a story to unfold and give the reader
a hint of something that is going to happen
without revealing the story or spoiling the
suspense.
Foreshadowing is used to suggest an upcoming

outcome to the story.
Example:
He had no idea of the disastrous chain of events to
follow.
3. Rhyme scheme is the practice of rhyming

words placed at the end of the lines in prose or
poetry. Rhyme scheme refers to the order in
which particular words rhyme. If the alternate
words rhyme, it is an “a-b-a-b” rhyme scheme,
which means “a” is the rhyme for the lines 1 and
3 and “b” is the rhyme affected in the lines 2 and
4.
Example:
Roses are red (a)
Violets are blue (b)
Beautiful they all may be (c)
But I love you (b)
The above is an “a-b-c-b” rhyme scheme.
4. Repetition is just the simple repetition of a

word, within a sentence or a poetical line, with
no particular placement of the words. This is
such a common literary device that it is almost
never even noted as a figure of speech.
Example:
Today, as never before, the fates of men are so
intimately linked.
5. Oxymoron is an significant literary device as it

allows the author to use contradictory,
contrasting concepts placed together in a manner
that actually ends up making sense in a strange,
and slightly complex manner. An oxymoron
is an interesting literary device because it helps to
perceive a deeper level of truth and explore
different layers of semantics while writing.
Examples:
Sometimes we cherish things of little value.
He possessed a cold fire in his eyes.
• Metaphors are one of the most extensively
used by way of another.
In a metaphor, one subject is implied to be

another so as to draw a comparison between their
similarities and shared traits.
Example:
D. Generalization Henry was a lion on the battlefield.
What are literary devices? How
does each one contribute to the
literary piece?
E. Application
IV. Evaluation

Assignment
Prepared by: Noted:

SST- I Principal
QUARTER 4
Date: January 6, 2016 Day 3-Wednesday

I. Objective/s  Use verbal (infinitive verb phrase)
 Identify uses of infinitives in sentences
II. Subject Matter Topic: Infinitives as Noun
(subject, complement & object,
appositive)
Skill/s: Grammar
Reference: Grade 9 LMpage/s 296-297; 315;
Grade 9TG page/s-
III. Learning Tasks
A. Review
B. Presentation
 Present The following sentences were taken from
sentences with the play Romeo and Juliet. Read and
underlined identify the kind of verbal used in each
infinitives.
sentence.
read and study them.
 Ask them to 1. To strike him dead, I hold it not a sin.
2. To scorn at our solemnity this night.
identify the what
3. To be a virtuous and well
kind of verbal are
the underlined governed youth.
4. To smooth the rough touch with tender
phrases.
kiss.
C. Grammatical Analysis?
 What is the form of the Infinitives are the “to” form of the verb. The
underlined verb infinitive form of “learn” is “to learn.” You can also
phrase? use an infinitive as the subject, the complement
 What do you call them? (predicate noun),
object of a sentence, or appositive.
D. Lesson Proper/Discussion Examples:

 Discuss with the To finish her shift without spilling another
students about pizza into a customer's lap is Michael only goal
infinitives and its uses tonight.
in sentences.
 Provide examples. Infinitive function as subject
He likes to knead the dough slowly.

(object)
The only solution is to lower the standards.

(complement)
The boat is about to leave the port. (object of the

prep.)
My greatest ambition, to become a doctor, has
been finally achieved. (appositive)
E. Generalization
 What are the uses of
infinitives in sentences?
 How can we use them
effectively in sentences?
F. Application
Task 1--3 Individual Task
 Have the students Task 1. Complete the sentences by using
accomplish the task. infinitives as subjects.
1. is enjoyable.
2. exhilarating.
Task 4. Pair Work 3. is his principle in life.
4. takes time and effort
5. even after all that trouble.
look for a partner
and ask each other
the following Task 2. Complete the following sentences
questions using infinitives as the object of the sentence.
using infinitives. 1. Elsa wants .
(page 297 and 315) 2. She loves .
3. Everybody likes .
4. The teacher reminds us .
5. The priest requests the townspeople
.
Task 3. Complete the following sentences

using infinitives as complement of the subject.
1. My only wish this Christmas is .
2. To fail is .
3. The only way to never fails is
Task 4. Look for a partner and ask each other

the following questions using infinitives.
1. What do you hope to accomplish in
five years?
2. What are you willing to sacrifice for
your family?
3. What are you proud of? What do you take
pride in doing?
4. As a youth leader, what are you willing to
do?
5. Whom would you like to see in the
youth congress?
Task 5. Get a partner and tell each other about

the following using infinitives as a direct
object.
1. Your family plan for Christmas
2. What you intend to do on Valentine’s Day
3. What gift you have decided to give
your teacher
4. What you will not forget to do
5. What you hope to hear from your
special someone.
IV. Evaluation Directions: Write down the infinitive in each
Answers: sentence. Beside it, write its use in the sentence,
as either subject, direct object, complement
(predicate noun), or object of the preposition.
Infinitive (Noun)
Recognition Practice - 1. Do you want to read the book?
Answers 2. To summarize a report is helpful to some people.
3. One study aid is to memorize.
4. Jeff needs to study harder and to get to
1. to read...direct object school on time.
2. to summarize. . .subject 5. To persist is a valuable virtue in life.
3. to memorize. . .predicate 6. His goal was to jump the hurdles.
noun 7. The explorer's aim was to find a new land.
4. to study.. .direct object - 8. The boat was about to leave the pier.
AND - to get...direct object 9. The principal would like to see you in his office.
(to school is a prepositional 10. His hobby is to collect stamps.
phrase. 11. The class is about to finish the unit of work.
5. To persist....subject 12. To hear the orchestra was a
6. to jump...predicate noun wonderful experience.
7. to find...predicate noun 13. Steve tried to write a poem.
8. to leave. . .object of 14. The children were asked to contribute to
preposition, about the heart fund.
9. to see.. .direct object 15. John did nothing in class except to gaze out
10. to collect. . .predicate noun the window.
11. to finish.. .object of
preposition, about
12. To hear...subject
13. to write...direct object
14. to contribute. . .direct
object
15. to gaze. . .object of
preposition, except

Assignment Make sentences using the following infinitives. Be guided
by the assigned uses.
1. To study (subject)
2. to realize my dreams (complement)
3. to graduate with honors (direct object)
Prepared by: Noted:

SST- I Principal
Note: January 7-8, 2016 Third Periodical Examination January 9-10, 2016v-
Saturday & Sunday
QUARTER 4

I. Objective/s  Use verbals (infinitive verb phrases)
 Identify functions of infinitives (Adjectives or
Adverbs)
II. Subject Matter Topic: Infinitives as Adjective and Adverb
Skill/s: Grammar
Grade 9TG page/s- 170
III. Learning Tasks
A. Checking of assignment
B. Review Find the noun infinitive phrases in the following
 Have the sentences and tell how they are used.
students answer
the short exercise 1. Everyone wants to enjoy life.
about infinitives. 2. She likes to be admired.
 Answers: 3. Two bad habits are to smoke cigarettes and to
1. to enjoy life = drink alcohol.
direct object 4. To stop the car suddenly can be dangerous.
2. to be admired = direct 5. To cheat is a sign of weakness.
object
3. to smoke cigarettes/to
drink
alcohol = predicate
nominatives
4. to stop the
Uncle, this is a Montague, our foe; a
car suddenly
= subject villain, that is hither come in spite to
5. to cheat = subject scorn at our solemnity this night.
C. Presentation I must another way, to fetch a ladder, by the

In the previous lesson you which your love must climb a bird’s nest soon
have learned that infinitives when it is dark.
are used as nouns in
sentences. Now, let us find
These times of woe afford no times to
out the other functions of
infinitives.
woo. Come, is the bride ready to go to
study the sentences church?
and identify the use of
the infinitive (in Here is a friar, and slaughtered Romeo’s man,
boldfaced) in each with instruments upon them fit to open these
sentence. dead men’s tombs.
 Process students’
answers.
 Clarify.
Infinitives as ADVERB
Our neighbor, Jack Jones, returned home

D. Discussion to recuperate from the heart attack.
 Give inputs on the
other uses or functions  To recuperate is the infinitive and it
of infinitives: adjective answers the question why he returned
and adverb. home. It is, therefore, an adverb infinitive.
 Provide examples
Eager to get home, Jack left from the hospital early
in the day.
 To get is the infinitive modifying the

adjective, eager, and is an adverb in
this sentence.
There's too much sugar to put in this bowl.

 To put is the infinitive modifying the adverb
too much, and is another adverb in the
sentence.
After breaking his leg, Dave had many

obstacles to overcome.
 To overcome is the infinitive and tells

which obstacles have to be
overcome. Thus, it modifies the
noun, obstacles.
Task 1- Group 1
E. Generalization Fit and Right
 How are infinitives used Write the infinitive in each sentence. Then, beside
in sentences? each write ADJ if it is used as an adjective and
ADV if it is used as an adverb.
F. Application 1. The choir was ready to perform.
Differentiated Tasks 2. He worked to get ahead in the ladder
of education.
3. He gave me a book to read.
4. The passage from the Bible is hard to translate.
Answers to Task 1 5. The boys are coming this weekend to
1. To perform-adverb play tennis.
2. To get-adverb
3. To read-adjective
4. To translate-adjective
5. To play-adjective
Task 2- Group 2
Big League
Complete the following sentences with the
infinitive used as indicated inside the parentheses.
1. Here is the lesson . (adjective)
Answers may vary. Possible
2. The team was ready . (adverb)
answers are:
1. To study ; to review 3. My friends were sorry . (adjective)
2. To complete 4. She promised never it again. (adverb)
3. To hear (the bad news) 5. I don’t have time . (adjective)
4. To do
5. To Task 3- Group 3
Find me! Know me!
Answers to Task 3 Find the infinitives or infinitive phrases in these
1. to check the dam for sentences and tell what word they modify.
leaks modifies the verb 1. The inspector came to check the dam for leaks.
came 2. Fred finally went to work.
2. to work modifies the 3. Paul arrived in New York to study physics and
verb went to learn more.
3. to study physics/to learn 4. Are you old enough to drive?
more modify the verb 5. The new soldiers were ready to listen and obey.
arrived
4. to drive modifies Task 4- Group 4
the predicate adjective Work on me!
old Directions: Write down the infinitive that is used as
5. to listen/(to) obey modify an adverb in the following sentences. The, write
the predicate adjective down what word the infinitive is modifying that is
ready either a verb, adjective or another adverb.
1. The teacher wrote to the state to renew

his license.
2. The students were eager to learn about
Bob's vacation.
3. Have you ever stopped to think about
your goals in life?
4. I am going to the store to buy a 100-watt light
bulb.
5. Early clocks were hard to read.
Task 5 – Group
5 Do it for me!
Make five (5) sentences using infinitives as
adjective or adverb.
IV. Evaluation Directions: Look for the infinitive in each

Answers: sentence and underline it. Identify the function
1. to see -- answers to and write on the blanks.
1. The clock in my mother's room is
what extent easy --
very easy to see.
modifies the adjective, 2. Bill uses his watch to get to work on time.
easy 3. He went to his father to ask his consent.
2. to get -- answers "when?" 4. The bus driver sounded his horn to
and modifies the verb, uses warn the walkers.
("to work" is a prepositional 5. The clown painted his face white to give
a clown-look.
phrase since "work" in this
6. Who was the first one to land on
sentence is a noun...the the moon?
name of something.)
3. to ask -- answers "why?"
and modifies the verb, went 7. It is time to work on that assignment.
4. to warn -- answers 8. The frail old lady needed someone to
"why?" and modifies the cut her lawn.
9. The club must find a way to solve
verb, sounded
their financial problems.
5. to give -- answers "why?" 10. Is this story a good story to read?
and modifies the verb, 11. The teacher has a long teaching plan
painted. to make.
6. to land - modifies pronoun, 12. Your talent to please others is an
one asset sometimes.
7. to work - modifies 13. Determination to win will bring the
team success.
noun, time
14. The team's desire to win is very strong.
8. to cut - modifies pronoun, 15. Jen's eagerness to learn is very evident.
someone
9. to solve - modifies
noun, way
10. to read - modifies
noun, story
11. to make - modifies
noun, plan
12. to please - modifies
noun, talent
13. to win - modifies
noun, determination
14. to win - modifies
noun, desire
15. to learn - modifies noun,
eagerness

Assignment Make sentences using infinitives that function as adjective
and adverb. Relate your sentences to the Story of Romeo
and Juliet.
Prepared by: Noted:

SST- I Principal
QUARTER 4
Date: January 12, 2016 Day 5-Tuesday

I. Objective/s Use the appropriate prosodic feature when delivering
lines in a one-act play
II. Subject Matter Topic: Prosodic feature (Intonation)
Skill/s: Oral Language Fluency
Reference: Grade 9 LMpage/s 315-
319
Grade 9TG page/s-
III. Learning Tasks
A. Motivation? Group 1 Practice the dialogue with appropriate intonation.
 What would be an
utterance without
intonation?
B. Lesson Proper
 Intonation makes it easier
for the listener to
understand what the
speaker is trying to
convey.
 Intonation is used to carry

a variety of different kinds
of information. It signals
grammatical structure,
though not in a one-to-one
way; whilst the end of a
complete intonation pattern
will normally coincide with
the end of a grammatical
structure such as a
sentence or clause.
 Even major grammatical

boundaries may lack
intonation marking,
particularly if the speech is
fast.
C. Communicative Activities
 You will work in groups
to perform the
intonation activities for
oral fluency.
IV. Evaluation Perform the One-Act-Play entitled “The Terrible Giant.”
/Performance Your acts will Observe correct intonation. (See page 318 of LM)
graded according to the
following standards:
1. Intonation (rising
and falling)
5- if Observed
3- if partially observed
1-If not observed
2. fluency
5- if Observed
3- if partially observed
1-If not observed
Total points 10

No. of learners needing reinforcement/remediation
Assignment
Prepared by: Noted:

SST- I Principal
QUARTER 4
Date: January 13-14, 2016 Day 6-7 – Wednesday & Thursday

I. Objective/s  Analyze one-act play
 Explain how a selection may be influenced by a
culture, history, or environment.
II. Subject Matter Selection: Romeo and Juliet (Act Two, Scene Four
to Act Five, Scene Two-Together Again
Skill/s: Reading and Literature
Grade 9TG page/s-
III. Learning Tasks
Pre Reading Activities Arrange the sequence of the following events by writing
A. Activating Prior Knowledge your answers in the opposite column. The ending is
 Have the students answer given already.
the task. (This serves a
review to their previous
Juliet’s nurse calls her. 1.
lesson about the “Story of
Romeo tells Juliet to
Romeo and Juliet.”)
contact him by nine 2.
o’clock.
Juliet calls Romeo’s 3.
name.
Romeo leaves and
4.
Juliet goes to bed.
Romeo enters the 5.
garden below Juliet’s
window.
Juliet tells Romeo that
6.
she loves him.
Juliet says goodnight
and Romeo climbs 7.
back down.
Juliet hears Romeo and 8. Romeo leaves and
he climbs up to her Juliet goes to bed.
balcony.
B. Vocabulary Development
 Determine the meaning of
the underlined word in
Vocabulary Development
each sentence. Choose
1. Juliet my dear, something terrible happened.
from the options given
2. The Prince is not going to execute you.
below.
3. I’ll be in the tomb, with dead bodies around me.
4. Oh, you Montagues and Capulets, what a
stupid argument.
5. He goes to a cupboard and takes out a bottle.
grave cabinet dispute inflict

C. Motivation punishment awful
 Have your heard about
“A Secret Wedding?”
 Do you know couples or
lovers whom once had A Comprehension Check-up
Secret Wedding before they Answer the following questions from the text of
finally reveal it in public? the story.
con
 What could be some 1. Who are Romeo and Juliet? What is going
reasons why decided to on between the families of the two?
have “A Secret Wedding?” 2. Where is Romeo exiled? Why does Romeo
feel that banishment is worse than death?
D. Motive Questions
3. How does Lord Capulet react to Juliet’s
 Find out how the
characters, setting, and
refusal? What ultimatum does he give her?
atmosphere contributed for 4. Why is there such a rush to see Juliet married?
the main characters to
push for “A Secret
Wedding.”
Differentiated Tasks
Reading Act in Response
E. As you read the one-act-play Group yourselves into five and discuss the following.
observe the interaction among The first question will be for group 5, second will be
characters, and how the
group 4, third will be group 3, fourth will be group
characters were influenced by
some factors such as
environment, culture and
others.
2, and fifth will be group 1.
Post Reading
F. Comprehension Check -up 1. Friar Lawrence gives this advice to Romeo and
Juliet: “Love moderately; long love doth so.” What
G. Differentiated Tasks
is he telling the young lovers? Do you agree with
him? Should he have given them any other advice?
2. What could have been done to prevent

this tragedy from occurring?
3. What would have happened to Romeo and Juliet

if they hadn’t died? Is their relationship sustainable
over time? Do they have anything to offer each
other once the initial burst of passion calmed down?
Would Romeo move on from Juliet as quickly as he
moved on from Rosaline?
4. In what ways do the young adopt the beliefs

of the old, and in what ways do they ignore
them or fight against them?
5. Should Romeo and Juliet’s relationship be

viewed as a rebellion of the young against the old?
In other words, is this play’s motto, “Kids these
days,” or “Move over, Grandpa”?
(For day 2)
H. Enhancement Activities
 Have the students perform Visual interpretation
the enhancement activities. With the same groupings, present a live portrait of
a particular scene that depicts a particular character
or theme of the play.
Talk Back
Clockwise Vibes
From the visual interpretation made by each group,
take turns in giving feedback.
Give your reaction based on the choice of color,
medium, and texture of the picture or based on
the chosen theme, character, or event. Follow the
cycle below.
IV. Evaluation See attached quiz


No. of learners needing reinforcement/remediation
Assignment Do Panel Forum on Page 340 of your LM
Prepared by: Noted:

SST- I Principal
The following statements describe details, events, and incidents in the Story of
Romeo and Juliet (Act Two to Act Five). Choose the letter of the correct answers.
1. What kind of religious rite, or ceremony, is discussed in Act 2 Scene 4 of

Romeo and Juliet?
A. Marriage B. Baptism C. First CommunionD. Confirmation
1. What did Tybalt do in Act 2 Scene 4 of Romeo and Julietto make Benvolio
and Mercutio think he was challenging the Montagues?
A. Send a letter C. Shake his fists
B. Bite his thumb at them. D. Yell at them
2. What did Romeo say one of his friends would give to the nurse when they
met behind the abbey wall?
A. A bouquet of flowers C. Some money
B. A rope ladder D. Rosary
3. To which city does Romeo go after being exiled from Verona?
A. Padua B. Rome C. Venice D. Mantua
4. Why is Romeo exiled?
A. For killing Tybalt C. For killing Mercutio
B. For marrying Juliet against her father’s will D. For publicly
admitting his atheism
5. Who performs Romeo and Juliet’s marriage?
A. Friar John B. Friar Lawrence C. Father Vincentio D. Mercutio
6. Who kills Mercutio?
A. Benvolio B. Sampson C. Romeo D. Tybalt
7. Whom does Mercutio curse as he lies dying after a duel?
A. The Montagues and Capulets B. Romeo C. Tybalt D.
Romeo and Tybalt
8. Why does Tybalt first challenge Romeo to a duel?
A. He is offended that Romeo loves his cousin.
B. He is offended that Romeo shows up at the Capulet ball.
C. He is offended that Romeo bites his thumb at him.
D. Tybalt does not challenge Romeo to a duel; he challenges Mercutio.
9. Why is Friar John unable to deliver Friar Lawrence’s message to Romeo
in Mantua?
A. He is killed by a Capulet servant.
B. He is attacked by bandits on the road.
C. He is held inside a quarantined house, and is unable to leave.
D. Romeo is stopped in Padua and never makes it to Mantua.
10. Why does the Apothecary agree to sell Romeo poison?
A. He is poor, and needs the money.
B. He can see that Romeo is passionate.
C. He is afraid that Romeo will hurt him if he refuses.
D. He is a friend of Friar Lawrence.
11. Who is the last person to see Juliet before she stabs herself dead?
A. Paris
B. Friar Lawrence
C. Tybalt
D. Romeo
12. How and where does Romeo commit suicide?
A. With a dagger in the orchard C. With a sword in
Juliet’s bedchamber
B. With a rope in the public square D. With poison in Juliet’s tom
QUARTER 4
Date: January 15, 2016 Day 8-Friday

II. Subject Matter Topic: Infinitive Phrase Modifier
Skill/s: Grammar
Grade 9TG page/s-
III. Learning Tasks
IV. Evaluation
Instructional Decision
Assignment
Prepared by: Noted:

SST- I Principal
QUARTER 4

II. Subject Matter Topic: Infinitive Phrase Modifier
Skill/s: Grammar
Grade 9TG page/s-
III. Learning Tasks
IV. Evaluation
Instructional Decision
Assignment
Prepared by: Noted:

SST- I Principal

Lesson Plan in English 9 Quarter 4: Teacher's Tasks Students' Tasks

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Lesson Plan in English 9

Date: January 4, 2016 Day 1-Monday

Answers to Vocabulary Word

C. Reading of the Background

William Shakespeare (26 April

Romeo and Juliet is a tragedy

 As you read and / or

WHAT two families are

WHO are the characters in

WHERE does the story take

WHEN does the take place?

WHY does Lady Capulet want

No. of learners w/in mastery level

No. of learners needing

Prepared by: Noted:

JOSENIA P. CONSTANTINO JUAN P. CABRERA