Worksheet on Daily Procedures

Instruction:
Read the following learning plans by group and develop the learning procedures with
some plans for accommodating students with special learning needs. Encode your daily
procedures based on the given student objectives/learning outcomes.

Targeted Philippine Basic Education Curriculum Competencies

Grade 9, English, First Grading, Elements of Poetry

Curriculum Framing Questions

Essential Questions
● How does literature keep one’s identity?

Unit Questions
● Why do we still read Anglo-American writers’ literary works?
● How relevant are Anglo-American literary pieces to people’s lives?
● How do literary pieces reflect our contemporary situation?

Content Questions
● What are the uses of ellipsis, slash, capitalization and interjection?
● What are the different elements of poetry?
● What are the divisions of poetry?
● What is the difference of poetry form prose?
● When are we going to apply word order and word formation (clipping, blending, compounding,
folk etymology, etc.) in a literary piece?

Unit Summary
In this unit, you will compare and contrast the different types of poetry; know the elements of
poetry; apply the uses of word order and word formation in daily conversation; and the proper usage of
ellipsis, slash, capitalization, and interjection. Moreover, you will be able to explore the divisions of
poetry and the difference of prose from poetry. But more than just activating your intellectual ability,
you are led to participate in a speech choir using verbal and non-verbal strategies (hand, face, and
body), enabling you to listen with understanding, speak precisely and assuredly, and write coherently
and clearly. Learning will not be fun if there’s no spice. Technology is one of those spices, indeed. Some
of the activities are creating a poem and will dramatize it using a movie maker and describing yourselves
through a poem with the aid of Microsoft word. These will enhance your creativity, teamwork,
resourcefulness, etc. Moreover, you will record your speech choir (poetry recital) using verbal and non-
verbal strategies. Also, you will answer some of the quizzes through the use of different online venues
like Edmodo and Schoology. You will maximize the appropriate use of multimedia by listening and
viewing activities such as watching a video clip to support the existing information gathered during the
discussions.

Shaping Life’s Purpose through an Everyday Discovery

Student Objectives/Learning Outcomes
Day 1
By means of sentence analysis, the students should be able to:
a. determine the uses of ellipsis, slash, interjection, and capitalization to convey meaning;
b. display the efforts and sacrifices of a father by writing back a letter; and
c. compose a poem using ellipsis, slash, interjection and capitalization.

Day 2
Providing the activity, ‘Pictionary’, the students should be able to:
a. interpret set of pictures to form word meanings;
b. discuss solutions to a common problem by their previous experiences; and
c. arrange the inverted sentences to normal word order.

Day 3
Providing the activity Be My Tour Guide, the students should be able to:
a. select the word formation used in the problem;
b. share suggestions based on experiences; and
c. write suggestions in helping the lost man.

Day 4
Through a poem, the students should be able to:
a. distinguish the different features of literature;
b. verbalize the role of their mothers in their lives through a speech choir; and
c. illustrate the role of their mothers in their lives.

Day 5
By means of poem analysis, the students should be able to:
a. summarize a poem through a poem analysis;
b. display willingness to accept forgiveness by their promises; and
c. design lists of poets and their poems in a given fan.

Days Daily Procedures

Day 1 1.The students will begin the period with a short prayer.

AVILES, JANICE 2. Then follow by sentence analysis activity. The following should be
written on the board:

 Hamlet asked whether it was “nobler . . . to suffer the slings and

arrows of outrageous fortune or to take arms against a sea of
troubles.”
  Wordsworth's lines, "There was a time when meadow, grove,
and stream, / The earth, and every common sight, / To me did
seem / Apparell'd in celestial light," begin one of his most
beautiful poems.
 Wow! What a beautiful car! 
 “SLOW DOWN!” yelled the man as the car sped by.
 Last summer I visited London, England.

3. The teacher presented a sample sentences about ellipsis,

interjection, and capitalization. This will serve as the motivation or
introductory part of the lesson

4. At this part, the teacher will now introduce the lesson about the
uses of ellipsis, interjection, capitalization to convey meaning.

5. After a thorough discussion on topics presented above, the teacher

will give an individual activity which entitled, “TO MY SUPERMAN”.

A. From this activity, the class will compose a letter addressing to

their father and containing their sacrifices and efforts for their family.

B. The teacher will be giving 10 minutes to finish the task.

C. After giving ample time, the teacher will engage the class
involvement through reading the letter in front of the class.

6. The given activity will serve as their assessment task for the said
topic.

7. After, the last presenter, the teacher will now give her
summarization on the topic which includes its definitions, uses and
rules.

8. Before giving the task for the next meeting, the teacher will ask
the class for their questions, reactions, comments or suggestions
about the topic.

9. The teacher will give the class assignment for the next meeting
wherein the class will have to compose a poem using ellipsis, slash,
interjection and capitalization.

10. The teacher will again ask the class about the assigned task to
them.
 11. If there’s any questions or clarifications about the task, the
teacher will give her appreciation for the class active performance for
that day and saying, “Goodbye and have a nice day everyone!”

Day 2 1. The teacher will be leading the prayer for today

ABARINTOS, 2. Then the teacher will be discussing about today's activity

RYUJIN
3. The teacher will now let students form up a group of four and six
members each group.

A. And everyone in the group will write their own essays about their
own insights.

B. And after writing the essays the teacher will let each and every
one form it into one.

C. The teacher will be giving 15 minutes for every group to prepare

their essays.

D. And then each group will be nominating an individual who will be

discussing the work in front of everybody.

4.now the discussion about every groups own opinion now starts.

A. The teacher now will be reminding that the delivery performance

of the one will present will be very essential to the grading rate of
the activity for today.
 B. Every group will be given maximum of 5 minutes to finish.

5.now every group that has finished discussing will be questioned by

the other groups.

A. Asking questions is a must and the one who will be asked has to
have the ability to defend their opinions against the one who will be
doubting them.

B. and the teacher will be now recording all of the group's

performance that has been done today.

6. The teacher will now be leaving the classroom and congratulating

the students of their all giving performance of the task that they have
achieved for today.

Day 3 1. The teacher will greet the class and pick one students to lead the
prayer.
BESMONTE, APPLE
BABES 2. Teacher will ask the students about how's their days together with
asking " are you familiar with the words formation".

3. The teacher will now give the introduction about the activity of the
day which is entitled " Be my tour guide" that the students will work
on.

A. The teacher is now facilitating the class with some instruction.

B. the students will be by 6 group with 5 members.

C. The teacher will now give the disorganized puzzles to be

rearranged by group.

D. Each group will only have 7 minutes to answer with explain by the
teacher.

E. After the said time the result will be announced by the teacher and
the first group to be finish are the winner.

4. The teacher will now have student’s attention by giving

instructions to a random picking of sharing suggestions based on
experiences of the students.

A. Teacher will now pick one of the students and will be sharing
suggestions and recommendations about the own experiences.

B. Teacher will guide the student’s idea to be correct and give

additional significant lesson with sharing suggestions experiences.

C. After the 10 students sharing, the teacher will now proceed to the
last output to be pass by the learners.

5. The teacher will now give instructions about writing an individual

essay of the students.

A. The question is " what are your suggestions in helping the lost
man". This question is being written on the board by the teacher.

B. The teacher will now present the criteria for judging the essay.

C. There are only 7 minutes given time to finish the essay.

D. after passing the students output the teacher will now ask some
clarification and recommendations to the students regarding to the
lesson of the day.

E. Teacher will now be thankful to the participation of the whole class

and end of the discussion.
Day 4 1.Start the class with a short prayer.

BACER, ANGELICA 2. Introduce the activity “Gather us together”

A. Let the students be formed into two groups.

B. Give each group a folded five pieces of papers with a word inside
(the word prose and poetry are attached on the board).

C. Instruct students to read the word inside the paper and analyze if
it is a prose or poetry.

D. Ask a representative of each group on why they think it is poetry

or prose.

3. Proceed to the discussion about the different features of literature.

A. Ask the students what the difference between prose and poetry is.
B. Explain the difference of prose and poetry and go back to the
activity that they did earlier and check if the assembly is correct.

4. Give instruction for the group activity.

A. Let the students remain in their group to do this activity.

B. Explain the instructions of the activity and give them a copy of The
mother role poem. Tell them that they will do a speech choir using
that poem.

C. Inform the students that their performance should be a video

presentation.

D. Instruct the class to submit their video presentation after the class
schedule on Day.
Day 5 1.) Start the class with a short prayer.

AVELLANA, RUZZEL 2.) For motivation, ask the students what is their purpose in life.

A.) The teacher will share his experience through his own poem using
video presentation of the poem and share how he find his purpose in
life.

B.) Ask the students to share something about themselves and think
about their purpose in life.

3.) Introduce the poem "Lost For A Purpose" by Zay Bliss

A.) Let the students be grouped into five members each.

B.) Instruct the students to summarize the poem through a poem

analysis in 10 minutes.

C.) After 10 minutes ask the students to read their output in front of
the class.

4.) Let the students remain in the groups to interact as they display
willingness to accept forgiveness for finding purpose in life by their
promises.
5.) Proceed to the discussion of the poem.

6.) For the assignment, assign the students to research and design a
list of poets and their poem.

7.) The teacher will be now recording of all of the group performance
that has been done.

8.) The teacher will leave a message. It isn't us who needed to find
purpose, it was the purpose who needed to find us to exist". No
matter what you are, no matter what your special needs, without you
there is no purpose. Embrace it and continue to grow.

9.) The teacher will now congratulate the students and be thankful
for the participation in the whole class and end of the discussion.