Republic of the Philippines

Department of Education
REGION III
TARLAC CITY SCHOOLS DIVISION
BALIBAGO PRIMERO INTEGRATED SCHOOL
Balibago I, Tarlac City

WEEKLY LEARNING PLAN

Quarter: FOURTH Grade Level: 9

Week: 5 Learning Area:ENGLISH

MELC/s: React to lay value judgment on critical issues that demand sound analysis and call for prompt actions .EN9RC-IVf-2.22:

Day Objectives Topic/s Classroom-Based Activities Home-Based

Activities

1 Discuss different technical React to lay value (Complete Parts of WLP - For English medium of Instruction) Ask the learner to
vocabulary for drama and theatre. judgment on critical read their English
issues that demand Begin with classroom routine: module week 5
sound analysis and a. Prayer Judge the
call for prompt relevance and
actions. b. Greetings worth of ideas-
relevance of
c. Checking of attendance
ideas, then
d. Quick “kumustahan” accomplish the
given activities in
a separate sheet
of paper.
A. Review
 Ask learner to discuss the different steps in making playbill. A. Activity 1 page
3&4

B. Activity 2 page
B. Motivation 5
How important is stage directions in a play? C. Activity 3 page
What role will you perform in a play? 6

C. Discussion

Discuss the different pictures of stage directors, stage designers, and props
designers. Ask learner what particular roles do they perform?

D. Developing Mastery

To prepare you for your ultimate performance, the following activities are crafted
for the development of your skills or hidden potentials. Be open in sharing what
you want to do or accomplish as this will help you discover something new
about you. Let the learner answer the guided questions on page 623.

E. Application

Familiarizing the theatre’s Territory

In your group, discuss the changes which the characters have to undergo in
order to establish a harmonious relationship among themselves. Assign
members of the group act as director, make up artist, props men, technical
crew, actors or actresses, and a script writer. Then Present a short skit.

F. Generalization

Learner will perform the short skit

 G. Evaluation

Teacher will give the comment after the play.

2  Make a stand on critical React to lay value

issues brought up in the judgment on critical
issues that demand Begin with classroom routine:
material viewed
 sound analysis and a. Prayer
call for prompt
actions b. Greetings

c. Checking of attendance

d. Quick “kumustahan”

A. Review

Let the student recall the importance of familiarizing technical vocabulary for
drama and theatre.

B. Motivation

Analyze the picture and answer the following question.

1. What does each picture suggest?

2. Using one of the pictures, what commitment as a person were you able to
come up with?
C. Discussion

Teacher will discuss the critical evaluation of ideas, arguments, and points of
view as important for the development of students as autonomous thinker.

It is only through this critical evaluation that students can distinguish among
competing claims for truth and determine which arguments and points of views
they can trust and those of which they should be skeptical

E. Application

Let the learner read the text on page 633-643 and discuss what prompted
Mr. Cantor to come up with his visions. Explain how this speech may affect the
disposition, aspirations, state policies, and lives of the citizens in general. Write
your ideas in the organizer.

F. Generalization

Let the learner ask for further information about the critical evaluation of ideas,
arguments and points of view.

G. Evaluation

Teacher will give a situation and let the student React on each of the following
 situations hereunder by applying value judgments.

Example: You decided to ride on your friend’s motorcycle and then, got off at the
side of a highway. The overpass that you should walk through is a little bit far
from where you at and you feel like you could not hold your pee anymore. Your
house is just across the place where you were dropped by a friend. Though no
one is around you even the law enforcers, crossing a main road is prohibited by
your local government. How will you act into this situation you are facing?

3  Discuss production staff Get familiar with the

for a stage play technical
Begin with classroom routine:
vocabulary for
drama and a. Prayer

theater(like stage b. Greetings

directions) c. Checking of attendance

d. Quick “kumustahan”

A. Review

B. Motivation
Vocabulary Drills
a. Stage Management
b. Stage manager
c. Technical Director
d. set designer
 C. Discussion
Discuss the different production staff for a stage play.
A production staff includes the stage manager, assistant stage manager,
technical director, set designer, scenic artist/set painter, master carpenter, set
crew, lighting designer,etc. The production staff is basically responsible for
every aspect of the production other than acting.
D. Developing Mastery
Let the learner answer the graphic organizer about production staff for a stage
play.
staff

director artist

E. Application

Each Group will present their output

F. Generalization

Ask learner the importance of each staff for a stage play.

G. Evaluation

Let the learner make their own production staff for short play.

4  Designing props for stage Get familiar with the

play technical
Begin with classroom routine:
vocabulary for
drama and a. Prayer
theater(like stage b. Greetings
directions)
c. Checking of attendance

d. Quick “kumustahan”

A. Review

Recall the different production staff discussed yesterday.

B. Motivation

Show a sample video on a stage play

C. Discussion
Discuss the importance of stage props on a play and some guidelines for
designing their own props.

D. Developing Mastery
Let the learner brainstorm about stage props for their own play.

E. Application

Each group will present their output.

F. Generalization

Let the learner recall the guidelines in making stage props.

G. Evaluation
 Presentation of short skit using their simple props.

PREPARED BY: CHECKED BY: REVIEWED BY: NOTED BY:

JULIE ANN B. PLANAS ENCARNACION N. BARTOLOME YOLANDA Q. DE LEON JOHANNA MARIE T. DE JESUS EdD
Teacher Subject Focal Person Head Teacher I Principal II