Republic of Philippines

Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis

SCHOOL:DIKAPINISAN NATIONAL HIGH SCHOOL GRADE: IX-CATUSALEM

TEACHER: PAULYNNE ERICKA C. MIGUEL LEARNING AREA: ENGLISH
DATE: June 2, 2022 I 9:45-10:45am QUARTER: FOURTH

I. OBJECTIVES ANNOTATION

A. CONTENT STANDARD
The learner demonstrates understanding of: East Asian
literature as an art form inspired and influenced by nature;
relationship of visual, sensory, and verbal signals in both
literary and expository texts; strategies in listening to long
descriptive and narrative texts; value of literal and
figurative language; and appropriate grammatical signals
or expressions suitable to patterns of idea development.

B. PERFORMANCE The learner transfers learning by composing and

STANDARD delivering a brief and creative entertainment speech
featuring a variety of effective paragraphs, appropriate
grammatical signals or expressions in topic development,
and appropriate prosodic features, stance, and behavior.

C. LEARNING Judge the relevance and worth of ideas, soundness of The teacher has used
COMPETENCIES author’s reasoning, and the effectiveness of the Bloom’s Taxonomy in
presentation EN9RC-IVf-2.22 writing objectives. Based
(taken from K to 12
OBJECTIVES: on the Cognitive
MOST Dimensions adapted from
ESSENTIAL a. Differentiate Opinion and Argument Anderson and Krathwohl
LEARNING b. Detect sound or valid argument the text read. (2001), it provides a
c. Appreciate the importance of sharing of an scheme for classifying
COMPETENCIES) educational goals,
argumentative to learn more about the world.
objectives and standards.
It also defines a broad
range of Cognitive
Processes from specific to
broad.
II. CONTENT Judge the relevance and worth of ideas, soundness of
author’s reasoning, and the effectiveness of the
presentation
III. LEARNING RESOURCES ✔ K to 12 Most Essential Learning
Competencies
✔ Curriculum Guide (May 2016 version)
✔ Google and YouTube for media
✔ Government Websites
 https://www.theedadvocate.org/5-things-that-
educators-should-know-about-the-philosophy-of-
education/
 https://www.thedigiteachers.com/teaching-
philosophies/
IV: PROCEDURES Ask a student to lead the prayer. Check the
PRELIMINARIES attendance of the students.
● Prayer
● Checkin Update on the status, feelings and expectations
of the students.
g of
Ask the learners about their day or week.
Attendance
Check if there is significant event that took place
● Updating/ in their day. Make the learners feel like they are
checking students’ appreciated and important.
status

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis
Recall /review the concept of Reading. Give The overall
them pointers on how to read and why they Philosophy used
in this lesson
need to read. Emphasize that reading is the was Progressivism
focus of the lesson. because it
teaches that
student to
evaluate
information so
that they become
a good citizen of
a democratic
society.

Constructivist
Theory was also
A. REVIEWING THE LESSON observed in this
activity as it
allowed the
student construct
knowledge and
make meaning of
it.

Visualization and
technology were
used in this
activity as
teaching strategy
as well as
teaching
principle.
Communicate the following Lesson’s
Objectives to the learners:

d. Differentiate Opinion and Argument

e. Detect sound or valid argument the text
read.
B. ESTABLISHING THE
f. Appreciate the importance of sharing of
PURPOSE OF THE LESSON
an argumentative to learn more about
the world.

Remind the learners of the performance

standard that they must accomplish in the
lesson.
MOTIVATION. Inductive approach is
PHOTO ESSAY employed in this lesson.
The teacher started with
✔ Let the learners arrange the pictures to specific concept to
general concept in order
create a bigger idea.
C. PRESENTING to practice the target skills
✔ The learners must interpret the early on the lesson. The
EXAMPLES underlying meaning of the new picture principle of teaching used
created. in this activity was
✔ They must be able to connect it to the students’ engagement.
lesson.

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis
ACTIVITY. The principle of
1. Let the learners play the game’ GUESS ME” teaching is used
in this activity
 Let the learners peel off a is creating an
description/statement from a whistle active
illustration. environment. The
 Let them guess if the statement is an teacher believes
D. DISCUSSING NEW that learners
opinion or an argument learn better in
CONCEPT AND
 Check the learners’ answer an environment
PRACTICING NEW
where they can
KILLS Process the learners’ activity by guiding them perform the
to differentiate the following: several hands-on
activities.
o Opinion
o Argument
(in the context of the text read)

ACTIVITY.
E. DISCUSSING NEW
1. Discussion.
CONCEPTS AND
The teacher will give in discuss the parts of an
PRACTICING NEW argument. The teacher will give the
SKILLS 2 characteristics of valid and sound argument.
F. DEVELOPING ANALYSIS Flexible
MASTERY Grouping was
Group Activity done for the
 Group the learners based on their activity. The
preference of the 3 colored stick with learners are
grouped
emoji at the top representing their
according to
mood. Give each group their task. their preferred
Allow questions and clarification on color and emoji
the task at hand but can still
be assigned to
Group 1: THE LOGIC other group in
 The group will be given a statement another
that they would analyze and evaluate. learning task.
 The group will detect an invalid
argument from the text read. Inclusivity
 The group will explain their answers in Principle was
front. observed in
this activity.
Group 2: THE SOUND It allowed for
varied learning
 The group will be given a comics strip
activities that
that they must analyze the context. all learners
 Through a comics strip, the learners can participate
will create a valid and sound won.
argument. Cooperative
 Learning
Group 2: THE JURORS Strategy was
 The group will be given various used in this
information from prominent social activity.
media platforms that they must read
and analyze.m Contextualizatio
 They must detect which arguments n was also
from the source are valid, and sound, observed in this
and which are not. activity.
Examples given
*Since it is a differentiated instruction, specific criteria are not
are those that
applicable, however, students are guided by the rubric below for their
are locality and
presentation*
those that

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis
CRITERIA SCORE learners can
Teamwork. All members helped in the easily relate
preparation of the presentation.
to.
Language. Presenter used the target
language during the presentation.
Active Learning
Relevance. The target goals were
accomplished
Principle was
Deportment. The Group observed proper
observed in this
behavior and health protocol during the activity caters
activity. the need of the
learners and
allowed them to
work and assume
responsibility
for their own
learning.
Students in this
activity
interacted
taught, and
engaging, and
responsible
learning. This
is also one of
the pieces of
evidence of the
constructivist
philosophy of
teaching.
Comics is
another strategy
used in enhance
competence and
to bridge the
gap of learning
theory and its
application.

APPLICATION The principle

of reciprocity
SPREADING KNOWLEDGE. and cooperation
The learners will be tasked to write was the
something about the topic or information principle of
teaching
that they are familiar to and knowledgeable
evident in this
of in a form of a card. This card shall be activity. The
exchanged to each other during the learners must
G. FINDING PRACTICAL learners’ vacant time. cooperate and
APPLICATION AND reciprocate the
ABSTRACTION ABOUT THE action of each
LESSON other in order
to get to know
each other and
also to
accomplish a
learning goal
to encourage
more learning
to take place.
Ask the learner to wrap-up the lesson
H. MAKING
GENERALIZATION

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis
The evaluation of the learners is in activities
I.EVALUATING
and analysis of the lesson
LEARNING
J. ADDITIONAL Look for at least three informative articles
ACTIVITTIES FOR online from different sources. Read the
APPLICATION OR article and if possible, read on the topic
REMEDIATION discussed by the article.

K. REMARKS

L.REFLECTION
a. No. of learners earned 80%
in the evaluation.
b. No. of learners who required
additional activities for
remediations.
c. Did the remedial lessons
work? No. of learners who
have caught up with
lessons.
d. No. of learners who continue
to require remediation.
e. Which of my teaching
strategies worked well? Why
did this work?
f. What difficulties did I
encounter which my
principal or supervisor can
help me solve?

Demonstrated by:

PAULYNNE ERICKA MIGUEL

Teacher-I

Checked and validated by:

RICKSON L. PALGUE, EdD

Head Teacher III

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201
 Republic of Philippines
Department of Education
REGION III- CENTRAL LUZON
Schools Division of Aurora
Schools District of San Luis

DIKAPINISAN NATIONAL HIGH SCHOOL

Barangay Dikapinisan, San Luis, Aurora 3201