Republic of the Philippines

Department of Education
Region XII
Schools Division Office of Cotabato
Aleosan National High School
Aleosan, Cotabato

DETAILED LESSSON PLAN IN ENGLISH

Grade X- Lopez Jaena 8:35-9:35AM
Grade X- Jacinto 3:15- 4:15PM
March 2, 2020

I. OBJECTIVES
A. CONTENT STANDARDS
The learner demonstrates understanding of how world literature and other text types serve as instruments to
resolve social conflicts, also how to use the language of research, campaigns and advocacies.
B. PERFORMANCE STANDARDS
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and
devices.
C. LEARNING COMPETENCIES
At the end of the lesson, 80% of the students should be able to:
 uses structures of modification (EN10G-IIIe-30)
D. SPECIFIC OBJECTIVES
 identify the different modifying clauses in sentences
 use modifying clause in sentences
II. SUBJECT MATTER
a. Topic: Modifying Clauses
b. References: link.quipper.com, Quipper Study Guide: Grade 10 Unit 9: Modifiers
c. Materials: Presentation slides, Smart TV, manila paper, strips of paper

III. PROCEDURE

TEACHER’S TASK STUDENTS’ ACTIVITY

A. Preliminary Activities
1. Prayer
Please stand for our prayer. Let us pray………Amen.
2. Greetings
Good morning everyone! Good morning Ma’am Kristen! We’re glad to see you
again!
You take your seat.
Thank you, Ma’am!
3. Checking of Attendance
Who are absent today? None ma’am.
Good, that everyone is here today.
4. Review of the Previous Lesson
Who can give me a recap of our previous lesson? Yesterday, we discussed the “Modifying Phrases”.
“Phrases” is defined as two or more words that does
not have subject and verb.

What are the different types of Modifying Phrases?
5. Vocabulary Enrichment
Before we will proceed to our lesson proper, let us read first
our vocabulary for today. You will encounter these terms
later. Let us take turns reading the terms and their
definitions.
The teacher gives examples for each term.
Very Good! Now, that you learned already some terms. I
guess that we are now ready to proceed.
There are four different types of Modifying Phrases:
Prepositional Phrase, Participial Phrase, Infinitive
Phrase and Absolute Phrase.
The class reads the terms and their definitions.
1. relative pronoun- a pronoun used as a
subordinating word to introduce a dependent
clause.
2. verbal- a verb form that functions as a noun, an
adjective, or an adverb
3. subordinating conjunction- a word that connects
dependent and independent clauses
 B. Lesson Proper
1. Motivation The students read before the class the sentences they
I will group you into ten, (teacher assigns groupings). formed.
I have here strips of paper with two different colors with
clauses written on it. Each group will receive one strip.
The teacher states the mechanics of the activity.
o Select one representative in your group.
o Without making noise, roam around with the other groups.
o Look for clauses that best fit to the clauses that you had.
o The first pair to state the correct sentence will be the winner.

How do you find the activity?

What are your techniques to form the appropriate sentences? It is quite interesting ma’am.
Wow! That’s fantastic! I am sure that you are now ready for our next We tried to look the head and modifier of each
activity. sentence.
2. Activity
Since, we are done already discussing the single- word
and phrases modifiers this time we will be learning what is
next to phrases.
With the same groupings, out of these scrambled words each group The students present their sentences.
must form a sentence. After 3 minutes, representative from each
group will present the formed sentences.
Now, take a look with your sentences. How does the structure differ The structures of the modifiers are much longer than
from single- word and phrases? the single-word and phrases. And they have subject
and verb.
Very good observation.
3. Analysis
From the activity we had, what do you call is the term used Clauses
to define a group of words with both a subject and a verb?
Analyze the structure this time. How is it different from the Single- word modifier is only a word; phrases
structures discussed in the first two lessons? compose of two or more words while clauses
4. Abstraction compose of group of words.
A clause modifier is a group of words with both a subject and a
verb that can be used as a modifier in a sentence.
Two Types of Clause Modifiers The students listen to the explanation.
1. Adjective clause provides more detail to a sentence by
modifying a noun or
a pronoun which answers the questions “What kind?” or
“Which one?” It is introduced by a relative pronoun or a
relative adverb.
Relative Pronouns Relative Adverbs
That which who whom whose
Whichever whoever whomever when
Where why
Examples:
● I can still remember the time when we were still together.
● I can still remember the time when we were still
2. Adverb clause modifies verbs, adjectives, adverbs, or verbals
(gerunds,
infinitives, and participles) in a sentence, and is introduced
by a
subordinating conjunction.
Subordinating Conjunctions
As as if as long as although after before because
even though if in order that so since though than
until unless while when whenever where wherever

Examples:
● Unless you take the train, you will miss your flight tonight.
● My brother, when he is irritated, locks himself in his room.
● Jeremy’s presentation was the best because it was interactive.

Do you understand the concept in modifying clauses? Yes Ma’am!

Any clarification about our topic? None Ma’am.
So, now bring out your activity notebook for our quiz.
IV. EVALUATION

In your activity notebook, please copy the sentences presented on the screen and do follow carefully the directions.

Underline the clause modifier and the word it modifies in each sentence below.
1. Though he started the exam early, he finished it late.
2. Is that the dog that you promised to give me?
3. The janitor, whom we spoke yesterday, was fired.
4. The novel, which I promised to lend you, is missing.
5. Unless you tell me everything, I will not be able to help you.

Correct Answers:
1. Though he started the exam early, he finished it late.
2. Is that the dog that you promised to give me?
3. The janitor, whom we spoke yesterday, was fired.
4. The novel, which I promised to lend you, is missing.
5. Unless you tell me everything, I will not be able to help you.

V. AGREEMENT
For your assignment, in a ½ sheet of paper, answer briefly the question.

How can your knowledge and skill in using clause modifiers help us express past experiences effectively?

Prepared by:

KRISTEN T. CAALIM, T1
Subject Teacher

Checked by:

MELINDA C. VILLENA
Master Teacher I
 Republic of the Philippines
Department of Education
Region XII
Schools Division Office of Cotabato
Aleosan National High School
Aleosan, Cotabato

DETAILED LESSSON PLAN IN ENGLISH

Grade IX-Quezon 1:00-2:00 PM
March 16, 2020

I. OBJECTIVES
A. CONTENT STANDARDS
The learner demonstrates understanding of how Anglo-American literature and other text types serve as
means of valuing other people; also how to use processing information strategies, different forms of
adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation.
B. PERFORMANCE STANDARDS
The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective
verbal and non- verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions,
Style and Body Movements or Gestures.
C. LEARNING COMPETENCIES
At the end of the lesson, 80% of the students should be able to:
 EN9LT-IVg-17: Analyze literature as a means of understanding unchanging values in a
changing world
D. SPECIFIC OBJECTIVES
 know the characters of the play “Romeo and Juliet”
 understand the relationship between each of the characters of the play
 analyze a certain character using a character map
II. SUBJECT MATTER
a. Topic: Character Analysis: Romeo and Juliet
b. References: link.quipper.com, Quipper Study Guide: Grade 9 Unit 9: Character Analysis
c. Materials: Presentation slides, Smart TV, manila paper, strips of paper, pictures

III. PROCEDURE

TEACHER’S TASK STUDENTS’ ACTIVITY

A. Preliminary Activities
1. Prayer
Please stand for our prayer. Let us pray………Amen.
2. Greetings
Good morning everyone! Good morning Ma’am Kristen! We’re glad to see you
again!
You take your seat.
Thank you, Ma’am!
3. Checking of Attendance
Who are absent today? None ma’am.
Good, that everyone is here today.
4. Review of the Previous Lesson
Who can give me a recap of our previous lesson? Yesterday, we had watched the video of the play “
Romeo and Juliet” and had answered the study guide
questions..
Who can relate to us what was the play “ Romeo and Juliet” all The play was all about the two young lovers who falls
about? deeply in love with each other but ended their story in
tragedy.
5. Motivation
I will be playing a song by Taylor Swift “Love Story”. Please
listen to the song and try to understand its message. The students listen carefully to the song.

What was the song all about? Can you relate? In what way? The song was about a love story. It mentioned
“Romeo” and “Juliet”.

Does the song relate to the play “Romeo and Juliet”? Yes Ma’am.
What were words that struck you most? “Stay away from Juliet”, Begging you,” Please don’t
 go”

B. Lesson Proper
1. Activity
In the song that we listened to, talked about the love that seemed
to be difficult but real despite the forbidden love and family
loyalty. So now, we will be analyzing each character of the play
“Romeo and Juliet”. Are you ready? Yes ma’am.

I have here templates for character map. I will group you into two. The students present their work.
One group will accomplish character map of the MONTAGUE
Family, and the other group will accomplish this template of
CAPULET Family. Afterwards, one representative will present
each group’s work.

2. Analysis
From the activity we had, what are the relationships They are all family-related. They contributed to the
between the characters? What action take place between tragic ending of the story.
them?

3. Abstraction
Romeo - The son and heir of Montague and Lady Montague. A young man of about The students listen to the explanation.
sixteen, Romeo is handsome, intelligent, and sensitive.
Juliet - The daughter of Capulet and Lady Capulet. A beautiful thirteen-year-old girl,
Juliet begins the play as a naïve child who has thought little about love and marriage,
but she grows up quickly upon falling in love with Romeo, the son of her family’s
great enemy.
Friar Lawrence - A Franciscan friar, friend to both Romeo and Juliet. Kind, civic-
minded, a proponent of moderation, and always ready with a plan, Friar Lawrence
secretly marries the impassioned lovers in hopes that the union might eventually
bring peace to Verona.
Mercutio - A kinsman to the Prince, and Romeo’s close friend. One of the most
extraordinary characters in all of Shakespeare’s plays, Mercutio overflows with
imagination, wit, and, at times, a strange, biting satire and brooding fervor.
The Nurse - Juliet’s nurse, the woman who breast-fed Juliet when she was a baby
and has cared for Juliet her entire life.
Tybalt - A Capulet, Juliet’s cousin on her mother’s side. Vain, fashionable, supremely
aware of courtesy and the lack of it, he becomes aggressive, violent, and quick to
draw his sword when he feels his pride has been injured.
Capulet - The patriarch of the Capulet family, father of Juliet, husband of Lady
Capulet, and enemy, for unexplained reasons, of Montague.
Lady Capulet - Juliet’s mother, Capulet’s wife. A woman who herself married young
(by her own estimation she gave birth to Juliet at close to the age of fourteen), she is
eager to see her daughter marry Paris.
Montague - Romeo’s father, the patriarch of the Montague clan and bitter enemy of
Capulet.
Lady Montague - Romeo’s mother, Montague’s wife. She dies of grief after Romeo is
exiled from Verona.
Paris - A kinsman of the Prince, and the suitor of Juliet most preferred by Capulet.
Once Capulet has promised him he can marry Juliet, he behaves very presumptuous
toward her, acting as if they are already married.
Benvolio - Montague’s nephew, Romeo’s cousin and thoughtful friend, he makes a
genuine effort to defuse violent scenes in public places, though Mercutio accuses him
of having a nasty temper in private. He spends most of the play trying to help Romeo
get his mind off Rosaline, even after Romeo has fallen in love with Juliet.

Since, we have already met all the characters, any clarifications about None Ma’am.
them?

4. Application I would like to be Romeo for he is brave and he loves

If you were one of the characters of the play, who would you Juliet so much.
like to be? Why?

I would like to be Mercutio because he is a real

bestfriend to Romeo. He is loyal, loses the duel for the
Montague’s name.

What life lessons do “Romeo and Juliet” taught us? Romeo and Juliet is not only a love story but it
teaches us lessons in life, such as: Don’t make rush
decisions, Think through decisions and young love is
not a good reason to kill yourself.
IV. EVALUATION

Choose your favorite character in the play. Describe and analyze the character using a character map.

Thinks

Says Acts

Character

Feels Looks

Others'
thoughts
and actions

Criteria:
Description- 5 pts.
Clarity-5 pts.
Accurateness-5 pts.

V. AGREEMENT
Study all the fourth quarter lessons.

Prepared by:

KRISTEN T. CAALIM, T1
Subject Teacher

Checked by:

MELINDA C. VILLENA
Master Teacher I