4A's Lesson Plan

English 9
Third Grading Period
Content Standards: The learner demonstrates an understanding of how Anglo-American
literature and other text types serve as means of connecting to the world; also, how to
use ways of analyzing one-act play and different forms of verbal for him/her to skilfull
perform in a one-act play. Performance Standards: The learner skilfull performs in one-
act play by utilizing effective verbal and non-verbal strategies and ICT resources based
on the following:
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
Learning Competency: ENG9G-la-21: Use Verbal.
I. LEARNING OBJECTIVES
At the end of one period the Grade 9 will be able to:
a. define gerunds;
b. formulate sentences using gerund according to their functions;
C. perform the activity "Gerund Relay"; and
d. instill the value of collaboration upon doing the different group the activities.
II. SUBJECT MATTER
Topic: Gerunds
References
Fernandez, E. J. and Samillano, R. Z. (2015).Verbals. In Getting High on English: An
English Plus Worktext (pp.144-145).839 EDSA,South Triangle,Quezon
City,Philippines :C &E Publishing, Inc.
Anonymous, (2010-2011). Grammar in Action. In English 4th Year Worktext (pp.123-
1.E.Jacinto Street, Davao City, Philippines: Holy Child College of Davao Alimonte, LR.,
Flandez, L.L, Lagustan, N. etal. (2014). Connecting to the World. On a journey through
Anglo- American literature leamers material (First ed., Ser. 2014, pp. 240-257).
Philippines Vibal Group. inc.
Materials Needed: Visual Aids, adhesive tapes. Photocopies, markers, and strips of
paper
LEARNING PROCEDURE
Preliminaries
1. Prayer
2. Greetings
3 Checking of Attendance
4. Reminder
5. Review and Motivation
A. Activity: Underline ME
Time Allotted: Five (5) Minutes
Procedure:
1. The class will be divided into six (6) groups.
2. Each group will be given a copy of aa song entitled "Don't Stop Believing by
Journey". Each group is task to listen as the teacher plays the song and each member
is ought to underline the words that they consider as a verb.
3. As the music stops, the group will review the underline words and if ever there are
words that they have missed out on underlining they can still underline it.
B. Analysis
Time Allotted: Five (5) Minutes
The teacher will pick a student from different groups and will ask one the question only
that will vary to the next student and so on and so forth:
 What pushed you to underline that word?
 What is your consideration why you've underlined those words?
 Does the verb you have written still function as an action word?
 What do you call a word derived from a verb?
The teacher will ask the class if there are some students who underlined words ending
with "ing".
Why can you say that the certain word is an action word'?
C. Abstraction & Generalization
Time Allotted: Twenty (20) minutes
1. The teacher will begin the lesson proper by introducing the intended learning
outcomes or the objectives of the period.
2. The teacher afterwards will present the definition and the different functions of
gerunds in sentences.
A gerund is is usually defined as a word ending in -ing that is formed from a verb
and that functions as a noun.
Examples: Vaulting is my best event in gymnastics.
Swallowing hurt my sore throat.
 SOME USES OF GERUNDS IN SENTENCES
As a Subject Jogging is a good exercise.
As a Direct Object Jake enjoys jogging.
As a Predicate Nominative Jake’s exercise is jogging.
As an Object a Preposition Jake keeps himself fit by jogging.
As an appositive Jake’s favorite exercise, jogging, keeps
hi fit.

3. For the generalization part, the teacher will use the following questions
 What is a gerund?
 What are the different functions of gerunds in sentences?
 How can you identify each function?
 Do you consider words ending with -ing as action words?
D. Application
Activity: "Gerund Relay"
Time Allotted: Ten (10) minutes
Procedure:
1. The class will be divided into five (5) groups.
2. Each group is entitled to form a line.
3. The style of the activity is just like a relay, the first runner will be given a
marker/chalk, then the teacher will provide sentences for the runners.
4. As the teacher rings the bell the 1st runners from each group will immediately
direct themselves to the desk where the strip of the sentence is placed.
5. They will read the sentence if the underlined gerund functions as subject,
direct object, predicate nominative, the object of a preposition, or appositive.
They will write their answer in their designated area.
6. If they are done answering on the board he/she runs immediately back to his
group, the teacher will place another a strip of sentence on the desk and those
runners who are finish answering are entitled to give their markers to the
preceding runners.
7. The teacher will check if the answers are correct. Each sentence corresponds
to 2points.
8. The group that got the highest score will be declared the winner. Evaluation
Time Allotted: Ten.

IV. Evaluation
Direction: Circle the gerund in the sentence below. Write the gerund's
function in the sentence before the number.
1. Joan was punished for cheating.
2. His favorite sport is swimming.
3. Reading is an important skill.
4. The team practice running on Friday.
5. We gave our consent in writing.