Republic of the Philippines
Department of Education
Region IV- A CALABARZON
TALON NATIONAL HIGH SCHOOL
LESSON PLAN IN ENGLISH GRADE 8
TEACHER: MARICEL O. AMITA
GRADE & SECTION: GRADE 8 - AGUINALDO SUBJECT: ENGLISH 8-AGUINALDO
OBJECTIVES:
A. CONTENT STANDARD:
B. PERFORMANCE STANDARD:
A. LEARNING COMPETENCIES
I. CONTENT
II. LEARNING RESOURCES
Division of Cavite
Talon, Amadeo, Cavite
FIRST QUARTER
SY 2019- 2020
DATE: JUNE 25, 2019 TIME: 8:00 – 9:00 AM
QUARTER : FIRST QUARTER
1. Guess meanings of words or expressions by noting
keywords in expressions, context clues, collocations,
clusters, etc. (Vocabulary Development).
2. Scan rapidly for sequence signals or connectors as basis for
determining the rhetorical organization of texts
(Reading Comprehension)
3. Demonstrate a heightened sensitivity to the needs of others
for a better understanding of man
(Literary Appreciation)
4. Express a different opinion without being difficult in
differentiative activities (Attitude)
The learner demonstrates understanding of: Afro-Asian literature
as mirror to a shared heritage ; coping strategies in processing
textual information; strategies in examining features of a listening
and viewing material; structural analysis of words and propaganda
techniques; and grammatical signals for opinion- making,
persuasion, and emphasis.
The learner transfers learning by composing and delivering a
persuasive speech based on an informative essay featuring use of
properly acknowledged information sources, grammatical signals
for opinion-making , persuasion, and emphasis, and appropriate
prosodic features, stance,and behavior.
EN8VC-Ic-8: Use context clues from the material viewed to
determine the meaning of unfamiliar words or expressions
EN8LT-Ic-2.2: Explain how the elements specific to a genre
contribute to the theme of a particular literary selection
EN8LT-Ic2.2.1: Express appreciation for sensory images used
EN8SS-Ic-1.5.1: Skim to determine key ideas
TOPIC: BUILDING UP THE KNOWLEDGE BANK
SUBTOPIC: SEARCHING FOR KNOWLEDGE
SELECTION: “ The Story of the Aged Mother “
By: Matsou Basho
III. REFERENCES:
Voyages in Communication ( Grade 8 )
Learning Material on pp.43-46.
English Time ( First Quarter ) on pp. 1 - 7
 A. References
1. Voyages in Communication ( Grade 8 )
2. English Time ( First Quarter )

1. Teacher’s Guide Pages

2. Learner’s Materials Pages pp. 43 -46

3. Textbook Pages pp. 43-46

4. Additional Materials from

Learning Resource (LR) portal Power point, television, video clip, pictures

I. PROCEDURES
A. DAILY ROUTINE:
1. Prayer
2.Greetings
3..Classroom Management
a. picking up the pieces of
papers
4.Checking the Attendance
1.What is an Adjectives? What are the examples of an adjectives?
B. Reviewing Previous Lesson

INITIAL TASK: PRE ACTIVITY:LET’S CELEBRATE!

TASK 1:
C. Introduction: Families all over the world celebrate important events which help
preserve the history and traditions of their countries. Most of these
traditions and practices are handed down from one generation to
the next. Let’s see how well you can identify a country and the
tradition each family celebrates.

Direction:Match the family photos with the festival by writing the

letter on the space provided for.

D. Presenting the New Lesson

TASK 2: WATCH THE INSPIRATIONAL VIDEOCLIP ABOUT LOVE OF

PARENTS
How can we show our love to our parents?What can you say
 about the love that being shown to us by our parents? Do you
think how can you pay for them?

Establishing a Purpose for the Lesson TASK 3. PICTURE AND REFLECTION!

 What can you say about the picture?

ABOUT THE AUTHOR

E. Presenting Examples/Instances of
the Lesson

F. Discussing New Concepts and TASK 4. WORKING WITH WORD

Practicing New Skills #1

Let the students anwer it in their notebooks

G. Discussing New Concepts and

Practicing New Skills #2 TASK 5:REVIEW AND LEARN:
ELEMENTS OF A SHORT STORY
 TASK 6. WORKING WITH WORDS:

Let the students anwer it in their notebooks

H. Developing Mastery: TASK 7. Video Clip

STORY: “ The Story of the Aged mother “
By:Motsou Basho
( let the students watch the videoclip of the stry about “ The
Story of the Aged Mother “ for further understanding )
TASK 8: COMPREHENSIVE QUESTIONS:
1. Where did the poor farmer and his aged mother live?
2. Why did the despotic leader send a cruel proclamatin?
3. What did he order the people to do?
4. Who did the farmer carry on his back?
5. What did the aged mother and her son across?
6. What did the youth gently release?
7. What did the despotic leader order Shinano to do?
8. What did he whisper to his mother?
9. What did she tell his son to do?
10. What did the leader demand to know?

I. Finding Practical Applications of TASK 8:

Concepts and Skills in Daily Living Reread the story and fill out the following appropiately.

SETTING
TIME PLACE

J. Making Generalizations and
Abstractions about the Less
K. Evaluating Learning
L. Additional Activities for
Application
VI.REMARKS
VI. REFLECTION
A. No. of learners who require
additional activities for
remediation
PLOT
1.
2.
3.
TASK 9 : DIFFERENT ACTS FOR DIFFERENT FOLKS:
Students will be grouped into four. Each group will be given a
task.
GROUP 1: PAINT ME A The students will draw
PICTURE something that show their
sacrifice and love for parents
GROUP 2: ROLL VTR The students will conduct an
interview about what and how
will they sacrifice their
happiness for the love of
parents
GROUP 3: SING ME A SONG The students will choose a
song that best interprets the
message of the story and sing
it to the class
GROUP 4. LETTER FROM THE The students will create a short
HEART letter addressed to their
parents expressing how
grateful they are having them
CRITERIA:
TASK 10. Write a love letter to your parents just to express how
thankful you are for having them to you.
1.almost 95% of the students expected to share their ideas,
experiences from their parents where love is being shown.
2.The students may learn about the importance of parents
3. The students do the given tasks actively.
The students value the love with their parents with too much
respect and as through writing a love letter with their parents they
can touch the heart of theor beloved parents
There are no students who need a remediation for the activities
given
 B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized The video clip which can give a moral lesson in valuing the
materials did I use/ discover importance of parents and of their outputs in their differentiated
which I wish to share with activities which from their very own experiences
other teachers
H.

Prepared by:
MARICEL O. AMITA
( English Teacher )
NOTE BY:

ESTERLITA M. DOLATRE
( Principal )
 Republic of the Philippines
Department of Education
Region IV- A CALABARZON
Division of Cavite
TALON NATIONAL HIGH SCHOOL
Talon, Amadeo, Cavite

A JOURNEY THROUGH ANGLO-AMERICAN LITERATURE

LESSON PLAN IN ENGLISH GRADE 9
SY 2019- 2020
TEACHER: MARICEL O. AMITA DATE: JULY 20,2019 TIME: 10:30-11;30pm
GRADE & SECTION: GRADE 9 - ALCALA SUBJECT: ENGLISH 9 - VELASQUEZ QUARTER : SECOND QUARTER

THEME: Valuing Others and Their Circumstances

SUB THEME: Observing Others‟ Circumstances

I. OBJECTIVES: 1. Read the literary text and analyze the feeling it conveys
2. Explore the text and use it as a means of valuing other people
and their situations in life
3. Recognize the importance of understanding other people
circumstances
CONTENT STANDARD: 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.
PERFORMANCE STANDARD: 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.
B. Learning EN9RC-IIb-19:
Competencies/Objectives: Get information from various print media like brochures,
pamphlets, periodicals, and audio-video recordings.
EN9VC-IIb-21:
Summarize the information contained in the material viewed
EN9LT-IIb-15:
Analyze literature as a means of valuing other people and their
various circumstances in life.

TOPIC: Valuing Others and Their Circumstances

SUBTOPIC: MODULE I: LESSON 2:
C. CONTENT Observing Other’s Circumstances
III. REFERENCES:
A Journey Through Anglo-American Literature ( Grade 9 )
Teacher’s Guide on pp.80-83,Learning Package on pp. 133-143

III. LEARNING RESOURCES

B. References A Journey Through Anglo-American Literature ( Grade 9 )
 5. Teacher’s Guide Pages
6. Learner’s Materials Pages
7. Textbook Pages
8. Additional Materials from
Learning Resource (LR) portal
II. PROCEDURES
M. DAILY ROUTINE:
1. Prayer
2.Greetings
3..Classroom Management
a. picking up the pieces of
papers
4.Checking the Attendance
N. Reviewing Previous Lesson
O. Introduction:
P. Presenting the New Lesson
Q. Establishing a Purpose for the
Lesson
R. Presenting Examples/Instances of
the Lesson
S. Discussing New Concepts and
pp.80-83
pp. 68-83
pp.68-83
Power point, television, video clip, pictures
1.How can you define GREATNESS?
2. Do you think would it be that we could be a Great one?
In what way? Prove your answers?
1.Are you sensitive to feel the other’s circumstances?
2.Have you experience to help others circumstances?
3. What did you do in order to overcome their circumstances in
life?
4. Mostly what are the common problems that we encounter as a
human being? How can we help others to overcome their
circumstances?
MOTIVE QUESTION:
Ask the students to ask themselves, “ How do I view other
people’s circumstances?”
Is it a hard physical labor without any reward completely
dehumanizes a person? What is you stand?
INITIAL TASKS:
TASK 1: SOCIAL LENS
Take a look the pictures.
1.What did you observe in the first picture?
2.How about in the second picture?
ABOUT THE AUTHOR
 Practicing New Skills #1
1.Do you think who is Edwin Marham?

T. Discussing New Concepts and

Practicing New Skills #2 INITIAL TASKS:
TASK 1: VOCABULARY BUILDINGS:

HINTS:

INDEX OF MASTERY:
 1.25 2. 29 3. 32 4. 28 5. 29

TASK 2: IMAGE CONNECTION:

U. Developing Mastery:
“ THE MAN WITH A HOE “
BY : Edwin Markham

What circumstance is the man faced with?

TASK 3: READING CORNER

Read The Man with the Hoe by Edwin Markham. Then accomplish
the comprehension tasks that will be given by your teacher.

Read the texts and answer the activities that follow.

The Man With the Hoe
by Edwin Markham
Bowed by the weight of centuries he leans
Upon his hoe and gazes on the ground,
The emptiness of ages in his face,
And on his back the burden of the world.
Who made him dead to rapture and despair,
A thing that grieves not and that never hopes,

Stolid and stunned, a brother to the ox?

Who loosened and let down this brutal jaw?
Whose was the hand that slanted back this brow?
Whose breath blew out the light within this brain?
Is this the Thing the Lord God made and gave
To have dominion over sea and land;
To trace the stars and search the heavens for power;
To feel the passion of Eternity?

Is this the Dream He dreamed who shaped the suns

And marked their ways upon the ancient deep?
Down all the stretch of Hell to its last gulf
There is no shape more terrible than this—

More tongued with censure of the world’s blind greed—

More filled with signs and portents for the soul—
More fraught with danger to the universe.
What gulfs between him and the seraphim!
 Slave of the wheel of labor,
What to him Are Plato and the swing of Pleiades?
What the long reaches of the peaks of song,
The rift of dawn, the reddening of the rose?
Through this dread shape the suffering ages look;
Time’s tragedy is in that aching stoop;
Through this dread shape humanity betrayed,

Plundered, profaned and disinherited,

Cries protest to the Judges of the World,
A protest that is also prophecy.
O masters, lords and rulers in all lands,
Is this the handiwork you give to God.

Comprehension Check:
1. What is the image of the man with the hoe?
2. How does the poet describe him?
3. What does the bent body of the man with the hoe signify?
4. According to the poet , who is responsible for the condition or
state of
the man with the hoe?
5.Who are the modern “ man with the hoe”?
6. How does the society treat them?
V. Finding Practical Applications of TASK 4: HOW DID YOU DO IT?
Concepts and Skills in Daily Living Relate the experience of the persona in the poem with that of
the modern man‘s situation. Examine the infographic and read the
informational text about the ―Philippine Job Challenge below and
then answer the questions that follow.

1.What does the informational material say about the economic

situation of the country?
2.How can the generation of more jobs affect the Filipino workers?
3.How should the jobs challenge be addressed?

TASK 5 SOCIAL ISSUES HODGEPODGE:

W. Making Generalizations and What are some of the great challenges that Filipinos face today?
Abstractions about the Less In 4 groups, create a COLLAGE of the social issues that our
government should address.
 X. Evaluating Learning
CRITERIA FOR COLLAGE

Y. Additional Activities for TASK 6: THROUGH YOUR REFLECTION:

Application My REFLECTION:
―If I found myself in the same situation as the man with the
hoe, how would I react, and what would I do to improve my
situation?
VI.REMARKS 91% of the students shared their ideas, experiences about on how
to cope up challenges in life.
2.The students learned about taking the responsibilities
3. The students do the given tasks actively.

Prepared by:
MARICEL O. AMITA
( English Teacher )
NOTE BY:

ESTERLITA M. DOLATRE
( Principal )

TALON NATIONAL HIGH SCHOOL
A JOURNEY THROUGH ANGLO-AMERICAN LITERATURE
LESSON PLAN IN ENGLISH GRADE 9
TEACHER: MARICEL O. AMITA
GRADE & SECTION: GRADE 9 - VELASQUEZ SUBJECT: ENGLISH 9
THEME:
SUB THEME:
CONTENT STANDARD:
PERFORMANCE STANDARD:
D. Learning
Competencies/Objectives:
E. CONTENT
IV. LEARNING RESOURCES
C. References
9. Teacher’s Guide Pages
10. Learner’s Materials Pages
11. Textbook Pages
12. Additional Materials from
Learning Resource (LR) portal
III. PROCEDURES
Republic of the Philippines
Department of Education
Region IV- A CALABARZON
Division of Cavite
Talon, Amadeo, Cavite
SY 2018- 2019
DATE: NOVEMBER 5, 2019 TIME: 10:30 – 11:30 am
QUARTER : THIRD QUARTER
MODULE 3: CONNECTING TO THE WORLD
LESSON 1: THROUGH TECHNOLOGY
The learner demonstrates 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 verbals for him/her to skillfully perform in a one-
act play.
The learner skillfully performs in one-act play through utilizing
effective verbal and non-verbal strategies and ICT resources based
on the following criteria: Focus, Voice, Delivery, and Dramatic
Conventions.
EN9LC-IIIa-6: Employ appropriate listening strategies suited to type
of text
EN9LC-IIIa-6.1: Extract important information from
argumentative/persuasive texts
EN9VC-IIIa1.2/2.2: Interpret the message conveyed in a material
Viewed
TOPIC: MODULE 3: CONNECTING TO THE WORLD
SUBTOPIC: LESSON 1: Through Technology
III. REFERENCES:
A Journey Through Anglo-American Literature ( Grade 9 )
Teacher’s Guide on pp.134-135,
Learning Package on pp. 233-239
A Journey Through Anglo-American Literature ( Grade 9 )
pp.134-135
pp. 233-239
pp.233-239
Power point, television, video clip, picture
Z. DAILY ROUTINE:
1. Prayer
2.Greetings
3..Classroom Management
a. picking up the pieces of
papers
4.Checking the Attendance
AA. Reviewing Previous Lesson
BB. Introduction:
CC. Presenting the New Lesson
DD. Establishing a Purpose for the
Lesson
EE. Presenting
Examples/Instances of the Lesson
FF. Discussing New Concepts and
Practicing New Skills #1
GG. Discussing New Concepts and
Practicing New Skills #2
1.What do you mean Dipthong?
2. Can you give me an examples?
1.What is technology?
2. What are the inventions in part of technology?
3. How about in communication, how does the technology really
important?
MOTIVE QUESTION:
What are the importance of telephone or cell phone in part of
communication?
Is it the telephone or cell phone really helps in primary means of
communication?
INITIAL TASKS:
TASK 1. Touching You, Touching Me
LListen and Interpret the meaning expressed in the song
excerpt “ Take That – Reach Out.”
TASK 2: Linking Together:
What is your most important use of a cell phone?
Have you used it to call for help?
About the Author
 The Telephone
HH. Developing Mastery: by :Edward Field

My happiness depends on an electric appliance

And I do not mind giving it so much credit
With life in this city being what it is
Each person separated from friends
By a tangle of subways and buses
Yes my telephone is my joy
It tells me that I am in the world and wanted
It rings and I am alerted to love or gossip
I go comb my hair which begins to sparkle
Without it I was like a bear in a cave
Drowsing through a shadowy winter
It rings and spring has come
I stretch and amble out into the sunshine
Hungry again as I pick up the receiver
For the human voice and the good news of friends
"The Telephone" by Edward Field, from Counting Myself Lucky. © Black Sparrow Press, 1992.

II. Finding Practical Applications of TASK 3: Bonding Together (Group Activity )

Concepts and Skills in Daily Living ( discuss the message of the poem. )

Group 1. Gratitude
My happiness depends on an electric appliance.
And I do not mind giving it so much credit.
Guide questions:
What is the predominant feeling of the speaker in these lines?
Why does he feel that way?
Group 2. Obstacle
With life in this city being what it is
Each person separated from friends
By a tangle of subways and buses
Guide question:
Why are friends disconnected?
( Please refer to the powerpoint )
What are the important roles of cell phone for now adays in our
JJ. Making Generalizations and lives?
Abstractions about the Less
KK. Evaluating Learning As a user of cellphone, how can we be a responsible one? Depend
your answer
LL. Additional Activities for TASK 4:
Application Give at least 3 to 5 of Advantages and Disadvantages of using
Cellphone
VI.REMARKS At least 85% of the students are expected to do the given tasks and
to share their ideas, experiences based from the lesson that they
already learned.
Prepared by:
OBSERVED/ NOTED BY: MARICEL O. AMITA
ESTERLITA M. DOLATRE ( English Teacher )
( Principal )
 Republic of the Philippines
Department of Education
Region IV- A CALABARZON
Division of Cavite
TALON NATIONAL HIGH SCHOOL
Talon, Amadeo, Cavite

LESSON PLAN IN ENGLISH GRADE 9

FOURTH QUARTER
SY 2019- 2020
TEACHER: MARICEL O. AMITA DATE: FEBRUARY 17, 2020 TIME: 11:00 – 12:10 PM
GRADE & SECTION: GRADE 9 - VELASQUEZ SUBJECT: ENGLISH 9 QUARTER : FOURTH QUARTER

OBJECTIVE: Change direct speech to indirect speech and vice versa

C. CONTENT STANDARD:
D. PERFORMANCE STANDARD:
F. LEARNING COMPETENCIES
V. CONTENTS
The learner demonstrates understanding of how Anglo-American
literature and other text types serve as means of preserving
unchanging values in a changing world; also how to use the features
of a full-length play, tense consistency, modals, active and passive
constructions plus direct and indirect speech to enable him/her
competently performs in a full-length play.
The learner competently performs in a full-length play through
applying effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery and Dramatic
Conventions
EN9LT-IVd-17:Analyze literature as a means of understanding
unchanging values in a changing world
EN9LT-IVd-2.2.2: Explain the literary devices used
TOPIC: UNCHANGING VALUES IN A CHANGING WORLD
SUBTOPIC: DISCERNING FUTURE OPPORTUNITIES
GRAMMAR:
TASK 8: DIRECT THE INDIRECT WAY
TASK 9: PRACTICE THE DIRECT AND INDIRECT WAYS
III. REFERENCES:
A Journey Through Anglo-American Literature ( Grade 9 )
Teacher’s Guide on pp.240-243
Learning Package on pp. 531-532

VI. LEARNING RESOURCES

D. References Grade 9 –A Journey Through Anglo American Literature
13. Teacher’s Guide Pages Pages 240 - 243
14. Learner’s Materials Pages Pages 531 - 532

15. Textbook Pages pp. 531- 532

16. Additional Materials from

Learning Resource (LR) portal Power point, television, videoclip

IV. PROCEDURES
MM. DAILY ROUTINE:
1. Prayer
 2.Greetings
3..Classroom Management
a. picking up the pieces of
papers
4.Checking the Attendance

1.What is the moral lesson that you learn from the videoclip that we
NN.Reviewing Previous Lesson
had last time?

Videoclip: Very Inspirational: Motivation

From the videoclip,Can you give me some quoted statements that

OO.Introduction: are mentioned by the teacher and the student.

1.What do you called when quoting someone or saying exactly by

PP. Presenting the New Lesson
the actual speaker?
2.How about when reporting about what has been said by the
speakers.

1.The teacher asked, “ Write a paper about what he wanted to be.”

2.The teacher said, “ See mee after class.”
3.The boy asked, “ Why did I receive an F?”
4.The teacher said, “ This is unrealistic dream.”
5. The asked, “ Rewrite this paper with a more realistic goal.”
6.The boy asked, “ What I should do?”
7. Father said, “ Make up your own mind.”
8. The boy told to the teacher, “ I will keep my dream.”

Establishing a Purpose for the Lesson 1.What are the diference between the Direct Speech from Indirect
Speech?
QQ. Presenting
Examples/Instances of the Lesson

RR. Discussing New Concepts and

Practicing New Skills #1

SS. Discussing New Concepts and Do Task 9 on page 532 in your notebook.
Practicing New Skills #2

TT. Developing Mastery: Check and evaluate their answers while they are checking their
Works
( Task 9:Practice the direct and indirect speech page 532 )

UU. Finding Practical Applications Justify their answers by giving some proofs if there are some
of Concepts and Skills in Daily errors and give some rules in changing direct to indirect speech in
Living Task 9 on page 532.
VV. Making Generalizations and
Abstractions about the Less

WW. Evaluating Learning

XX. Additional Activities for In your own partner,write direct speech from the given picture
Application then change it to indirect speech

VI.REMARKS 85% of he students are expected to learn on how to change direct to

indirect speech.
85% of he students are expected to analyze if the given statement is
correctly changed into indirect speec
85% of he students are expected to do the task actively.
VI. REFLECTION
I. No. of learners who require
additional activities for
remediation
J. No. of learners who require
 additional activities for
remediation
K. Did the remedial lessons
work? No. of learners who have
caught up with the lesson
L. No. of learners who continue to
require remediation
M. Which of my teaching
strategies worked well? Why
did these work?
N. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
O. What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers

Prepared by:
MARICEL O. AMITA
( English Teacher )
OBSERVED BY:

ESTERLITA M. DOLATRE
( Principal )