Republic of the Philippines

DEPARTMENT OF EDUCATION
Region III
Division of City of Balanga
BATAAN NATIONAL HIGH SCHOOL
Balanga City, Bataan

May 17, 2022

9-Emerald & Onyx (10:00 – 12:00 p.m.)

Detailed Lesson Plan in English 9

I. Objectives
MELCS: Relate text content to particular social issues, concerns,
or dispositions in real life
Learning Competencies:
At the end of the lesson, 100% of the students should be able
to attain at least 75% level of proficiency to:
a. Identify different social issues by reading and analyzing
Driving Miss Daisy and To Be a Woman is to Live at a Time
of War;
b. propose a solution the identified social problems; and
c. share and connect concerns and dispositions in real life to
the materials viewed.
II. Subject Matter
Topic: Relating text content to particular issues, concerns, or
dispositions in real life.
Reference(s): English – Grade 9. Learning Activity Sheets (LAS),
A.Y. 2021-2022
https://www.studocu.com/ph/document/western-philippines-
university/contemporary-world/en-g9-q2-las3-1-gdvbhh/
21207696
http://joibarrios.blogspot.com/2007/01/ang-pagiging-babae-
ay-pamumuhay-sa.html
https://www.youtube.com/watch?v=TQ3wXC5jqKE
http://www.bookrags.com/lessonplan/drivingmissdaisy/
test2.html#gsc.tab=0
https://www.readwritethink.org/sites/default/files/Essay
%20Rubric.pdf
Material(s): PowerPoint Presentation, Visual Aids, Printed reading
materials
Values:
Integration: Araling Panlipunan (Social Problems)

Teacher’s Activity Students’ Activity

III. Procedures

 Preliminary Activities

1. Greeting
“Good afternoon, Class!” “Good afternoon, Ma’am Daniela!”

2. Prayer
‟Before we start, let us pray first.”
3. Checking of Attendance
‟ Let us check your attendance. If (Students will open their microphones or
you’re present and when once your name use the chatbox and say “here” as the
was called, raise a hand and say here.” teacher calls their name)

 Motivation

“Before we start our discussion, let us

first have an activity. Are you familiar “Yes, Ma’am.”
with the game, gibberish?”

“Thank you. So, the gibberish game is a

meaningless speech or writing that uses
words’ sounds to form a word.”

“Are you ready?”

“Yes, Ma’am.”

 FAB BIRD TEA

 DISK CREAM ME NIGHT SHE’S ON POVERTY
 OFF RACE SHOWN DISCRIMINATION
 AM FLY ME ANT OPPRESSION
EMPLOYMENT

 Presentation of Lesson
“Based on our activity, what do you
think is our topic for today?” “Social issues or problems”

“Exactly! As a student, you were taught

to appreciate literature by relating
yourself to the content of the literary
text you have read and literary pieces
are exciting to read and learn because
their themes, characters, and events
seem to reflect your life’s journey.”

“Today, we are going to relate

literature or texts to social issues,
concerns, or dispositions in real life.
Moreover, you are expected to learn the
following learning goals.”

Learning Goals:

a. Identify different social issues

through literature;
b. relate the text: Driving Miss
Daisy to particular social issues
and concerns; and
c. connect concerns and dispositions
in real life to the material
viewed.
 Lesson Proper
A social issue is some problem or
concern connected to a larger issue that
affects society in general.

“A social issue or problem is an issue

that has been recognized by society as a
problem that is preventing society from
functioning at an optimal level”.

“But not all issues in our society are

 social issues. There are four factors
that characterize them. Can you read
it?”

“It has to be known by people because Characteristics of Social Issue

they experience it.”
1. The public must recognize the
“We have set social values and norms in situation as a problem.
society. For example, justice, freedom,
respect, humanity, and responsibility. 2. The situation is against the general
When many people go against them, it values accepted by society.
will be a social concern or issue.”

“It is a social issue when there is some

public outcry or they are involved and
affect by the problem.” 3. A large segment of the population
recognizes the problem as a valid
“The government and the public could concern.
work together and propose solutions to
the problem. There can be a collective 4. The problem can be rectified or
response.” alleviated through the joint action of
citizens and/ or community resources.
“For example, unemployment. It is seen
as a social problem since it is common
or widespread. It is recognized as a
problem because it places a burden on
the welfare system. It goes against
societal values in terms of one’s well-
being and responsibility. Also,
financial difficulties in a family can
affect education, health, and other
necessities. Lastly, it can be reduced
through collective effort, community
resources, and government initiatives.”

“Can you give me social issues that are

prevalent in our society right now?”
“Unemployment”
“Poverty”
Social dispositions are the foundations “Climate Change”
upon which high character is built.

Dispositions are guided by beliefs and

attitudes related to values.

“It includes belief that all of you can

learn. Qualities such as honesty,
empathy, leadership, integrity, respect,
and responsibility. The qualities or
values provide the youth with the
ability to impact the world around them
for the better. Through teaching and
coaching, we can extend knowledge and
growth far beyond that of a textbook.”

Literature is one way of cultivating

one’s culture, tradition, and values.

“In literature, social issues brought

forward in fiction reflect contemporary
concerns in the author's own world. This
type of issue often shows up as a theme
that affects the plot and outcome of the
story.”

“It also reflects our society,

community, and individuality. Hence, in
this chapter, we will delve to texts
that reveal issues, concerns, and
dispositions in real life.”

Alfred Fox Uhry

 Born on December 3, 1936
 American playwright and screenwriter.
 Awards Received
Academy Award
two Tony Awards
1988 Pulitzer Prize 
 Member of the Fellowship of Southern
Writers
 Author of Driving Miss Daisy
 Driving Miss Daisy (1987) is the
first in what is known as his
"Atlanta Trilogy" of plays, all set
during the first half of the 20th
century.
 It deals with the relationship
between an elderly Jewish woman,
Daisy Werthan (played by Jessica
Tandy in the movie adaptation) and
her black chauffeur, Hoke Coleburn
(played by Morgan Freeman in the
movie adaptation).
 He adapted it into the screenplay for
a 1989 film which was awarded the
Academy Award for Writing Adapted
Screenplay, in addition to the
Academy Award for Tandy as best
actress.  Driving Miss Daisy
by Alfred Uhry (Part II)

The play spans a period of twenty-five

years in an unbroken series of segments.
At the beginning of the play, Daisy
Werthan, a seventy-two-year-old,
southern Jewish widow, has just crashed
her brand-new car while backing it out
of the garage.

After the accident, her son Boolie

insists that she is not capable of
driving. Over her protests, he hires a
driver — Hoke Coleburn, an uneducated
African American who is sixty.
At first, Daisy wants nothing to do with
Hoke. She is afraid of giving herself
the airs of a rich person, even though
Boolie is paying Hoke’s salary. She
strongly values her independence, so she
also resents having someone around her
house.

For the first week or so of Hoke’s

employment, Daisy refuses to let him
drive her anywhere. He spends his time
sitting in the kitchen. One day,

“Who is Daisy?”
“Who is Hoke?”
“What have you notice with how the
author introduced the characters? What
have you observed with their behavior?”
“In this paragraph, the author revealed
Daisy’s prejudice against African
Americans. But eventually, she does good
things to Hoke like teaching him to read
and write. It can be out of guilt for
accusing Hoke of stealing.”
however, he points out that a lady like
her should not be taking the bus. He
also points out that he is taking her
son’s money for doing nothing. Daisy
responds by reminding Hoke that she does
not come from a wealthy background, but
she relents and allows him to drive her
to the grocery store. She insists on
maintaining control, however, telling
him where to turn and how fast to drive.
On another outing, she gets upset when
he parks in front of the temple to pick
her up, afraid that people will think
she is giving herself air.
“Daisy Werthan is a seventy-two-year-
old, southern Jewish widow.”
“An uneducated African American who is
sixty.”
“They mentioned their races or
ethnicity.”
One morning Boolie come over after Daisy
called him up, extremely upset. She has
discovered that Hoke is stealing from
her - a can of salmon. She wants Boolie
to fire Hoke right away. Her words also
show her prejudice against African
Americans. Boolie, at last gives up.
When Hoke arrives, Boolie calls him
aside for a talk. First, however, Hoke
wants to give something to Daisy – a can
of salmon to replace the one he ate the
day before. Daisy, trying to regain her
dignity, says goodbye to Boolie. Hoke
continues to drive for Daisy. She also
teaches him to read and write. When she
gets a new car, he buys her old one from
the dealer.
When Daisy is in her eighties, she makes
a trip by car to Alabama for a family
birthday party. She is upset that Boolie
will not accompany her, because he and
his wife are going to New York and
already have theater tickets. On the
trip, Daisy learns that this is Hoke’s
first time leaving Georgia. Suddenly,
Daisy realizes that Hoke has taken a
wrong turn. She gets frantic and wishes
aloud that she had taken the train
instead. The day is very long. It is
after nightfall that they near Mobile.
Hoke wants to stop to urinate, but Daisy
forbids him from doing so as they are
already late. At first Hoke obeys her,
but then he pulls over to the side of
the road. Daisy exclaims at his
impertinence, but Hoke does not back

“Do you think that there a problem or
issue in this part of the play?”
“In this part, what have you observe
with Daisy’s treatment to Hoke?”
“Daisy points out that the temple is
reformed, meaning to say that many
traditional Jewish beliefs, laws, and
practices has been modified or abandoned
in an effort to adapt to the changed
social, political, and cultural
conditions of the modern world. That’s
why she does not understand why it was
bombed.”
"In the play, when Miss Daisy asked Hoke
who bombed the temple, Hoke replied ‘You
know as good as me. Always be the same
ones.’"
down.
Hoke is exceedingly loyal to Daisy, but
not so loyal that he does not use
another job offer as leverage to get a
pay raise. He tells Boolie how much he
enjoys being fought over. One winter
morning, there is an ice storm. The
power has gone out and the roads are
frozen over. On the telephone, Boolie
tells Daisy he will be over as soon as
the roads are clear. Right away,
however, Hoke comes in. He has
experience driving on icy roads from his
days as a deliveryman. When Boolie calls
back, Daisy tells him not to worry about
coming over because Hoke is with her.
In the next segment, Daisy is on her way
to the temple, but there is a bad
traffic jam. Hoke tells her that the
temple has been bombed. Daisy is shocked
and distressed. She says the temple is
Reformed and can’t understand why it was
bombed. Hoke tells his own story of
seeing his friend’s father hanging from
a tree, when he was just a boy. Daisy
doesn’t see why Hoke tells the story—it
has nothing to do with the temple—and
she doesn’t even believe that Hoke got
the truth. She refuses to see Hoke’s
linkage of prejudice against Jews and
African Americans. Though she is quite
upset by what has happened, she tries to
deny it.
Another ten years or so has passed.
Daisy and Boolie get into an argument
about a Jewish organization’s banquet
for Martin Luther King Jr. Daisy assumes
Boolie will go with her, but he doesn’t
want to. He says it will hurt his
business. Daisy plans on going,
nonetheless. Hoke drives her to the
dinner.
At the last minute, she offhandedly
invites Hoke to the dinner, but he
refuses because she didn’t ask him
beforehand, like she would do anyone
else.
 As Daisy gets older, she begins to lose
her reason. One day Hoke must call
Boolie because Daisy is having a
delusion. She thinks she is a school
teacher and she is upset because she
can’t find her students’ papers. Before
Boolie’s arrival, she has a moment of
clarity, and she tells Hoke that he is
her best friend.

In the play’s final segment, Daisy is

ninety-seven and Hoke is eighty-five.
Hoke no longer drives; instead, he
relies on his granddaughter to get
around. Boolie is about to sell Daisy’s
house—she has been living in a nursing
home for two years. Hoke and Boolie go
to visit her on Thanksgiving. She
doesn’t say much to either of them, but
when Boolie starts talking she asks him
to leave, reminding him that Hoke came
Drill: to see her. She tries to pick up her
fork and eat her pie. Hoke takes the
1. What are the social issues you plate and the fork from her and feeds
identified in the play? her a small bite of pie.

2. If you were Miss Daisy, would you

give the same treatment to Hoke? Why?

2. What do you think is the message of

the author in this literary piece?

 Application

“This poem is entitled ‘To Be a Woman is

to Live at a Time of War’ by Joi
Barrios, a Filipina poet, activist,
scriptwriter, actress, translator, and
teacher.”

To Be a Woman is to Live at a Time of

War

(Joi Barrios)

To be a woman
Is to live at a time of war.

I grew up
with fear beside me,
uncertain of a future,
hinged to the men of my life;
father, brother, husband, son.
I was afraid to be alone.

To be a mother
Is to look at poverty at its face.
 For the cruelty of war
Lies not on heads that roll,
But tables always empty.

How does one look for food for the

eldest?
As a baby sucks at one’s breast?
No moment is without danger.

In one’s own home,

To speak, to defy
Is to challenge violence itself.

In the streets,
Walking at nightfall
Is to invite a stranger’s attack.

In my country
To fight against oppression
Is to lay down one’s life for the
struggle.

I seek to know this war.

Matching Type: To be a woman is a never ceasing battle
Directions: Match column A (excerpts To live and be free.
from the poem) to column B (social
problems).

Column A Column B
A. Poverty
1. In the
streets,
Walking at B. Sexual abuse
nightfall
Is to invite a C. Oppression
stranger’s attack.
D. Gender Roles
2. I grew up
with fear beside E. Freedom of
me, speech
uncertain of a
future, F. Dependence
hinged to the men
of my life;

3. In my country
To fight against
oppression
Is to lay down
one’s life for the
struggle.
 1. No moment is without
danger.
In one’s own home,
To speak, to defy
Is to challenge
violence itself.

2. To be a mother
Is to look at poverty
at its face.
For the cruelty of war
Lies not on heads that
(The teacher will group the class into roll,
four.) But tables always
Group Activity: empty.
Directions: Choose from the social
problem identified in the poem. Share 3. How does one look
your concerns and dispositions by for food for the
proposing solutions to it. eldest?
As a baby sucks at
4 3 2 1 one’s breast?
Focus Main Main Main The No moment is without
& ideas ideas ideas main danger.
Detai are are are ideas
ls clear clear somew are
and are but hat not
well are clear clear
support not . .
ed by well
detaile suppor
d and ted by
accurat detail
e ed
informa inform
tion. ation.
Word The The The The
Choic choice choice autho write
e and and r r
placeme placem uses uses
nt of ent of words a
words words that limit
seems is commu ed
accurat inaccu nicat vocab
e, rate e ulary
natural at clear .
, and times ly,
not and/or but
forced. seems the
overdo writi
ne. ng
lacks
varie
ty.
Gramm The The The The
ar, author author autho autho
Mecha makes makes r r
nics, no a few makes makes
& errors errors sever numer
Spell in in al ous
ing grammar gramma error error
, r, s in s in
mechani mechan gramm gramm
cs, ics, ar, ar,
 and/or and/or mecha mecha
spellin spelli nics, nics,
g. ng, and/o and/o
but r r
they spell spell
do not ing ing
interf that that
ere inter inter
with fere fere
unders with with
tandin under under
g. stand stand
ing. ing.

 Generalization
As a part of the society, a citizen,
or a student, why do you need to be
aware of the critical issues in our
society?

IV. Evaluation
Recall a book or literary piece you have read that talks about a
social issue. Share your experience and dispositions related to it.

V. Assignment

VI. Reflection