SCHOOL MUNAI NATIONAL HIGH SCHOOL GRADE LEVEL 9

TEACHER JAZEERAH F. MANAP LEARNING AREA ENGLISH

TEACHING DATES AND Day 2 QUARTER Q3 WEEK 4

TIME

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
(Write the LC Code for each)
II.CONTENT
A. Subject Matter
III.LEARNING RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
Nm 3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
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 analysing one-act play and different forms of verbals for him/her
to skilfully perform in a one-act play.
The learner skilfully 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.
EN9OL-IIId-5 use the appropriate prosodic features of speech when delivering
lines in a one-act play
Prosodic Features of Speech
English 9 Teacher’s Guide Pp 156-157
A Journey through Anglo-American Literature Learner’s Material for English
pp 287-293
Teacher’s Activity/ies Learner’s Expected Responses
Good Morning, class! Students reply and pray.
Before we start anything today, Let’s
have prayer first. (To be led by one of
the students.)
Let me check your attendance today. Students say present as their names
Say present if your name is called. are called.
Okay, class! How are you today? We are fine. (Students answer in
chorus.)
I want you to read the background of (Students read the story.)
the Story of Romeo and Juliet on page
286-292.

B.Establishing a purpose for the lesson Today, you will get to know the story (Students group themselves to act out
of Romeo and Juliet. the scenes prepared. )

C. Presenting examples/instances of
the new lesson
Now that you are done, I want you to ( The students read aloud the script
form a group of 5 to act out the prepared in the book. )
scenes prepared in your book.
With the same group, read aloud the
script prepared in the book.
With the same group, let the student The students do the following
do the Task 6. A. What the text says activities.

D. Discussing new concepts and
practicing new skills #1
and
TASK 6. Making Connections
A. What the text says
With the same group, ask each group
what their question is based on the
question word they have chosen.
 WHAT two families are feuding?
Explain the reason for the family feud.
 WHO are the characters in the
story? Make a character diagram.
 WHERE does the story take place?
Make a sketch and show it to the
class.
 WHEN does the story take place?
Indicate the physical setting such as
time of day, season, weather or
temperature, type of building, indoors
or outdoors, objects, colors, imagery
(five senses) if available.
 WHY does Lady Capulet want Juliet
to marry Paris’?
Note: Provide some additional inputs
on the student’s discussion. Ask the
whole class. “How does Shakespeare
describe Romeo and Juliet?
Answer: A pair of star-crossed lovers
The Chorus’s remark that Romeo and
Juliet are “star-crossed” and fated to
“take their lives” informs the
audience that the lovers are destined
to die tragically.
B. What the Text Means Ask the
students answer the What the Text
Means activity. Encourage them to be
critical in answering the questions.
Provide them with a further
explanation for a better
understanding of the text and lead
them to make connections on how
the text relates to real life situations.
I want you to focus prosodic features
like intonation, stress while delivering
your lines.
TASK 6.Making Connections
A. What the text says Directions:
Group yourselves into 5, then choose
one question word below to discuss.
Your teacher will give the complete
question once you’ve already chosen
your question word.
WHAT—WHO—WHEN—WHY--
WHERE
B. What the Text Mean Answer the
questions below. Discuss the
relationships between parents and
children in Romeo and Juliet.
How do Romeo and Juliet interact
with their parents? Are they
rebellious, in the modern sense?
Explain your answer. How do their
parents feel about them?
 What is Romeo’s fear? What does
the line “some consequence, yet
hanging in the stars” has to do with
his feeling of dread? What does it
convey?
 The feud between the families
seems to be an ever-present concern
for the characters. How do the
characters manifest this feud?
( The students focus on the these
features. )

English speakers tend to store

vocabulary items according to their
stress patterns. (Brown 1990; Levelt
1989). Therefore a stress error is
particularly damaging to
communication. Only a little
imagination is needed to realize that
the failure to hear and produce stress

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to formative assessment)
G. Finding practical/applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% of
the formative assessment
B. No. of learners who require
additional activities to 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
patterns accurately could cause
confusion between words such as
those in the following pairs:
dessert/desert foreign/for rain his
story/history It might seem that
context would clarify any confusion
over words like these but in fact
stress errors rarely exist in isolation
from other pronunciation or
grammatical problems. The
combination of stress errors with
other types of errors seriously disrupt
communication.
To have a better performance, I ( The students practice. )
want you to practice these features
by reading the lines aloud with proper
application of the prosodic features of
speech.
The teacher let every group to ( The students practice. )
practice their delivery of line taking
into consideration their
characterization/roles in the script.
Before you present that one, I want ( The students share their answer.)
you to think of a conversation you
make daily with someone ( like
mother, father, siblings, store owner,
drivers, etc. ) and try to share it to the
class.
Now, how did you find the activity? Students’ answers may vary.
Was it hard or easy for you to act out
the roles in the Play Rome and Juliet?
Presentation of the performance of
every group. ( The students perform.)
( Rubric should be established.)
help me solve?
G. What innovation or localized
material did I use/discover which I
wish to share with other teachers?
Principal Signature/
Instructional Supervisor Signature