LESSON PLAN IN ENGLISH

GRADE 9 THIRD QUARTER

WEEK 1
I. OBJECTIVES

A. Analyze literature as a means of connecting to the world.

B. Employ appropriate listening strategies suited to type of text.
C. Extract important information from argumentative/ persuasive texts.
D. Use Verbals (Gerund)
E. Compose forms of literary writing.
F. Identify types and features of a play synopsis.

II. CONTENT
Main Texts:: Sorry, Wrong Number by Lucille Fletche

III. LEARNING RESOURCES

Learner’s Material (Anglo-American Literature)
PowerPoint Presentation

IV. PROCEDURES
Reviewing previous lessons.
A. PRE-READING
1. Task 1. Looking Up (LM p. 235).
2. Task 2 Touching You,Touching Me (LM p.236)
3. Task 3. Linking Together (LM p.236)
Establishing a purpose for the lesson
4. ACTIVATING PRIOR KNOWLEDGE/ DEVELOPING PURPOSE FOR READING
Task 4. Breaking the Barriers (LM p. 237) Listening Text : The Telephone by
Edward Field
Presenting examples/ instances of the new lesson
B. DURING READING
Reading Text :Sorry, Wrong Number by Lucille Fletche (p. 240)
C. POST READING
1. Engagement Activities (Small Groups)
a. Task 6 Extracting Information (p. 239)
Developing Mastery (leads to Formative Assessment 3)
a. Task 13. Enjoying Passion (p. 255-257)
Evaluating Learning
a. Task 17 Getting A Clear Picture (p. 258)
b. Task 14 Sharing My World (p. 259)
 LESSON PLAN IN ENGLISH
GRADE 9 THIRD QUARTER
WEEK 2
I. OBJECTIVES
A. Analyze literature as a means of connecting to the world Task 3: Emulating Accomplished
People
B. Determine tone, mood, technique, and purpose of the author
C. Produce the English sounds correctly and effectively when delivering lines in a one-act
play.
D. Use verbals. (Gerund)
E. Get familiar with the technical vocabulary of drama and theater

II. CONTENT
Main Texts: For Conversatio, Press #1

III. LEARNING RESOURCES

Learner’s Material (Anglo-American Literature)
PowerPoint Presentation

IV. PROCEDURES
Reviewing previous lessons.

A. PRE-READING
Task 1. Promoting Advocacy (LM p. 262).
Task 2. Messaging Electronically (LM p. 262)

Establishing a purpose for the lesson

ACTIVATING PRIOR KNOWLEDGE/ DEVELOPING PURPOSE FOR READING
Task 3 Emulating Accomplished People (LM p. 263)
Task 5 Figuring It Out (LM p. 264)

Presenting examples/ instances of the new lesson

B. DURING READING
Reading Text For Conversation, Press #1 (p. 265)
C. POST READING
Task 7 Understanding the Text (Small Groups) p. 266
Task 8. Enriching Your Experience (p. 268)
Task 9 Recalling Events (p. 269)

Developing Mastery (leads to Formative Assessment 3)

Task 10 Delving Deeper (p. 269)
Task 11 Firming Up (LM p. 270)
Task 12 enriching Your Experience (LM p. 270)
Task 13 Sounding Words Correctly (LM p. 271)

Evaluating Learning
Task 14 Sharing My World (LM p. 272)
Task 15 Going into the World of Acting (LM p. 275)
Getting Immersed (LM p. 277)
 LESSON PLAN IN ENGLISH
GRADE 9 THIRD QUARTER
WEEK 3
I. OBJECTIVES
A. Recognize faulty logic, unsupported facts, and emotional appeal
B. Use the appropriate prosodic features of speech when delivering lines in a one-act play.
C. Verbal – Infinitives
D. Compose forms of literary writing

II. CONTENT
Main Texts: The Story of Romeo and Juliet (based on the play by William Shakespeare)

III. LEARNING RESOURCES

Learner’s Material (Anglo-American Literature)
PowerPoint Presentation

IV. PROCEDURES
Reviewing previous lessons.
A. PRE-READING
5. Task 1. Logic, Facts, or Appeal (LM p. 282).
6. Task 2. Be Wise (LM p. 282)

Establishing a purpose for the lesson

B. ACTIVATING PRIOR KNOWLEDGE/ DEVELOPING PURPOSE FOR READING
1. Task 3 A Time For Us (LM p. 283)
2. Task 4 Unscramble the Letters (LM p. 284)
3. Search and Match (LM p. 285)
Presenting examples/ instances of the new lesson
B. DURING READING
The Story of Romeo and Juliet (based on the play by William Shakespeare)
p. 286

C. POST READING
a. Task 6 Making Connection (Small Groups) p. 292
b. Task 7 Connect and Kinect (p. 293)
c. Task 8 Language in Use (p. 295)
Developing Mastery (leads to Formative Assessment 3)
a. Task 9 Act and Communicate (p. 296)
b. Task 10 Life’s Linkages (LM p. 299)
Evaluating Learning
a. Task 11 Write Now (LM p. 300)
b. Task 12 Lights Camera Action! (LM p. 301)
 LESSON PLAN IN ENGLISH
GRADE 9 THIRD QUARTER
WEEK 4
I. OBJECTIVES

A. Have Fortitude and Determination

 B. Make a Flipbook
C. Provide appropriate and critical feedback for specific context
D. Analyze the information contained in the material viewed
E. Analyze literature as a means of connecting to the world
F. Analyze a one-act play
G. Express appreciation for sensory images used
H. Explained literary devices used
I. Use the appropriate prosodic features of speech when delivering lines in a one- act play
J. Compose forms of literary writing

II. CONTENT
Main Text: “ “ Romeo and Juliet”
By: William Shakespeare pp. 305

III. LEARNING RESOURCES: A Journey to Anglo- American Literature

Learner’s Module
IV. PROCEDURES

A. PRE-READING

1. Developing vocabulary /concepts

TASK 1::Listen, Think and React

TASK 2; Audience Point of View

2. Activating prior knowledge / developing a purpose for reading

Read the following questions .(Pls. refer to p. 311)

Task 3 : Factual Recount

B. DURING READING ( Pls refer to Leaner’s module pp. 311-312)

Read the comic strip

C. POST READING ( pls. refer to learner’s module )

1. Engagement activities I
Task 4 Shaping Interpretations
Directions: Discuss the answer to the following questions

2. Engagement activities
Task 4 a-Smart Shapes of the Smart Minds
Task 4 b. Reminisce and Schematize

3. Enrichment / extending the literary experience / Curriculum Connections

( Individual Students/ small groups)
Task 5 Connecting with the Text
( Let the students watch “ Macbeth”, by William Shakespeare and let them portray their
favorite scene)
 Explicit teaching of Figurative languages

Step 1. Introducing / Warm up (313)

Task 5 connecting with the Text
Imagery Tree

Step 2: Teaching / Modeling

Task 6 Language at Work

Step 3: Guided Practice

Task 6 b :Complete sentences using Infinitive as the object

Step 4: Independent Practice

Task 7 Speak Up

Step 5: Application

Get it on Paper (Flipbook)

LESSON PLAN IN ENGLISH

GRADE 9 THIRD QUARTER
WEEK 5
I. OBJECTIVES

A. Being Responsible Across Time

B. Making a Director’s Prompt book
C. Specific Objectives:
 1. Analyze a one-act play
2. Express appreciation for sensory images
3. Explain the literary device used
4. Provide appropriate and critical feedback/ reaction to a specific situation
5. Analyze literature as a means of connecting to the world
6. Analyze the information contained in the material viewed
7. Use verbal infinitives (Adjective and Adverb)
8. Get familiarized with technical vocabulary for drama and theater (VOICE)
9. Compose forms of literary writing

II. CONTENT
Main Text: Romeo and Juliet (Act 2, Scene 4),pp. 332-338
by William Shakes

III. LEARNING RESOURCES: A Journey to Anglo- American Literature

Learner’s Module

IV. PROCEDURES

A. PRE-READING

Developing vocabulary /concepts

Task 2 Tune In p.326

Match the words in Column A with their correct meaning in Column B.

Activating prior knowledge / developing a purpose for reading

Task 1 sensation and Perception
1b. Literary Analysis

B. DURING READING ( Pls refer to Learner’s module pp. 327-338)

Read the story Romeo and Juliet

C. POST READING ( pls. refer to learner’s module )

Engagement activities I
Task 3: Think Through

Engagement activities
Task 4: Talk Back
Task 5: Panel Forum

Task 7: Word Hoard

Task 8: Take Down Game

Enrichment / extending the literary experience / Curriculum Connections

( Individual Students/ small groups)
 Task 9 :SGD

Explicit teaching of Reading Comprehension Skill: INFINITIVE

Step 1. Introducing / Warm up

Task 6: Grammar and Focus Try it On

Step 2: Teaching / Modeling

Lesson on the use of Infinitive as adjective and adverb

Step 3: Guided Practice

Task 6b:Fit and Right

Step 4: Independent Practice

Task 6c: Big League

Step 5: Application:

Task 10 : Director”s Promptbook

LESSON PLAN IN ENGLISH

GRADE 9 THIRD QUARTER
WEEK 6
I. OBJECTIVES

A. Travel through Reading

B. Write a creative paragraph
C. Provide critical feedback to the idea presented in the material viewed
D. Specific Activities:
1. Be familiar with technical vocabulary for drama and theater
2. Analyze literature as a means of connecting to the world
 3. Use Participles effectively
4. Use effective and appropriate non-verbal communication strategies
5. Write a character sketch

II. CONTENT
Main Text:” While the Auto Waits”
By: O. Henry
352-358

III. LEARNING RESOURCES: A Journey to Anglo- American Literature

Learner’s Module

IV. PROCEDURES

A. PRE-READING

Developing vocabulary /concepts

Task 3:Photo React

Activating prior knowledge / developing a purpose for reading

Task 1: Activate your Mind

There are countless people who have changed the world.These are men and women who
have touched and made a difference in the lives of others with their determination,selfless,and
commitment to serve.
Is there any famous or influential person you know and admire?
 B. DURING READING ( Pls refer to Learner’s module pp. 352-358)
While the Auto Waits , by: O. Henry adapted for the stage by Walter Wykes

C. POST READING ( pls. refer to learner’s module )

Engagement activities I
Task 5 What”s The World
.
Engagement activities
Task 6 Recognizing literary Device Characterization

Enrichment / extending the literary experience / Curriculum Connections

( Individual Students/ small groups)

Ex. Social Studies- Research on Local story / local heroes-( Localization/ Across curriculum)

Explicit teaching of Reading Comprehension Skill: Sequence signals or connectors

Step 1. Introducing / Warm up

Task 7A Play in Process

Step 2: Teaching / Modeling

Task9: The O Henry (Identifying Participle)

Step 3: Guided Practice

Task7b Describing A Character.

Step 4: Independent Practice

Task7d Character Analysis

Step 5: Application:

Write meaningful sentences about A Character Sketch Using Participle

LESSON PLAN IN ENGLISH

GRADE 9 THIRD QUARTER
WEEK 7
I. OBJECTIVES

A. Recognize racial differences

B. Make a dialogue
C. Be familiar with technical vocabulary for drama and theater
1. Analyze literature as a means of connecting to the world
2. Explain how a selection may be influenced by culture ,history, environment, or other
 factors
3. Determine tone, mood, technique, and purpose of the author
4. Use Participles effectively
5. Use a literary device and techniques to craft a synopsis

II. CONTENT
Main Text: Driving Miss Daisy
By: Alfred Uhry

III. LEARNING RESOURCES: A Journey to Anglo- American Literature

Learner’s Module
Video Clip

IV. PROCEDURES

A. PRE-READING

Developing vocabulary /concepts

A Word Bank is a collection of words that you can use for special purpose/ appreciate for a
given situation.

Task 1 Meet New Words

1. I am the another word for “storeroom”
2. I am a “hand tool”
3. I am the opposite of “generous”
4. I mean “gravestone”
5. I mean “annoy”
6. I am employed to drive a private car”
7. I am a “ car for hire”
8. I mean “rude and disrespectful”

Task 2: Checkpoint

Complete the puzzle by filling in the boxes with the letters of the words defined below
the puzzle.

Task 3: Look who”s Talking?

Directions: Form small groups of five and take turns answering these questions.

Look at the illustration that follows.If the character in the picture could talk, what would he say?Write your answer in the
bubble callout.

Dyadic Work
What is your idea of friendship? How do you choose your friends?
Work with a partner and discuss the meaning of this quote “ A friend in need is a friend in deed.”

B. DURING READING ( Pls refer to Leaner’s module p. 375-390)

C. DRIVING MISS DAISY BY: Alfred Uhry

D. POST READING ( pls. refer to learner’s module )

Engagement activities I
Discussion Guides

Engagement activities
Task4: Sequencing Events

Enrichment / extending the literary experience / Curriculum Connections

( Individual Students/ small groups)
Task 5: Character Traits
Task 6; Bridging the Gaps

Explicit teaching of Reading Comprehension Skill:

Forming and Using Participial phrases

Step 1. Introducing / Warm up

Task9: Learn Grammar
Directions: Convert each participle into a phrase.then use the word group in a sentence.

Step 2: Teaching / Modeling

Task 9b.Word Modifier

Step 3: Guided Practice

Work with partner .combine the pair of sentences into one so that the second becomes a
participle.

Step 4: Independent Practice

Task 10: Getting Deeper
( Students will be assigned to watch “ GREEN BOOK (2018)A modern
Fim about mixed – race friendship,for comparison to” DRIVING MISS DAISY” by Alfred Uhry)
Step 5: Application:

Task 14 Write on your own

Write a Dialogue
 LESSON PLAN IN ENGLISH
GRADE 9 THIRD QUARTER
WEEK 8
I. OBJECTIVES
A. Transcend differences
B. Perform a one –act play
C. Be familiar with technical terms for drama and theater
D. Specific Objectives
1. Analyze literature as a means of connecting to the world
2. Explain how a selection may be influenced by culture,environment or other factor
3. Use participial phrases correctly
4. Use appropriate multi-media resources to accompany the oral delivery of lines
5. Perform a one -act play
II. CONTENT
Main Text: Driving Miss Daisy Part II
By: Alfred Uhry

III. LEARNING RESOURCES: A Journey to Anglo- American Literature

Learner’s Module
Video Clip

IV. PROCEDURES

A. PRE-READING

Developing vocabulary /concepts

Vocabulary game: Task1 Theater Vocabulary

Activating prior knowledge / developing a purpose for reading

Task 2 : Verbalized your Thoughts(SGDW)
Task 3: Level Up

B. DURING READING ( Pls refer to Leaner’s module p. 405)

TASK 10: What’s it..

“Driving Miss Daisy Part II “ by Alfred Uhrey

B. POST READING ( pls. refer to learner’s module )

Engagement activities I
Task 4: Sequencing events

Engagement activities
Task5: Establishing Links

Enrichment / extending the literary experience / Curriculum Connections

( Individual Students/ small groups)
Task 6: Revisit and Connect

Explicit teaching of Reading Comprehension Skill :Correct Use of Participial Phrases

Step 1. Introducing / Warm up

Task 7: Learn Grammar

Step 2: Teaching / Modeling

Correct Use of Participiall Phrases /Avoiding Dangling Participial Phrases

Step 3: Guided Practice

Skill Building (411)

Step 4: Independent Practice

Test Your Knowledge (412)
 Don’t Dangle Your Participle!
Task 9: Let”s talk

Step 5: Application:

Perform a one –act play Romeo and Juliet (The balcony Scene)