Republic of the Philippines

Department of Education
REGION III-CENTRAL LUZON
SCHOOLS DIVISION OF ZAMBALES
CASTILLEJOS RESETTLEMENT HIGH SCHOOL
BALAYBAY, CASTILLEJOS, ZAMBALES

A Detailed Lesson Plan in Grade 9 English (Day 3)

Date: May 4, 2023
Date Submitted: April 26, 2023

CONTENT STANDARD:

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.

PERFORMANCE STANDARD:

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.

I. OBJECTIVES:
At the end of 60-minute lesson, the students must be able to:
a. Identify relevant information and evidence from a text.
b. Evaluate the concept of “claim and supporting details” in a reading text.
c. Analyze examples of judging the relevance and worth of ideas from a text.

II. SUBJECT MATTER

A) TOPIC: Judging the Relevance and Worth of Ideas

B) REFERENCES
a. English MELC
b. Learners Material

C) MATERIALS
a. Blank sheets of paper for student reflection
b. Printed handouts
c. Pictures
d. Comic Strip in Tarpapel
III. PROCEDURE

TEACHER'S ACTIVITY STUDENTS' ACTIVITY

A. PRELIMINARY ACTIVITIES

GREETINGS

Good morning, Class! : (All students) Good morning, Ma’am.

How are you today? Did you sleep well last night? : (All students) We’re fine Ma’am.

It’s good to hear that you had enough sleep. If that’s

the case, can I expect your active participation today? : (All students) Yes, Ma’am.

Thank you.

CLASS REMINDERS

Let me remind you of our classroom rules.

1. Be on time
2. Observe cleanliness
3. Sit properly
4. Raise your hand if you have questions
5. Listen attentively
6. HAVE FUN AND DO YOUR BEST.

Are we clear on that class? : (All students) Yes, Ma’am.

PRAYER

Before we begin, let us ask guidance of almighty God

and let us enlighten our mind to completely understand
the lesson. Student A would you lead the prayer?
: (Student A will recite a prayer)
“Heavenly Father, we come before you
today to ask for your guidance and
wisdom as we begin this class. We ask
for your help in understanding the
material and retaining the knowledge
we will learn. We ask for your
protection as we engage in discussions
and activities. Please bless our teachers
with the strength and patience they need
to lead this class. We trust in your
provision and love, and we pray all
these things in Jesus’ name, Amen.”

Thank you, student A, for leading the prayer.

CHECKING OF ATTENDANCE

It seems that some of your classmates is not attending

our class. Please tell them to attend the class regularly.
Oh well, miss secretary, kindly check the attendance.
Thank You! : Ms secretary: Yes Ma’am.

B. RECALL
Okay class, yesterday, we have discussed about the
things that we need to consider in checking the
relevance of the text that is being presented.

Again, what are those? Ma’am, authority, purpose, accuracy,

verifiability, currency, and relevance.

Very good class! In order to check the relevance and

truthfulness of the information we are viewing; We
should determine the authority, purpose, accuracy,
verifiability, currency, and relevance in the content of a
text.

C. MOTIVATION

Read and reflect on this poem by Langston Hughes and

answer the questions that follow. Write the correct
answer in your activity notebook.

DREAMS DEFERRED
Langston Hughes

What happens to a dream deferred?

Does it dry up Like a raisin in the sun?
Or fester like a sore –
And then run?
Does it stink like a rotten meat?
Or crust and sugar over –
Like a syrupy sweet?
Maybe just sags
Like a heavy load,
Or does it explode?

1. The poet reveals the speaker’s feelings mainly by

using _______________?
a. personification to show the characteristics of a
dream.
b. similes to describe what happens to dreams.
c. metaphors to describe what happens to dreams.
d. synecdoche to show what dreams mean.

2. The repetition of the word “like” emphasizes the

speaker’s desire to _______________?
 a. finds out what happens to dreams.
b. sees how dreams disappear.
c. understand what dream is.
d. both A and B

3. The poet helps the reader understand how it felt to

______________
a. forgets about a dream.
b. be a dried-up raisin.
c. run away from the dream.
d. has a dream.

4. Based on the first stanza, the reader can conclude

that the speaker ______________?

a. the reader thinks happens to a dream deferred.

b. a dream looks like.
c. the dreams do.
d. a dream should be made of.

5. The imagery in lines 1 through 8 helps the reader

understand what _____________?

a. the reader thinks happens to a dream deferred.

b. a dream looks like.
c. the dreams do.
d. a dream should be made of.

ANSWER
1.B
2.D
3.A
4.C
5.A

D. PRESENTATION OF THE LESSON AND

OBJECTIVES

Now, let us go through judging the relevance and worth

of ideas.

Before we proceed to our discussion, let us first read

our objectives. Kindly read student A.
Thank you for reading. To keep track of our goals for
today, I will post this on the board.
a. Identify relevant information and
evidence from a text.
b. Evaluate the concept of “claim and
supporting details” in a reading
text.
c. Analyze examples of judging the
relevance and worth of ideas from a
text.
E. LESSON PROPER

Since we have discussed the importance of judging the

relevance and worth of ideas presented to us and the
things that we need to consider in checking its
relevance, now we will observe a scenario.

IMAGINE YOU HAVE OVERHEARD THE

CONVERSATIONS OF THE TWO CHARACTERS IN
THE ABOVE COMIC STRIP.

Imagine you have overheard the conversation of the

two characters in the above comic strip, which state-
ment are more convincing? Maria’s or Mario’s?
Ma’am, I think it is Maria’s, because
she had presented the information that
comes from her friend who resides on
the same town.

Ma’am, I think it is Mario’s, because he

had presented detailed information. He
considers the reliability of the
information before telling her neighbor.
Okay, very good! Mario’s statements are more
convincing because he had presented the source of the
information and gather facts first before telling his
neighbor the news.

For the second question, what are the things you

considered in making your choice?
Ma’am, the relevance of the statement.

Ma’am, the source of the news.

Ma’am, the accuracy of the news.

Very good! We must consider certain things before we
make our choices.

For the third question, what do you think is the impact

of unconfirmed information spreading online?
Ma’am, fake news will eventually
spread because of the unconfirmed
information.
 Ma’am, it can ruin someone else’s life.

Okay, very good! Unconfirmed information spreading Ma’am, it can cause fear to the people.
online can cause chaos in the area or with the people
around it.

For the last question, what do you suggest to the

readers or listeners?

(Students answer may vary)

Very good, class! It seems like you had paid attention
to our discussion yesterday.

F. APPLICATION

ACTIVITY #1

Study the illustration below and answer the questions that

follow. Write your answer in your activity notebook

Questions:
1. What is the central idea in the illustration?
2. If you were Juan, which among the characters in the
illustration would you imitate and why?
3. Based on the illustration, do you think healthy eating
habit is relevant to us? Why do you say so? You cite your
evidence.

G. GENERALIZATION

In order to judge the relevance and worth of ideas, we

need to evaluate the evidence and ideas presented. In
connection to that, why is there a need to identify the
 information and evidence from the material presented?

Ma’am, I think identifying information

and evidence from the material
presented is important because it helps
us determine the credibility and
reliability of the source. It also helps us
evaluate the accuracy of the information
presented and whether it is relevant to
research or not.
Well said! Identifying the information and evidence
from the material presented will help us to helps us
determine the credibility and reliability of the source.

How do we evaluate the concept of “claims and

supporting details?”
Ma’am, to evaluate this concept, we can
use the following questions that we
have discussed earlier.

 What is the author’s claim or

main idea?
 What evidence does the author
use to support their claim?
 Is the evidence relevant and con-
vincing?

Are there any counterarguments or

alternative perspectives that are
presented?

I hope that this unit has given you a better

understanding of the concepts covered and the
importance of evaluating information and claims.
Remember, it is important to assess the credibility of
the source, analyze the evidence used to support the
argument, and determine the overall value of the idea.
Additionally, it is important to consider any potential
bias when evaluating information or claims and its
implications for judging ideas.

We now have the tools necessary to evaluate

information and claims critically and make informed
decisions.

IV. EVALUATION

ACTIVITY #2

Appoint Me!
If you were the president of the Philippines which of the following current issues,
would you address first. Support your answer by presenting pieces of evidence.

ISSUES
1. Privacy Rights
2. Vaccines
3. Universal Healthcare
4. Gender Inequality
5. Technology Upgrade

Prepared by: Checked by:

JASMIN MIGUEL AMADOR MEL ROSE D. ESPOSO

Practice Teacher Cooperating Teacher

Noted by:

JANE PANTALEON-JOSE EdD

Secondary School Principal IV