Text To Text Connection LP Grade 9

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
CITY SCHOOLS DIVISION OF TANAUAN
TANAUAN SCHOOL OF FISHERIES
AMBULONG, TANAUAN CITY, BATANGAS
Learning Area English

Learning Delivery Modality Face-to-face Modality
School Tanauan School of Fisheries Grade Grade 9

Level
Teacher SOFIA C. SARMIENTO Learning English (JHS)
Area
LESSON Teaching Date November 13-17, 2023 Quarter 1
EXEMPLAR 5 days
Teaching Time 9-Yakal No. of
3:00-4:00 pm Days
(Monday, Friday)
9:15-10:15 am
(Tuesday, Thursday)
2:00-3:00 pm
(Wednesday)
G9-Mahogany
10:15-11:15 am
(Mon, Tue, Wed)
7:00-8:00 am
(Thursday)
8:00-9:00 am
(Friday)
I. OBJECTIVES At the end of the lesson, the Grade 9 students should be able to:
a. understand the concept of text-to-text connections
b. Create a Venn Diagram to identify similarities and differences of a given
story and the story they have read before.
c. Create text-to-text connections while reading.
A. Content The learner demonstrates understanding of how Anglo-American literature and
Standards 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.
B. Performance The learner proficiently plays an active part in a Chamber Theatre presentation
Standards through employing effective verbal and non-verbal strategies based on the
following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body
Movements or Gestures.
C. Most Essential Make connection between text to particular issues, concerns, or disposition in
Learning life.
Tanauan School of Fisheries

Brgy. Ambulong Tanauan City, Batangas
(043) 774-4039 / (043) 455-2109
depedtanauan.tsf.301154@deped.gov.ph
Competencies
(MELC)
D. Enabling
Competencies
(If available, write
the attached
enabling
competencies)
II. CONTENT MAKING CONNECTIONS (Text to Text)

III. LEARNING
RESOURCES
A. References English 9 Quarter 2 PIVOT 4A Learner’s Module Quarter 2 First Edition, 2020
a. Teacher’s English 9 Quarter 2 PIVOT 4A Learner’s Module pp. 8-9
Guide Pages
b. Learner’s English 9 Quarter 2 PIVOT 4A Learner’s Module pp. 8-9
Material Pages
c. Textbook
Pages
d. Additional
Materials from English9_Q2_M1_L1_MakingConnectionsText-to-Text-Text-to-Self_
Learning
Resources
B. List of Learning Cinderella Story Link
Resources for https://www.bedtimeshortstories.com/cinderella-story
Development
and
Engagement
Activities
IV. Teacher’s Activity Student’s Activity

PROCEDURES
Introduction Day 1
Preliminary Activities
a) Greetings
Good morning, students. Good morning, Ma’am.
b) Prayer

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Let’s start our morning with a prayer. Close their eyes and listen to
Let’s close our eyes and feel the presence of the playing video prayer.
the Lord. (Play downloaded prayer)
Amen.
c) Checking of Attendance
Do we have absentees for today? None, ma’am.
Before you take your sits, kindly pick up those pieces Yes, Ma’am.
of papers under your chairs and check its alignment.
Classroom rules
Now, I will present to you or classroom rules to guide
you in your conduct during our discussion. Here are
the classroom rules;
d) Treat others with respect all the times.
e) Listen to the teacher when he/she speaks.
f) Raise your hand before speaking or leaving
your seats. Students read the rules
g) Answer me in a complete sentence and not in presented in the presentation
chorus, since, it is an English subject you are
all required to speak in English
.
What I need to know?

a. activate learners’ prior knowledge
b. use connection in activity Students read the objectives
together.
Learning Task 1: Pass the box
Game Mechanics:
Students will play the pass the box. There are
objects inside the box. When the music stops,
whoever the student has the box will pick an
object. Then, the student will give word/words that
is/are connected to the object.

(043) 774-4039 / (043) 455-2109
Yes, Ma’am.
Yes. Ma’am.
Are we clear class?
Are you ready? Yes, Ma’am
Ma’am it is something about

Did you enjoy our activity class? connection.
So okay, what did you observe about the activity
that you have done?
Exactly, it about connection and this activity has

something to do in our discussion because today
we are going to discuss another kind of making
connection.
Before the discussion starts, the teacher will ask the

student if they have experience reading a book or
story, or listening a music and if they have
experience connecting the stories they are reading
to those they have read before or if they have
noticed similarities between them.
DAY 2
What I need to know

a) define what is connection and schema
Development b) understand the concept of text-to-text
connections
What it is?

(043) 774-4039 / (043) 455-2109
Making connection
When you hear the word connections? What
come first to your mind?
Connections
It is a relationship in which persons, things or idea
linked or associated with something else.
Making Connections
Making connections is a critical reading
comprehension strategy that helps students make
meaning of what they are reading. When students
make connections to the texts that they are
reading, it helps them to make sense of what they
read, retain the information better, and engage
more with the text itself. Students can make
connections between the text and another text;
the text and themselves and the text and the
world around them.
You might have not noticed, but your previous

experiences, knowledge, emotions, and
understanding affect what and how you learn
(Harvey & Goudvis, 2000).
Schema
your background knowledge and experiences
actually help you make sense and meaning of the
material you are exposed to.
Keene and Zimmerman (1997, as cited in

Kardash, 2004) concluded that students like you
comprehend better when you make different
kinds of connections. These three (3) connections
include the following:
• text-to-self,
• text-to-text, and
• text-to-world.

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But now, let’s focus on text to text connections
What comes first to your mind where you hear text

to text-connection?
TEXT-TO-TEXT CONNECTIONS
• These connections are made when a
student can connect what they are reading
to other books that they have read or
songs they have listened to before.
• They may make connections that show
how the books share the same author,
have similar characters, events, or
settings, are of the same genre, or are on
the same topic. A solid text-to-text
connection occurs when students can
apply what they ‘ve read from one text to
another text.
You may use the following prompts as your
guide in making text-to text connections:
• What does this remind me of in another book I

‘ve read?
• How is this text similar to other things I ‘ve read?
• How is this different from other books I ‘ve read?
• Have I read about something like this before?
Why Make Text-to-Text Connections?
❖ To be better readers and writers. Developing

these skills will help you in not just your English
classes but your other classes as well.
❖ To develop writing skills that can be used in the
workforce. These reading and writing skills can
continue to grow and be challenged by making
connections between texts.
❖ To help with your comprehension. You will
have to not just read the material but evaluate it.
This will help you become familiar with the writing
and discuss its importance more clearly.

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❖ To lead you to a more critical thinking and

analysis. When you read a story to connect it to
another, you will have to ask yourself questions
and find these answers. You will have to learn
more about the literary elements of the story and
how to discuss them correctly.
Examples:
“This character has the same problem that I read
about in a story last year,”
“The venue or settings of this story is same in the

movie I watched before”
Engagement DAY 3
Learning task 3
Direction: Identify each statement whether true or

false. Test I
1. Text-to-text connection occurs when students 1 TRUE

can apply what they ‘ve read from one text to 2. TRUE
another text. 3. TRUE
2. Making connections is a critical reading 4. FALSE
comprehension strategy that helps students make 5. TRUE
meaning of what they are reading
3. Connection is a relationship in which persons, Test II
things or idea linked or associated with something Answer may vary
else.
4. Text to text is highly personal connections that
a reader makes between a piece of reading
material and the reader's own experiences or life.
5. Text to text connections are made when a
student can connect what they are reading to
other books that they have read or songs they
have listened to before.
Test II
Directions: Below are summaries of two books for

you to read. Figure out how they are connected

(043) 774-4039 / (043) 455-2109
with each other by answering the questions that

follow.
Story 1. Thank You, Mr. Falker by Patricia

Polacco
“Thank You, Mr. Falker”

tells the story of a little girl
whose life is changed
due to a wonderful
teacher. Trisha can ‘t
wait to learn how to read!
She loves listening to her
mother and brother read
stories to her and is so
excited about when she
will be able to share the
stories as well. But as
she grows older and enters each new grade, the
words and numbers never seem to make any
sense to her. It isn ‘t until the 5th grade, when
young Trisha meets Mr. Falker. Through him, she
is given the extra help and understanding she so
desperately needs. Trisha ‘s life was changed
forever by the care and understanding from Mr.
Falker who is a proof that a good teacher can
change a child ‘s life forever.
Story 2. More Than Anything Else by Marie

Bradby

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―More Than Anything

Else‖ is an inspiring story
of a young boy's
compelling desire to
read. Booker must spend
his days working in the
salt mines with his father
and brother. When he
sees an African American
man reading the
newspaper for people, he
wants nothing more than to be him. His mom
eventually is able to get him a book and by
candlelight, he copies the letters. Eventually he
finds the man who read the newspaper. Then, he
begins to teach him the sounds associated with the Answer may vary
letters and how to write his name.
Question:
How are the books related? Cite specific lines and

the details that support your answer.
Application Day 4
What I need to know?
a. refresh learners’ understanding of the
previous discussion
Learning task 4: Connect It!
Group Activity
Direction: The teacher provides a copy of story

for each group. Using the Venn diagram, write the
similarities and differences of the story of
“Cinderella Story” and the story you’ve already
read or watched before.

(043) 774-4039 / (043) 455-2109
Title of the story/book

/song that I remember
which I think is the
Cinderella Story same with the story of
Cinderella.
Answer may vary
Categor 4 3 2 1
y
Concep Each Each Each Each
t section of section of section of section of
Arrang the the the the diagram
ement diagram diagram diagram contains
contains contains 3 contains 2 very few
4 facts facts easily facts that facts that
easily identified. are are not
identified (4 Points) somewhat easily
. (5 identified. identified.
Points) (3 Point) (0 Points)
Content Reflects Most of Reflects Contains
factual the some not factual

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informati informatio factual information

on that n is factual informatio that does
correspon and n and not
ds with seemingly attempts to correspond
appropria correspond put it in to the
te section s with correspond appropriate
of the appropriate ing section section of
diagram. section of of the the
(5 Points) the diagram. diagram.
diagram. (3 Points) (0 Points)
(4 Points)
Text Easy to Most text Text is not Not legible.
read, is easy to easy to Excessive
legible, read. read. errors.
no Fewer than Excessive (0 Points)
misspelli 4 misspellin
ngs. misspellin gs, more
(5 Points) gs. than 5
(4 Points) errors.
(3 Points)
Present Clean, Fairly neat Not well Messy and
ation of neat, and and clean. organized. unorganize
Product well Some A little d. Not well
organized organizatio cluttered. put
. n. (3 Points) together.
(5 Points) (4 Points) (0 Points)
When the students finish the task, each group will

have two representatives to present it in front of
the class.
Assimilation DAY 5
a. explains the differences between text to self-

connection and text to text connection
Learning Task 5: Conn-explain

(043) 774-4039 / (043) 455-2109
Directions: When we make connections to the

texts that we are reading, it helps us to make
sense of what we read, retain the information
better, and engage more with the text itself. In Answer may vary
your own words, explain the differences between
text to self and text to text connection based on
your understanding in the discussion.
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
___________
Assignment
Learning Task 5: Get Connected!
Directions:
Choose two different texts, such as books,
poems, or short stories that you’ve read that you Answer may vary
think has a similar idea or they are connected to
each other. Answer it on your English notebook.
V. REFLECTION
A. No. of learners who earned 80% Yakal
on the formative assessment Mahoganny
B. No. of learners who require Yakal
additional activities for Mahoganny
remediation
C. Did the remedial lessons work? Yes___ No ____ Not yet ___
No. of learners who have caught Total number of learners: _______
up in the lesson.
D. No. of learners who continue to Yakal
require remediation Mahoganny

(043) 774-4039 / (043) 455-2109
E. Which of my teaching strategies

worked well? Why did these
works?
F. What difficulties did I encounter
which my head teacher/master
teacher can help me solve?
G. What innovation or localized
materials did I wish to share with
others?
VI. REMARKS (Write on this part
if you need to continue the
lesson, need intervention or
remediation).
Prepared:
SOFIA C. SARMIENTO
Checked:
GUIANNE MAIGUE
Cooperating Teacher
JULIETA M. OLAES
MT-II, Language Department
Noted:
LORENA O. MAGABO
HT-I, Language Department

(043) 774-4039 / (043) 455-2109

Text To Text Connection LP Grade 9

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Republic of the Philippines

Learning Area English

School Tanauan School of Fisheries Grade Grade 9

Tanauan School of Fisheries

II. CONTENT MAKING CONNECTIONS (Text to Text)

IV. Teacher’s Activity Student’s Activity

Good morning, students. Good morning, Ma’am.

Tanauan School of Fisheries

Do we have absentees for today? None, ma’am.

What I need to know?

Tanauan School of Fisheries

Ma’am it is something about

Exactly, it about connection and this activity has

Before the discussion starts, the teacher will ask the

What I need to know

Tanauan School of Fisheries

You might have not noticed, but your previous

Keene and Zimmerman (1997, as cited in

Tanauan School of Fisheries

But now, let’s focus on text to text connections

What comes first to your mind where you hear text

• What does this remind me of in another book I

Why Make Text-to-Text Connections?

❖ To be better readers and writers. Developing

Tanauan School of Fisheries

❖ To lead you to a more critical thinking and

“The venue or settings of this story is same in the

Direction: Identify each statement whether true or

1. Text-to-text connection occurs when students 1 TRUE

Directions: Below are summaries of two books for

Tanauan School of Fisheries

with each other by answering the questions that

Story 1. Thank You, Mr. Falker by Patricia

“Thank You, Mr. Falker”

Story 2. More Than Anything Else by Marie

Tanauan School of Fisheries

―More Than Anything

How are the books related? Cite specific lines and

Learning task 4: Connect It!

Direction: The teacher provides a copy of story

Tanauan School of Fisheries

Title of the story/book

Answer may vary

Tanauan School of Fisheries

informati informatio factual information

When the students finish the task, each group will

a. explains the differences between text to self-

Learning Task 5: Conn-explain

Tanauan School of Fisheries

Directions: When we make connections to the

Tanauan School of Fisheries

E. Which of my teaching strategies

Tanauan School of Fisheries

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