Grade 9

Republic of the Philippines
Department of Education
Region XI
SCHOOLS DIVISION OF DAVAO CITY
CATALUNAN PEQUEŇO NATIONAL HIGH SCHOOL
Km. 12 Catalunan Pequeño, Talomo District, Davao City
===========================================================================
Teacher: Ivy Lou T. Latorgo English 9
Teaching dates & time: Aug.29-Sept. 1,2023 Learning Area: English 9
Session 1 Session 2& 3 Session 4
I.OBJECTIVE
A. Content Standard The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word
order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.
B. Performance The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following
Standard criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.
C. Learning 1. Introduce the topics for the grade level. 1. Define processing information. 1. Define Critical Reading.
Competency/ 2. Give a short orientation about the subject 2. Give an example of processing 2. Give an example of critical reading.
Objective & the section. information. 3. Do a critical reading.
2.Create class rules & regulations. 3. Explain how note taking become one of
processing information.
II. CONTENT Ist Quarter Module 1 Biases & Prejudices
Introduction to the grade level
III. LEARNING Engl.9 MELCS MELCS MELCS
RESOURCES Module 1 Module 1
1V. PROCEDURE
a. Reviewing Let the students do the task: Checking the prior knowledge through a Review past lesson:
previous lesson or 1. Expectations from the class. PRETEST. Note taking
presenting new
lesson
b. Establishing a Let the learners reflect Let a learners share ideas/ experiences Let a learners share ideas
purpose for the on the about taking of notes.
Critical reading
Teacher Student
Region XI
===========================================================================
lesson diagram.
Learning
c. Presenting Let the learners reflect on the diagram. Ask leaners to define Ask learners to read the given passage
examples or and answer the following questions.
instances of new Learning Task Note taking
lesson ( macro skills)
Teacher Student
d. Discussing new Let the learners enumerate the Let the learners do the following:
concepts and listening writing importance of note taking in everyday life.  identify the answers to the
practicing new skill questions
Reading Comprehension  Identify the type of questions.
Speaking Viewing
Reading
Let the learners brainstorm.
e. Developing Let the learners share their reflection from Allow the learners to state connection of Reporting
mastery( leads to the diagram. the text to ones life. Let the learner report what they have
formative read.
assessment
f. Finding practical Individual task By pair activity Individual task
applications of Give 1 English class rule or regulation. Note for the steps how you survive the Let the learner share ideas in the class
Region XI
===========================================================================
concepts & skills in previous school year. through answering the question.
daily living Group task “ If you were one of the characters,
Role play a benefit of note taking in ones what would you do?
life.
g. Making Allow learners to ponder: Allow learners’ to ponder: "Critical thinking is the ability to
generalizations and “ Why do we need to set rules & How important is note taking to you? think clearly and rationally,
abstractions of the regulations?” understanding the logical
lesson “ Review is essential to evaluation, which is connection between ideas." - Albert
essential to progress.”
Einstein
h. Evaluating
Learning
i. Additional activities
for remediation
V. REMARKS
VI. REFLECTION
# of learners who
earned 80% in the
evaluation
# of learners who
require additional
activities for
remediation who
scored below 80%
# of learners who
have caught up with
the lesson
Region XI
===========================================================================
# of learners who
continue to require
remediation
Which of teaching
strategies worked
well? Why did this
worked?
What difficulties did I
encounter that my
principal or
supervisor can help
me solve?
What innovation or
localized materials
did I use/ discover
which I wish to share
with other teachers?
Prepared by: Checked & verified by: Approved by:
IVY LOU T. LATORGO ERNESTO Q. MEDALLA, JR. PIO E. MELANCOLICO

Teacher II Dept. Head /Head Teacher II Principal IV

Teaching dates & time: Sept.4-8, 2023 Learning Area: English 9
Session 1 Session 2 Session 3 Session 4
I.OBJECTIVE
Region XI
===========================================================================
A. Content Standard The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word
order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.
B. Performance The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following
Standard criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.
C. Learning EN9LC-Ia-8: Process information mentioned in Process information mentioned in the text Process information mentioned in
Competency/ the text through noting the details. Through answering the guide questions the text through the material
Objective viewed.
II. CONTENT
III. LEARNING Engl.9 MELCS MELCS MELCS
RESOURCES Module 1 Module 1
1V. PROCEDURE
a. Reviewing previous Rechecking the learners’ responses. Checking the prior knowledge through a Review past lesson:
lesson or presenting PRETEST. Bias
new lesson
b. Establishing a Let the learners respond to the question, How Let a learners share ideas/
purpose for the lesson do you respond to an announcement?” experiences on Prejudice.
c. Presenting examples Present a text and let the learners read and Ask learners to read the passage
or instances of new answer the guide questions and answer the following
lesson questions
d. Discussing new Class discussion on the concept of processing Let the learners note the situations with Let the learners note the types of
concepts and information. behavioral biases. prejudices.
practicing new skill
e. Developing Reporting on the responses of learners in the Let the learners read the given text & take Let the learners compare/ contrast
mastery( leads to guide question. note of the answers to the questions. biases/ prejudices.
formative assessment
Region XI
===========================================================================
f. Finding practical Let the learners reflect on the message of the Allow the learners identify what to take Allow the learners identify
applications of text. note. prejudice from a statement.
concepts & skills in
daily living
g. Making Allow learners’ to ponder on its values. Allow learners’ to ponder: Allow learners’ to ponder:
generalizations and “ Biases is in the eyes of the beholder” ““Common sense is the collection
abstractions of the of prejudices acquired by age
lesson eighteen.”
― Albert Einstein
h. Evaluating Learning
for remediation
V. REMARKS
VI. REFLECTION
# of learners who
earned 80% in the
evaluation
# of learners who
require additional
activities for
remediation who
scored below 80%
# of learners who have
caught up with the
lesson
# of learners who
Region XI
===========================================================================
continue to require
remediation
Which of teaching
strategies worked
well? Why did this
worked?
What difficulties did I
encounter that my
principal or supervisor
can help me solve?
What innovation or
localized materials did
I use/ discover which I
wish to share with
other teachers?


Teaching dates & time: Sept. 11-15, 2023 Learning Area: English 9
I.OBJECTIVE
A. Content Standard 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 verbal for him/her to skillfully perform in a one-
Region XI
===========================================================================
act play.
B. Performance The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based
Standard on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9SS-Ie-1.5.1: EN9LC-Ia-8: EN9LC-Ia-8: EN9LC-Ia-8:
Competency/ Skim to determine key ideas Process information Process information Process information
Objective and author’s purpose. mentioned in the text. mentioned in the text. mentioned in the text.
II. CONTENT Reading Reading Reading Selection Reading Selection
Kevlar Values Depression Letter to Editor
III. LEARNING Engl.9 Learning Guide Engl.9 Learning Guide Engl.9 Learning Guide Engl.9 Learning Guide
RESOURCES Quarter 1 Module 1 Quarter 1 Module 1 Quarter 1 Module 1 Quarter 1 Module 1
1V. PROCEDURE
a. Reviewing previous Recall the past lesson Allow the learners to mention Allow the learners to mention Allow the learners to
lesson or presenting the moral of the selection the moral of the selection mention the moral of the
new lesson entitled” Kevlar” entitled “ Depression” selection entitled “ The letter
to the Editor”
b. Establishing a Address the questions to Address the question to the Let the learners define in their Let the learners define in
purpose for the lesson learners learners, own idea. their own idea.
“ why do we love to have nice 1. Do we have somebody or
depression
outfits? anything that we treasured EUTHANASIA
the most?
c. Presenting examples Present the reading Selection Present the reading selection Allow the learners to read Allow the learners to read
or instances of new “ Kevlar” entitled, “Values” silently the selection entitled, silently the selection Letter to
lesson Depression. Editor
d. Discussing new Discuss through an oral Ask the learners to Class discussion Class discussion
concepts and recitation about answers to differentiate the two 1. What is the selection all 1. What is the selection all
practicing new skill the guide questions. characters using the Venn about? about?
Region XI
===========================================================================
Diagram below: 2.To whom the selection is 2.To whom the selection is
addressed? addressed?
farmer 3. Is it worthwhile to read about
collector
depression?
e. Developing Let the learners note the Let the learners express their Let learners express ideas Let learners express ideas
mastery( leads to importance locating the main ideas in the class through an through an oral recitation. through an oral recitation.
formative assessment idea. oral recitation.
f. Finding practical Through an oral recitation, Address the question to the Activity Activity
applications of answer the question: learners, How do we treat our Enumerate your own steps Weigh the advantage &
concepts & skills in Why do we take note about personal collections? whenever you have problems. disadvantage of euthanasia
daily living our garbage?
g. Making Let the learners brainstorm Let the learners finish the Let the learners finish the Let the learners finish the
generalizations and about statement: statement: statement:
abstractions of the garbage I love to value things because I can fight depression by Euthanasia makes me feel
lesson _______________ _______________ ______________.
for remediation
V. REMARKS
VI. REFLECTION
# of learners who
earned 80% in the
evaluation
# of learners who
Region XI
===========================================================================
require additional
activities for
remediation who
scored below 80%

Teaching dates & time: Sept. 18-22 2023 Learning Area: English 9
Session 1 Session 2 Session 3
I.OBJECTIVE
Region XI
===========================================================================
the world; also how to use ways of analyzing one-act play and different forms of verbal for him/her to skillfully perform in a one-
act play.
C. Learning Grammar Reading Grammar
Competency/ 1. Define Modals. 1. Define Kevlar. 1. Create statements from the previous text.
Objective 2. Identify the variety of 2. Give its characteristics. 2. Use modal in each statement.
meaning. 3. Locate supporting details. 3. explain the function of each modal in a
3. Use modals in a sentence. sentence.
II. CONTENT Modals Reading Modals

III. LEARNING Engl.9 MELCS/Budget of work Engl.9 MELCS/Budget of work Engl.9 MELCS/Budget of work
RESOURCES Quarter 1 Quarter 1 Quarter 1
1V. PROCEDURE
a. Reviewing previous Address question to learners, Among Recall the past lessons through Recalling past lessons through an oral recitation.
lesson or presenting the four stories, which one you like identifying modals from the statements.
new lesson the most?
b. Establishing a Let the learners write down their Allow the learners to give their idea for Let the learner draw ideas for the word
purpose for the lesson most unforgettable problem? the word given
origin auxiliary
c. Presenting examples Present their problem and listen to Provide the text for the wee & let the Allow the learners create statements about the
or instances of new partner’s advice. learners answer the guide questions. selection using modals.
lesson
d. Discussing new Note the uses of the auxiliary verbs. Class discussion Class discussion on the modals and its function.
concepts and supports Main idea
Region XI
===========================================================================
e. Developing Let the learners take note of the Allow the learners to get supports in Group reporting about the created statements
mastery( leads to uses of an auxiliary in a statement. every main idea. using modals.
formative assessment
f. Finding practical Let the learners note the function of Let the learners answer the question, Allow learners to enumerate the importance of
applications of an auxiliary in a sentence. “ Why do we need support/s? modals in a sentence.
concepts & skills in
daily living
g. Making Let the learners complete the idea.
generalizations and Modals are important
abstractions of the because___________
lesson
for remediation
V. REMARKS
VI. REFLECTION
# of learners who
earned 80% in the
evaluation
# of learners who
require additional
activities for
remediation who
scored below 80%
Region XI
===========================================================================

Teaching dates & time: Sept.25-29, 2023 Learning Area: English 9
I.OBJECTIVE
Region XI
===========================================================================
act play.
C. Learning Grammar Reading Grammar Reading
Competency/ 1. Use modal in a sentence. 1. Read the selection entitled, 1. Identify modal of prohibition. 1. Define main idea.
Objective “ Kevlar”. 2. Use it in a sentence. 2. Locate a main idea.
2. Answer the guide questions. 3. Defend a main idea.
3. Defend the answers.
II. CONTENT Modals Locating arguments & its Modal of prohibition Locating Main Idea
supporting details
III. LEARNING MELCS/ Budget of work MELCS/ Budget of work MELCS/ Budget of work Curriculum Guide/Budget of
RESOURCES Grade 9 Grade 9 Grade 9 work grade 9
1V. PROCEDURE
a. Reviewing previous Recalling Recalling through supplying Recalling Simple Recall through an oral
lesson or presenting Sharing of insights from the the appropriate modal in a 1. What was the past recitation on the ff:
new lesson previous lesson. sentence. lesson all about? 1. Main idea
2. Supporting
statements
b. Establishing a Address the question Let the learners draw ideas Motivating questions Allowing the learners to draw
purpose for the lesson Why do we need to value the from the term below 1. How do we express our ideas on the given term:
origin / components of things? feelings to others?
Main idea 2. How do we deliver STORY
statements with
prohibitions?
Region XI
===========================================================================
c. Presenting examples Let the learners do a task. Let the learners present their Presentation of sample Group task
or instances of new 1. Look for things around ideas in the class. sentences.
lesson that interest you the Take note of the verb used. Present ideas from each
most. paragraph
2. Construct sentence/s
about it using modal.
d. Discussing new Let the learners discuss the Class discussion Class discussion on modal Class discussion on the
concepts and sentences constructed in the  Main idea definition expressing prohibitions. different positions oa a main
practicing new skill class.  Supporting details idea in a paragraph.
Activity Note of its function on a 1. Beginning
 Locate the main idea sentence. 2. Middle
in each paragraph. 3. Ending
 Locating supporting
details for its main
idea.
e. Developing Let the learners note the Reporting responses from Board work Report the main idea in every
mastery( leads to functions of these modals. learners. Allowing learners to construct paragraph.
formative assessment sentences using modal of
prohibition.
f. Finding practical s P Allow the learners read a short Let the students do the tasks by Ask learners to locate
applications of u r passage & let the locate its supplying the appropriate argument/ main idea and its
concepts & skills in main idea together with its modals. supports.
b
daily living e supports.
j
g. Making Ask the learners to explain the Let the learners complete a Address question to
Region XI
===========================================================================
generalizations and diagram: statement: learners?
abstractions of the Modal is important What made a main idea
lesson Support Main idea because___________ authentic?
h. Evaluating Learning s Refer to test plan
i. Additional activities Modal exercises Reading passages Modal exercises Locating main ideas
for remediation
V. REMARKS
VI. REFLECTION
# of learners who
earned 80% in the
evaluation
# of learners who
require additional
activities for
remediation who
scored below 80%

Teaching dates & time: Oct.2-6, 2023 Learning Area: English 9

I.OBJECTIVE
Region XI
===========================================================================
act play.
C. Learning Grammar Reading Grammar Grammar
Competency/ 1. Enumerate the modal 1. Read the given selection. 1. Enumerate modals expressing 1. Define conditional
Objective expressing obligation 2. answer the guide question. permission sentence.
2. Give examples.
3. construct sentences.
II. CONTENT Modals Processing information Modals Conditional sentences
III. LEARNING Budget of work Budget of work Budget of work Budget of work
RESOURCES English books Story entitled “ Tigers” English Books MELCs
English Books
1V. PROCEDURE
a. Reviewing previous Recalling the previous lesson Recall past lesson Let the learners finish the Recall past lesson
lesson or presenting  Position of main idea statement:
new lesson “ Reading is important
because_______________
b. Establishing a Let the learners distinguish Let the learners answer the Prompt questions to learners: Noting the tenses under
purpose for the lesson sentence from the others. question: 1. Have we heard statements conditional sentences.
What makes other story with conditions?
interesting? 2 How do we feel when we hear
conditions?
c. Presenting examples Pointing out the variety of Present the given selection To be presented by students: Present the different tenses
or instances of new meaning. Statements with conditions: in conditional sentences.
lesson
Region XI
===========================================================================
d. Discussing new Class discussion on the Note details using basic & hots Let them take note of the Class discussion on the
concepts and message of every sentence question. components of a sentence with tenses
practicing new skill using a specific modal. condition.
e. Developing Allow each learner to express Report the outputs in the class Allow them to report their Let the learners create a
mastery( leads to their ideas through a report. observations and let them give trialogue using the
formative assessment more examples based on they conditionals
have heard.
f. Finding practical Allow the learner to answer Answer an open -ended Allow the learners to
applications of the given task. questions. brainstorm about an
concepts & skills in argument using conditionals
daily living
g. Making Allow the learners to give Let the learners show or
generalizations and importance defend for its connection
abstractions of the conditionals
lesson Tenses conditionals
h. Evaluating Learning Supplying appropriate modal Conditionals in a dialogue
in a sentence.
for remediation
V. REMARKS
VI. REFLECTION
# of learners who
earned 80% in the
evaluation
# of learners who
require additional
Region XI
===========================================================================
activities for
remediation who
scored below 80%


I.OBJECTIVE
act play.
Region XI
===========================================================================
C. Learning Grammar
Competency/ 1. Define conditional
Objective sentence.
2. Give examples.
3. construct sentences.
II. CONTENT Conditional sentences
III. LEARNING Budget of work
RESOURCES English books
1V. PROCEDURE
a. Reviewing previous Recalling the previous lesson
lesson or presenting
new lesson
b. Establishing a Noting the tenses under
purpose for the lesson conditional sentences.
c. Presenting examples Present the different tenses in
or instances of new conditional sentences.
lesson
d. Discussing new Class discussion on the tenses
concepts and
e. Developing Let the learners create a
mastery( leads to trialogue using the
formative assessment conditionals
f. Finding practical Allow the learners to
applications of brainstorm about an
Region XI
===========================================================================
daily living
g. Making Let the learners show or
generalizations and defend for its connection
abstractions of the
for remediation
V. REMARKS
VI. REFLECTION
# of learners who
earned 80% in the
evaluation
# of learners who
require additional
activities for
remediation who
scored below 80%
Region XI
===========================================================================

I.OBJECTIVE
act play.
Region XI
===========================================================================
C. Learning Grammar Grammar Grammar Grammar
Competency/ 1. Define conditional 1. Define zero conditional. 1. Define present unreal 1. Define past unreal
Objective sentence. 2. Write down examples. conditional. conditionals.
2. Give examples. 2. Use zero conditionals in an 2. Write down an example. 2. write down examples.
3. construct sentences. argument. 3. Use present unreal 3. Use past unreal
conditionals in an argument. conditionals in an argument.
II. CONTENT Conditional sentences
III. LEARNING Budget of work
RESOURCES English books
1V. PROCEDURE
a. Reviewing previous Recalling the previous lesson
lesson or presenting
new lesson
b. Establishing a Noting the tenses under Address the question to the Address the question to the Address the question to the
purpose for the lesson conditional sentences. learners: learners: learners:
“ how do we express
conditions talking about facts
issues?” “ how do we express conditions “ how do we express
talking about unbelievable conditions talking about
issues at the present?” issues at the past?”
c. Presenting examples Present the different tenses in Allow the learners to share their ideas on the board.
or instances of new conditional sentences.
lesson
d. Discussing new Class discussion on the tenses Discuss the concept of inverse, converse & contrapositive.
Region XI
===========================================================================
concepts and
e. Developing Let the learners create a Group task
mastery( leads to trialogue using the  Let each group give an example.
formative assessment conditionals Identify the argument.
 Construct sentence following the inverse, converse & contrapositive pattern.
f. Finding practical Allow the learners to Group reporting
applications of brainstorm about an Reporting of outputs
daily living
g. Making Let the learners show or Let the learners complete the statement:
generalizations and defend for its connection Conditionals are important in argument because ___________
abstractions of the
h. Evaluating Learning Refer to test plan
i. Additional activities Develop an argument
for remediation
V. REMARKS
VI. REFLECTION
# of learners who
earned 80% in the
evaluation
# of learners who
require additional
activities for
remediation who
Region XI
===========================================================================
scored below 80%


Grade 9

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Grade 9

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

Let the learners brainstorm.

IVY LOU T. LATORGO ERNESTO Q. MEDALLA, JR. PIO E. MELANCOLICO

Teacher: Ivy Lou T. Latorgo English 9

IVY LOU T. LATORGO ERNESTO Q. MEDALLA, JR. PIO E. MELANCOLICO

Teacher: Ivy Lou T. Latorgo English 9

Teacher: Ivy Lou T. Latorgo English 9

II. CONTENT Modals Reading Modals

Teacher: Ivy Lou T. Latorgo English 9

Teacher: Ivy Lou T. Latorgo English 9

Session 1 Session 2 Session 3 Session 4

Prepared by: Checked & verified by: Approved by:

IVY LOU T. LATORGO ERNESTO Q. MEDALLA, JR. PIO E. MELANCOLICO

Teacher: Ivy Lou T. Latorgo English 9

Teacher: Ivy Lou T. Latorgo English 9

Prepared by: Checked & verified by: Approved by:

IVY LOU T. LATORGO ERNESTO Q. MEDALLA, JR. PIO E. MELANCOLICO

You might also like