Lesson Plan in Grade 9

Second Quarter

I. Objectives

A. Content Standard

The learner demonstrates the understanding of how Anglo-American Literature and other text
type serve as a means of valuing other people also how to use processing information strategies.
Different forms of adverbs and conditional for him/her to play on active part in a Chamber Theater
Presentation.

B. Learning Competency

 EN9LT-IIa-15
Analyze literature as means of valuing other people and their circumstances in life.

C. Specific Objectives

At the end of the lesson, the students should be able to:

a. Recognize the tradition that will use in the story

b. Perform an advocacy message through differentiated task

c. Show the value of human life by creating advocacy

II. Learning Task

Topic: The Lottery

Author: Shirley Jackson

Reference: Grade 9 textbook

Materials Needed: Power point presentation, Box

III. Strategy

Teacher’s Activity Students’ Activity

A. Preliminary Activity

1. Prayer
The teacher will ask one of the students to lead “Our Father…”
the prayer
2. Greetings
“Good Morning class” “Good morning Ma’am”
3. Classroom Management
“Before you take your seat, I want you to pick The students will pick their trashes, arrange
those small pieces of trash under your chair, themselves and seat properly
arrange your chair and seat properly”
4. Checking of Attendance
“Ms. Secretary, please list down the absentees “Okay Ma’am”
today and give it to me after the class, okay?”

B. Motivation

Strategy: CHA-RAID (Charade) The students will do the activity

The teacher will divide the class into two groups
and they will choose their representatives. The
representatives will go in front and pick a word in
the lottery box. The team will guess the word
while the chosen representative will just act
about the item he picked and let his team guess
it. The words that they will guess are: cellphone,
cake, refrigerator, money, washing machine,
ticket, lottery ball and rice cooker. The team that
will get the higher point will be the winner.

Motivational Questions:
1. What are the word/s that you guessed from
the box?
2. When does these items commonly found?
3. Have you already experienced joining in a
lottery? How was your experience?
4. Do you think, what is our topic for today?
“Those are cellphone, cake, refrigerator, money,
washing machine, ticket, lottery ball and rice
cooker”
“On the lottery or raffle”
The student will share their experiences in joining
the lottery and raffle
“Something about the lottery Ma’am”

“Okay, very good! So today we will discuss about “Yes, we are”

the short story entitled “The Lottery” written by
Shirley Jackson, are you ready?”

“But before we proceed to the story, we have “The students will unlock the words”
here an unlocking word activity. We should find
the meaning of these underlined words that we
will encounter later.”
C. Unlocking Difficulties

Direction: Choose the correct definition of the underlined words in column A from column B.

Column A Column B

1. She won almost two million dollars in the a. In accordance with the rules or standards;
lottery. legitimate.

2. Each student should receive a fair amount of b. slide unintentionally for a short distance,
prize. typically losing one's balance or footing.

3. Suppressing the urge to laugh wasn’t easy c. a means of raising money by selling numbered
tickets and giving prizes to the holders of
numbers drawn at random.

d. tries earnestly or persistently to persuade

(someone) to do something.

D. Lesson Proper

Author’s Background

Shirley Jackson

 Born in 1916 in California, attended the University of Rochester and

then Syracuse University, where she became fiction editor of the
campus magazine
 Among her early works was “The Lottery” the most controversial work
 Died on August 8, 1965 from heart failure.

Discussion:

Strategy: Story boarding

The teacher will post a storyboard and, in each board, there are guide questions.

1 The crowd in the village has gathered for an annual

lottery that takes place each year at the end of June.
Every head of household is called to grab a slip of
paper from the box in the center of the village
square. Mr. Summer is in charge on the lottery.

Question: Do you think, what is the purpose of the

lottery?
2 The conflict arises when Tessie Hutchinson, realizes
her husband, Bill is the center of villager’s attention.
The slip of paper he took has something on it. Tessie
begins to yell that it isn’t fair, and that Bill wasn’t
given enough time to choose the paper he wanted by
Mr. Summer.

Question: Will you yell on the gathering like Tessie

did?

3 The entire Hutchinson family, Bill, Tessie, Bill Jr., 12-

year-old Nancy, and toddler little Davy are called up
to the box. Mr. Summers puts five slips of paper into
the box, including one Bill Hutchinson had been
holding when he was chosen.

Question: Why does it has another draw?

Do you think, who will get the spot in this draw?

4 Each member of Hutchinson family draws a slip of

paper from the box. All of the papers are blank,
except for Tessie which has black dot in pencil on it.

Question: Do you think, what is the rice that Tessie

will get?

5 Tessie begins to scream that it’s not fair, it’s not right.
The villagers begin to pick up the stones they’d
gathered earlier and form a circle around Tessie. They
want to get this over with the before the noon
dinner.

Question: Is the lottery really unfair?

 6 As Tessie screams, a stone hits her on the side of her
head. Old man Warner, the oldest in the Village, urge
the villagers on it. The villagers descend upon Tessie
with the stones

Question: What have you learned from the story?

E. Group Activity

“Do you understand the story?” “Yes, Ma’am”

“Okay, let us see if you are really understood the

story”

The teacher will divide the class into two The student will do the task and present it in
groups. Each group will create an advocacy front
about the message they learned from the
story. These are the presentation that the
representative may pick.
 Slogan making
 Poem writing

The students will be graded by the

following criteria:

Appropriateness to the message 50

Creativity 20
Participation 10
Delivery 20
Total 100
IV. Generalization

1. What is the story all about?

V. Evaluation

Direction: Identify what is asked

1. Who was the man that in charge in the lottery?

2. When does the lottery happened?

3. Who got the slot with black dot first?

4. Who are the members of the family that took the second draw?

5. What is the price in the lottery?

VI. Assignment

Research five (5) traditions and rituals that now seemed outdated, meaningless or even
inhumane, give at least 5 traditions or practices and define them into 3-5 sentences. Write it on a while
sheet of paper and pass it tomorrow. Printed work will be rejected.
Performance Standard

The learners transfer the learning by performing advocacy about the author’s purpose on the
story.

G- To promote advocacy and apply the message of the story in real life

R- The student will perform their task as an artist and writers

A- Their own classmates will witness their performance

S- The learners need to create an artwork, script and song about their learnings

P- The learner will perform their task with the guide of rubric given by the teacher

S- The rubric set for performances are the Appropriateness to the message scores fifty (50) percent,
creativity scores twenty (20) percent, participation scores ten (10) percent and delivery scores twenty
(20) percent in a total of one hundred (100) percent.

Prepared by:

Crisna Mae T. Borromeo

II-SMOH