Department of Education

Region X
Division of Bukidnon
Damulog North District
OLD DAMULOG NATIONAL HIGH SCHOOL
Old Damulog, Damulog, Bukidnon

(The process of systematically planning, developing, evaluating, and managing the instructional process by
using principles of teaching and learning – D.O. 42, s. 2016)

School OLD DAMULOG NATIONAL HIGH SCHOOL Grade Level 9

Teacher JIMSON S. TABURNAL Learning Area ENGLISH
Time and Date Quarter FOURTH

DETAILED LESSON PLAN IN ENGLISH 9

I. OBJECTIVES
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
A. CONTENT STANDARD
play, tense consistency, modals, active and passive constructions plus
direct and indirect speech to enable him/her competently performs in a
full-length play.
The learner competently performs in a full- length play through applying
B. PERFORMANCE effective verbal and non-verbal strategies and ICT resources based on the
STANDARD following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. LEARNING EN9OL-IVd-2: Employ effective and appropriate non-verbal
COMPETENCY/IES communication strategies.
At the end of the discussion, students will be able to:
Knowledge: determine what is nonverbal communication;
Skills: employ appropriate non-verbal communication strategies in
various scenarios;
Objectives: Attitudes: cultivate awareness of the impact of non-verbal
communication on interpersonal relationship; and
Values: emphasize the value of clear and respectful non-verbal
communication in building positive relationships and effective
collaboration.
II.CONTENT
Topic Nonverbal Communication
A. References
III.LEARNING RESOURCES
1. Teacher’s Guide Pages K to 12 English Curriculum Guide (May, 2016) page 247
2. Learner’s Material Pages English- Grade 9 Alternative Delivery Mode Quarter 3, Wk.6 Module 2 :
Nonverbal Communication Strategies Through Technology
3. Textbook Pages
A Journey to Anglo-American Literature, pages 629-649
4. Additional Materials from
Learning Resource (LR) portal

IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new
lesson
B. Establishing a purpose
for the lesson
Teacher’s Activity Students’ Activity
Preparation
Good morning, class! Good morning, ma’am!
Before we start our discussion, let us all stand for
our prayer. Mr. Lucido, kindly lead our prayer. Students stand and recite
the prayer.
Before you take your seat, kindly pick up pieces of
paper on the floor and arrange your chairs properly. Starts cleaning the area
and arranging the chairs.
Students take their seats.
Okay, now please be seated.
Alright, it’s another refreshing day to learn, isn’t it? Yes, ma’am.
How are you feeling today? We’re feeling good,
ma’am.
That’s good to hear. Let’s start checking your
attendance. Say “I’m here” if your name is called.
Okay class before we proceed, kindly read the
objectives of today’s lesson. At the end of the
discussion, students will
be able to:
Knowledge: determine
what is nonverbal
communication;
Skills: employ
appropriate non-verbal
communication
strategies in various
scenarios;
Attitudes: cultivate
awareness of the impact
of non-verbal
communication on
interpersonal
relationship; and
Values: emphasize the
value of clear and
respectful non-verbal
communication in
building positive
relationships and
effective collaboration.
Thank you, everyone. Now, let’s have an activity.
Are you familiar with the game called charades?
Good. I’ll group you into 3. Okay start counting Yes, sir.
from 1-3.
Okay please proceed to your groups now and form a Students start counting.
line. You will choose 1 representative to pick a piece
of paper here in front containing words that he or
 she will act while the rest of the team will try to
determine what the word is. Are my instructions
clear?
Yes, sir.
That’s good. Proceed to your groups now and let’s
start the activity.
ACTIVITY 1. CHARADES
Students perform the
activity.
Okay settle down, everyone. The activity that we
had was a fun and quick introduction of our topic
today. What can you say about the activity? Students’ answer may
vary.
Can anyone share their idea what we are about to
tackle today? Students’ answer may
vary.
Very good. Now, before we proceed, I will show
C. Presenting
you different pictures and you will write your ideas
examples/instances of the
about the picture in a ¼ sheet of paper.
new lesson
ACTIVITY 2. PICTURE INTERPRETATION

You have 5 minutes to finish this activity, please Students do the activity.
start.
D. #1 Discussing new It’s good to hear your different ideas about what we
concept and practicing new are about to discuss. Today, we will discuss
skills Nonverbal Communication. Are you ready to learn? Yes, sir.

Ms. Lucido, kindly read the definition of Nonverbal

Communication.

Nonverbal communication is the transmission of The student reads

messages or signals through a nonverbal platform
such as eye contact, facial expressions, gestures,
posture, use of objects and body language. It
includes the use of social cues, kinesics, distance
and physical environments/appearance, of voice and
of touch.

Thank you, Ms. Lucido. That’s right, in nonverbal

communication, there is no need for words. These
nonverbal cues includes actions and gestures that are
used to convey messages or information. Just like
the activity we had earlier, other students used
actions and gestures to convey the message that
they’re trying to entail. Now, there are different The students read.
types of nonverbal communication. Students, kindly
read the following.
Facial expressions – The principal source of
feedback.
Eye contact – The most expressive element in face-

E. #2 Discussing new
concepts and practicing new
skills
to-face communication.
Body movements & posture- The way you stand
and hold your body also sends messages.
Haptics – also known as “touching”
Proxemics – refers to the amount of space that
individuals naturally maintain between each other
which communicates meanings.
Thank you, everyone. Those are the different types
of nonverbal cues. One of the most common forms
of nonverbal communication is facial expressions.
Using the eyebrows, mouth, eyes and facial muscles
to convey emotion or information can be very One student shows
effective. Anyone, how do you express that you are facial expression.
angry through facial expression?
Very good. That’s one way of telling others that you
are angry. Next is eye contact. Since the visual sense
is dominant for most people, eye contact is an
especially important type of nonverbal
communication. The way you look at someone can
communicate many things, including interest,
affection, hostility, or attraction. Another type of
nonverbal cues is body movements and posture.
Posture and movement can tell you how someone is
feeling. For example, an arm-crossed posture sends
the message that you are not open to new ideas or
solutions. Next is haptics or also known as touching.
These are touches that can be defined as
communication include handshakes, holding hands,
kissing (cheek, lips, hand), back slap, “high-five”,
shoulder pat, brushing arm, etc. And lastly,
proxemics. This type of nonverbal cues is about the
space between individuals. People with close
relationships don’t distance themselves too far from
each other, unlike those people who are not
strangers from each other. Those are the different
types of nonverbal communication None, sir.
Are there any questions or clarifications?
That’s good. Now, using the same group earlier we
will have another activity. I want you to open your
books on page 492 and do Task 9. Speak and Act.
Read the instructions carefully. You have 5 minutes
to prepare and you will take turns in performing it
here in front. You can start preparing now and after
the performance, I want you to answer the guide
questions on page 493 in a ½ sheet of paper. Am I
understood? Yes, sir.
Good, please start. Students start preparing.
Okay, time’s up everyone. Let’s proceed to your
performance. Students start
performing.
Good job, everyone. Go back to your seats and

F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding
practical/application of
concepts and skills in daily
living
H. Making generalizations
and abstractions about the
lesson
arrange your chairs properly.
What an impressive performance, everyone. Let’s
give ourselves a big round of applause. Now, I want
you to look for a pair and do this next activity.
ACTIVITY 3. IMPROVISED SCENARIO
Kindly read the instructions, everyone. Students read.
Instructions:
1. Choose a partner for this activity.
2. Select a scenario that requires conveying a
specific message non-verbally ( for example: giving
directions, expressing emotions, or negotiating a
situation).
3. Without using spoken words, communicate your
message to your partner using non-verbal cues only.
You may use gestures, facial expressions, body
language, or any other non-verbal means.
4. Your partner will then try to interpret the message
and provide feedback on the effectiveness and
appropriateness of your non-verbal communication.
5. You will take turns in performing your
improvised scenario using nonverbal communication
here in front.
You have 3 minutes to prepare and 5 minutes for
your performance. You time starts now.
Students do the activity.
Great job everyone! Now, Remember:
Communication includes listening and observing. In
terms of observable body language, non-verbal
(non-spoken) signals are being exchanged whether
these signals are accompanied by spoken words or
not. Am I understood? Yes, sir.
To ascertain if you really understood our topic for
today, I want you to get ½ sheet of paper. List at
least 5 examples of nonverbal communication and
write how they are used in everyday scenario. You
have 10 minutes to finish. You may start now. The students do the
activity.
Time’s u, pass your papers to the front.
Now, can anyone tell me what is our topic again? Nonverbal
communication, sir.
Very good! What is Nonverbal Communication
again, Mr. Dela Peña? Sir, Nonverbal
communication is the
transmission of
messages or signals
through a nonverbal
platform such as eye
contact, facial
expressions, gestures,
posture, use of objects
and body language. It
includes the use of
 social cues, kinesics,
distance and physical
environments/appearanc
e, of voice and of touch.
Very good! Now, who can share with the class what
you have learned from our discussion today? Student’s answer may
vary.
That’s excellent! Mr. Odarbe, why is it important to
learn nonverbal communication? Student share his
learnings.
What a great idea! Now, can anyone share a short
summary of what you learned today? Students’ answer may
vary.
Very good, everyone! It’s good thing that you really
understood something from our discussion.
Now, I want you to get ¼ sheet of paper and write a
short reflection about our discussion today. You can
use the guide questions in writing your reflection.
You have 5 minutes to finish this activity, you may
I. Evaluating Learning
now start. Students do the activity.

Okay class, pass your papers everyone.

Thank you for your active participation everyone.
For your assignment, I want you to do an advance
reading on the Death pf A Salesman by Arthur
Miller.

Do you have any questions or clarifications about None, sir.

the topic that we discussed? Goodbye and thank you,
J. Additional activities for
That’s all for today, class dismiss. Sir Jimson.
application or remediation

Lesson to be continued:
I. REMARKS
Lesson done:
Reflect on your teaching and assess yourself as a teacher. Think about your
student’s progress this week. What works? What else needs to be done to help
II. REFLECTION the students learn?
Identify what help your instructional supervisors can provide for you so when
you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
 continue to require
remediation.
E. Which of my teaching
strategies work well? Why
did this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovations or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by:
JIMSON S. TABURNAL

Course and Year: BSED 2 Section 2

Check by: MALAGUENA ASOY
Instructor
Date: ________