SUBJECT TITLE: ENGLISH

GRADE: 9
Prepared by: Ms. _Shermine Joyce M. Bautista_
I. AUP PHILOSOPHY:

The work of education and the work of redemption are one, to restore in humanity the lost image of God through the harmonious
development of the mental, physical, social, and spiritual faculties.

II. AUPA MISSION:

The AUP Academy is committed to provide quality Bible-based secondary education nurturing students for academic excellence,
Christian character and exemplary service.

III. AUPA VISION:

To be a leading secondary Adventist educational institution in the Asia Pacific Region.

IV. SUBJECT DESCRIPTION:

This subject focuses on the study of Philippine literature, various reading styles, ways of determining word meanings, correct
subject-verb agreement, the sounds of English and its prosodic features of speech and other strands that fall under these categories.
Entwined with these language arts skills are literary pieces containing Biblical truths that aim to ennoble and refine the learner”s choice
in his/her reading, writing, listening, speaking and viewing activities.

V. GENERAL OBJECTIVES:

At the end of the quarter, the learner is expected to have developed his/her skills in:

1. Explaining the need to be cooperative and responsible in today”s global village;

2. Demonstrating communicative competence through his/ her understanding of literature and other text types for a deeper
appreciation of Philippines Literature.
3. Showing understanding of how Philippine literature and other text types serve as ways of expressing and resolving various
conflicts.
4. Expressing ideas and thoughts coherently and cohesively in both written and oral language in a variety of contexts; and
5. Applying the values learned from every selection or topic through the guidance of the Bible.
School AUP Academy Grade Level 9
 Teacher/Instructor Shermine Joyce Bautista Learning Area English

Class schedule/weeks February 19 to 23, 2024 Grading

WLP: Period/Semester
Weekly Lesson Plan

Week/No. of LEARNING COMPETENCY: ETERNAL VALUES- LESSON/CONTENT TEACHING ASSESSMENT/ REFERENCE/

Days (LC) (IFVL) TITLE: STRATEGIES, EVALUATION MATERIALS:
LIFE SKILLS: STRUCTURES, STRATEGIES:
AND
TECHNIQUES

February AA p.334 The Distinguished  Watch-  Reader’s  Voyagers 9:

20&22 2024 Analyze literature as a Human Pair-Share Theater English for
means of understanding As we impart to  Converging (Rubric) Junior High
2 Days – 4 unchanging values in the them that which will  Allegory: The Radial  Literature School Second
hrs. VUCA (volatile, uncertain, relieve their Happy Prince Diagram Circle Edition pp. 86-96
complex, ambiguous) necessities, our  Elements of  KWL Chart (Rubric)  Nestlé
world. hearts will be filled Reader’s  Paper and Philippines.
with joy and Theater Pen Quiz (2017, May 11).
thankfulness. #MagicNGPaG
Make connections Sasama | MAGGI
Acts 20:35
between texts to particular MAGIC SARAP |
social issues, concerns, or "In everything I did, Nestle PH
dispositions in real life I showed you that [Video].
by this kind of hard YouTube.
work we must help https://www.
the weak, youtube.com/
remembering the watch?v=VYq0
words the Lord EOsn3uM
Jesus himself said:  Readers Theatre
'It is more blessed to — TAC at the
give than to Lake. (n.d.). TAC
receive.'" at the Lake.
https://www
.tacatthe
lake.com/
 Kristin, & Kristin.
(2021, May 4).
 Interactive
Printable KWL
Chart:
encouraging
wonder,
curiosity, and
reflection
throughout any
unit -.
Elementary
Inquiry.
https://element
aryinquiry.com
/kwl-chart-
printable/
 Russell, S.
(2020). The
Happy Prince
[Play
adaptation].
(Cast of 6). Based
on the Story by
O. Wilde.
 http://rubist
ar.4teachers
.org/index.ph
p?screen=Cus
tomizeTempla
teDownloadFile&

TEACHING PROCEDURES: Status

Indicator:
Introduction & The Happy Prince (check & date
done)
I. Specific OBJECTIVES:
At the end of the lesson, the students will be able to:
1. Define allegory as a literary device.
2. Analyze how allegory is employed in “The Happy Prince.”
3. Identify elements of a reader’s theater.
4. Appy proper enunciation, pronunciation, and facial expression in reader’s theater performance.
5. Create an analysis of the text “The Happy Prince” using Literature Circle.
*Essential Questions/ or
Specific skill

Status
Indicator:
Teacher’s Activity Student’s Activity
(check & date
done)

A. SIMPLE RECALL Good morning Everyone! *Students will stand*

 Reviewing previous
lesson or Good morning Ma’am Shermine,
Good Morning Ma’am Edna, Good
presenting new
Morning Classmates, Mabuhay!
lesson Before we begin, shall we pray, *name of student*
Please lead us in Prayer.
Our Father in heaven, we thank
you for the opportunity of
learning. As we have our class,
may your Holy Spirit be with us.
Give us the knowledge and
wisdom that we need. In Christ
name we pray, Amen!

Amen!

You may now take your sit. Please keep away all your
things that are not related to our subject. I will give Students keep prepare for English
you 30 seconds to get ready for English class. class. *

By the way, Thank you, *name of a student* for

leading us in prayer. Let us now check your
attendance. Who is/are not present today?
 Check the calling cards. List students who are absent.
*
State names of classmates who
are not present. *
How are you?

Praise God for that! Feeling good, Doing great Ma’am!

Are you all ready to learn English?

Alright! Yes, we are!

Ask:
- What are the figures of speech you have
learned from the past lesson? Allusion
That’s right!

- Give me an example of literary text of Allusion.

-
The Gift of the Magi by O. Henry
Impressive! You are correct. Thank you so much.

B. INTRODUCTION I think you are now ready to learn another topic.

 Establishing a
purpose for the
Before we proceed with our topic today, let’s first
lesson
have an activity.

I call this activity “Watch-Pair-Share.” If you ever

encounter the activity “Think-Pair-Share” I think you
already have an idea about it.

You are going to watch a advertisement, after that you

are going to share your thoughts by answering a few
questions with your pair, then you are going to share
your answer to the whole class.

You may or may not write your answer that’s okey,

the purpose here is for you to enjoy watching, feel
their expression, and understand the message of the
video.

Let us watch this “Advertisement.”

https://www.youtube.com/watch?v=VYq0EOsn3uM

Now that you have already watched the

advertisement, Let’s answer these few easy questions.
(Student’s answer may vary)
I will give you 1 minute to pair up with your sit mate.

Your timer starts now.

1. Maggi Magic Sarap
1. What is the product?

2. Father – A widower, with

2. Who are the characters in the advertisement? a daughter and
sweetheart

Lady – A woman who

desires to win the
affection of her
sweetheart's daughter.

Daughter – sad daughter

because of her mother’s
death.

Mother – Present in her

daughter’s memory, she
died because of sickness.

3. The advertisement depicts

3. What is the advertisement about? a woman who, after
employing various
strategies, prepares her
daughter's favorite meal
in an effort to earn the
affection of her daughter's
sweetheart, ultimately
succeeding in winning the
 daughter's approval.

After one minute. *

Alright! Time’s up.

Share your answer in front.

Draw 2 names to see who will answer. *

Good job everyone! Wow! Really?

Did you know that you have already analyzed a text
that is figure of speech?
Allegory?
Yes! What do you think it is? What kind of figure of
speech was our activity?

That’s right! It’s Allegory.

C. LESSON PRESENTATION Our lesson is another type of figure of speech. We call
 Presenting it “Allegory.”
examples/instance
Since Allegory is a type of figure of speech, is it
s of the new confined only to literary text? Student’s answer may vary. *
lesson/IFVL
Actually, no. Allegory is not confined to literary text. It Yes/no
is also present in popular culture, such as movies, TV
shows, advertisements, and/or even music.

Let me show you a verse, quotation, and a verse, and

you guess what the definition of allegory is.

"In everything I did, I showed you that by this kind of

hard work we must help the weak, remembering the
words the Lord Jesus himself said: 'It is more blessed Student raises hand. *
to give than to receive.'" Acts 20:35

I’ll give you 10 seconds to think and you may answer

 by raising your hand.

That’s right! Very good! The verse itself convey Allegory conveys lessons.
lessons. What are the lessons found here?
Help the weak, because it is more
Very Good! blessed to give than to receive.

 Discussing new Allegory is used by authors to convey a lesson. The

concepts and events that happen, the characters, or some terms
practicing skills #1 that symbolize certain concepts and ideals.
Students’ answers may vary. *
Now let’s analyze the advertisement that we’ve watch
by answering some questions through a Venn 1. What does the event
diagram: symbolize?
 The event symbolizes the
What does the common struggles
Characters experienced by children
symbolize?
What does the who have lost a parent,
What does the
event
important particularly the difficulty
terms
symbolize?
symbolize? they face in dealing with
challenging situations, such
What is/are the
lesson/s learned as eating meals, without
from the
advertisements? their parent’s presence.

2. What does the characters

Note: Just a reminder, words that are often repeated symbolize?
are the important terms.  The characters represent
the different roles family
members take on after the
loss of a loved one. Their
expressions and emotions
reflect common reactions
seen in real-life family
dynamics during times of
grief.

3. What does the important terms

 symbolize?
 The daughter's repetitive
use of the word "No"
symbolizes her rejection of
the idea of the lady
becoming her father's wife
and replacing her deceased
mother.
4. What is/are the lesson/s from
the advertisement?
 Losing a loved one is an
incredibly difficult
experience to come to terms
with, and the prospect of
someone new filling their
place can seem even more
daunting. However, despite
the immense pain and
challenges, it's essential to
remain resilient and find
happiness amidst the
sorrow, as life continues to
move forward.

 Discussing new Now that you already know what Allegory is, and its
concepts and importance, Let us Analyze the text “Happy Prince” by
practicing skills #2 Oscar Wilde.

I will give you 15 minutes to read the text and answer

the questions on p.95 numbers 1-6 & 9 of your
textbook.
On this part class, you don’t need to focus on reading.
If you did an advance reading, then good for you, you
may start answering the questions. If not, you can just
do a scan reading, if you think you already got the
answer, then write them already.
Our focus here is just the to analyze the text, how see
how allegory is employed.
Write your answers in your notebook.
After 15 minutes we are going to answer the
questions together. Make sure you already write your
answer in your notebook. So that after we’re done
answering together, you can pass your notebook
immediately.
1. How did the statue of the Happy Prince look?
2. Why was his statue made that way? Why was
it named Happy Prince?
3. What did he see that made him cry? Did he
know about this when he was alive?
4. Describe Swallow. What did he decide to do
after fulfilling all of the prince’s commands?
What transformation occurred to him?
5. Describe the Mayor and the members of the
1. The Happy Prince is the model
of beauty for the town folks. He
was gilded with thin leaves of
fine gold, had two eyes made of
bright sapphires, and a large
red ruby glowing on his sword-
hilt.
2. It is suggested in the first
paragraphs that he was made
that way to remind everyone
to be happy and to give the
lowly people of the town a
hope that a beautiful life is
possible.
3. As a statue, he saw the
suffering of the people. He
didn’t know this when he was
alive.
4. The Swallow is looking for the
comforts of love. After fulfilling
the command of the Prince, he
decided to stay with him. The
Swallow felt the warmth of
doing good deeds and so he
abandoned his desire to go to
Egypt for this new found love.
 Town Council. What do they represent?
5. The Mayor and his Town
Council are materialistic and
egoistic. They are the face of
our local (and even
international) politics.
6. Describe the city. What does it represent?
6. There were few rich people in
the city and many poor people
who struggle every day to
survive. This city represents
society where there is a great
disparity between the rich and
the poor. It also displays how
society uses wealth and
materialism as the measure of
happiness.
7. What does the last two paragraph convey?
7. God is pleased with those who
know how to love and sacrifice
After individual work. * for others.

Alright! Everyone, time is up! Finish, or not finish

focus here. But you may still write your answer in
your notebook by listening to your classmate’s
answer. I will call out names to answer the question.
You may read your answer from your notebook.
Number 1. Read the question.
Draw name from calling card. *
*Name of student* Please answer question number 1.
Number 2. And so on… *

Great Job Everyone, Thank you for participating.

I will check you answer individually, please pass your
 notebook forward.
 Discussing new For our next activity you are going to perform a
concepts and Reader’s Theater about “The Happy Prince.” But
practicing skills #3 before doing that, Let’s Identify the Elements of
Reader’s Theater first.

I prepared a Chart, we call this KWL chart.

We are going to use this chart as we identify the

elements of Reader’s Theater.

First let us focus on “We think” part.

Write down one thing you know
about Reader’s theater.

I will give you 1 minute to stick it on our chart. *

Your 1 minute starts now.

Time’s up! Let’s review your answer.

Read students’ answers. *

Now for the “I Wonder” part. Write down one thing you want
to know about Reader’s theater.
You may want to write it as a
question.
I will give you 1 minute to stick it on our chart. *

Your 1 minute starts now.

Time’s up! Let’s review things you want to know.

Read students’ answers. *

Alright! Let’s try to see if we can answer all your

questions.

According to “The Theater Arts Center of the Lake”

Reader’s Theater was developed as an efficient and

effective way to present literature in a dramatic
presentation.

There are characteristics of Reader’s Theater

suggested by them.

 Narration serves as the framework of

dramatic presentation.
o Narration acts as the backbone of the
performance. When you narrate, you
provide context, setting scenes and
most importantly, you are guiding the
audience through the story.
 No full memorization. Scripts are used openly
in performance.
o When performing, performers rely on
script. Why? So that performers can
focus more on their delivery,
expression, and interaction with other
performers, rather than being
occupied with remembering lines.
 No full stage sets. If used at all, sets are simple
 and suggestive. A stage is unnecessary.
o Performers don’t need to be stress
about the set. They don’t need to
worry about the logistics of staging
because the main emphasis of reader’s
theater is on the actors and their
interpretation of the text
 No full costumes. If used at all, costumes are
partial and suggestive, or neutral and uniform.
o Actually, Partial and suggestive
costumes may imply certain
characters or roles. However, again,
the primary focus is on the spoken
word and the interpretation of the text
by the actors. Alternatively,
performers may opt for neutral and
uniform costumes. Uniformity helps to
underscore the collaborative nature of
the performance, with the focus on the
ensemble rather than individual
characters.

Now let’s look at the characteristics of an Effective

Reader according to the Theater Arts Center at the
Lake.

Effective reader:

 Reads with expression, proper emphasis, and

clear enunciation, using his/her voice
effectively to convey meaning
o Reading with expression, which
means varying the tone, pitch, and
volume of their voice to reflect the
mood and emotions of the characters
and the storyline. Proper emphasis
ensures that important words and
 phrases are highlighted to convey
their significance to the audience.
Clear enunciation involves
pronouncing words clearly and
accurately, ensuring that every word is
understood by the audience.
 Projects to the audience.
o Projecting to the audience involves
speaking loudly and clearly enough to
be heard and understood by everyone
in the room, without the need for
amplification.

 Is familiar with the part and able to read it

fluently.
o Being familiar with the part means
that the reader has thoroughly studied
and understands the character's lines,
motivations, and interactions within
the script.
 Paces himself/herself effectively.
o Pacing refers to the rate at which the
reader delivers their lines, balancing
speed and pauses to maintain
audience engagement and
comprehension.
 Demonstrates poises and self-confidence.
o Poise refers to the reader's composure
and gracefulness on stage, maintaining
a calm and collected demeanor even in
challenging or high-pressure
situations. Self-confidence involves the
reader's belief in their abilities and
their assurance in delivering their
lines effectively.
 Alright! That’s it! Now, let’s see what you have
learned.

For the last part, the “New Info” part.

I will give you 1 minute to stick it on our chart.

Write one thing you’ve learned on
Your timer starts now. the sticky note.

Alright! Time’s up!

Let’s review your answer.

Read students’ answers. *

Wonderful! I’m grateful because you have learned

something new today.

D. Finding Practical Comes after Formative assessment. *

Applications of concepts
On a ¼ sheet of paper answer the question: Student’s answer may vary. *
and skills in daily
living/IFVL

How are you going to relate this quotation to happy
prince?
As we impart to them that which will relieve their
necessities, our hearts will be filled with joy and
thankfulness. AA p.334
The Happy Prince asks swallow to
help him distribute his wealth to
those in need. This two characters
find satisfaction and contentment
because of their selfless acts of
kindness and generosity to those
in need.

I will give you 1 minute to do this; your timer starts

now.

E. Formative Assessments With that, I am sure that you are now ready to
enhance your skills in reading and analyzing the text
“The Happy Prince.”
Are you ready?

Yes!

Alright!

Let’s divide the class into groups. Each group is going I’m giving you the choice to form
to have six members. your own group. But make sure
that there should be three boys
and three girls in a group.

You are going to submit your

names in a ¼ sheet of paper. I will
give you 1 minute to find your
own group.
Your timer starts now.

Time’s up! Who doesn’t have a group yet?

If there are students who don’t have group yet and

their number are lower than 6, scatter them to
different groups. *

Alright! Next meeting, you are going to perform a

Reader’s Theater about “The Happy Prince.” I am
providing you with a script. You just must practice
reading it.

I will invite people who will be the judge of your

performance, so make sure that you are well
prepared.

Here is the script you’re going to use.

Russell, S. (2020). The Happy Prince [Play

adaptation]. (Cast of 6). Based on the Story by O.
Wilde.
 When you perform, make sure
that you follow the criteria from
the rubric so you can gain a
perfect score of 20.

I will also provide you now the rubric for the reader’s
theater so you can prepare according to the rubric.

https://bit.ly/RT-TheHappyPrince

Now you are going to make an

*After Reader’s Theater Presentation* analysis about it. Don’t worry, this
is going to be by group.
Alright class, I’m sure you already master the story
“The Happy Prince.”

In a group there will be

This activity is called “Literature Circle.” Summarizer: Your job is to
prepare a brief summary of
today’s reading.

Questioner/Discussion
Director: Your job is to develop a
list of questions that your group
 might want to discuss about this
part of the book.

Connector: Your job is to find

connections between the book
and you, and between the book
and the wider world.

Illustrator: Good readers make

pictures in their minds as they
read. This is a chance to share
some of your own images and
visions. Draw some kind of
picture related to the reading you
have just done.

Travel Tracer: Carefully track

where the action takes place
during today’s reading.

Vocabulary Enricher/Word
Wizard: Your job is to be on the
lookout for a few words that have
special meaning in today’s
reading selection.

Literary Luminary: Your job is to

locate a few special sections or
quotations in the text for your
group to talk over.

F. Making Generalizations Clap your hand for yourselves, because I’m sure that
and abstractions about the you all have develop a new skill. And I’m sure that you
Yes!
lesson. want to share your new learned skill to others right?

That’s good! So, get a 1/8 crosswise sheet of paper,

then right one word that describe the skills that you Student’s answer may vary. *
have develop or have enhanced. I will give you 1
minute to do that. Once done, submit it in front
 immediately.

Your timer starts now. Master-Reader

Time’s up!

Read student’s answer and compliment them.

G. Application and
Assignment
Observe and make comments during their rehearsals Rehearse during free time, and
for Reader’s Theater, “The Happy Prince” ask Teacher to observe you
during rehearsals.

II. Teacher’s
REMARKS/Justification:

III. REFLECTION (To be filled up

by Teachers after)

1. What went Well?

2. What could be improved?

3. Comments, suggestions, or
justification.

4. No. of students who needs

special assistance
Checked by:

Ms. Jeazel R. Navarro

Date: