Detailed Lesson Plan

In
English Grade 9
(Reading)

I. OBJECTIVES:
At the end of the lesson, the students are expected to do the following with 90% accuracy:
A. Make predictions from a section of the text read;
B. Identify evidences from the text that supports one’s predictions; and
C. Value the importance of making predictions in real-life situations.

II. CONTENT AND MATERIALS:

A. Subject Matter: Making Predictions
B. Selections: Frank in the Desert (A scenario) by Michael Novak
C. Reference: P.M. Villanueva, D.C. Acurantes, R.C. Aranzaso- Improving your English Skills
D. Materials: Cartolina and scotch tape
E. Skill Focus: Reading
F. Value Statement: “To develop good judgements to make good predictions.”

III. PROCEDURE
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Pre-Reading Phase
1. Routinary Activities
a. Prayer
“Before we start, may I ask everyone to please
stand. Mr./Ms. kindly lead the prayer.” (The requested student leads the prayer.)

b. Greetings
“Good morning, class!” “Good morning, Ma’am!” (All)

c. Checking of Attendance
“All right. Who’s absent today, class?” “None, Ma’am.” (All)
“Great! So, we have a perfect attendance today.”

c. Checking of Assignment
“I believe I have given you an assignment last “Yes, Ma’am.” (All)
meeting. Am I right, class?”
“Okay. Kindly pass it to the center aisle, then (The students pass their assignments quietly and
pass it to the front quietly and orderly. I will be orderly.)
the one to check it.”

2. Review
(Students raise their right hand)
“So now, class. Let me ask you. What have we
discussed last meeting?” “Ma’am. Last meeting, we have discussed about
schema.”
“Yes, Mr./Ms. .”

“Very good! Thank you, Mr./Ms.
us give him/her two blasts.”
“Can somebody define to me what schema is?”
“Yes, Mr./Ms. .”
(Students obey)
. Let
(Students raise their right hand)
“A schema is a mental codification of experience
that includes a particular organized way of
perceiving cognitively and responding to a
complex situation or set of stimuli. In short,
schema is a prior or background knowledge of
an individual.”

(Students obey)
“All right. Very well said Mr./Ms. .
Thank you. Let’s give him/her three blasts.”
“It seems like you have learned our previous
topic well.”

3. Motivation
“All right, class. Before we proceed to our “Yes, Ma’am!” (All)
discussion this morning, let us have first a game.
Do you want a game, class?”
“Great! So, I believe you are all familiar with
this game, class. Now, the game is called “Watch
me, Guess it, Go”. I will be grouping you into (Students listen attentively)
two. This will be the group one, and this will be
the group two. Each group should have one
representative to act out the given movie titles
within two minutes. The members of the group
should guess each movie title that is being acted
silently by each representative. The group who
will get the high score or more number of
guessed words will be the winner and will get “Yes, Ma’am”’ (All)
an additional plus points. Am I understood,
class?”
“Give me a thumbs up if you have understood, (Students give thumbs up)
class.” (Students do the game)
“All right. Let’s start. Let’s have first the Group
one. You’re two minutes starts now.”
(The teacher sets the time.)
(After two minutes)
(Students do the game)
“Group two, it’s your turn now.”
(The teacher sets the time)

“All right time is up. Group one got points

while group two got . So, the winner is
group . Let us give them an amazing “No, Ma’am.” (All)
clap. Do you know how amazing clap being
done, class?”
(Students do the amazing clap)
“It goes this way….”
(The teacher demonstrates)
“So, class. What we have done earlier has
something to do with our discussion today. And (Students listen attentively)
as we go through with our discussion, I want
you to be guided with the following objectives:
At the end of the lesson, the students are
expected to do the following with 90% accuracy:
A. Make predictions from a section of the
text read;
B. Identify evidences from the text that
supports one’s predictions; and
C. Value the importance of making
predictions in real-life situations.
(Students read aloud)

“Everyone please read.”

“All right. Thank you, class.”

4. Unlocking of Difficulties
“As we go on with our lesson today, I have here
a list of definitions of some unfamiliar words
which you may encounter upon reading the
selection later. Everybody please read,”
“Thank you, class. Now, who will go to the
board and post the word before its
corresponding definition?”
(The teacher presents the choices)
(The teacher calls students randomly)
(Students read aloud)
(Students raises their right hand)
Expected answers:
1. Stung- past participle of “sting” which means
to cause or feel a quick, sharp pain.
2. Canteen- a place where drinks and
entertainment are provided for soldiers at a
military base or camp.
3. Nozzle- a short tube that is put on the end of a
hose or pipe to control the way of liquid or gas
flows out.
4. Wobbly- moving with an unsteady side-to-
side motion.

“Excellent! You have answered it correctly,

class.”

(Students sit properly)

5. Standard for Reading
“Okay, class. I want you to sit properly.”
(Students listen attentively)
I will be giving a selection later on and I want
you to make your own predictions considering
the evidences found in the text that supports
your predictions.

6. Setting the Purpose for Reading

“After reading and making predictions in the
selection, you are going to identify the evidence “Yes, Ma’am!” (All)
from the text that supports your predictions.
Are you ready, class?”

B. Reading Phase
“All right, class. I want you to read the selection
Frank in the Desert by Michael Novak. I want you
to read the selection carefully. I will give you
two minutes to read it. You may start now,
class.” (Students read the selection)

Frank in the Desert

(A Scenario)
Michael Novak

As Frank marched through the desert, the

(Teacher watches the time)
(After two minutes)
“All right, class. Time is up.”
high winds blew sand at speeds that stung his
exposed skin. He looked back and could see his
footprints for hundreds of feet, beyond that the
winds had blown them away. He had no idea
how long or how far he had walked. He turned
his back to the wind and opened his canteen. He
attempted to pour it into his mouth, but there
was not a drop. He rolled his tongue around the
nozzle of the canteen, but it was bone dry.
Frank dropped the canteen in the sand and
continued walking. His steps slowed. He was
getting dizzy. The sun’s rays seemed to only
increase in intensity throughout the day. It hung
high overhead and punished all the resided in
the desert beneath it. Frank was lightheaded. He
felt his knees get wobbly….

C. Post-Reading Phase
1. Discussion
“Class, what was the text all about?” (Students raise their right hand)
“Yes, Mr./Ms. .” “Ma’am, the selection was all about a boy
named Frank who was in the desert, trying to
find way how to ease his thirst.”
“Brilliant! Thank you, Mr./Ms .
Let’s give him/her an amazing clap.”
(Students obey)

“After reading the selection, what exactly have

you noticed?” (Students raise their right hand)
“Yes, Mr./Ms. .”
“Ma’am, after reading the selection, I have
noticed that we made predictions as to what
“All right. Very good! Thank you, would possibly happen next.”
Mr./Ms. . Class, let us give him/her an
amazing clap.”
(Students do an amazing clap)

“So, our lesson for today is all about making

predictions. Prediction is a statement about
what will happen in the future. It could also be
the act of saying or predicting something.”
“Class, making predictions is like being a
detective. For example, you can find clues in a (Students listen attentively)
text to predict what will happen next. You can
also find clues in the book title, the illustration
on the front cover, as well as pictures inside the
book to predict what the story is all about. With
this, you should also find the evidence from the
text that supports your predictions. Now, let me
ask you. Why do we have to find the evidence
from the text?”
“Yes, Mr./Ms. .” (Students raise their hand)
“Ma’am, we have to find the evidence from the
text because it supports the predictions that you
are going to make. It also serves as your basis.”
“All right. Brilliant Mr./Ms. . Thank
you.”

2. Skill Development
“Okay class. I have here another scenario. I want
you to read it make predictions based on the
evidence from the text which serves as the basis
of your predictions. I will be giving you three
minutes to read it. You may start now, class.”
(The teacher sets the time)
(The teacher observes the time)
(Students read)
The Farmhand
“Don’t forget to lock the barn behind you, so
the animals won’t get out.” Farmer Green told
his new farmhand, Danny. Danny nodded and
went to work. He fed all of the animals, and
then he cleaned the stables. It was hard work,
but Danny was happy to have a job. At first,
Farmer Green watched him carefully, but
gradually he gave Danny some distance,
showing him trust. Danny was exhausted from a
hard day’s work. He wiped the sweat from his
brow and proceeded to exit the barn. He left the
lock in a pile of hay by the shovels and shut the

(After three minutes)
“Time is up class. Can somebody please share to
me what prediction you have made after
reading the selection and give the evidence that
supports your prediction.”
“Yes, Mr./Ms. .”
“Very good! Thank you, Mr./Ms. .
Let’s give him/her an amazing clap, class.”
3. Generalization
“So, class. What do you think is the importance
of making predictions in real-life situations?”
“Yes, Mr./Ms. .”
(The teacher calls the students randomly)
4. Application
(In this part, the teacher divides the class into
two. Each group should come up with a
prediction based on the given scenario. They are
only given three minutes to read it.)
(The teacher observes the time.)
door behind himself, walking away from the
unlocked door. Danny was off to see Farmer
Green to find out his next task…
(Students raise their right hand)
“Ma’am, I think the animals in the farm will
definitely get out from the farm because he left it
unlocked. Also, Farmer Green would probably
get disappointed and lose his trust to Danny.”
(Students do an amazing clap)
(Students raise their right hand)
(The students’ answers may vary)
(Students read)
Horseback Riding
“Yeah, I go horseback riding all of the time.
My uncle has a horse,” Brian told Shannon.
Brian’s uncle did not have a horse and he had
never gone horseback riding in his life. Shannon
stared deeply into his eyes and said, “I like you,
Brian. Will you come horseback riding with me
tomorrow?” Brian agreed without hesitation. He
was so excited to spend more time with
Shannon that he had forgotten his lie entirely.
He showed up at Shannon’s house and she
asked him why he didn’t wear his riding gear.
He lied again, telling that his gear was at the
cleaners. Shannon lent him some of her brother’s
gear and they went to the stables. “This one’s
called Black Scarlet. He’s my brother’s horse and
he’s by far and the fastest. Since you’re an
experienced rider, I’m going to let you take him
out.” Brain gulped. He figured out that
horseback riding looked pretty easy in the
 “All right. Time is up.” movies. “Ok,” he replied, and then he attempted
to mount Black Scarlet….
(Each group presents their predictions with
evidences from the text.)

IV. EVALUATION
Directions: In a ½ sheet of paper, make your own prediction about the given scenario and
write the evidence/s from the text that support your prediction.

Kenya was pumped about the dance competition. She was driving there in her mama’s car and
taking her teammates, Dana and Jenna. It was a four-hour car ride. They were listening to the new
Mountain Boy’s Album and the girls were singing along to all of choruses, replaying the songs that
they liked multiple times. They were having so much fun cruising down the highway and singing
that Kenya didn’t even notice the needle on her fuel gauge drop below the E line. Dana pressed the
back button to replay their favorite song, My heart Takes Off Its Cowboy Hat for You. As the song
began playing, the car’s engine become sputtering….

1. What event is most likely to occur next?

2. What evidence from the text supports your prediction?

V. ASSIGNMENT
Direction: Have an advance reading about Making Conclusions.

Prepared by:
Vevien M. Abarratigue
BSEd 3-A (English)
Prepared to:
Alona Medalia Cadiz-Gabejan
Instructor (Teaching of Listening and Reading)