School: TUNGAWAN NHS Grade Level: NINE

Teacher: GLORELY V. CAPARIDA Learning Area: ENG 9

GRADES 1 to 12 MAY 15, 2023 (MONDAY)

DAILY LESSON Teaching Dates 7:30-8:30AM/11:00-
LOG and Time: 12:00AM/2:00-3:00PM Quarter: FOURTH
MONDAY
Objectives must be met over the week and connected to the curriculum standards. To
meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content
I. OBJECTIVES knowledge and competencies. These are using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A. Content Standards: 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
analyzing once-act play and different forms of verbal for him/her to skillfully perform in
a one-act play.
B. Performance The learner skillfully performs in one-act play through utilizing effective verbal and
Standards: non-verbal strategies and ICT resources based on the criteria: Focus, Voice, Delivery,
and Dramatic Conventions.
C. Grade Level Standards The learner demonstrates communicative competence through his/ her understanding
of literature and other text types for a deeper appreciation of World Literature,
including Philippine Literature.
D. Learning MELC: Judge the relevance and worth of ideas, soundness of author’s reasoning, and
Competencies/Objecti the effectiveness of the presentation. (ENG9RC-IVf-2.22)
ves: Enabling Competencies:
Write the LC Code for a. Define reading, text relevance and determining importance
each b. Determine the relevance and worth of ideas presented in a text
c. Appreciate the importance of expressing and making relevant argument/claim
based from various reading texts

NOTE:
The competencies, lesson, and activities prepared and designed for today may
possibly be not attainable, so remaining activities shall be continued the next day,
making the lesson be covered for 2-day sessions (2hours).
Content is what the lesson is all about. It pertains to the subject matter that the
II. CONTENT teacher aims to teach. In the CG, the content can be tackled in a week or two.
RELEVANCE OF ONE’S IDEA/DEATH OF A SALESMAN (SUMMARY)
Lists the materials to be used in different days. Varied sources of materials sustain
III. LEARNING children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning
promotes concept development.
A. References
1. Teacher’s Guide DepEd SLM Quarter 4: Judge the relevance and worth of ideas, soundness of
Pages author’s reasoning, and effectiveness of the presentation, pp. 1-12
LeaP Grade9, Quarter 4, Week 3
2. Learner’s Materials
Pages
3. Textbook Pages

4. Additional Materials DepEd ADM Quarter 4: Judge the relevance and worth of ideas, soundness of
from Learning author’s reasoning, and effectiveness of the presentation, pp. 1-12
Resource (LR) portal
B. Other Learning IMs, activity sheets, reading materials
Resources

These steps should be done across the week. Spread out the activities appropriately so that students will
learn well. Always be guided by demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by providing students with multiple ways
IV.PROCEDURES to learn new things, practice their learning, question their learning processes, and draw conclusions about
what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
 Always INSERT
RAPID thru SIKAP (10 Minutes READING TIME)
Say: Before we proceed, let us some reading first.
(Let them read the selection for the day. Process what they read and how they read)
A. Reviewing Previous Note:
Lesson or Presenting the As noted under remarks with the previous week, the weekly test was not administered
New Lesson due to time/schedule conflict with school-related activity. So, the weekly test shall be
administered the next Friday (this week’s Friday).

The teacher asks:

B. Establishing a Purpose
for the Lesson
 What consist an argument?
 What is a conclusion? Premise?
Learning Activity 1: Analyzing Contents
Directions: Read and analyze the statements below, then answer the question that
follows.

1. Jose Protacio Mercado Rizal y Alonso Realonda was a Filipino nationalist and
polymath during the tail end of the Spanish colonial period of the Philippines.
2. He was born on June 19, 1861.
3. He is tagged as the National Hero of the Filipinos as he died as a martyr and
a patriot.
4. He was a womanizer as he always had an affair anywhere he went.
5. He plagiarized his famous works; claiming it was original and had not been
influenced from other notable works he had read during his trips to other
countries.

Process Question:
 Which statement/s is/not related and coherent in terms of unity of ideas?
 What made you choose it? Discuss your reasons.
C. Presenting Say: Today, we will read text materials to test the relevance and worth of ideas
Examples/Instances of present.
the Lesson 3. Present the competencies and the objectives.
4. Lesson Content
The teacher distributes copies of the reading material entitled, “Death of a Salesman
Act II (Summary) by Arthur Miller.

(Insert Reading Material)

Learning Activity 2: Digging the Text

Process Questions:
1. Why is Willy’s mood upbeat at the start of Act II? What does he expect to
happen?
2. Why did Willy tell Howard about Dave Singleman?
3. Do you think all the presented ideas are related? Discuss your answer.

The teacher discusses the following important contents:

 What is reading?
 Importance of reading?
 Reasons why people read
 Text relevance
 Determining importance

The teacher gives a short summary description about the material previously read.
D. Discussing New Concepts Learning Activity 3: Identifying Statements
and Practicing New Directions: Read the paragraph below and identify which statements are not related to
Skills #1 the text. Do this by underlining the sentences in the paragraph.

(Insert paragraph)

Learning activity sheets are provided.

E. Discussing New Concepts
and Practicing New
Skills #2
F. Developing Mastery Learning Activity 4: Judging the relevance
(Leads to Formative Directions: With your answer in Activity 4, provide your reasons why the statements
Assessment 3) are not relevant in the general idea of the text.

G. Finding Practical
Applications of Concepts
and Skills in Daily Living
H. Making Generalizations
and Abstractions about
the Lesson
I. Evaluating Learning
E. Additional Activities for
Learning activity sheets are provided.
Learning Activity 5: Share your thoughts
Directions: Complete the writing prompt below by providing relevant or related ideas.
A rubric is provided to guide you in accomplishing the task.
(Insert Writing prompt and rubrics)
The teacher asks:
 Why is reading important in finding text relevance and worth ideas in a
material?
 What important pieces of information you should consider to determine the
relevance and worth of ideas present in a material?
Directions: Choose the letter of the correct answer. Write your answers on the space
provided before each number.
__________1. The following statements are relevant to each other EXCEPT
A. A river is a moving stream of water and flows in channels.
B. Rivers are a good source of trade and transport to humans.
C. Most plant and animal species are found in the rainforest biome.
D. Rivers normally contain freshwater and flow downhill from their source.
__________2. The following are features that guide readers to remember the most
important Information, EXCEPT:
A. Headings
B. Topic outline
C. Subheadings
D. Highlighted vocabulary
__________3. Which among the following statements is NOT relevant?
A. Happiness is having contentment.
B. Life is happy when you live simply.
C. Dreams are mixture of hard work and passion.
D. Accepting one’s weaknesses leads to real happiness.
__________4. The following are ways in determining that the information in the text is
relevant EXCEPT:
A. The source is credible.
B. The source is relevant.
C. The source is accurate.
D. The source is irrelevant.
For items 5-8, refer to the text “Death of a Salesman”.
________5. What did Willy resolve to talk about with Howard?
A. He resolved to talk about old times.
B. He resolved to talk about his family.
C. He resolved to talk about his past success.
D. He resolved to talk about the New York job.
_______6. What is the result of Willy’s conversation with Howard?
A. Willy quits.
B. Willy is fired.
C. Willy gets the New York job.
D. Willy keeps his present territory.
_______7. Who is Howard in the play “Death of a Salesman”?
A. He is Willy’s boss.
B. He is the salesman.
C. He is Happy’s boss.
D. He is the husband of Linda.
_______8. What does Biff want from Bill Oliver?
A. He wants his old job back.
B. He wants money to buy a ranch.
C. He wants Bill Oliver to become partners with him.
D. He wants a recommendation to a film director Bill knows in Hollywood.
_______9. What will happen to a text if there are multiple irrelevant details?
A. There will be a single idea.
B. There will be a single flow of idea.
C. There will be no cohesion and unity.
D. There will be understanding of ideas presented.
_______10. Why is it important to determine the relevance and worth of an idea?
A. To give critical judgments
B. To entertain the audience
C. To create confusion during reading
D. To understand the idea that the texts wants to convey
Closing/ Routinely Activities
 Application or Checking of evaluation
Remediation Computing of ML and MPS
Feed backing
*Give an Enrichment Activity as assignment if the formative assessment is below 80%.
 Enrichment Activity
*Give an advance assignment if the formative assessment is or above 80%.
*Dismiss the class.

IV.REMARKS

V. REFLECTION
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 these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?

Prepared by:

GLORELY V. CAPARIDA
English Teacher III

Checked by:
ANACLETO P. VILLACERAN JR.
English Master Teacher I