TEACHER SUBJECT English 9

Lesson Plan

TEACHING LEVEL Grade 9

DATE
A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing,
assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to
participate actively in a speech choir.
B. Performance Standards
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery,
Facial Expressions, Body Movements/ Gestures and Audience Contact.
C. Learning Analyze literature as a means of connecting to the world (EN9LT-IIIi-16)
Competencies/Objectives
Write the LC code for each
II. CONTENT “I Carry Your Heart With Me (I Carry It In)”
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages K to 12 Most Essential Learning Competencies, p. 140, K to 12 Curriculum Guide (ENGLISH), p. 209
2. Learner’s Material
pages
English Quarter 1, Wk.6, Module 2; English 9 RBI SLM Quarter 2, Episode 7
3. Textbook pages None
4. Additional Materials
from Learning Resource None
(LR) portal
B. Other Learning Written by: Krisha J. Maata
Resources
IV. PROCEDURES PRAYER
PRELIMINARIES GREETINGS
CHECKING OF ATTENDANCE
CLASS RULES: (KRA 2, Objective 5) Consistent implementation of policies, guidelines, and procedures
 Sit properly and listen attentively.
 Keep your face masks on.
 Remain on your seats and keep social distancing.
 Do not answer in chorus. Raise your right hand if you want to answer.
 Do not talk with your seatmates. Have fun.

A. Reviewing previous Ask the following questions to check students’ understanding of the previous What
lesson:
can you say about the pictures?
lesson or presenting the 1. What is poetry?
new lesson What do you think the pictures tell us?
2. What are the sounds in poetry?
3. How do you examine sense in poetry? Have you ever loved somebody?
What does it feel like to love somebody?
Motivation: (KRA 2, Objective 8) Applied a range of successful strategies How significant is love to each of us?
How significant is love to the world?
Does it foster peace? How?
 Presentation of the lesson:
Today, we will analyze literature as a means of connecting to the world through the poem, “I Carry Your Heart With Me (I Carry It In)” by E.E.
Cummings.

B. Establishing a Purpose Being able to analyze literature as a means of connecting to the world is important such that it is one way to enable ourselves to grow and thrive in life.
for the Lesson As they say, “Art imitates life,” therefore, whatever is in written art or literature is the same thing as in the real world. Hence, what we learn from
analyzing literature, we also learn and we can apply in our time in this world. If each of us has this skill, we can slowly create a world of harmony and
peace.
C. Presenting Activity: (KRA 2, Objective 8) Applied a range of successful strategies
Examples/Instances of the
Lesson
Directions: I will present a short audio clip. Here are some guide questions that you may consider when listening to it.

Who is the portrayed persona in the song?

What does the persona speak of?
What comparisons does the persona make of his love?
 Does the song reflect a bigger picture in the real world?
What does this tell us about the world?

Teacher presents an audio clip.

Song: “Sun and Moon” by Anees
D. Discussing New UNLOCKING OF DIFFICULTIES: (KRA 2, Objective 8) Applied a range of successful strategies
Concepts and Practicing Pool of Definitions: Sample Sentences:
New Skills #1
A. having remarkable properties or abilities. 1. He sees some hope for the future.
B. the development of events beyond 2. In the depths of her soul, she knew he would betray her.
a person's control, regarded as
determined by a supernatural power.
C. the spiritual or immaterial part of a 3. Philippines is a country of wonder and beauty.
human being or animal.
D. a feeling of trust. 4. Fate decided his course for him.
E. a compact growth on a plant that 5. The bud develops into a flower.
develops into a leaf, flower, or shoot.

(KRA 1, Objective 3) Proficient use of Mother tongue, Filipino and English

FATE – Kapalaran in Cebuano
BUD – Putot in Cebuano
WONDER – Kahibulongan in Cebuano
SOUL – Kalag in Cebuano
HOPE – Paglaum in Cebuano

The teacher gives first the author’s background before reading the “I Carry Your Heart With Me (I Carry It In).”
(KRA 1, Objective 1) Content within and across curriculum teaching areas
Edward Estlin Cummings (October 14, 1894 – September 3, 1962), often written in all lowercase as e e cummings, was
an American poet, painter, essayist, author, and playwright. He wrote approximately 2,900 poems, two autobiographical
novels, four plays, and several essays. He is often regarded as one of the most important American poets of the 20th century.
Cummings is associated with modernist free-form poetry.

Let us know our standards in Oral Reading: (KRA 2, Objective 5) Consistent implementation of policies, guidelines, and
procedures
1. Read loud and clearly.
2. Be serious in reading.
3. Read with appropriate expression.
4. Read smoothly and watch out for pronunciation.
(KRA 1, Objective 4) Use of effective verbal and non-verbal classroom communication strategies and KRA 2, Objective 8
Reading proper: (POPCORN READING)
 [i carry your heart with me(i carry it in]
BY E. E. CUMMINGS
i carry your heart with me(i carry it in
my heart)i am never without it(anywhere
i go you go,my dear;and whatever is done
by only me is your doing,my darling)
i fear
no fate(for you are my fate,my sweet)i want
no world(for beautiful you are my world,my true)
and it’s you are whatever a moon has always meant
and whatever a sun will always sing is you

here is the deepest secret nobody knows

(here is the root of the root and the bud of the bud
and the sky of the sky of a tree called life;which grows
higher than soul can hope or mind can hide)
and this is the wonder that's keeping the stars apart

i carry your heart(i carry it in my heart)

(KRA 2, Objective 8) Applied a range of successful strategies and KRA 2, Objectives 6 and 7
After reading the story, let the students answer the following questions: (SOCRATIC QUESTIONING-open-ended questions)
1. What have you understood about the text?
2. What can you say about the attitude of the writer?
3. What does he say about love?
4. Do you relate with him?
5. What does this tell us about the world?
6. How does the writer’s attitude contribute to peace-building?
E. Discussing New KRA 1, Objective 3
Concepts and Practicing KRA 1, Objective 1 Content within and across curriculum teaching areas
New Skills #2

How to analyze a text?

1. Read or reread the text with specific questions in mind.
2. Marshal basic ideas, events and names. Depending on the complexity of book/story/poem/historical text. This requires additional review of the text.
3. Think through your personal reaction to the book/story/poem/historical text: identification, enjoyment, significance, application.
4. Identify and consider most important ideas.
5. Return to the text to locate specific evidence and passages related to the major ideas.
 6. Use your knowledge following the principles of analyzing a passage: test, essay, research, presentation, discussion, enjoyment.

How to analyze the values in a text or any literary genre (works of literature).
You need to explore moral and social values expressed in literary texts.
1. Have a set of abstract nouns that represent values (e.g., honesty, bravery, loyalty).
2. Think of any person you know who represents one of these values like honesty, love, patience etc. You can find this also from any literary genre you
read.
3. Select from the list of values (positive and negative).
4. Classify the characters and events in the texts of your choice in terms of the values that they represent.
5. Note areas of agreement and disagreement and the reasons for these judgments. Some core values, virtues or character traits that should emerge
from the reading texts or in any literary pieces are loyalty, self-control, compassion, tolerance, firmness, respect, responsibility and so on.
6. You can also take note about negative traits such as selfishness, cruelty, lying, cheating, etc., as examples of character traits one should avoid.
7. Look for the values reflected from the reading text to analyze the value of the literary pieces.
F. Developing Mastery (SGD – Small Group Discussions with Differentiated Instructions)
(KRA 2, Objective 6, 7, 8 and KRA 3, Objective 9)
You are grouped according to your seating columns. In your group, analyze your given material as a means of connecting to the world. Choose your
group representative and present your output to the class.

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5. "I have never seen more dishonest media, frankly than the political media," Trump said, later slamming leaks to the press from the intelligence
community -- some of which led to the resignation of national security adviser Michael Flynn.
"The leaks are real. The leaks are absolutely real. The news is fake because so much of the news is fake," Trump said.
While it was a marked contrast with the normal dynamics of a presidential news conference, the East Room show was vintage Trump. He touted
his own poll numbers, victory over Hillary Clinton and discussed cable TV ratings and panel discussions.
"I'm here again to take my message straight to the people. As you know, our administration inherited many problems across government and
across the economy. To be honest, I inherited a mess. It's a mess. At home and abroad, a mess."
Source: An amazing moment in history: Donald Trump's press conference - CNNPolitics

Criteria 10 8 6
Cooperation
All group members contribute their Some of the members contribute their Only few of the group members contribute
ideas. ideas. their ideas.
Time
Management The group finish their task before The group finish their task on the given The group finish their task beyond the
the given time. time. given time.
 Presentation All the group members demonstrate
strong understanding of the given
topic, they participated and show
willingness to perform during the
presentation and all of their
answers are correct.
Some of the group members
demonstrate strong understanding of the
given topic, some of them did participate
and show willingness to perform during
the presentation and there are few
incorrect answers.
Only few of the group members
demonstrate strong understanding of the
given topic, most of them did not
participate and show willingness to
perform during the presentation and only
few answers are correct.

G. Finding Practical Integration:

Application of Concepts
and Skills in Daily Living
H. Making Generalizations
and Abstractions about the
Lesson
Is analyzing literature important? Why?
How does it help us in connecting to the world?
How does this skill help in peace-building?
Let us have a summary of all the things that we had discussed today before we have another activity to evaluate your understanding about the topic.
 What is the title of the selection?
 How did you find the poem?
 How did you analyze the poem?
 What is the subject of the poem?
 How did the writer portray love?
(Note to the teacher: Call volunteers to answer the questions.)

Evaluating Learning Directions: On your own, analyze the poem “I Carry Your Heart With Me (I Carry it In)” and connect it to the world. Discuss your analysis in a short
essay.

Rubrics:
Criteria Excellent (10) Very Good (9) Good (8)

Ability to analyze and Able to give at least 3 authentic Able to give at least 1-2 authentic Not able to give authentic examples
connect the poem to the examples or connections to the real examples or connections to the real or connections to the real world
world world world

Writing Mechanics Has no error in sentence Has 1-3 errors in sentence Has more than 3 errors in sentence
construction, grammar, and spelling construction, grammar, and spelling construction, grammar, and spelling

J. Additional Activities for Directions: Analyze the given text and connect it to the world. Discuss your analysis in a short essay.
Application or Remediation

A Heritage of Smallness
Nick Joaquin
 Society for the Filipino is a small rowboat: the barangay. Geography for the Filipino is a small locality: the barrio. History for the Filipino is a small
vague saying: matanda pa kay mahoma; noong peacetime. Enterprise for the Filipino is a small stall: the sari-sari. Industry and production for the Filipino are
the small immediate scratching of each day: isang kahig, isang tuka. And commerce for the Filipino is the smallest degree of retail: the tingi.
What most astonishes foreigners in the Philippines is that this is a country, perhaps the only one in the world, where people buy and sell one stick of
cigarette, half a head of garlic, a dab of pomade, part of the contents of a can or bottle, one single egg, one single banana. To foreigners used to buying things
by the carton or the dozen or pound and in the large economy sizes, the exquisite transactions of Philippine tingis cannot but seem Lilliputian. So much effort
by so many for so little. Like all those children risking neck and limb in the traffic to sell one stick of cigarette at a time. Or those grown-up men hunting the
sidewalks all day to sell a puppy or a lantern or a pair of socks. The amount of effort they spend seems out of all proportion to the returns. Such folk are,
obviously, not enough. Laboriousness just can never be the equal of labor as skill, labor as audacity, labor as enterprise.
The Filipino who travels abroad gets to thinking that his is the hardest working country in the world. By six or seven in the morning we are already up on
our way to work, shops and markets are open; the wheels of industry are already agrind. Abroad, especially in the West, if you go out at seven in the morning
you’re in a dead-town. Everybody’s still in bed; everything’s still closed up. Activity doesn’t begin till nine or ten– and ceases promptly at five p.m. By six, the
business sections are dead towns again. The entire cities go to sleep on weekends. They have a shorter working day, a shorter working week. Yet they pile up
more mileage than we who work all day and all week.
Source: An excerpt from Montage: An Anthology in Philippine Literature in English
Criteria Excellent (10) Very Good (9) Good (8)

Ability to analyze and Able to give at least 3 authentic Able to give at least 1-2 authentic Not able to give authentic examples
connect the poem to the examples or connections to the real examples or connections to the real or connections to the real world
world world world

Writing Mechanics Has no error in sentence Has 1-3 errors in sentence Has more than 3 errors in sentence
construction, grammar, and spelling construction, grammar, and spelling construction, grammar, and spelling

V. REMARKS

VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help 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
who scored below 80%.

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 worked well?
Why did this work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?