GRACE MISSION COLLEGE

Catiningan, Socorro, Oriental Mindoro

e-Mail: grace.missioncollege@yahoo.com

A Detailed Lesson Plan in English 9 – STE

Date: March 20, 2019
Time: 11:00-12:00
CONTENT STANDARD
Ang mag-aaral ay naipamamalas ng mag-aaral ang pag unawa sa naging transpormasyon tungo
sa makabagong panahon ng mga bansa at rehiyon sa daigdig bunsod ng paglaganap ng mga
kaisipan sa agham, politika, at ekonomiya tungo sa pagbuo ng pandaigdigan kamalayan.
PERFORMANCE STANDARD
Ang mag-aaral ay kritikal na nakapagsusuri sa naging implikasyon sa kaniyang bansa,
komunidad, at sarili ng mga pangyayari sa panahon ng transpormasyon tungo sa
makabagong panahon.
LEARNING COMPETENCY
Nasusuri ang dahilan, kaganapan at epekto ng Rebolusyong Siyentipiko, Enlightenment at
Indutriya (AP8DKT-IIi- 13)
I. Layunin
Pagkatapos ng aralin, ang mga mag aaral ay inaasahang:
A. Nailalarawan ang enlightenment, rebolusyong siyentipiko at rebolusyong
industrial.
B. Nabibigayang halaga ang ilang mga kaganapan at epekto ng enlightenment at
rebolusyong siyentipiko at industriya.
C. Nakakayari ng isang slogan ukol sa paksang tinlakay.

II. Nilalaman
A. Paksa : rebolusyong siyentipiko, enlightenment at rebolusyong industrial.
B. Sangunian : Araling panlipuan ikatlong markahan(pahina
170-1970,http://k12.starbooks.ph/pluginfile.php/16112
C. Kagamitan : power point presentation, visual aids, monitor

III. Proseso ng Pagtuturo

Teacher’s Activity Student’s Activity
A. Panimulang Gawain
 Panalangin
Bago tayo magsimula sa ating ngayong araw,
inaanyahan ko muna ang lahat na manalangin. Iyuko
(Yuyuko at Taimtim na mananalangin)
ang ating ulo at damhin ang presensya ng Panginoon.

Pagbati
Isang maganda at mapagpalang araw sa iyong lahat
baiting walo. Magandang araw din po!

Pagtatala ng Liban
Mayroon bang wala ngayong araw? Kung wala naman
ay dadako tayo sa pag babalik aral. Wala po!

Balik Aral

Everybody please stand and let us pray

Can anyone lead the prayer?

“Yesterday we have discussed about

1. Greetings literary devices”

Good morning class!

2. Classroom Management
Please pick up the pieces of paper under your chairs and
arrange your seats properly.
You may now seat.

3. Checking of attendance
Is anyone absent today?

4. Checking of assignment
Please pass your assignment.

5. Review
Okay, before we start our lesson let us first have a review of
yesterday’s lesson.

Very good! Thank you.

 B. Lesson Proper
1. Motivation (Four Pic Combination)
The teacher will group the students into 4.
“Class, this will be your groupings for today. As I call your
name please go to your respective groups.” Students will go to their groups.

“These will be the members of group 1: Joshua, Erica,

Kristine, Ellen, John Karl, Ruth, Marvie, Mark Jay, Rica and
Jazz.
These are group 2: James, Shane, Lalaine, Anne, Aloha,
Shena, Winnielyn, Mike, Pauline and Camille.
Group 3: Gwyneth, Rachelle, Allyka, Jomari, Jared, Shaine,
Jhosriel, Andrey, John Mark and Lester.
Group 4: Danielle, Erica Joyce, Liezel, Cristalyn, Sherry,
Julius
Christiana, Maria Marianne, Dhale and Rhea

When the students are already in their groups, the teacher

will give each group a flag.
Group 1: Yellow
Group 2: Red
Group 3: Pink
Group 4: Blue

“Okay class, I will give every group a flag. Your flag will be
raised if your group wants to answer. ” Students raise their flag

The teacher will show a slide presentation. “Ma’am the answer is SELF.”
The teacher asks.
“Yes Ma’am!”
“What is the four letter word implied on the picture?”

“Ma’am, the answer is life.”

“Yes, group 4?”

“Okay, very good! So these pictures are all about self.” “Ma’am I see life as a chance to all of
us.”
“Now let us take a look in the second picture.”
“I am a person who thinks positively
and always do my best.”

“So what is the four letter word implied in these pictures?

Anyone?”
“Yes, group 1?”

“Good job group 1!”

The teacher will ask the following questions:
1. How do you visualize life?

2. How do you see yourself?

2. Presentation of Topic/Objectives
The teacher will give three envelopes to three students that
contains the three objectives for the day. Teacher will ask the
students to read what is written in the envelope.
While the students are reading the objectives, the teacher
will post it on the board.

3. Discussion
a. Vocabulary Development
Students will answer a crossword puzzle.
“In our next activity, you are going to answer a crossword
puzzle. Remember that if your group wants to answer, just
raise your flag, okay?”

Teacher posts the visual aid.

1.T M 2. U R P H
I
M
S
3.S O O T P
4. I T
H
A E P
5.K A E V N O
P W R
“Ma’am we would like to answer
Down: number 1 across.”
2. A person who makes deceitful pretences (Impostor)
3. A cord or band of inelastic tissue connecting a muscle Students write the answer.
with its bony attachment (Sinew)
4. A collection of objects laid on top of each other (Heap) “Ma’am the answer is triumph.”

Across:
1. A successful ending of a struggle or contest (Triumph)

3. Bend one's back forward from the waist on down (Stoop)

5. A deceitful and unreliable scoundrel (Knave)

The teacher will post the crossword puzzle calls students to

answer the puzzle.

“Class, I have here a crossword puzzle. There are hints or

“Not yet Ma’am.”
letters given and what you have to do is to answer the
puzzle”

“If you have an answer already to any of the puzzle you may
raise your flag. Who wants to answer? Yes group 3. You can
go to the board and write your answer.”

The teacher will provide a colored chalk for them to use.

“Group 3, what number do you want to answer?”

“Okay. Write your answer.”

“And your answer is?”

“Okay very good!”

Then, the teacher will call the group who volunteers to

answer.
Student will read the hashtags.
b. Reading the Poem “#shortstory, #poet, #novelist,
The teacher will first give a short background of the author #NovelPrizeforLiterature1907 and
of the poem. #popularinthelate19thandearly20th
century”
“Class have you seen the new instagram post of Rudyard
Kipling?”
“If not I will show you the latest update about Rudyard
Kipling.”
The teacher posts this visual aid.

“Can somebody read his hashtags? Yes Jared?”

“Ma’am group 1.”

“Ma’am group 2”

“Thank You Jared. Okay class Rudyard Kipling is an “Ma’am group 3”

English Writer of short stories, poems and novels. He also “Ma’am group 4”
gained a novel prize for literature in1907 and his works are
popular in the late 19th and 20th century.” All students will read the title and
author of the poem.
All students will be given a copy of the poem “If” by “If by Rudyard Kipling”
Rudyard Kipling. The 32 lines will be divided into 4.
There will be a draw lots of the lines. The teacher will ask Group 1 will read the lines assigned to
one representative from each group to pick from the draw them to be followed by the other
lots. groups.

1 If you can keep your head

Lines 1-8 when all about you
Lines 9-16 2 Are losing theirs and blaming
Lines 17-24 it on you;
Lines 25-32 3 If you can trust yourself when
all men doubt you,
The teacher will play first an audio of the poem and the 4 But make allowance for their
students will have a silent reading. doubting too;
5 If you can wait and not be
When all the groups have their lines to read, the teacher will tired by waiting,
explain how they will read the poem. 6 Or, being lied about, don’t
 deal in lies,
“Okay class, all the members of the group will read the lines 7 Or, being hated, don’t give
assigned to your group. Whose group get lines numbers 1 to way to hating,
8?” 8 And yet don’t look too good,
“Okay your group will be the first to read. How about lines nor talk too wise;
9-16?”
“You’ll be the second. Who got lines 17-24?” Then, the next group will
“You’ll be the third. Lines 25-32?” follow.

“You already know what lines you will read, everybody read 9 If you can dream--and not
the title and the author of the poem.” make dreams your master;
10 If you can think--and not
make thoughts your aim;
11 If you can meet with triumph
“Let us start reading lines 1-8. Group 1 proceed.” and disaster
12 And treat those two
impostors just the same;
13 If you can bear to hear the
truth you’ve spoken
14 Twisted by knaves to make a
trap for fools,
15 Or watch the things you gave
your life to broken,
16 And stoop and build ‘em up
with wornout tools;

Then, third group will follow.

17 If you can make one heap of

all your winnings
18 And risk it on one turn of
pitch-and-toss,
19 And lose, and start again at
your beginnings
20 And never breathe a word
about your loss;
21 If you can force your heart
and nerve and sinew
22 To serve your turn long after
they are gone,
23 And so hold on when there is
nothing in you
24 Except the Will which says
to them: “Hold on”;

And last group will read the remaining

lines.

25 If you can talk with crowds

and keep your virtue,
26 Or walk with kings--nor lose
the common touch;
27 If neither foes nor loving
friends can hurt you;
28 If all men count with you,
but none too much;
29 If you can fill the
unforgiving minute
30 With sixty seconds worth of
distance run—
31 Yours is the Earth and
everything that’s in it,
32 And--which is more--you’ll
be a Man, My son!

Group 1 will present.

“Good morning classmates, this is the
work of group 1.”
Part of What it Words,
the suggests phrases, or
 Poem lines that
clearly
suggest
c. Completing the Table meaning
After reading the poem, the teacher will ask the students to Stanza 1 It deals “keep your
analyze the stanza assigned to them. Students will analyze with being head”
what the poem suggest something or someone in real life and confident “trust
pick out the lines that suggest such. Students will be given 5 in making yourself”
minutes to analyse the poem. decisions
in life.
Small Group Differentiated Works (SGDW)
The teacher will post this visual aid.
Part of the What it Words, phrases, or
Poem suggests lines that clearly
suggest meaning

Every group will be given a table where they will put their
answer. Students will be given time to finalize their answer.
Then, students will post their answer on the visual aid
provided by the teacher.

“Okay class, let’s see your answer. Group 1, please post your
answer.”

“Very good and thank you group 1. Now let’s have the next
group.”

4. Application
Differentiated Instructions (DI)
The teacher will give 5 minutes for the students to work on
their assigned task.
Group 1: (ADVOCATES) The group will make a slogan
about life and being a better person.
Group 2: (ARTISTS) The students will make a sketch about
how they see life and how they see their selves as person.
Group 3: (ACTORS) The students will perform a short skit
about life.
Group 4: (SINGERS) Students will make a short song about
life based on the poem discussed.

Students will present.

“Good morning classmates. This is the
presentation of group 1.”

“The author define life that has full of

struggle and obstacles”
“I define life as a maze in which you
have many choices and obstacles that
you will face and you yourself is the
one who will help you.”

“Yes because, the author motivates us

or gives us positive outlook about life.”
 The teacher will post the rubrics. “It helps me to be more positive about
life and also help me to believe in
myself.”

After the teacher give time. Students will present their work.
“Okay class let us start.”

5. Generalization/Valuing
1. How did the author define life? How do you define life?
 2. Is the message of the poem worthwhile? Prove your
point.

3. How important is the poem’s message in your life?

6. Evaluation
Write POSITIVE if the following lines from the poem
convey positive message and NEGATIVE if not.
____1. If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
____2. If you can meet with triumph and disaster
And treat those two impostors just the same;
____3. And lose, and start again your beginnings
And never breathe a word about your loss;
____4. And so hold on when there is nothing in you
Except the Will which says to them: “Hold on”;
____5. If you can talk with crowds and keep your virtue,
Or walk with kings—nor lose the common touch;

7. Assignment
Based from the messaged conveyed by the poem, make
an acrostic of the word life and self.

Prepared by:

Holgado, Kathleen V.
BSED – IV student

Corrected by:
_________________
DORIS MANAHAN
HT – III
Cooperating Teacher

_________________
ANTHONY D. MARQUEZ
SST – III
Cooperating Teacher

_____________________
MADELITA Z. LUCIDO
SST – III
Cooperating Teacher