School Kidapawan City National High School

DAILY LESSON Teacher Jeff Kristopher J. Sta.Romana

PLAN IN GRADE 9 Quarter Third
ENGLISH 9-Lazurite (6:45-7:35) Quarter
Section/
9-Sapphire (7:35-8:25)
Time: Date 03/19/24
9-Emerald (9:35-10:25)
Tuesday
I. OBJECTIVE(S)
A. Content Standards The learners demonstrate understanding on how Anglo-American literature
and other text types, serving as means of connecting to the world; also how
to use the ways of analyzing one-act plays.
B. Performance Standards The learners skilfully perform in one-act play through utilizing effecting
verbal and non-verbal strategies and ICT resources based on the following
criteria;focus, voice, delivery, and dramatic conventions.
C. Learning Competency(ies) Judge validity of the evidences listened to (EN9LC-IVh-2.15)
II. CONTENT/TOPIC Identifying the main idea and supporting details
III. LEARNING RESOURCES  Carr, E., & Ogle, D. (1987). KWL Plus: A strategy for comprehension and
summarization. Journal of reading, 30(7), 626-631.
 Hattan, C., Alexander, P. A., & Lupo, S. M. (2024). Leveraging what
students know to make sense of texts: What the research says about
prior knowledge activation. Review of Educational Research, 94(1), 73-
111.
 Laptop
 Visual Aids
IV. PROCEDURES
A. PRELIMINARY ACTIVITIES  Call a student representative to lead the class in prayer.
 Greet the student lively.
 Check the student’s attendance
 Present the classroom standards
B. REVIEW  The teacher will be asking the following questions:
1. What’s the difference between fairness and equality?
2. How do we correct an overgeneralized statement?
C. MOTIVATION  The teacher will be explaining the task for today:
 Reading various texts;
 Identifying the main idea and supporting details
D. OBJECTIVE/S Judge validity of the evidences listened to (EN9LC-IVh-2.15)
The students will be able to learn at the end of the period:
a. Identify critical issues or varying perspectives that demand analysis of
prompt actions to text read.
E. ACTIVITY  The teacher will present the lesson on the main idea and supporting
F. ANALYSIS details.
G. ABSTRACTION

SUPPORTING
MAIN IDEA
DETAILS

Gives details and

POSITIONS OF THE
TYPES OF MAIN IDEA makes up the body
MAIN IDEA
of the paragraph

BEGINNING END IMPLICIT

BEGINNING AND
MIDDLE EXPLICIT
END

H. APPLICATION A.READING TEXT

 The class will form groups of 3-4
 The teacher will present the text that they will be completing.

I. GENERALIZATION/VALUING A.COMPLETE THE TABLE

 The class will be with their groups
J. EVALUATION
  The teacher will present the table that the groups will complete after
reading the paragraph text.
DIRECTIONS: From the text you have read, complete the table, and answer
the following questions afterwards.
MAIN IDEA SUPPORTING DETAILS IRRELEVANT DETAILS

 After completing the table, the groups will answer the following
questions:
1. In the text, what was the main idea of the text?
2. Where was the main idea positioned?
3. Was the idea implicitly stated or explicitly? why?
4. Were you able to find any irrelevant details in the text? If so,
how did you spot them?
K. ASSIGNMENT
L. REMARKS
VI. REFLECTION
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 remediation work?
No. of learners who caught up
with the lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
they 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?

Prepared by: Checked by:

JEFF KRISTOPHER J. STA. ROMANA HELEN BELARMINO

Pre-service Teacher Coordinating Teacher