School GFLMNHS Grade Level Nine (9)

Teacher ROSE D. MALABANAN Learning Area English

Friday
Teaching Date(s) January 29-February 02, 2024 Quarter 2nd Quarter
Teaching Time 50 minutes No. of Days 1
Time Monday Tuesday Wednesday Thursday
Morning Session
7:00- 7:50 KAHIL KAHIL KAHIL KAHIL
DEPED Bldg Rm. 60 DEPED Bldg Rm. 60 DEPED Bldg Rm. 60 DEPED Bldg Rm. 60
7:50-8:10 RECESS
8:10-9:00 DALANDAN DALANDAN DALANDAN DALANDAN
N M2 Bldg Rm.35 N M2 Bldg Rm.35 NM2 Bldg Rm.35 NM2 Bldg Rm.35
9:00-9:50
9:50-10:40
10:40-11:30 DUHAT DUHAT DUHAT DUHAT
DEPED Bldg Rm. 54 DEPED Bldg Rm. 54 DEPED Bldg Rm 54 DEPED Bldg Rm. 54
11:30-11:45 GMRC
Afternoon Session
MACOPA MANDANAS MANDANAS MANDANAS
12:00-12:50
AVE Rm. 52 N M2 Bldg Rm.34 N M2 Bldg Rm.34 N M2 Bldg Rm.34
MACOPA MACOPA MACOPA
12:50-1:40
AVE Rm. 52 AVE Rm. 52 AVE Rm. 52
MANDANAS HGP
1:40-2:30
N M2 Bldg Rm.34 AVE Rm. 52
2:30-3:20
3:20-3:40 RECESS

DAILY LESSON PLAN IN ENGLISH 9

DAY 4
CATCH-UP FRIDAY

I. Objectives .

A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competencies (MELC)
(If available, write the indicated
MELC)
D. Enabling Competencies
(If available, write the attached
enabling competencies)
E. Target Objectives 1. Identify the characters in the story “The Necklace by Guy de
Maupassant
2. Point out that there are better things in the world than material
things
3. Participate in group and individual activities depicting the story and
tis lessons
II. CONTENT The Necklace
By Guy de Maupassant
III. LEARNING RESOURCES
A. References
B.Teacher’s Guide
a.Learners’ Materials pages
b. Textbook pages
c. Additional Materials from https://www.sparknotes.com/short-stories/the-necklace/summary/
Learning Resources https://www.elcomblus.com/lesson-plan-in-literature-for-the-necklace-by-
guy-de-maupassant/
d. List of Learning Resources for
Development and Engagement
Activities
IV. PROCEDURES
A.Introduction Task 1: Preparatory Activities
 A. Prayer
B. Greetings
C. Checking of Attendance

B. Development Task 2: Pre Reading

The teacher asks the students to read the story silently.

C. Engagement Task 3. During Reading

1. How do find the story?
2. Who are the characters in the story?
3. Do you think what Loisel did was right?

How did Mathilde’s

life change after
she lost the necklace?
4. How did Mathilde’s life change after she lost the necklace?
5. If you’re Loisel, will you do the same? If not, what will you do
instead?
 6. What have you learned from the story?
D. Assimilation Task 4. Post Reading
The students will be grouped into four. Each group will be given ten
minutes to make a role play portraying the right thing that should be done
if they were Mathilde Loisel. It means that they will be given a chance to
change the story based on what they think is the right thing to do.
V. Reflection/Remarks/Ways on
Moving Forward

Values Integration Peace

Objective:
Create a recipe in attaining peace of mind incorporating its
ingredients and steps

Based on the story, what do you think Mathilde should have done to
attain peace of mind after she lost the necklace?

Activity: Recipe in Attaining Peace of Mind

Materials Needed:
A sheet of paper
ballpen
Procedures:
1. List down all the ingredients in attaining peace of mind.
2. Write the procedures using those ingredients.

Health
Objective:
Develop understanding of ways on how to deal stress through small
group discussion.

In the story, Mathilde experienced stress because she lost her

friend’s necklace assuming that it was expensive. What do you think
are the ways on how to cope up with stress?

Activity: Small Group Discussion on How to Deal with Stress

Materials Needed/ Persons Involved:
Leader
Rapporteur/ secretary
Members
Procedures:
1. Divide the class into three groups.
2. Choose a leader who leads the discussion, ensuring that all
members share their insights.
3. The secretary lists down all the points shared by the
members.
4. Each member shares some stressors in his life and the
ways on how he manages them.
5. The group summarize their presented methods which the
leader presents in front of the class.
Values Education
Objectives:
1. Engage students in reflective thinking that explore values
such as gratitude, honesty, empathy, and consequences of
materialism
 2. Encourage students to delve into emotional and ethical
aspects by writing letter to the character in the story

Activity: Letter to a Character

Procedures:
1. The students choose a character from the story, such as
Madame Mathilde, Monsieur Loisel, or Madame Forestier,
whom they like to write a letter to.
2. The students reflect on the values associated with their
chosen character.
3. They write a letter emphasizing the values they learned from
their chosen character.
4. Call volunteers to read the letter they wrote.

Prepared:

ROSE D. MALABANAN
Master Teacher I

Checked:

MARY JANE D. BARAL

Head Teacher VI, English Department

Approved:

DONATO MAGBOO
Principal IV