Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XI
Division of Tagum City
TAGUM NATIONAL TRADE SCHOOL
Apokon, Tagum City

LESSON PLAN IN ENGLISH

GRADE 9
FOURTH GRADING
April 17, 2024

 Jade (9:15-10:15)
Grade and Section  Diamond (2:00-3:00)

COMPETENCY
 Judge the relevance and worth of ideas, soundness of author’s
reasoning, and the effectiveness of the presentation

At the end of the lesson, the students are expected to:

I. OBJECTIVES  Identify critical issues brought up in the material presented.
 Analyze and respond to questions that reflect current issues
of the world whether the ideas are true through relating text
content to a particular social issues, concerns, or
dispositions in real life.
 Judge the relevance and worth of ideas, soundness of
author’s reasoning, and the effectiveness of the
presentation.
II. SUBJECT MATTER

Topic: Judge the relevance and worth of ideas, soundness of author’s

reasoning, and the effectiveness of the presentation.
Reference
English 9 Activity Sheet Quarter 4- Module 1: Judge the relevance
and worth of ideas, soundness of author’s reasoning, and the
effectiveness of the presentation.

Materials Laptop, powerpoint presentation, Tiktok, Youtube.

III. LEARNING
PROCEDURE
Indicator 4: Establish safe and secure
learning environments to enhance
learning through the consistent
implementation of policies, guidelines
and procedures.
(Policies, guidelines, and procedures
are consistently given to students prior
 Prayer
 Greetings
 The teacher will greet the students and give all the
reminders before starting the class.
3. Checking of Attendance
4. Presenting of classroom rules
 Always be on time.
 Raise your hand before you speak.
to the start of class.)  Listen if someone is talking.
 Follow the directions during activities.
Indicator 5: Maintain learning  Collaborate with your group.
environments that promote fairness,  Respect views of others.
respect and care to encourage  Don’t ever distract the class during lessons.
learning.  Sit properly.
(Because of the policies, guidelines,
and procedures that have been
implemented in the classroom, we can 6. Review of the Previous Lesson
be certain that we are truly observing
fairness, respect, and care in the
teaching and learning process.)
Activity 1 Duck Race! Getting some Tea!
SOLO TAXONOMY
(PRESTRUCTURAL) Instructions: Let us watch this short video regarding Gender
Inequality. After watching the short film the students are
(This activity is a pre structural level going to answer some questions regarding the video.
At this stage, the student has no
understanding or awareness of the
content of the video.)

Indicator 9. Designed, adapted and

implemented teaching strategies that
are responsive to learners with
disabilities, giftedness and talents

(Through differentiated activity, the

teacher will be able to help students
recall the previous lesson and it can
also develop thinking skills of the
students.) 1. What is the title of the video?
2. What do you know about the topic?
https://www.youtube.com/watch?v=yrYMrnEcpUA
SOLO TAXONOMY
(UNISTRUCTURAL) 1. How was the video relevant to the said issue or incident?
2. In what way does the method of presenting the issue
(The student can identify one single
effective in delivering the intended message?
aspect or concept from the video also
they can able to recall simple facts or
details from the video.)

SOLO TAXONOMY
(RELATIONAL)

(This question goes beyond just 3. What are your thoughts regarding the said issue? Do you
understanding the information agree or disagree with what the video creator/s said?
presented in the video; it requires 4. What effect does the video convey in our society?
critical thinking, synthesis of ideas,
and an examination of how the
video's message intersects with
societal norms, values, and
behaviors.)
(It seems that most of you are aware
of what is happening in our society,
and these trends and/or issues are
some of those being presented, and
the effectiveness of how it is
presented.)
SOLO TAXONOMY
(UNISTRUCTURAL)
(This activity is a unistructural
because it focuses on a single aspect
or dimension of understanding. When
a student is asked to focus solely on
spelling, they are tasked with
recognizing and reproducing correct
spellings of words without necessarily
engaging with deeper levels of
comprehension or analysis.)
A. MOTIVATION
Indicator 4. Used effective verbal
and nonverbal classroom
communication strategies to support
learner understanding, participation,
engagement and achievement.
SOLO TAXONOMY
(MULTISTRUCTURAL)
(This activity involves understanding
multiple aspects or elements of a
concept but without integrating them
into a coherent whole. In the
described activity, participants are
drawing clues or scenes related to a
given issue or trend. Each drawing
represents one aspect or element of
the topic, and participants are
attempting to guess the overall trend
or news by piecing together these
individual clues. However, they are
doing so without necessarily
integrating the clues into a
comprehensive understanding.)
7. Unlocking Difficulties:
Activity #1: SPELLING
 Issues- an important topic or problem for debate or
discussion.
 Panel Discussion- a structured conversation that
brings together multiple experts or stakeholders to
explore a specific topic, share their perspectives, and
engage in lively discourse.
 Author- a writer of a book, article, or report.
 Participants- a person who takes part in something.
 Subjective- based on personal opinions and feelings
rather than on facts.
Activity 1 Paint me a picture!
Directions: Gather into groups and engage in a guessing game where
each group selects a representative to act a clues or scenes related to
a given trend or news. The objective is for the rest of the group to
guess the trend or news based on the action. The group that makes
the most accurate guesses within a 30 seconds time limit wins.
 Biking/ Cycling
 Online Selling/ Shopping
 Online Classes
 Modular Learning
 Gender Inequality
 Vaccination
 Lockdown/Quarantine
 Stop Asian Hate/ Discrimination against Asian People
 Black lives Matter
 Extra- judicial killing
 War on Drugs
 Fake news
 We are in the era of information and technology, the heart of trends.
C. DISCUSSION And as we progress, we encourage to power to have our own stand
and voice as means of eliminating discrimination and/or any other
problems that the world faced.
Indicator 1: Apply knowledge of However, acknowledging each information also means that we
content within and across curriculum should have the skills to identify which information to believe.
teaching areas. We have learned how to determine the relevance and truthfulness of
ideas, as well as how to judge the validity of the information being
(The explanation and examples given presented to us.
by the teacher is related to the lesson
of Social Science were it aims to build Tackling Multiple Discrimination
true and accurate knowledge about Practices, policies and laws
how world works.)

In the literature the phenomenon of Multiple Discrimination has been

given several meanings and definitions. However, most of the
scholars agree that the term ‘Multiple Discrimination’ describes the
first of
three situations where a person can be subjected to discrimination on
more than one ground. The other two situations are compound
discrimination and intersectional discrimination.

Discrimination occurs when you are treated less favourably than

another person in a similar situation and this treatment cannot be
objectively and reasonably justified. Discrimination can also occur if
you are disadvantaged by being treated the same as another person
when your circumstances are different (for example if you are
disabled or pregnant).

Article 14 requires that all of the rights and freedoms set out in the
Human Rights Act must be protected and applied without
discrimination.
The types of discrimination that the Human Rights Act protects you
from

The Human Rights Act makes it illegal to discriminate on a wide

range of grounds including ‘sex, race, colour, language, religion,
political or other opinion, national or social origin, association with a
national minority, property, birth or other status’.

1. Indirect discrimination
The courts have also ruled that the human rights protection from
discrimination includes indirect discrimination.

Using this right - example

A gay couple successfully used the anti-discrimination protection in
the Act to receive the same treatment as a heterosexual couple in
relation to the rules on the inheritance of the tenancy of a property.

What the law says

This text is taken directly from the Human Rights Act.

2. Article 14: Prohibition of discrimination

Many readers are under the impression that when reading a text, all
the ideas and information presented are always correct. This
impression is not always true. Informational texts are based on the
author’s ideas, beliefs, opinions or facts from reliable sources.
Authors present their ideas and support them with specific reasons
and evidence to convince the reader. Thus, a reader should evaluate
the reasons and evidence before giving a judgment.
The information used by an author in giving his/her reasons or
evidence can be classified according to:

1. Factual information are those that solely deal with facts. These are
short, non-explanatory, and rarely give in-depth background on a
topic. These statements are also those that can be verified or proven
to be true or false.
Factual information resources are found in encyclopedias, almanacs,
government resources, or statistics.

Examples of Factual Information:

• The Philippines is a republic with a presidential form of
government wherein power is equally divided among its three
branches.
• Philippines is an island country of Southeast Asia in the western
Pacific Ocean.
• Eighty percent (80%) of the 3,866 respondents aged 13-24 years
had experienced some form of violence in their lifetime.

In the activity earlier, reading text A is an example of text that uses

factual information. In the address delivered by then US President
Barack Obama, he presented several issues to the American people.
These issues are backed up with reasons and evidence to convince his
people.
 2. Subjective content or information are those which come from only
one point of view. It involves judgment, feeling, opinion, intuition or
emotion rather than factual information. Opinions are useful to
persuade, but careful readers and listeners will notice and demand
evidence to back them up.
Reading text B is an example of texts that uses subjective
information.
Subjective information resources are found in websites containing
blogs or vlogs, social media, non-scholarly books and journals or
book reviews.

Examples of Subjective Information:

• “Beautiful Girls” was an entertaining show that should have never
been canceled.
• Yellow is the best color among all the colors.
• Strawberries taste better than blueberries.

We need to analyze the type of information used by the author in

giving reasons and evidence in his text to understand the purpose of
the text – to persuade, to inform or to entertain.

SOLOTAXONOMY
(UNISTRUCTURAL)

(This level involves understanding In such processes, it is important that we are able to identify the
one aspect or element of a concept relevance and worth of ideas based on the topic that we discussed. In
in isolation. In the question, your own words can you give those types of discrimination that the
participants are asked to identify Human Rights Act protects you from?
and define two specific concepts:
facts and opinions. They are
expected to provide a definition or
explanation for each types
independently.)
Indicator 3. Display proficient use of
Mother Tongue, Filipino and English
to facilitate teaching and learning.

(The teacher allowed students to

explain their answer in English or
Tagalog in order for them to
accurately express their ideas. Then, a
volunteer was asked to translate their
classmates' ideas into English with the
help of the teacher.)

SOLO TAXONOMY
(MULTISTRUCTURAL)

(In the question, participants are
asked to reflect on how they analyzed
the information or material presented
in a video about gender inequality.
The question implies that there are
various ways or methods in which the
information could have been
analyzed. Participants are expected to
provide multiple approaches or
strategies they used to understand the
content of the video.)
D. ANALYSIS
(Differentiated Activities)
Earlier, we watched a video regarding gender inequality and we
discussed multiple discrimination practices, policies and laws, How
did we analyze the information or the material?
That is correct!
Analyzing pieces of information is more than just relating to what is
being presented, but also to see if the ideas are related to each other,
if the information is true, and came from a reliable and valid source,
and if the author had successfully delivered their intended point.
 GROUP ACTIVITIES
Instruction: Spot the factual information based on the
dialogue. The students will do the fact check by
accomplishing the given table. Put a check on the
corresponding item if it was clearly provided by the
speaker. The person who will get the most checks is
therefore the one who stated truthful ideas. Lastly, present
your answers to the class.

SOLO TAXONOMY
(RELATIONAL)

(The activity is relational because it

requires participants to not only
identify factual information but also to
organize it into a structured format
(the table) and make connections
between different pieces of
information presented in the dialogue.
By completing the table and
presenting their answers, participants
are demonstrating a relational
understanding of the information
provided in the dialogue.)

Indicators 6 and 7:

6- Maintained learning environments

that promote fairness, respect and
care to encourage learning.

7- Maintained learning environments

that nurture and inspire learners to
participate, cooperate and
collaborate in continued learning.

Indicator 8. Applied a range of

successful strategies that maintain
learning environments that motivate
learners to work productively by
assuming responsibility for their own
learning.

(The teacher Design activities that

connect to real-world situations,
personal experiences, or future goals.
When learners see the relevance and
value in what they are learning, they
are more likely to take responsibility
for their own learning. This sense of
autonomy can enhance motivation
and
ownership.)

E. ABSTRACTION Generalization:
Indicator 6 : Maintained learning Guide Questions:
environments that promote fairness,
respect and care to encourage 1. In your own understanding, why is there a need to analyze
learning information?
SOLO TAXONOMY
(RELATIONAL) 2. What is the impact or effect of the way in which the author delivers
their message?
(This question is a relational because
questions prompt respondents to go
beyond mere identification or
understanding of information.
Instead, they require the integration
of various elements to form a
relational understanding of the
concepts being addressed. )

F. APPLICATION
Indicator 6: Maintain learning
environments that nurture and inspire
learners to participate, cooperate and
For our application activity, let us watch a short clip regarding fake
news, and let us judge the presentation whether it is relevant, valid,
and effective by answering guide questions. After watching the video
you may compose your own video explaining on how we can verify
information online.
collaborate in continued learning

Indicator 10- Adapted and used

culturally appropriate teaching
strategies to address the needs of
learners from indigenous groups.

SOLO TAXONOMY (EXTENDED

https://www.youtube.com/watch?v=cSKGa_7XJkg
ABSTRACT)
1. Is the video providing sufficient context for the events or
issues it covers?
(The activity is an extended abstract
2. Are important details omitted or misrepresented?
because it requires participants to
3. Does it rely on sensationalism or emotional appeals rather
make connections between the
than factual reporting?
content of the video, the guide
questions they composed, and their
evaluation of the presentation's
relevance, validity, and effectiveness.
They are integrating various
elements to form a coherent
understanding and judgment of the
material presented.)

(All three questions encourage

viewers to engage in abstract thinking
by evaluating the quality, accuracy,
and ethical implications of the
information presented in the video.)

IV. ASSESSMENT
Indicator 7. Maintained learning
environments that nurture and inspire
learners to participate, cooperate and
collaborate in continued learning.
Directions: Prepare two small pieces of paper, on one piece write the
word GREEN LIGHT and on the other piece RED LIGHT. Identify
whether the following statement is a Fact or an Opinion. Raise the
GREEN LIGHT paper if you think that the statement is a fact and
RED LIGHT if it is an opinion.

SOLO TAXONOMY 1. Basketball is the best sport ever.

(UNISTRUCTURAL)
(This level involves understanding the
relationships between different
aspects of a concept. In the
assessment described, participants
are asked to differentiate between
facts and opinions, which involves
2. Valentine’s day is in February
3. Cats do not have sweat glands
4. Vaccines will set you on fire.
5. According to studies, children imitate actions but they do not
understand what it means.
6. It was stated by PAG ASA that it is going to be sunny today.
7. Oirans are part of the Japanese culture. They are considered to
be the most prestigious and talented women in the Red-Light
understanding the relationship District.
between objective truth and subjective 8. According to Aling Jessie, vaccines will make your body
belief.) become magnetic.
9. The world will end on August of 2033.
10. Pink is for girls only.

V. AGREEMENT Direction: Write a short reflection using the given prompt.

Indicator 7: Apply a range of My Reflection

successful strategies that maintain
learning environments that motivate I learned that _____________________________________
learners to work productively by I realized that _____________________________________
assuming responsibility for their own From now on, I will _____________________________________.
learning.

REMARKS

Prepared by:

MAY JOSEMEL D. ORILLANEDA

Pre-service Teacher

Observed by:
MARI-LEI C. CASILAC
Teacher III