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School SOUTHVILLE 8B NATIONAL HIGH SCHOOL Grade Level GRADE 9

Teacher CAROL MAE V. AGUNDIS Learning Area ENGLISH
Teaching Dates and Time JANUARY 31, FEBRUARY 1-2, 2024 Quarter 3RD QUARTER- WEEK 1
Monday Tuesday Wednesday Thursday Friday
Time Sections Time Sections Time Sections Time Sections Time Sections

6:30-7:30 6:30-7:30 6:30-7:30 6:30-7:30 6:30-7:30

DAILY LESSON 7:30- 8:30 G9- Lauan 7:30- 8:30 G9- Lauan 7:30- 8:30 7:30- 8:30 G9- Lauan 7:30- 8:30 G9- Lauan
LOG 8:30- 9:30 G9 Mahogany 8:30- 9:30 G9 Mahogany 8:30- 9:30 G9 Mahogany 8:30- 9:30 G9 Mahogany 8:30- 9:30

10:00 – 11:00 G9 Balete 10:00 – 11:00 G9 Balete 10:00 – 11:00 G9- Balete 10:00 – 11:00 G9 Balete 10:00 – 11:00

11:00- 12:00 G9 Banaba 11:00- 12:00 11:00- 12:00 G9- Banaba 11:00- 12:00 G9 Banaba 11:00- 12:00 G9 Banaba

12:00 – 1:00 G10 Copernicus 12:00 – 1:00 G10 Copernicus 12:00 – 1:00 G10 Copernicus 12:00 – 1:00 12:00 – 1:00 G10 Copernicus

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5

The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to use ways of analysing one-act play and different
Content Standards
forms of verbals for him/her to skilfully perform in a one-act play.
Performance Standards The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
Learning Competencies
with MELC Code MELC 6: Differentiate biases from prejudices.

Objectives At the end of the lesson, the students At the end of the lesson, the students At the end of the lesson, the students At the end of the lesson, the students At the end of the lesson, the students
are expected to: are expected to: are expected to: are expected to: are expected to:
1.Detect bias and prejudice in
the material read.
2. Provide solutions to the
issue presented in the text.

II. CONTENT

A. Topic STUDENTS’ OUTPUT COMPLETION CATCH-UP FRIDAY (FILIPINO, ESP,

ADMINISTRATION OF
INSET DAY 4 INSET DAY 5 AND ADMINISTRATION OF ENGLISH, MATH, HEALTH, PEACE,
INTERVENTION ACTIVITY
INTERVENTION ACTIVITY VALUES
III.LEARNING
RESOURCES
A. References

 -K-to-12-MELCS-with-CG-
Codes P. 40
 RM-No.-306-S.-2020-
1. Teacher’s Guide pages
MELC-PIVOT-4A-BUDGET-
OF-WORKSBOW-IN-ALL-
LEARNING-AREAS
 K-to-12-MELCS-with-CG-
Codes P. 140
 RM-No.-306-S.-2020-
MELC-PIVOT-4A-BUDGET-
OF-WORKSBOW-IN-ALL-
LEARNING-AREAS

2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials (LR)

portal

STRATEGIC INTERVENTIO STRATEGIC INTERVENTIO TEACHERS’S AND STUDENTS

B. Other Learning Resources
MATERIALS MATERIALS COPY READING MATERIALS

IV. PROCEDURES
A. ACTIVITY A. ACTIVITY A. ACTIVITY A. ACTIVITY A. ACTIVITY-
PRELIMINARIES PRELIMINARIES PRELIMINARIES PRIMING
 Prayer  Prayer  Prayer  Prayer
 Greetings
 Greetings  Checking of  Greetings  Greetings
 Checking of Attendance Attendance (assigned  Checking of  Checking of Attendance
(assigned secretary) secretary) (assigned secretary)
Attendance (assigned
 Classroom Rules
secretary)
 Classroom Rules
Activity 1: Identify which of the  Classroom Rules
NINE DIMENSION OR
BEHAVIOR PATTERN is
Activity 1: Identify which of the
asked.
NINE DIMENSION OR
1. Maria can rapidly grasp new BEHAVIOR PATTERN is
ideas. asked.
2.Jozelle is always open to 1. Maria can rapidly grasp new
testing new ideas. ideas.
 3.Gregorio knows how to
leverage the skills of others.
4.Shane likes to read because
she aims to increase her
knowledge.
5.Ace always asks others for
guidance and help.
Activity 2: Using the Venn
Diagram, list down your
similarities and differences to
Beowulf at in terms of character
traits.
2.Jozelle is always open to
testing new ideas.
3.Gregorio knows how to
leverage the skills of others.
4.Shane likes to read because
she aims to increase her
knowledge.
5.Ace always asks others for
guidance and help.
Activity 2: Using the Venn
Diagram, list down your
similarities and differences to
Beowulf at in terms of character
traits.

Classroom-Based
Activities

B. ANALYSIS B. ANALYSIS B. ANALYSIS B. ANALYSIS B. ANALYSIS

C. ABSTRACTION C. ABSTRACTION C. ABSTRACTION C. ABSTRACTION C. ABSTRACTION

D. APPLICATION D. APPLICATION D. APPLICATION D. APPLICATION D. APPLICATION

 D. ASSESSMENT D. ASSESSMENT D. ASSESSMENT D. ASSESSMENT D. ASSESSMENT
Directions: Read the text carefully Directions: Read the text carefully
about HIDILYN DIAZ, then about HIDILYN DIAZ, then
answer the comprehension answer the comprehension
questions. ASSESSMENT
SECTIONS 5 4 3 2 1
SECTIONS 5 4 3 2 1
G9- LAUAN

G9- LAUAN G9- BANABA

G9- BALETE
G9- BANABA
G9- BALETE G9-
MAHOGANY
G9-
MAHOGANY questions. ASSESSMENT

ACTIVITY ACTIVITY ACTIVITY ACTIVITY ACTIVITY

Home-Based Directions: Directions: Directions: Directions: Directions:
Activities

Remarks

2
3 Prepared: Checked by: Noted by:
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5 CAROL MAE V. AGUNDIS DAISY M. DANZALAN MARIBEL A. BULALAYAO
6 Subject Teacher, English 9 Subject Leader, English Principal I
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