Lesson Plan in English 9

(Fourth Grading Period)

Unit Title: Module 4 – Unchanging Values in the Changing World
Lesson Title: Lesson5 –Rectifying One’s Mistake

Curriculum Area: English Teacher:

Grade Level: 9 Ms. Lilibeth T. Potane
Time Required: February 29, 2016 (60 mins.) Instructional Groupings: ( X or / )
Whole / Partners x Homogenous /
Group
Small / Quads x Heterogeneou /
Group s
Standards:
Content Standard –The learner demonstrates understanding of how Anglo-American literature and other
types serve as a means of preserving unchanging values in a changing world; also how to use the features of
a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.

Performance Standard –The learner competently performs in a full-length play through applying effective
verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice, Delivery
and Dramatic Conventions

Materials:
1. Audio-Visual Materials (Images, Videos, Power Point Presentation)
2. Instructional Materials (Modules, Charts)
Objectives:
As a result of this lesson students will:
1. Take a stand on the critical issue brought up in the material viewed.
2. Relate text content to particular social issues, concerns, or dispositions in life.
3. Analyze literature as a means of understanding unchanging values in a changing world.
4. Create a playbill.
Pre-Assessment:
A. Preliminary Activities (5 minutes)
1. Daily Routines
a. Opening Prayer
b. Greetings
c. Classroom Management
2. Tongue Twister
- If practice makes perfect and perfect needs practice. I’m perfectly practice and practically
perfect.
B. Initial Task (10 minutes)

Task 1 – Knowing the Problem

NOTE:
 The students will watch a video concerning poverty as one of the major problems in the
Philippines.
 After watching it, the teacher will ask the students on the possible causes of poverty. The
students will answer it on the board.

Video Source: https://m.youtube.com/watch?v=u1oSZMggk8U

Task 2 - Digging for Details

NOTE:
 After clearing up the causes of poverty, the illustration below will be presented and
discussed by the teacher through discussion.
 PHILIPPINE CONTEXT

CAUSE EFFECT

POVERTY AMERICAN
DREAM

 American Dream is an American social ideal that stresses egalitarianism and especially
material prosperity. The prosperity of life that is the realization of this ideal.
 Poverty becomes the cause and the effect will be the American Dream. Now, the students’
task is to connect poverty in the Philippines to the philosophy/idealism of an American
Dream.
 Here, the teacher will connect the ideas of the students gathered by the illustration below and
connect it with the text “Death of a Salesman” by Arthur Miller.

C. Your Text (15 minutes)

Task 3 – Determining Characters Desire (CHARACTERIZATION)

NOTE:
 The teacher will ask the students to read a short text about the four desires according to the
Vedas (a large body of texts originating in ancient India.)

The Four Desires According To Vedas

According to the Vedas, your soul has four distinct desires, which collectively are described as
purushartha, “for the purpose of the soul.”
The first of these four desires is DHARMA, the desire to fully become who you were meant to be. It
is the longing to achieve your highest state of well-being- in other words, to thrive and, in the process,
to fulfill you unique purpose, your destiny.
- The Sanskrit word dharma means many things, including "law," "teaching" and "religion." In this
context, it means one's destiny or purpose. In general, it refers to one's vocation or career, which is often
defined by class and family. If a Hindu man's father is a tire maker, his dharma is probably to make
tires, too. Traditionally, the dharma of most women has been to be a housewife and a mother.
- Dharma also means righteousness, or living morally and ethically at all times.
The second desire is ARTHA, the desire for the means (like money, security, health) to help you
fulfill your dharma.
- It also ensures social order, for there would be no society if everyone renounced worldly life to
meditate. But while Hindus are encouraged to make money, it must be within the bounds of
dharma.
The third desire is KAMA, the longing for pleasure in any and all forms.
- To put it simply, Kama is pleasure, and it refers to the desires of the mind and the physical body.
It is the human desire for passion and emotion. In other words, it's ok to love; it's ok to
experience attraction and desire. In fact, the Hindu's god of love is actually named Kama.
 - From this name comes the famous and very ancient Hindu guide to the physical expression of
love known as the Kama sutra.
The fourth is MOKSHA, the desire to be free from the burdens of the world, even as you
participate fully in it. Moksha is the longing to experience spirit, essence or God, to abide in lasting
peace and to realize a state beyond the reach of the other three desires.
- It can be understood in a variety of ways: liberation from rebirth, enlightenment, Self-
realization, or union with God. This is considered to be the highest purpose of life, although
very few can achieve it in a single lifetime and there are a variety of paths to attain it.
These four desires are inherent aspects of your soul or essence. Your soul uses them for the
purpose of fulfilling its unique potential. Learning to honor all four of your soul's desires compels you
to thrive at every level, leads to lasting happiness as well as a complete and balanced life. Perhaps
most significantly, this teaching from the yoga tradition on the four desires is the touchstone to
achieving real and lasting happiness and, in the process, to making your most meaningful and
beneficial contribution to the world.
Of course, not all desires lead to happiness. Desires can and do lead to pain and frustration.
However, according to the ancient tradition, it is attachment to desire, not desire itself that is the
underlying cause of practically all of our pain and suffering. It's vital to understand that while you are
alive, there is no end to desire, since the seed of your every thought and your every action is a desire.
These Four Desires is nothing less than a complete path toward living your best life possible—a
life that is rich in meaning and in means, a life that attracts and emanates happiness, a life that is your
unique gift to yourself and the world.

Guide Questions:
1. Based on the text, how can we live our best life?
2. What is the importance of knowing these desires?
3. According to the text, when is the best time to discern? Why?

 After reading the text, a graphic organizer will be presented to them. The students will be
grouped into four (4), each group will be given a specific character and they have to identify
the kind of desire which the characters from the Death of a Salesman tried to pursue. They
will draw a symbol or icon for each character’s desire at the left side, then opposite the name
writes the desire and its type.

WILLY LOMAN

LINDA LOMAN

BIFF LOMAN

HAPPY LOMAN
 D. Your Discovery Task (15 minutes)

Task 4 –Claim for Truth (THEME)

NOTE:
 A brief definition of MONOLOGUE will be presented to the students.

MONOLOGUE
In theatre, a monologue is a speech presented by a single character, most often to
express their mental thoughts aloud, though sometimes also to directly address another
character or the audience.

 After that, each group (the same group earlier) will be given five (5) minutes to prepare a
monologue of Willy Loman having his American Dream. They will choose their
representative who will deliver the prepared monologue for three (3) minutes. Then they will
state whether they are in favor or against with the notion of the American Dream.

RUBRICS (Dramatic Performance Assessment)

CATEGORY Exceptional Good Fair Poor

4 pts Student possesses 3 pts Student possesses 2 pts Student is in need 1 pts Student possesses
exemplary skill and sufficient skill and of additional skills and little to no skill and/or
mastery of all mastery of all mastery of the mastery of the
techniques needed for techniques needed for techniques needed for techniques needed for
a successfully a successfully a successfully a successfully
delivered dramatic delivered dramatic delivered dramatic delivered dramatic
performance. performance. performance. performance.
Voice Exceptional Good Fair Poor
*Student consistently *Student enunciates *Student strives to *Student exhibits poor
uses their voice clearly. enunciate and add vocal enunciation and
expressively and *Student varies voice variations, but overall no variations in
articulately. pitch and tone, and effect is flimsy - due to volume and/or pitch.
*Student projects their reflects some level of either too much or too
voice clearly. expressiveness. little expression.
*Student utilizes their
voice to include
variations of pitch,
rate, volume, and tone
consistent to their
character.
Character Exceptional Good Fair Poor
Development *Character's *Character's *Character's *Student is doing little
motivation is well- motivation is motivation is lacking. more than reading
defined. somewhat defined. *There is little depth from the book.
*Depth and range of *Depth and range of or range of emotion.
emotion is ongoing. emotion is adequate. *Life and world of
*Life and world of *Life and world of character is not shown
character is shown character is superficial, by actor's
brilliantly through but adequately performance.
actor's performance. displayed through
actor's performance.
Movement Exceptional Good Fair Poor
*Student shows *Student uses *Student strives to use *Student employs little
phenomenal use of appropriate use of appropriate use of to no movement and
movement and facial body movement and body movement and facial expression in the
expressions to enhance facial expression to facial expression to scene.
character. enhance character enhance character but *Student's moves are
*Student's movements *Student's movements overall affect is flimsy without purpose.
always reflect purpose. usually reflect - due to either too
purpose. much or too little
expression.
*Student's movements
rarely reflect purpose.
Preparation Exceptional Good Fair Poor
*Student's lines are *Student delivers lines *Student has trouble *Student cannot
delivered flawlessly and hits marks well delivering lines perform without the
from memory. and with few errors. without calling for book.
*Student fluidly *Student spent an them. *Student has no
delivers her/his lines appropriate amount of *Student lacks any fluidity and is
while hitting their time preparing for fluidity in movement obviously not
marks confidently. project. and delivery of lines; prepared.
*Student obviously did not spend nearly
spent a significant enough time in
amount of time on preparation.
project and came to
class ready and
 prepared.
Focus Exceptional Good Fair Poor
*Student stays *Student weaves in *Student never truly *Student makes little
completely immersed and out of character immerses enough into to no attempt at
in their character slightly throughout their character to staying in any type of
throughout the entire performance. produce any kind of character.
performance. *Student subtly breaks believability. *Student lacks focus
*Student never breaks focus when thinking of *Student's focus is and seems unprepared.
focus, even during next line/cue or out of easily broken;
missed lines/cues. obvious nervousness. attention wavers often.

E. Your Final Task (15 minutes)

Task 5 – Playbill
NOTE:
 The four (4) groups will be asked to create their own playbill, which should stand as an
invitation to the audience to watch the play entitled “Death of a Salesman” by Arthur Miller.

(Note: If there would be no enough time to present, the activity will be continued tomorrow.)

F. Assignment
My Treasure
 Create a slogan showing the symbol of respect and love based on the play entitled the “Death
of a Salesman” by Arthur Miller.

Remarks:

Additional Resources:
 Grade 9 English Module or Learner’s Material
 Grade 9 Teacher’s Guide

Prepared by:
_________________________
Ms. Lilibeth T. Potane
Student Teacher

Checked by:
_________________________
Ms. Vanessa N. Delos Reyes
Cooperating Teacher

NOTED:

__________________________________________________
MARIA VICTORIA MARIVIC DELOS REYES
Head Teacher III