Detailed Lesson Plan in English 9: (First Quarter)

DETAILED
LESSON
PLAN IN
ENGLISH 9
(First Quarter)
DAILY LESSON PLAN DEVELOPMENT TEAM
(Camarines Norte Division)
Role in the DLP

Development
Name of Teacher Accomplishment (Indicate title of the Lesson)
Writer/Validator/Demo-
Teacher/Illustrator
1. Jennifer Ann C. Rait Editor Lesson 1 – Recognizing Roles
Lesson 1 – Recognizing Roles
2. Lovella B. Avellana Writer
Lesson 2 – Maximizing my Strength
3. Al Bambino M. Camino Writer Lesson 2 – Maximizing my Strength
4. Merly M. Retig Writer Lesson 3 – Leaving a Legacy
Lesson 3 – Leaving a Legacy
5. Eva Day B. Valentino Writer
Lesson 4 – Coping with Challenges
6. Analyn M. Eboña Writer Lesson 4 – Coping with Challenges
7. Cecile F. Bustamante Writer / Demo Teacher Lesson 5 – Living with a Purpose
Lesson 5 – Living with a Purpose
8. Eunice M. Lonizo Writer
Lesson 6 – Celebrating Self Worth
9. Manuel R. Yasis Writer Lesson 6 – Celebrating Self Worth
10. Anita G. Recodo Writer / Validator Final Task – Speech Choir Presentation
11. Lourdes B. Mesa Validator All Lessons
12. Francisco Torrero Validator All Lessons
13. Emma V. Dasco Validator All Lessons
NAME OF TEACHER DEMONSTRATION TEACHERS SCHOOL
1. Mahalia D. Sural San Roque National High School

2. Nenita E. Sergio Mercedes High School
3. Cecile F. Bustamante Labo Science and Technology High School
4. Joy G. Alberto Moreno Integrated School
5. Marilyn J. Rempillo Vinzons Pilot High School
6. Jovelyn S. Florece Jose Panganiban National High School
7. Mila Rosa L. Olboc Basud National High School
8. Roujin Kyle Y. Magana Basud National High School
9. Francia R. Sanchez Tulay na Lupa National High School
ii
TABLE OF CONTENTS
CONTENT PAGE
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i
School Grade Level 9 Quarter 1
Teacher Learning Area ENGLISH
Teaching Date and Time CODE ENG19Q1W1D1
The learner demonstrates understanding of how Anglo-American literature and other text
types serve as means of enhancing the self; also how to use processing, assessing,
A. Content Standards summarizing information, word derivation and formation strategies, appropriate word
order, punctuation marks and interjections to enable him/her to participate activelyin a
I. OBJECTIVES
speech choir.
The learner activelyparticipates in a speech choir through using effective verbal and non-
B.Performance
verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial
Standards
Expressions, Body Movements/ Gestures and Audience Contact.
ENRC-Ia-16 - Share knowledge about the topic.
C. Learning
EN9VC-Ia-3.8 - Infer thoughts, feelings and intentions in the material viewed. Point out
Competencies/
qualities of man in performing one’s role through an interview.
Objectives
II. CONTENT (Subject
The Seven Ages of Man (William Shakespeare)
Matter/Lesson)
1. Teacher’s
Page 1-3
Guide pages
2. Learner’s
III. LEARNING RESOURCES
Materials Page 3-6

A. REFERENCES
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
B. Other Learning Speaker/laptop
Resources/Materials https://www.youtube.com/watch?v=X9JExlvPwcs&t=43s
AVERAGE ADVANCE
Task 1 “Three-minute Letter Search Riddle Task 1 “Three-minute Letter Search
Game.” Riddle Game.”
Distribute colored papers to the class then Distribute colored papers to the class
let them group themselves accordingto the then let them group themselves
color of the paper. according to the color of the paper.
Search for the missing letter as suggested Search for the missing letter as
by each statement. Write the letters in the suggested by each statement. Write the
IV. PROCEDURES
given sheet and place the letters in the box. letters in the given sheet and place the
letters in the box.
A. Reviewing previous
1. I am the first letter of right.
lesson or presenting 1. I am the first letter of right.
2. You’ll find me in boar but not in bear.
the new lesson
3. I’m in the middle of ceiling. 2. You’ll find me in boar but not in
4. You’ll find me in ore but not in our. bear.
5. I have the sound of sea. 3. I’m in the middle of ceiling.
Put the letters together to come up with the 4. You’ll find me in ore but not in
answer to this riddle. What is it in life that I our.
have to perform? 5. I have the sound of sea.
Put the letters together to come up with
The first one to give the correct answer wins. the answer to this riddle. What is it in life
that I have to perform?
1
The first one to give the correct answer
wins.
Task 2 – “All for the Best” Task 2 – “All for the Best”
Ask the class if they have plans for their Ask the class if they have plans for their
lives, family, in school and in their career. Do lives, family, in school and in their career.
you think you have roles to perform. Do you think you have roles to perform.
Form small groups of five and let them Form small groups of five and let them
answer the following: answer the following:
1.What kind of role in life… 1.What kind of role in life…
a. interest you most? a. interest you most?
b. helps put you in a happy mood? b. helps put you in a happy
c. do you prefer/enjoy doing? You mood?
like most? c. do you prefer/enjoy doing?
You like most?
2. What are your talents or things
you can do well? 2. What are your talents or things
B.Establishing a 3. Give reasons for your choices. you can do well?
purpose for the 4. Accomplish the table on page 4. 3. Give reasons for your choices.
lesson 4. Accomplish the table on page 4.
Share the output in class.
Share the output in class.

Role in Life that….. Role in Life that…..
Intere I I Puts me Showc reas Interes I I like Puts Showc
st me pref lik in a as the t me prefer best me in as the
most er or e happy talent/t most or a talent/t
enjo be mood hings I enjoy happy hings I
y st can do doing mood can do
doin well well
g
C. Presenting
Complete the data of the table page 4. Complete the data of the table page 4.
examples/instances
Share and compare the list with other Share and compare the list with other
of the new lesson
groups. groups.
Task 3 – Inspirations
Recall a person (you know personally,
through reading or through watching a
movie) who has been successful in
performing an important role in his life.
D. Discussing new a. Who is someone that inspires you Interview at least five classmates and
concepts and because he/she is very effective in find out how they perform their roles in
practicing new skills performing his/her roles in life? life.
#1 b. What are his/her qualities that led
him/her to become successful?
Write the qualities on the worksheet on page
4.
Let the class watch a video clip of a

E.Discussing new Let the class watch a video clip of a person
person who become successful in
concepts and who become successful in performing his
performing his roles not only in his life but
practicing skills #2 roles not only in his life but to others.
to others.
2
- Video clip of Jack Ma – Believe in - Video clip of Jack Ma – Believe
your dreams in your dreams
https://www.youtube.com/watch?v= https://www.youtube.com/watch
X9JExlvPwcs&t=43s ?v=X9JExlvPwcs&t=43s
Infer thoughts and qualities of Jack Ma Infer thoughts and qualities of Jack Ma
that help him perform important role in his life that help him perform important role in his
F.Developing mastery
and others lives. life and others lives.
Share answers to the class. Share answers to the class.
What are yours roles in life.? Explain What are yours roles in life.? Explain
G. Making Why is it important to recognize roles in life? Why is it important to recognize roles in
generalizations and In your opinion do you think attitude or life?
abstractions about qualities of a person would help in In your opinion do you think attitude or
the lesson performing one’s role? Why? qualities of a person would help in
performing one’s role? Why?
Task 5 Looking Back-

Let the class follow the instructions on
Task 5 Looking Back- page 5.
Let the class follow the instructions on page  Look back at the ideas you
5. listed in ALL for the BEST
 Look back at the ideas you listed in phase. Find out which of them
ALL for the BEST phase. Find out you will change or add to the
which of them you will change or ones in the chart. Present the
add to the ones in the chart. output in the class.
Present the output in the class.
Role in Life that I …..
H. Finding practical Playe How I A Ho Hope rea Role in Life that I …..
applications of d felt m wI /wish son Play How A Ho Hop rea
concepts and skills befor about pl feel to ed I felt m wI e/wi son
in daily living e it ayi abo play befo about pl feel sh
ng ut it in the re it ay abo to
no future in ut it play
w g in
no the
w futu
re
Ask 6 Focus Questions

Ask 6 Focus Questions
Let the class answer this question?
Let the class answer this question?
How can I perform my roles in life
How can I perform my roles in life
effectively?
effectively?
 What roles can I perform that will
 What roles can I perform that
make a difference in my life?
I. Evaluating learning will make a difference in my life?
 Why is it important to recognize my
roles in life?  Why is it important to recognize
my roles in life?
 How can I perform my roles in life
 How can I perform my roles in
effectively?
life effectively?
3
Let the class give their roles in protecting
J. Additional activities our environment and in maintaining
Let the class give their roles in protecting our
for application or cleanliness.
environment and in maintaining cleanliness.
remediation
V. REMARKS For average class give follow up questions.

A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the lesson
work? No. of
learners who have
caught up w/ the
lesson
D. No. of learners who
VI. REFLECTION
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these 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?
4
Teaching Date and Time Code ENG9Q1W1D2
The learner demonstrates understanding of how Anglo-American literature and

other text types serve as means of enhancing the self; also how to use
A. Content Standards processing, assessing, summarizing information, word derivation and formation
strategies, appropriate word order, punctuation marks and interjections to enable
him/her to participate activelyin a speech choir.
I. OBJECTIVES
The learner activelyparticipates in a speech choir through using effective verbal

B. Performance
and non-verbal strategies based on the following criteria: Focus, Voice, Delivery,
Standards
Facial Expressions, BodyMovements/ Gestures and Audience Contact.
1. Analyze literature as a means of discovering the self. ENLT-Ia-14.1
C. Learning 2. Perform a task by following instructions. EN9LC-Ia-3.6
Competencies/ 3. Use appropriate prosodic features when delivering lines of poetry.EN9OL-Ia-
Objectives 1.15

Matter/Lesson)
1. Teacher’s Guide
PAGE 4-5
pages
A. REFERENCES
2. Learner’s Materials
Page 7-9
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource portal
B. Other Learning Resources
AVERAGE ADVANCE
Ask the class what they have recalled in Ask the class what they have recalled in
A. Reviewing previous lesson
their activities in last session. their activities in last session.
or presenting the new
What qualities of man, would help in What qualities of man, would help in
lesson
performing their roles in life? performing their roles in life?
Show pictures of infant, baby, school Show pictures of infant, baby, school
boy, teenager, working person, adult boy, teenager, working person, adult
and old man and let them arrange into and old man and let them arrange into
order. order.
IV. PROCEDURES
B. Establishing a purpose for

Ask the class what would be the Ask the class what would be the
the lesson
connection of the pictures in the story connection of the pictures in the story
that they are going to read. that they are going to read.
Task 8 Ten Minutes IMAGE TALK Task 8 Ten Minutes IMAGE TALK
Make them do the following: Make them do the following:
- What do you think the drawing - What do you think the drawing
C. Presenting wants/intends you to believe? wants/intends you to believe?
examples/instances of the - Does it answer question: - Does it answer question:
new lesson What roles can I perform that What roles can I perform that
will make a difference in my will make a difference in my
life? life?
5
How does the picture make How does the picture make
you feel about recognizing you feel about recognizing
and performing roles in life? and performing roles in life?
Task 9 For Significant Human Task 9 For Significant Human

Experience Experience
Reading a poem paves the way in Reading a poem paves the way in
making meaning in life. making meaning in life.
D. Discussing new concepts
and practicing new skills
Let the class read the selection then Let the class read the selection then
#1
observe proper stress and the correct observe proper stress and the correct
sound of the letters that make up the sound of the letters that make up the
words. words.
Task 10 SGDW Task 10 SGDW

Divide the class into 4 groups Divide the class into 4 groups
Let them answer the following? Let them answer the following?
Group 1 Group 1
a. What comprise the seven a.What comprise the seven ages
ages of man? of man?
b. What describe the school boy b.What describe the school boy
attitude toward school? attitude toward school?
c. What other comparison are c.What other comparison are used
used in the poem? in the poem?
d. What physical and mental d. What physical and mental
change take place as man change take place as man
reaches the sixth and seven reaches the sixth and seven
ages? ages?
Group 2 Group 2
a. Do you agree with the a. Do you agree with the persona’s
persona’s description of old description of old age? Why?
age? Why? b. What other acceptable
b. What other acceptable descriptions of old age can
descriptions of old age can you think of?
E. Discussing new concepts you think of? c. How are the seven ages of man
and practicing skills #2 c. How are the seven ages of describe by the persona
man describe by the persona d. How do the roles of man differ
d. How do the roles of man differ based on the persona’s description?
based on the persona’s
description?
Group 3 Group 3
a. Do you think the persona has a. Do you think the persona has
a great understanding of the a great understanding of the
universal of man performing a universal of man performing a
role in each stage? role in each stage?
b. Which lines describe the roles b. Which lines describe the roles
in life that man performs? in life that man performs?
c. Under what circumstances it c. Under what circumstances it
may be better to be young may be better to be young
rather than be old, vice rather than be old, vice
versa in performing roles in versa in performing roles in
life? life?
d. How does the poem make you d. How does the poem make you
feel about the importance of feel about the importance of
recognizing and performing a recognizing and performing a
role in life effectively? role in life effectively?
6
Group 4 Group 4
a. Why is it acceptable/better to a. Why is it acceptable/better to

recognize and perform your recognize and perform your
role in life? role in life?
b. What are the advantages and b. What are the advantages and
disadvantages of not disadvantages of not
recognizing and performing recognizing and performing
your roles in life. your roles in life.
c. What would the most effective c. What would the most effective
way of performing your role in way of performing your role in
life? life?
Share responses in class. Share responses in class.
What kind of roles in life are conveyed What kind of roles in life are conveyed in
in the poem? the poem?
F. Developing mastery
How important is the poem’s message How important is the poem’s message
in your life? in your life?
What are the seven stages of man as What are the seven stages of man as
G. Making generalizations
mentioned in the poem? mentioned in the poem?
and abstractions about
Inputs on different stages of man. Inputs on different stages of man.
the lesson
H. Finding practical Let the class identify the physical and Let the class identify the physical and
applications of concepts mental changes that take place as they mental changes that take place as they
and skills in daily living reach their adolescence stage. reach their adolescence stage.
Ask the students the following: Ask the students the following:
a. Where do you see yourself in a. Where do you see yourself in
five years? In 10 years/In 15 five years? In 10 years/In 15
I. Evaluating learning
years? years?
b. What choices will you have to b. What choices will you have to
make to achieve these goals? make to achieve these goals?
J.
Additional activities for As adolescents what qualities you must As adolescents what qualities you must
application or remediation possess to achieve your goals in life? possess to achieve your goals in life?
V. REMARKS
earned 80% in the
evaluation
require additional
VI. REFLECTION
activities for remediation

C. Did the lesson work? No.
of learners who have
caught up w/ the lesson
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
7
localized materials did I
use/discover which I wish
to share with other
teachers?
8
Pictures to be arranged
9
I. OBJECTIVES
speech choir.
B. Performance
Standards
EN10LT-IV-b-2.2.2 . Explain the literary device used.
C. Learning
EN10LT-IVb-2.2 Explain how the elements specific to a genre contribute to the theme of
Competencies/
a particular literaryselection.
Objectives
Differentiate sounds and sensory images as literary device.
Matter/Lesson)
Page 1-3
pages
A. REFERENCES
2. Learner’s
Page 3-6
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource portal
Speaker/laptop
B. Other Learning
ttps://www.ereadingworksheets.com/figurative-language/poetic-devices/
Resources/Materials
AVERAGE ADVANCE
A. Reviewing previous What important ideas have you recalled in the What important ideas have you recalled in
lesson or presenting poem The Seven Ages of Man? the poem The Seven Ages of Man?
the new lesson
Divide the class into 5 groups let them read Divide the class into 5 groups let them
aloud the selection. read aloud the selection.
Try to make the meaning of the words come Try to make the meaning of the words
B. Establishing a
alive by using good expressions. come alive by using good expressions.
purpose for the
Produce critical sounds. Produce critical sounds.
lesson
IV. PROCEDURES
Use the appropriate stress and produce the Use the appropriate stress and produce
correct sound of the letters. the correct sound of the letters.
Task 10-SGDW Task 10-SGDW

Group 1. Looking for Group 1. Looking for
Rhymes Group 2 The Best Rhymes Group 2 The Best
C. Presenting
Clue Group 3 Sound Device Clue Group 3 Sound Device
examples/instances
Group 4 Imagery Group 4 Imagery
of the new lesson
Group Word Bank Group Word Bank
Share their findings to the class. Share their findings to the class.
D. Discussing new
concepts and Process students activity on sounds; Process students activity on sounds;
practicing new skills a. What are the types of RHYMES a. What are the types of RHYMES
#1
10
b. What is a sound device used to b. What is a sound device used
suggest actions, movements and to suggest actions, movements
meanings? and meanings?
c. What are the words that have c. What are the words that
repetition of consonant and vowel have repetition of consonant
sound? and vowel sound?
Process students activity on Imagery Process students activity on Imagery

a. How do the descriptions help in a. How do the descriptions help in
E. Discussing new making sense of the poem. making sense of the poem.
concepts and b. As expressed by the speaker how b. As expressed by the speaker
practicing skills #2 do the images, sounds and feelings how do the images, sounds and
clearlyconveyed? feelings clearlyconveyed?
Process students output on word bank if the Process students output on word bank if
description fits the words or phrases. the description fits the words or phrases.
What literary device refers to the

What literary device refers to the repetition of
repetition of consonant sound?
consonant sound?
Vowel sound?
Vowel sound?
What is the difference between
What is the difference between consonance consonance and alliteration?
G. Making and alliteration?
What literary device create the clear
generalizations and What literary device create the clear pictures
pictures in mind?
abstractions about in mind?
What are the different literary device
the lesson What are the different literary device used in
used in the poem The Seven Ages
the poem The Seven Ages of Man
of Man
Inputs on consonance. Assonance and Inputs on consonance. Assonance and
Alliteration. Alliteration.
Present phrases and lines of a poem and let Present phrases and lines of a poem and
the students find the consonance. let the students find the consonance.
Assonance and Alliteration. Assonance and Alliteration.
H. Finding practical 1. Should the glee-glaze 1.Should the glee-glaze

applications of 2. In Death’s –stiff-stare 2.In Death’s –stiff-stare
concepts and skills in 3. Sweetness, always 3.Sweetness, always
daily living 4. Verses of pastry which melt into 4.Verses of pastry which melt into
milk and sugar in the mouth milk and sugar in the mouth
5. Flash and flesh 5.Flash and flesh
Identify the literary device used Identify the literary device used
In the following: In the following:
1. An old lump of snow melted in the 1. An old lump of snow melted in the
corner. corner.
Assonance b. imagery a.Assonance b. imagery
c. alliteration c. alliteration
2. He saw the cost and hauled off. 2. He saw the cost and hauled off.
a. Assonance b. imagery b. Assonance b. imagery
3. The chirping crickets filled the empty night 3. The chirping crickets filled the empty
air. nightair.
a. Assonance b. imagery b. Assonance b. imagery
11
4. The grass grew green in the graveyard. 4. The grass grew green in
a. Assonance b. imagery the graveyard.
c. alliteration a.Assonance b. imagery
5. jumped in the jar of jelly. c. alliteration
a. Assonance b. imagery 5. jumped in the jar of jelly.
c. alliteration a.Assonance b. imagery
6. You could paddle through the spittle in the c. alliteration
bottle. 6. You could paddle through the spittle in
a. Assonance c. imagery the bottle.
b. consonance a.Assonance c. imagery
b.consonance
J. Additional activities
for application or Look for examples of rhymes. Look for examples of rhymes.
remediation
V. REMARKS
earned 80% in the
evaluation
require additional
activities for
remediation
C. Did the lesson work?
No. of learners who
have caught up w/
the lesson
VI. REFLECTION
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to share
with other teachers?
12
The learner demonstrates understanding of how Anglo-American literature and other

text types serve as means of enhancing the self; also how to use processing,
A. Content Standards assessing, summarizing information, word derivation and formation strategies,
appropriate word order, punctuation marks and interjections to enable him/her to
participate activelyin a speech choir.
The learner activelyparticipates in a speech choir through using effective verbal and
B. Performance
non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial
Standards
EN9V-Ia-I - Provide words or expressions appropriate for a given situation.
a. Express agreement and disagreement with the ideas of the speaker
I. OBJECTIVES
C. Learning b. Rearrange jumbled words to form an opinion and respond using expressions of
Competencies/ agreement or disagreement.
Objectives c. Create dialogue using expressions of agreement or disagreement with voic e
quality and facial expression.

Matter/Lesson) - Expressing Agreement-Disagreement
pages Page 11-12
2. Learner’s
Page 16- 26
Materials pages
3. Textbook pages
A. REFERENCES
4. Additional
Materials from
Learning
Resource portal
B. Other Learning ENGLISH EXPRESS WAYS II,207,PP109,2080209

https://www.teach-this.com/functional-activities-worksheets/agreeing-disagreeing
Resources/Materials
cartolina pentouch
AVERAGE ADVANCE
What insights have you gained in the What insights have you gained in the poem
lesson or presenting
poem The Seven Ages of Man? The Seven Ages of Man?
the new lesson
Let the class read again the poem. Let the class read again the poem.
Do you agree with the persona’s Do you agree with the persona’s
IV. PROCEDURES
description of the last age of man in the description of the last age of man in the
last two lines of the poem? Why? last two lines of the poem? Why?
B. Establishing a purpose
for the lesson Based from the responses in the guide Based from the responses in the guide
questions questions
Which words express agreement? Which words express agreement?
Disagreement? Disagreement?
Task 1 Read the sample mini dialogues Task 1 Read the sample mini dialogues
C. Presenting
aloud and spot the presence of aloud and spot the presence of
examples/instances of
words/expressions indicating agreement words/expressions indicating agreement or
the new lesson
or disagreement on page 17. disagreement on page 17.
13
Task 2 Present different expressions and
let the students identify the expressions
of agreement and disagreement.
There is no doubt about it that... Task 2 Positive Roles
I completely/ absolutely agree with you. Read again the poem?
I am of the same opinion. Answer the following:
That’s exactlywhat I think. a. What is it all about?
I'm afraid, I can't agree with you. b. Find lines that suggest man has
The problem is that... to perform in line?
I (very much) doubt whether... c. Specify which lines clearlypoint
D. Discussing new
This is in complete contradiction to... out positive sign of performing
concepts and
With all due respect,… roles in life
practicing new skills
I am of a different opinion because ... Talk about which of them they
#1
I cannot share this / that / the view. agree or disagree.
I cannot agree with this idea. d. Use words/expressions indicating
What I object to is... their purpose
I have my own thoughts about that. e. Share their ideas with the class
You’re absolutely right. Process their responses and give
That’s not entirely true feedback.
I’m not sure about that.
So do I.
I think so too.
Task 3 Rearranged the jumbled sentences

to form opinions.
1. season the best summer is
Opinion ________ _
Response_____ _ _ __
2. much advertising is TV too
there on
Opinion ______
3. I the world in sport the football is
think best Task 3 Rearranged the jumbled sentences
E. Discussing new
concepts and Opinion__________________Re to form opinions. See attached worksheet.
practicing skills #2 sponse______
4. cats in better my dogs
are opinion than
Opinion _______ _ _
5. I internet that much time the
people too believe on waste
Opinion___ _ _ _ ___
14
Write your response to each opinion using Write your response to each opinion using
F. Developing mastery an expressions in explaining your an expressions in explaining your answer.
answer.
What are the words that would express What are the words that would express
G. Making
agreement and disagreement? agreement and disagreement?
generalizations and
Are there many ways in expressing Are there many ways in expressing
abstractions about the
agreement and disagreement? agreement and disagreement?
lesson
Group the students into 4 and express
Group the students into 4 and express their
their ideas in the given situation.
ideas in the given situation.
a. Do you agree in a random drug
a. Do you agree in a random drug
H. Finding practical testing to high school students?
testing to high school students?
applications of b. Prohibiting use of plastics.
b. Prohibiting use of plastics.
concepts and skills in c. College entrance examination
c. College entrance examination
daily living among Senior High School
among Senior High School
students?
students?
d. Lowering the age of criminal d. Lowering the age of criminal
liabilityto 9 years old.
liabilityto 9 years old.
Paired activity. Let them create a short
dialogue from the following Paired activity. Let them create a short
scenario/statement using expressions of dialogue from the following
agreementand disagreement. scenario/statement using expressions of
agreement and disagreement.
a. Invitation of a friend to watch a a. Invitation of a friend to watch a
movie during class hours. movie during class hours.
I. Evaluating learning b. Go to the mall without b. Go to the mall without permission
permission of parents. of parents.
c. Computers are better than c. Computers are better than
television. television.
d. Children shouldn’t have phones. d. Children shouldn’t have phones.
Rubric for rating Rubric for rating PLS SEE

PLS SEE attached sheet attached sheet
J. Additional activities for
Study the next lesson about Study the next lesson about
application or
punctuation Marks. punctuation Marks.
remediation
V. REMARKS
earned 80% in the
evaluation
require additional
activities for
remediation
No. of learners who
VI. REFLECTION
have caught up w/ the

lesson
continue to require
remediation
15
strategies worked
well? Why did these
work?

encounter which my
principal or supervisor
can help me solve?
localized materials did
I use/discover which I
wish to share with
other teachers?
16
Arranged the jumbled sentences to form opinions. Write your response to each opinion using expressions of agreement or
disagreement.
1. season the best summer is

Opinion ________________________________________________________________
Response _________ __ _ _ _ __ _ _ _ __ _ _ _ ____________
2. much advertising is TV too there on
Opinion _______ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ _
Response_____ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ __
3. I the world in sport the football is think best
Opinion___ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ ____________
Response_____ _ _ __ _ _ _ __ _ _ _ __ _ _ _ ____________
4. cats in better my dogs are opinion than
Opinion _______ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __
Response_____ _ _ __ _ _ _ __ _ _ _ __ _ _ _ ____________
5. I internet that much time the people too believe on waste
Opinion___ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ ____________
Response_____ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ __
6. learn is easy English to
Opinion___ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ ____________
Response_____ _ _ __ _ _ _ __ _ _ _ __ _ _ _ ____________
7. best think ever wars is I star the movie
Opinion___ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ _
Response _________ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __
8. than time is moneyimportant more
Opinion___ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ _
Response _________ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __
9. rude to friend arriving a is meet late
Opinion _______ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ ___
Response _________ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ ___
10. to by way best is travel train the
Opinion _______ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ ___
Response _________ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ ___
17
Rubric
Criteria 10 8 6 4
All information is well Information is well Information Information is
ORGANIZATION organized in a logical organized with one is well poorly organized
order. minor error. organized with more than two
with two errors.
errors.
The message to the The The message to the The
MESSAGE listener is clear and message to listener is somehow clear. message to
strong. the listener the listener
is clear. is unclear.
The dialogue is The dialogue is The dialogue is The dialogue is not
PRESENTAT ION presented in a clear presented in a clear presented in a clear clearlypresented.
voice. The presenters voice. The presenters voice. The presenters Little eye contact
made consistent eye made some eye made little eye contact was made with the
contact with the contact with the with the audience. audience.
audience. audience.
Group the students into 5 and express their ideas

in the given situation.
a. Do you agree in a random drug testing to high
school students?
c. College entrance examination among Senior
High School students?
d. Lowering the age of criminal liability to 9
years old.
18
Paired activity. Let them create a short dialogue from the following scenario/statement using expressions of agreement and
disagreement.
a. Invitation of a friend to watch a movie during class hours.

b. Go to the mall without permission of parents.
c. Computers are better than television.
d. Children shouldn’t have phones.
Paired activity. Let them create a short dialogue from the following scenario/statement using expressions of agreement and
disagreement.
a. Invitation of a friend to watch a movie during class hours.

b. Go to the mall without permission of parents.
c. Computers are better than television.
d. Children shouldn’t have phones.
Rubric for rating PLS SEE attached sheet
Group the students into 5 and express their ideas in the given situation.
a. Do you agree in a random drug testing to high school students?
c. College entrance examination among Senior High School students?
d. Lowering the age of criminal liability to 9 years old.
19
Group Activity: Agree or Disagree?
Group Activity: Agree or Disagree?

After defining “strongly agree,” “agree,” “disagree” and “strongly disagree,”
the leader reads out different statements of opinion and the students react appropriately
ROUND ONE:
Students who agree, touch their shoulders.
Students who disagree touch their waists.
ROUND TWO:
Students who strongly agree hop up and down.
Students who agree march in place.
Students who disagree sit down.
Students who strongly disagree lie down on the floor.
RO UN D THREE:
Students with different opinions run to different spots in the room, defined by the
leader. You could write the words on paper and tape them up to remind the
kids where to go.
Add more rounds!
Example statements of opinion for you to use:
1. Milk is better than juice.
2. Children should be allowed to c ross the street without their parents.
3. Computers are better than televisions.
4. Girls rule!
5. Boys rule!
6. Playing at the playground is better than reading a book.
7. Non-fiction is more interesting than fiction.
8. Caves are fun to explore.
9. Recycling is important.
10.Bedtime should be at 11 pm.
11. Children should be allowed to
vote. 12.Cars are better than bicycles.
You get the idea — have fun
20
The learner demonstrates understanding of how Anglo-American literature and other text types
A. Content serve as means of enhancing the self; also how to use processing, assessing, summarizing
Standards information, word derivation and formationstrategies, appropriate word order, punctuationmarks
and interjections to enable him/her to participate actively in a speech choir.
The learner activelyparticipates in a speech choir through using effective verbal and non-verbal
B. Performance
strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body
Standards
I. OBJECTIVES
Movements/ Gestures and Audience Contact.

EN9RC-Ib-16: Share prior knowledge about a text topic
EN9WC-Ib-8: Distinguish between and among informative, journalistic, and literary writing
C. Learning a. Identify the characteristics of an informative writing
Competencies/
Objectives EN9G-Ib-1.6/1.7: Use appropriate punctuation marks and capitalization to convey meaning
a. identify the use of capitalization and punctuation marks
b. write a paragraph using capitalization and punctuation marks
c. give the importance of using capitalization and correct punctuation marks
Lesson 1 – Recognizing Roles in Life
 Use of Capitalization and Punctuation Marks
Matter/Lesson)
 Informative/Journalistic and Literarywritings
1. Teacher’s
12-13
Guide pages
2. Learner’s
Materials 18-20
A. REFERENCES
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
Video clips, pictures, worksheet
https://www.youtube.com/watch?v=TTbE8AYPgtk
B. Other Learning
https;//www. Teach-nology.com
Resources
www.mometrix.com/academy/informative-text/
AVERAGE ADVANCED
Present the photo to the class. Present the photo to the class.
1. Ask for their observations. 1. Ask for their observations.

IV. PROCEDURES
A. Reviewing
previous lesson
or presenting the
new lesson
21
Processing: Processing:
1. Did you understand the message on 1. Did you understand the message on
the billboard? the billboard?
2. Does it suggest a clear message? 2. Does it suggest a clear message?
3. What makes the message confusing? 3. What makes the message
How will you address the problem? confusing? How will you address the
problem?
Present the text to the class.

Present the text to the class.
(Note: Teacher mayuse newspaper or an
(Note: Teacher mayuse newspaper or an
excerpt of an informative writing.)
excerpt of an informative writing.)
You, like others, have important roles to
You, like others, have important roles to
play that make you interested in shaping
play that make you interested in shaping
yourself to become a healthy and developed
yourself to become a healthy and developed
young adult. Learning how to recognize and to
young adult. Learning how to recognize and
perform your roles effectively is a good
to perform your roles effectively is a good
indicator that you’re a responsible individual
indicator that you’re a responsible individual
using even your past experiences to make a
using even your past experiences to make a
difference in your life. This can enhance your
difference in your life. This can enhance your
understanding of the world. Somehow you
understanding of the world. Somehow you
have to continue finding out just what it is that
B. Establishing a have to continue finding out just what it is that
fits you. So whatever it is that you do of
purpose for the fits you. So whatever it is that you do of
significance, willingly and graciously, you have
lesson significance, willinglyand graciously, you have
to prove to yourself and to others that you can
to prove to yourself and to others that you
excel. Try your best. Concentrate on ways to
can excel. Try your best. Concentrate on
perform well. You’ll surely feel better if you do.
ways to perform well. You’ll surely feel better
if you do. Processing. (Random)
Processing. (Random)
1. How are the first letters of each
1. How are the first letters of each
sentence written? (Capitalized)
sentence written? (Capitalized)
2. How do the sentences end?
2. How do the sentences end?
3. What do you use to adjust the pace
3. What do you use to adjust the pace
of reading the lines? (Punctuation
of reading the lines? (Punctuation
marks)
marks)
4. What kind of text have you read?
4. What kind of text have you read?
Presentation of the Lesson Objectives.
Presentation of the Lesson Objectives.
Read the sample article A Short History of
Read the sample article A Short History of
C. Presenting Punctuation by: Polly M. Robertus p18
Punctuation by: Polly M. Robertus
examples/instan
p18
ces of the new Processing: Is the article easy to read? If not,
Processing: Is the article easy to read? If
lesson what could be the reasons why you find it
not, what could be the reasons why you find
difficult to understand?
it difficult to understand?
Pair work: Pair work:
1. What have you observed as unusual 1. What have you observed as unusual
D. Discussing new in the article? (some lines are written in the article? (some lines are
concepts and in an inverted pattern) written in an inverted pattern)
practicing new 2. Write a list of your observations.
skills #1 ( No spaces between words, no 2. Write a list of your observations.
punctuations, no capitalization and 3. What is the article all about?
some lines were written in an inverted 4. What punctuation marks are
pattern.) described in the article?
22
3. What you have read is an example of 5. When do we use comma? Colon?
an informative article. What are the Dash? Hyphen?
characteristics of an informative text? 6. What you have read is an example
of an informative article. What are
the characteristics of an Informative
Presentation and processing. (Random) text?
Lecture: On Using Capitalization and
Punctuation Marks and Informative Article. Presentation and processing.
Video Presentation
(Random)
https://www.youtube.com/watch?v=TTbE8AYP
Lecture: On Using Capitalization
gtk
and Punctuation Marks and
An informative text is a very straightforward Informative Article. Video
piece of writing. The purpose of an informative Presentation
text is to educate and enlighten the reader. It’s https://www.youtube.com/watch?v=
TTbE8AYPgtk
to convey information from the writer to the
reader. It’s very straightforward, because it’s An informative text is a very straightforward
not persuasive. It pertains more to facts and piece of writing. The purpose of an
figures. informative text is to educate and enlighten
Reference: the reader. It’s to convey information from
www.mometrix.com/academy/informative-text/
the writer to the reader. It’s very
straightforward, because it’s not persuasive.
It pertains more to facts and figures.
Reference:
www.mometrix.com/academy/informative-
text/
23
A sample of a news article and an excerpt will Group Work.
be presented to the class. Form 8 small groups (according to gender
preference/ interest/ characteristic)
NEWS ARTICLE
What problems in writing and reading are
Philippines Inflation Rate 1958-2018 | Data caused by improper use of
| Chart | Calendar | Forecast Capitalization and punctuation marks?
Sample Problems:
The Philippines' annual inflation rate rose
1. Extraneous Apostrophes
to 6.7 percent in September of 2018 from 6.4
The Problem: People putting apostrophes
E. Discussing new percent in the previous month, and compared
where they don’t belong.
concepts and to market expectations of 6.8 percent. It is the
2. UnnecessaryQuotation Marks
practicing skills highest reading since February2009. Due to a
The Problem: The use of single or double
#2 surge in prices of food and a faster rise cost
quotation marks when nothing is being
of transport. On a monthlybasis, consumer
quoted.
prices went up 0.8 percent, after a 0.9 percent
3. Missing Commas
rise in August. Inflation Rate in Philippines
The Problem: Without commas, sentences
averaged 8.40 percent from 1958 until 2018,
can become run-on blocks of text without any
reaching an all time high of 62.80 percent in
breaks. Example to avoid: I went to the store
September of 1984 and a record low of -2.10 but they were closed so I went home.
percent in January of 1959.
4. Too ManyCommas
The Problem: Just the opposite of missing
commas, it’s possible to include an excessive
Same pairing: amount of commas in one sentence.
1. What is the article all about? 5. Excess Exclamation
24
2. What punctuation marks are The Problem: Too manyexclamation points
described in the article? in a body of work overwhelms the reader and
3. When do we use Comma? Colon? devalues each individual exclamation point.
Dash? Hyphen? 6. It’s versus Its
4. Why is the use of Capitalization and The Problem: It’s all too easy to misuse this
punctuations important? word because its rules are different. (See
5. What kind of text is the news article? what we did there?)
7. The Oxford Comma
Presentation and processing. (Random) The Problem: The lack of a consistent
method for using commas in lists can be
infuriating for grammar pros and casual
readers alike. The Oxford comma, which is
the comma before the final item in a list, is
standard in British writing. In the United
States, it has become commonplace to skip
the last comma, especiallyin journalism, but
the debate about which is right continues.
8. Hyphen (-) vs. Dash (–)
The Problem: All horizontal lines in text are
not created equal.
9. Semi-colons versus Colons
The Problem: Semi-colons are often
misused, particularlywhere a colon should be
used.
10. Quotation Mark Placement
The Problem: Sentence-ending punctuation
marks often go outside of quotation marks
rather than inside, which is where they
belong.
Processing.
Are these problems applicable even in
today’s world?
How do we solve such problems?
What does the article give intends to give the

reader? What is its purpose?
(Group Presentation and processing of

output.)
25
Group Work. SGDW Small Group Differentiated Works
Form 8 small groups (according to gender (group of 5 members)
preference/ interest/ characteristic).
Let the students answer the following
Let the students match the punctuation marks questions. Remind them to use appropriate
and their functions. capitalization and punctuations.
Group 1. What is the summer capital of the
F. Developing A paragraph without proper punctuations will Philippines? Give three reasons why it is
mastery be presented to the students and they will be considered as the summer capital of the
told to punctuate them correctly. Philippines. (AP)
Group 2. List down at least three subjects
(Please see attached worksheet.) in school that you like the most. Give three
reasons why you like those subjects.
Presentation and processing of output. Group 3. What sports do you like to play?
Give at least three benefits that you will get
from it. (MAPEH)
Group 4. Give three most important values

that we should possess? Why? (ESP)
 How important is the use of  How important is the use of

G. Making capitalization and punctuation
generalizations capitalization and punctuation marks?
marks?
and abstractions  What are the characteristics of an
about the lesson  What are the characteristics of an
informative text? informative text?
Group Activity: (Same grouping)

Group Activity: (Same grouping)
Prepare a sample registration form for any of
Prepare a sample registration form for any of
the following:
the following:
1. Membership Form in Campus
1. Contest Entry
Journalism.
H. Finding practical 2. Membership
2. Membership Form in Math Club
applications of 3. Application
3. Membership Form in Yes-O Club
concepts and 4. Raffle entry
4. Membership Form in Fiipino
skills in daily 5. SH Enrolment Form
5. Membeship Form in ESP
living
Construct clear directions on how to fill in
Construct clear directions on how to fill in
the required information using capitalization
the required information using Capitalization
and punctuation marks.
and punctuation marks.
Presentation and processing (Random)
Presentation and processing (Random)
Sensible Role Plan Sensible Role Plan
Imagine yourself two to four years from now. Imagine yourself two to four years from now.
What kind of career/role do you think you What kind of career/role do you think you
might have? Will the computer or new might have? Will the computer or new
I. Evaluating inventions be part of your job? inventions be part of your job?
learning In one paragraph, write a short informative In one paragraph, write a short informative
composition highlighting your role and the composition highlighting your role and the
invention you will use as part of your job. invention you will use as part of your job.
Remember to observe correct capitalization Remember to observe correct capitalization
and to use correct punctuations. and to use correct punctuations.
(please see attached rubrics) (please see attached rubrics)
26
Homework:
Homework:
J. Additional
Write a short oath/pledge/promise that you will Write an informative article on how the
activities for
use capitalization and correct punctuation students should perform their roles
application or
marks at all necessarysituations, even in effectively.
remediation
social media and text messaging. (Observe correct capitalization and
punctuations.)
V. REMARKS
A. No. of learners
who earned 80%
in the evaluation
VI. REFLECTION
B. No. of learners
who require
additional
activities for
remediation
C. Did the lesson
work? No. of
learners who
have caught up
w/ the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
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?
Lovella B. Avellana
27
Sensible Role Plan
Imagine yourself two to four years from now. What kind of career/role do you think you might have? Will the computer or
new inventions be part of your job?
In one paragraph, write a short informative composition highlighting your role and the invention you will use as part of your
job.
Remember to observe correct capitalization and to use correct punctuations.
Use the rubric:

Simple Paragraph Rubric
Criteria 5 4 3 2 1
All sentences Only five Only four Only three Only two
in the sentences in sentences in sentences sentences in
paragraph the paragraph the in the the
Content respond to the respond to the paragraph paragraph paragraph
question. question. respond to respond to respond to
the question. the the question.
question.
The paragraph The The The The
shows a paragraph paragraph paragraph paragraph
logical shows 1-2 shows 3-4 shows 5 has more
Organization arrangement sentences sentences sentences than 5
of ideas of ideas. which are not which are which are sentences
properly not properly not properly which are
organized. organized. organized. not properly
organized.
All rules on Any 1-2 rules Any 3-4 Any 5 rules More than 5
capitalization, are not rules are not are not rules are not
Mechanics of spelling, properly properly properly properly
Writing grammar, etc. observed. observed. observed. observed.
are perfectly
observed.
28
29
Standards information, word derivation and formation strategies, appropriate word order, punctuation marks
and interjections to enable him/her to participate activelyin a speech choir.
B. Performance
Standards
EN9OL-Ib-1.15: Use the appropriate segmentals (sounds of English) and the suprasegmentals or
I. OBJECTIVES
prosodic features of speech when delivering lines of poetry and prose in a speech choir, jazz
chants and raps
a. Identify segmental and suprasegmental or prosodic features of speech
b. Use appropriate Segmentals and Suprasegmentals or prosodic feature of speech
C. Learning when delivering lines of a jazz chant, speech choir and a rap
Competencies/ c. Give the importance of using Segmental and Suprasegmental or prosodic features of
Objectives speech when delivering a rap, jazz chants and/or a speech choir
EN9F-Ib-3.1: Produce the correct beat and rhythm in delivering jazz chants and raps
EN9G-Ib-18: Use interjections to convey meaning
II. CONTENT (Subject Lesson 1 – Recognizing Roles in Life/

Matter/Lesson) Segmental and Suprasegmental or prosodic features of speech
1. Teacher’s
Guide 13-16
pages
1 2. Learner’s
3- Materials 20-24
1 pages
6 3. Textbook
2 pages
0- 4. Additional
2 Materials
4 from
Learning
Resource
portal
Video clips
http://www.sabah.edu.my/smkbft2/phonology.html 1/6/19
B. Other Learning
https://www.youtube.com/watch?v=NmLIogcswnY&list=RDNmLIogcswnY&start_radio=1
Resources
https://www.youtube.com/watch?v=MyoDfMyoDfR or https://youtu.be/hjufl-iKcjM
AVERAGE ADVANCED
IV. PROCEDURES
To what can we associate the use of capitalization

A. Reviewing To what can we associate the use of and punctuation marks in our daily lives?
previous lesson capitalization and punctuation marks in our
or presenting daily lives? What makes it necessaryfor us to follow the rules
the new lesson on the use of capitalization and punctuation
marks?
30
What makes it necessaryfor us to follow the
rules on the use of capitalization and (Let the students answer using rhyming words.)
punctuation marks?
(Let the students answer using rhyming
words.)
Some examples of expressions will be read

by the students. Theywill be asked how did
they achieve effective delivery of these A dialogue will be presented by the students.
expressions. Theywill be asked how they achieved effective
delivery of these expressions.)
p.17
Angelo: You’re the only peson who knows what
really happened.
Malee: That’s not quite true. Sam was there too.
B. Establishing a
purpose for the
The objectives of the lesson will be read.
lesson
The objectives of the lesson will be read.
Give the overview of the lesson/topic.
Give the overview of the lesson/topic. Segmental phonologyis the phonologyof vowels
Segmental phonologyis the phonologyof and consonants; while suprasegmental or prosodic
vowels and consonants; while phonologyinvolves phenomena such as stress
suprasegmental or prosodic phonology (intensity) and tone (pitch).
involves phenomena such as stress
(intensity) and tone (pitch). http://www.sabah.edu.my/smkbft2/phonology.html
http://www.sabah.edu.my/smkbft2/phonolog
y.html
A sample of a Jazz chant will be presented A sample of a Jazz chant will be presented to the
C. Presenting to the students. Theywill be asked to students. Theywill be asked to observe how the
examples/ observe how the lines are delivered, lines are delivered,
instances of the https://www.youtube.com/watch?v=MyoDfM https://www.youtube.com/watch?v=MyoDfRBIKbA
new lesson yoDfR or https://youtu.be/hjufl-iKcjM or https://youtu.be/hjufl-iKcjM
(Lecture)Brieflydiscuss Segmental and Let the students differentiate and discuss

Suprasegmental or prosodic features of Segmental and Suprasegmental or prosodic
speech. (Based on the video presented) features of speech. (Based on the video
D. Discussing new A video of a rap will be presented to the presented)
concepts and students. Theywill be told to identify the A video of a rap will be presented to the students.
practicing new Segmental and Suprasegmental features Theywill be told to identify the Segmental and
skills #1 observed in it. Suprasegmental features observed in it.
https://www.youtube.com/watch?v=NmLIogc
swnY&list=RDNmLIogcswnY&start_radio=1 https://www.youtube.com/watch?v=NmLIogcswnY
&list=RDNmLIogcswnY&start_radio=1
Form Eight (8) Groups and choose from the Form Eight (8) Groups and choose from the
following tasks to work on. following tasks to work on.
E. Discussing new Small Group Differentiated Works: Form Small Group Differentiated Works: Form
concepts and 8 small groups (according to gender 8 small groups (according to gender
practicing skills preference/ interest/ characteristic). preference/ interest/ characteristic).
#2
Give Me Eight (See LM Task 14 p21-24) Give Me Eight (See LM Task 14 p21-24)
31
Group 1 - Yes, it’s Simple but it’s Too Good Group 1 - Yes, it’s Simple but it’s Too Good To
To Miss Miss
Group 2 - Fan Letter to a Role Model Group 2 - Fan Letter to a Role Model
Group 3 - Personal Heroes Group 3 - Personal Heroes
Group 4 - Leading Light Group 4 - Leading Light
Group 5 - Poetic Music Video Group 5 - Poetic Music Video
Group 5 - Poetic Music Video Group 5 - Poetic Music Video
Group 7 - Roles and Concerns Group 7 - Roles and Concerns
Group 8 - High / Low Points Group 8 - High / Low Points
Group Work.
 Let the students identify the Let the students apply the Segmental and
Segmental and Suprasegmental or Suprasegmental or prosodic features of speech by
prosodic features of speech they giving a line of a jazz chant, speech or a rap.
used in their performance. Suggested topics:
F. Developing  Let them enumerate their 1. about a person they admire most
mastery outstanding traits/qualities that help 2. about your outstanding trait/quality and
them perform their roles effectively. attitude
3. What could be the secrets of success in
(random) performing your roles?
32
What are the segmental and What are the Segmental and Suprasegmental or
Suprasegmental or prosodic features of prosodic features of speech?
speech?
SEGMENTAL AND SUPRASEGMENTAL SEGMENTAL AND SUPRASEGMENTAL
SOUNDS SOUNDS
Ramelan(2004:22) classifies sounds into Ramelan(2004:22) classifies sounds into

segmental and suprasegmentals . He segmental and suprasegmentals . He classifies
classifies segmental, which refer to sound segmental, which refer to sound units arranged in
units arranged in a sequential order, the a sequential order, the example above has nine
example above has nine segmental feature, segmental feature, phoneticallytranscribed in the
phoneticallytranscribed in the following way following way /gud-hεvənz/. He classifies
/gud-hεvənz/. He classifies suprasegmentals, which refer to such features as
suprasegmentals, which refer to such stress, pitch, length intonation, and other features
G. Making features as stress, pitch, length intonation, that always accompanythe production of
generalizations and other features that always accompany segmental.
and the production of segmental.
abstractions a. Vowels
about the a.Vowels
lesson According to Jones(2002:12) vowel is when the
According to Jones(2002:12) vowel is when tongue takes up a vowel position, a resonance
the tongue takes up a vowel position, a chamber is formed which modified the qualityof
resonance chamber is formed which produce by the voice, and give rise to a distinct
modified the quality of produce by the voice, quality or timber. He defines a vowel (in normal
and give rise to a distinct quality or timber. speech) as a voiced sound in forming which the air
He defines a vowel (in normal speech) as a issues in a continuous stream through the pharynx
voiced sound in forming which the air issues and mouth, there being a narrowing such as would
in a continuous stream through the pharynx cause audible friction. According to the position of
and mouth, there being a narrowing such as the highest point of the tongue, vowels can be
would cause audible friction. According to classified into front vowels, central vowels, and
the position of the highest point of the back vowels.
tongue, vowels can be classified into front
vowels, central vowels, and back vowels. b. Consonants
33
b. Consonants Consonant may be classified into voice consonant
and voiceless consonant. A voiced consonant is a
Consonant may be classified into voice sound produced when the vocal cords are
consonant and voiceless consonant. A vibrating. While, voiceless consonants is a sound
voiced consonant is a sound produced when made with no vibration of the vocal cord (Dale
the vocal cords are vibrating. While, and Poem, 2005:116).
voiceless consonants is a sound made with
no vibration of the vocal cord (Dale and According to Baker (2005:24) consonants is a
Poem, 2005:116). sound, voiced and voiceless, in which the air
stream is obstructed through a narrowing or
According to Baker (2005:24) consonants is complete closure of the mouth passage in the
a sound, voiced and voiceless, in which the other words. The sound of a consonant depends
air stream is obstructed through a narrowing on whether or not the vocal cords vibrate, where
or complete closure of the mouth passage in and how it is formed.
the other words. The sound of a consonant
depends on whether or not the vocal cords c. Diphthongs
vibrate, where and how it is formed.
Jones (2002: 22) says diphthong is when the
c .Diphthongs sound is made by gliding from one vowel position
to another. Diphthongs are represented
Jones (2002: 22) says diphthong is when phoneticallyby sequences of two letters, the first
the sound is made by gliding from one showing the starting point and the second
vowel position to another. Diphthongs are indicating the direction of movement. He defines a
represented phoneticallyby sequences of diphthong as an independent vowel-glide not
two letters, the first showing the starting containing within itself either a ‘peak’ or ‘trough’ of
point and the second indicating the direction prominence. What is meant by vowel glide is that
of movement. He defines a diphthong as an speech-organs start in the position of one vowel
independent vowel-glide not containing and move in the direction of another vowel. What
within itself either a ‘peak’ or ‘trough’ of is mean by ‘independent’ is that the glide is
prominence. What is meant by vowel glide expressly made, and is not merelyunavoidable
is that speech-organs start in the position of concomitant of sounds preceding and following.
one vowel and move in the direction of Diphthongs are classified into three, namely
another vowel. What is mean by raising/ closing diphthong, falling students and
‘independent’ is that the glide is expressly centring diphthongs.
made, and is not merely unavoidable
concomitant of sounds preceding and d. LengthRhythm
following. Diphthongs are classified into
three, namelyraising/ closing diphthong, The length or quality of a sound is the length of
falling students and centring diphthongs. time during which it is held on continuouslyin a
given word or phrase (Jones,2002 : 232). Rhythm
d. Length Rhythm is represented by means of musical notation.
The length or quality of a sound is the The term ‘lenght’ refers to the period of time during
length of time during which it is held on which a sound is produced in a given utterance
continuouslyin a given word or phrase (Ramelan,2004:29)
(Jones,2002 : 232). Rhythm is represented
by means of musical notation. e. Stress
The term ‘length’ refers to the period of time Stress is the degree of force with which a sound or
during which a sound is produced in a given syllable is uttered (Jones,1987:245). Stress [ ‘ ],
utterance (Ramelan,2004:29) moderate stress (no symbol ),and weak stress [ , ],
for example in the word ‘unimportant’ [ Λn,Im’p‫כ‬:tn
e. Stress
Stress is the degree of force with which a

sound or syllable is uttered
(Jones,1987:245). Stress [ ‘ ], moderate
34
stress (no symbol ),and weak stress [ , ], for
example in the word ‘unimportant’.
[ Λn,Im’p‫כ‬:tn ].
What can you do to perform your role What can you do to perform your role effectively?
H. Finding
effectively? The students will be told to answer the question by
practical
presenting a Jazz chant. Let them use interjections
applications of
The students will be told to answer the to express their emotions.
concepts and
question through rapping. Let them use
skills in daily interjections to express their emotions.
living
 Please see attached rubrics  Please see attached rubrics
Identify whether the term is a Segmental or

Suprasegmental feature of a speech Identify whether the term is a Segmental or
1. Pitch Suprasegmental feature of a speech.
2. Vowel 1. Pitch
I. Evaluating
3. Length and Rhythm 2. Vowel
learning
4. Stress 3. Length and Rhythm
5. Dipthongs 4. Stress
5. Dipthongs
J. Additional
Prepare a short Jazz chant on how you will
activities for How will you perform your role as students?
perform your role as communitymember with an
application or Present your output through a rap.
advocacyto save the environment.
remediation
V. REMARKS
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the lesson
work? No. of
learners who
VI. REFLECTION
have caught up
w/ the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
35
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other teachers?
Rubrics for Give Me Eight Activity (See LM Task 14 p21-24)

Descriptors 4 3 2 1
Content The content showed The content showed The content showed The content showed
excellent comprehension some no
comprehension of the unit comprehension comprehension
of the unit covered or was
studied irrelevant to the
unit of study
Content The content was The content was The content was The content was
well thought interesting and minimal and inappropriate
out, interesting, held the began to lose
and held the interest of the the audience
interest of the audience
audience
Relevance The performance was The performance was The performance was The performance was
imaginative, relevant and in of questionable not relevant
relevant and in good taste relevance and and showed
good taste taste
Presentation Student used Student used Volume and Student could
excellent adequate clarity were not be heard
volume, clarity volume, clarity, difficult to hear and
and and and presentation
enunciation to enunciation understand was not clear
enhance
presentation.
Assignment Role-playwas Role-playwas Role-playwas Role-playwas

Responsibility 3 minutes or shorter than 3 shorter than 2 not presented
longer and minutes but minutes or
presented on presented on presented late
time time
Participation All members Most members Some Not all

contributed contributed members members
equally equally contributed participated
36
Standards information, word derivation and formation strategies, appropriate word order, punctuation
marks and interjections to enable him/her to participate activelyin a speech choir.
B. Performance
Standards
I. OBJECTIVES
EN9G-Ia-1.6/1.7: Use appropriate punctuation marks and capitalization to convey meaning

a. identify the information and basic features of a brochure
C. Learning b. plan how to make a CommunityServices Brochure
Competencies/ c. appreciate the services rendered by the key persons in the community
Objectives
EN9V-Ib-1: Provide words or expressions appropriate for a given
situation
II. CONTENT (Subject Lesson 1 – Recognizing Roles in Life

Matter/Lesson) Making of CommunityService Brochure(Final Task)
1. Teacher’s
Guide 16-19
pages
2. Learner’s
Materials 24-28
A. REFERENCES
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
portal
Video clips of printed advertisements/ Samples of Brochures
https://www.bing.com/images/search?q=security+bank+ad+with+image+of+meghan+young&id=
8588D25CFC1F2DF84443372E6FD932B9968E94F3&FORM=IQFRBA
B. Other Learning
Resources
https://www.bing.com/images/search?q=image+of+printed+ad+of+colgate&id=DB295CCD4A94
6D74833CFFA93D75A517BAFC80BC&FORM=IQFRBA
AVERAGE ADVANCED
A printed advertisement will be shown to the A printed advertisement will be shown to the
students. students.
IV. PROCEDURES
A. Reviewing
previous lesson
or presenting the
new lesson
37
Processing: Processing:
1. When you read print advertisements
or listen to see advertisements on 1. When you read print advertisements
the television, how do you react to or listen to see advertisements on
them? the television, how do you react to
2. Give a one-sentence opinion about them?
the printed advertisement that you 2. Give a one-sentence opinion about
read. the printed advertisement that you
3. What do we get from printed read.
materials? 3. What do we get from printed
4. Do the characters/models in the ad materials?
perform their roles appropriately? 4. Do the characters/models in the ad
perform their roles appropriately?
As a student fulfilling your role, where else do
As a student fulfilling your role, where else do
you have to recognize and perform your roles
you have to recognize and perform your roles
outside your home and school? (Community)
B. Establishing a outside your home and school? (Community)
purpose for the
lesson Processing. (Random)
Presentation of the Lesson Objectives
Form five big groups (preferably based on Form five big groups (preferably based on
same/nearbyresidencyin barangay or same/nearbyresidencyin barangay or
municipality), and perform assigned tasks. municipality), and perform assigned tasks.
Present samples of brochures. Present samples of brochures.

C. Presenting
Guide questions: Guide questions:
examples/
 What is the brochure all about?  What is the brochure all about?
instances of the  What do you think is the purpose of  What do you think is the purpose of
new lesson this brochure? this brochure?
 Who do you think is the target  Who do you think is the target
audience of this brochure? audience of this brochure?
 What are the information or basic  What are the information or basic
features contained in the brochure? features contained in the brochure?
 Is the information based on facts?  Is the information based on facts?
(Same grouping scheme)

(Same grouping scheme)
Let the students further analyze the content
and structure of the brochure.
Let the students briefly discus the different
parts/content of a brochure.
 How is the basic information
presented in the brochure?
1. Name and Logo
 Which of the following methods
D. Discussing new 2. Slogan
(description, enumeration,
concepts and 3. Main Text
comparison/contrast or
practicing new 4. Contact Information
exemplification) are used in the
skills #1 5. Contact Numbers
presentation of the information?
6. Contact Persons
 What is the basic structure of a
Presentation and processing. (by brochure?
group)  What makes the brochure interesting?
 What words capture your attention?
 What help/ support/advantages does
the brochure offer?
38
Planning Stage
(Same groupingscheme)
Let the students discuss how they will
prepare their brochures.
(Same grouping Scheme)
 Assign a specific role to each
Let the students further analyze member.
the content and structure of the e.g. a leader, researcher, illustrator,
brochure. compiler, layout artist, writer,
interviewer, editor, concept artist,
 How is the basic information presenter
presented in the brochure?  Clarify the functions of each member.
E. Discussing new  Which of the following methods  Clarify the main requirements for the
concepts and (description, enumeration, brochure which are the topic, purpose
practicing skills comparison/contrast or and audience
#2 exemplification) are used in the  Identify the topic for the brochure.
presentation of the information?  Clarify the purpose of the brochure.
 What is the basic structure of a Answer these questions:
brochure? Why are we writing/composing this
 What makes the brochure brochure?
interesting? Who will be interested in reading it?
 What words capture your attention? Who needs it?
 What help/ support/advantages  Identify the key person, clubs,
does the brochure offer organizations, centers and the
services they will highlight in
the brochure.
Presentation and processing. (by group)
Group Work. Let the students label the Group Work. Let the students label the tri-
tri-fold paper with basic information to be fold paper with basic information to be found in
found in a brochure. a brochure.
Community Service Brochure Community Service Brochure
F. Developing
mastery
Ask the students: Ask the students:
Which task/ activity have you enjoyed? Which task/ activity have you enjoyed?
G. Making found helpful? would like to work on found helpful? would like to work on
generalizations further? further?
and abstractions
about the lesson Lecture: Strengths, weaknesses and points Lecture: Strengths, weaknesses and points for
for improvement of the students’ output. improvement of the students’ output.
(Integration: Communityawareness and (Integration: Communityawareness and
involvement) involvement)
39
H. Finding practical In what other way can you make use of an In what other way can you make use of an
applications of informative material such as this brochure? informative material such as this brochure?
concepts and
skills in daily Presentation and processing (Random) Presentation and processing (Random)
living
A. Enumerate at least five (5) basic parts of A. Enumerate at least five (5) basic parts of
a brochure. a brochure.
1. 1.
2. 2.
3. 3.
I. Evaluating
4. 4.
learning
5. 5.
B. What new and special way about B. What new and special way about
recognizing your roles in life have recognizing your roles in life have you learned?
you learned?
J. Additional
activities for Make your own Community Services Brochure.
Make your own Community Services
application or (Final Output)
Brochure. (Final Output)
remediation
V. REMARKS
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the lesson
work? No. of
learners who
have caught up
w/ the lesson
VI. REFLECTION
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
40
materials did I
use/discover
which I wish to
share with other
teachers?
 Use the rubric for Evaluation.

Criteria 5 4 3 2 1
All sentences in the Only five Only four Only three Only two
paragraph respond to sentences in the sentences in the sentences in the sentences in the
Content the question. paragraph paragraph paragraph paragraph
respond to the respond to the respond to the respond to the
question. question. question. question.
The paragraph shows The paragraph The paragraph The paragraph The paragraph
a logical arrangement shows 1-2 shows 3-4 shows 5 has more than 5
Organization of ideas
of ideas. sentences which sentences which sentences which sentences which
are not properly are not properly are not properly are not properly
organized. organized. organized. organized.
All rules on Any 1-2 rules Any 3-4 rules Any 5 rules are More than 5
capitalization, are not properly are not properly not properly rules are not
Mechanics of Writing spelling, grammar, observed. observed. observed. properly
etc. are perfectly observed.
observed.
41
The learner demonstrates understanding of how Anglo-American literature and other

text types serve as means of enhancing the self; also how to use processing, assessing,
speech choir.
I. OBJECTIVES
The learner activelyparticipates in a speech choir through using effective verbal and
B. Performance
Standards
EN9LC-Ic-3.12: Paraphrase the text listened to
C. Learning EN9VC-Ic-3.8: Infer thoughts, feelings, and intentions in the material viewed
Competencies/ a. Identify the traits of the characters from posters/video clip
Objectives b. Paraphrase lines from the original text
c. Appreciate the importance of paraphrasing to avoid plagiarism
II. CONTENT (Subject Lesson 2 – Maximizing MyStrength
Matter/Lesson) Paraphrasing
20-22
pages
2. Learner’s
29-32
A. REFERENCES
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource portal
Pictures, songs, visual aid
https://www.merriam-webster.com/dictionary/paraphrase
B. Other Learning https://www.bing.com/images/search?view=detailV2&id=8EF88F5DB9705500CAE8815

Resources 07FFF1E7F4AD32DC0&thid=OIP.DzKWiLRky
http://2.bp.blogspot.com/-
8s93ptLIXpE/U2AuGHlPcWI/AAAAAAAABNQ/hqwgCthUWbQ/s1600/Summ&Para.pn
g
AVERAGE ADVANCED
What do you consider as your strengths,
What do you consider as your strengths, which can help you recognize and perform
which can help you recognize and your roles in life?
perform your roles in life?
A. Reviewing previous Let the students share their ideas.
IV. PROCEDURES
Let the students share their ideas.

lesson or (random) (random)
presenting the new
lesson STRENGT
STRENGT
B. Establishing a
In what areas are you most skilled, In what areas are you most skilled,
purpose for the
talented and strong? talented and strong?
lesson
42
What do you have to do with your hidden What do you have to do with your hidden
potentials and undeveloped skills? potentials and undeveloped skills
Processing (Random) Processing (Random)
Presentation of the Lesson Objectives Presentation of the Lesson Objectives

Note: Use of these pictures is optional.
Note: Use of these pictures is optional. (
Teachers can use other pictures and apply
Teacher can use other pictures and
contextualization.)
apply contextualization.)
The class will be divided into 3 groups.
The class will be divided into 3 groups.
(according to gender preference/ interest/
(according to gender preference/ interest/
characteristic):
characteristic):
Present a photo collage.
Present a photo collage.
C. Presenting
examples/instances
of the new lesson List down the traits common to the
List down the traits common to the
characters in the photo collage.
characters in the photo collage.
(Presentation of output follows)
Answer the following questions to get to
know our characters better.
Answer the following questions to get to
know our characters better.
1. Who among the characters do you like
most? Why?
1. Who among the characters do you like
2. Do you have what it takes to be like any
most? Why?
of them? Why do you say so?
2. Do you have what it takes to be like any
3. Based on their characteristics and
of them? Why do you say so?
intentions, what name could be
3. Based on their characteristics and
associated with them?
intentions, what name could be associated
with them.
Present a dialog from “Harry Potter” and
let the students say it in their own words.
Present a dialog from “Harry Potter” and
"It takes a great deal of courage to stand let the students say it in their own words.
up to your enemies, but a great deal
more to stand up to your friends.”-The
"It takes a great deal of courage to stand
up to your enemies, but a great deal more
Sorcerer's Stone
to stand up to your friends.”-The Sorcerer's
Stone
Tell the students that putting someone’s
(Tell the students that putting someone’s
dialogue in your own words is one way of
dialogue in your own words is one way of
paraphrasing.)
paraphrasing.)
43
Pair Work
Present an example of an original text with

a paraphrased version.
Pair Work 1.
Listen as the teacher plays a recorded
song three times.
Write down at least three lines from the
song that captured your attention.
Once you’ve written them, work with a
partner and discuss how you understood
each line. Write across the lines what do
they mean to you?
Note: The teacher can use other songs 2.
familiar to the students.
Wood’s farm landscapes are, without
Lines from the What do those lines a doubt, the most sensuous and
Song mean to you? passionate works he painted.
D. Discussing new Mingling eroticism with ecstacy.
concepts and Wood made the relationship between
practicing skills #1 the farmer and Mother Earth into a
Wagnerian love duet. While mother
Earth is always the principal
Processing protagonist, overwhelming the farmer
1. What is paraphrasing?
in scale and vitality, she is always
loving and benevolent. In Wood’s
2. How do you paraphrase?
idyllic farm scapes, man lives in
(When we paraphrase, we complete harmonywith nature; he is
provide a version that can exist the earth’s caretaker, coaxing her to
beside the original rather than grow in abundance, bringing
replace it)
coherence and beautyto her surfaces.
* Tips on how to paraphrase will be
discussed. Ex. 1)Use of synonyms 2)
Moving Phrases 3) Changing Voices 4) Wood-rural themes Bib.10
Wood points man as caretaker of
Changing Parts of Speech 5) Sentence the earth drawing out her abundance
Combining 6) Quoted speech to and bringing coherence to her surface.
Reported Speech. (paraphrase)
3. How can we avoid plagiarism? (when
paraphrasing, in-text citation is used to
acknowledge the source of information. Locate from the original text the part where
Ex. of in-text citation the paraphrased was taken.
(Field, 2005).Author’s last name and the Observe the change/s done in the
paraphrased version.
year of publication.
 Is there a change in the original
thought?
 Is it changed the way it is
conveyed?
 Is it focused on the details or the
main idea?
Discussion and processing. (Random)
44
Note: The teacher publishes the responses
on the board.
Processing
1. What is paraphrasing?
2. How do you paraphrase? (When
we paraphrase, we provide a
version that can exist beside the
original rather than replace it)
* Tips on how to paraphrase will be
discussed. Ex. 1) Use of synonyms 2)
Moving Phrases 3) Changing Voices 4)
Changing Parts of Speech 5) Sentence
Combining 6) Quoted speech to
Reported Speech.
3. How can we avoid plagiarism?
(when paraphrasing, in-text
citation is used to acknowledge
the source of information. Ex. of
in-text citation
(Field, 2005).Author’s last name and the
year of publication.
Present an example of an original text

with a paraphrased version. Pair Work.
The teacher will present sentences and

the students will be told to paraphrase
them.
Example: More than half of the women

who attended the one-day meeting were in
business with their spouses.
Paraphrase: The majority of the women
who went to the one-daymeeting were in
business with their husbands.
E. Discussing new
concepts and B. With the development of flash 1.
practicing skills #2
memorycards, the market for
portable music players jumped
sharply.
Paraphrase: With the improvement of

flash memorycards, the demand for
portable music players increased
rapidly. (or skyrocketed)
Locate from the original text the part C. Approximately 30,000 students
where the paraphrased was taken. may be assisted by the proposed
Observe the change/s done in the
“free lunch” program.
paraphrased version.
Is there a change in the original thought? Paraphrase:
Is it changed the way it is conveyed?
45
Is it focused on the details or the main More or less 30,000 students
idea? may be helped bythe planned
“free lunch” program.
Note: The teacher publishes the D. Although the coach’s strategy
responses on the board.
was a little dangerous, the team
was successful.
Even if the coach’s tactic was a
bit risky, the team was
successful.
Processing.
How did you paraphrase the
sentences?
Distribute copies of the original text
only (random).
Paraphrase the original text.
Original Paraphrased
1. Happiness can There is
be found, even in happiness even
Choose the letter of the statement that the during the most
best paraphrases the following sentences. darkest of times, if challenging times
1. Sunlight is a clean source of one only and we only need
inexhaustible energy. remembers to to
a. Sunlight is the main source turn on the light. look at the bright
of solar energy. Harry Potter and the side.
b. The rays of the sun are Prisoner of
Alkaban
primarythe source of energy
- Quote by Albus
but they are limited.
Dumbledore
c. Sunlight is the unpolluted
2. “To the glistening Presenting the
source of energy which is
eastern sea, I give kings and queens
virtually unlimited. you Queen Lucythe of
F. Developing mastery Valiant. To the Narnia: Queen
2. I have a great need for Christ, I great western Lucy the Valiant,
have a great Christ for my woods, King King
need. Edmund the Just. Edmund the Just,
a. Christ wants me and I want To the radiant Queen Susan the
him. southern sun, Gentle, and King
b. I long for Christ. He is the Queen Susan the Peter the
greatest living God whom I Gentle. And to the Magnificent.
depend in times of need. clear northern skies, Theywill forever
c. I desire for Christ to I give you King be Kings and
protect, to guide and to save Peter the Queens of
me. Every time i’m in Magnificent. Once a Narnia and may
trouble, I have problems, king or queen of their wisdom will
Narnia, always a be with
worries and anxieties can
king or queen of us until the end of
turn to him.
Narnia. May your the world.
wisdom grace us
until the stars rain
down from the
heavens.”
46
Chronicles of Narnia
Quote by Aslan
3. In the common There is one ring

tongue it reads to rule, to find, to
"One Ring to Rule bring
Them All. One and to bind all evil.
Ring to Find Them.
One Ring to
Bring Them All and
In The Darkness
Bind Them."
Lord of the Rings
–Quote by Gandalf
Presentation and processing of output.
Check and compare to the paraphrased
version in the table.
What is paraphrasing?
What is paraphrasing?
(expected answers of the students)
(Expected answer of the students)
-a restatement of a text, passage, or
- a restatement of a text, passage, or
work giving the meaning in another.
work giving the meaning in another How
How do we paraphrase?
do we paraphrase?
Steps for paraphrasing: 1). Read the
Steps for paraphrasing: 1). Read the
original text 2) Write down your version of
original text 2) Write down your version
it 3) Changing the keywords and structure.
of it 3) Changing the keywords and
structure. 4) Do not copy word-for-word 4) Do not copy word-for-word 5) Complete
citation process
5) Complete citation process
G. Making Why is it necessary to paraphrase a text
generalizations and Why is it necessary to paraphrase a text
from an original text in written materials?
abstractions about from an original text in written materials?
the lesson
When we paraphrase, we provide a
When we paraphrase, we provide a
version that can exist beside the original
version that can exist beside the original
(rather than replace it). Paraphrasing is
(rather than replace it). Paraphrasing is
especially useful when dealing with
especially useful when dealing with
poetry, since poetic language is often
poetry, since poetic language is often
difficult and poems may have meanings
difficult and poems may have meanings
that are hard to pin down.
that are hard to pin down.
https://www.merriam-
https://www.merriam-
webster.com/dictionary/paraphrase
webster.com/dictionary/paraphrase
Think-Pair-Share
 How important is paraphrasing in

Think-Pair-Share gathering information?
 What activities in school require (Paraphrasing is important
you to gather facts and because it shows you understand
H. Finding practical
information? the source well enough to write it
applications of
 Where do you go to get what in your own words and it is also
concepts and skills
you need? one way of avoiding plagiarism.)
in daily living
47
 What do you do with facts and
information upon gathering?  What do you do with facts and
information upon gathering?
(Organize them and recognize the
source)
I. Evaluating learning Writeshop

Read the paragraph and paraphrase it.
New roller coasters are With the tips and examples given to you on
getting bigger, faster and scarier. paraphrasing, be ready to read a poem and
Millions of kids and adults take write down three lines from the poem which
these thrills rides each year. you like the most and paraphrase them.
(from Previous lesson)
Some experts worry that the
rides’ sudden twists and turns are
unsafe. High-speed coaster whip
riders’ head back and forth. One
report blamed coasters for 13
brain injuries from 1995 to 2000.
Another report says some people
have nearly died from coaster-
related brain injuries.
https://www.bing.com/images/se
arch?view=detailV2&id=8EF88F
5DB9705500CAE881507FFF1E
7F4AD32DC0&thid=OIP.DzKWiL
Rky
J. Additional activities Homework: Choose a meaningful Homework: Choose a meaningful
for application or quotation that you dedicate to your quotation that you dedicate to your
remediation parents. Paraphrase it. parents. Paraphrase it.
V. REMARKS
earned 80% in the
VI. REFLECTION
evaluation
require additional
activities for
remediation
C. Did the lesson
work? No. of
learners who have
caught up w/ the
lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
48
I encounter which
my principal or
supervisor can help
me solve?
localized materials
Lines from the Your
did I use/discover
Poem “Seven Paraphrase
which I wish to
Ages of Man”
share with other
teachers?
The learner demonstrates understanding of how Anglo-American literatureand other text types
serve as means of enhancing the self; also how to use processing, assessing, summarizing
A. Content Standards
information, word derivation and formation strategies, appropriate word order, punctuation
marks and interjections to enable him/her to participate actively in a speech choir.
The learner activelyparticipates in a speech choir through usingeffective verbal and non-verbal
B. Performance
I. OBJECTIVES
Standards
EN9V-Ic-15: Explain how words are derived from names of persons and places
EN9LT-Ic-14: Analyze literature as a means of enhancing the self
C. Learning EN9LT-Ic-2.2: Explain how the elements specific to a genre contribute to the theme of a
Competencies/ particular literaryselection
Objectives a. Identify events congruent to the poem
b. Describe the characters by filling out a Venn Diagram
c. Reflect on maximizing the strengths
Lesson 2 – Maximizing MyStrength
Matter/Lesson)
1. Teacher’s
Guide 22-23
pages
2. Learner’s
Materials 33-42
A. REFERENCES
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
portal
B. Other Learning
Resources
AVERAGE ADVANCE
IV.
Why do we need to do paraphrasing of Why is it necessaryto do paraphrasing of

A. Reviewing previous original text? original text?
lesson or Can we consider paraphrasing a skill and at Can we consider paraphrasing a skill and at
presenting the new the same time strength of a student like you? the same time strength of a student like
lesson Why? you? Why?
49
Recall the characters in the photo. Task 1
Recall the characters in the photo. Task 1 LM
LM p. 30
p. 30
Aside from their roles in the stories/movies,
Aside from their roles in the stories/movies,
how can we describe their sacrifices of
B. Establishing a how can we describe their sacrifices of helping others using their strengths?
purpose for the helping others using their strengths? (Heroes) (Heroes)
lesson
Presentation of the Lesson Objective
Form small groups of 5 (according to gender

preference/ interest/ characteristic):
Form small groups of 5 (according to gender
preference/ interest/ characteristic): Attack Those Words
Attack Those Words Present the Tic-tac-toe table Task 3 LM p.

33
Present the Tic-tac-toe table Task 3 LM p. 33
Classify the compound words based on their
Observe the similarities of the compound derivation indicated on the table.
words based on their grouping on the table.
Process the answers.
Process the answers.
Guide questions:
Guide questions: 1. What is your basis in classifying the
C. Presenting
examples/instances 1. How are the words similar in each group? words according to their category?
of the new lesson 2. To what word or thing can you associate 2. What is the modern equivalent meaning
or compare the meaning of each word? of each word?
3. Explain the Kennings in this tic-tac-toe 3. Explain the Kennings in this tic-tac-toe
board. board.
Choose three Kennings in a row to explain. Choose three Kennings in a row to explain.
You must all do those in the center. You must all do those in the center.
Read The Battle with Grendel from Beowulf Read The Battle with Grendel from
translated by Burton Raffel Epic 4 Beowulf
translated by Burton Raffel Epic 4
Note: Teacher should pre-assign the reading
activity. Encourage the students to read the Note: Teacher should pre-assign the
poem aloud observing appropriate intonation, reading activity. Encourage the students to
stress and pronunciation. read the poem aloud observing appropriate
intonation, stress and pronunciation.
50
Say Yes or NO Say Yes or NO
Say yes if the statement is true of/congruent Say yes if the statement is true of/congruent
to the poem read and no if it is not. to the poem read and no if it is not.
Let them cite lines from the poem to test if Let them cite lines from the poem to test if
their interpretation is correct. their interpretation is correct.
Have them explain their answer to lead them Have them explain their answer to lead
to the understanding of the theme and them to the understanding of the theme and
message of the poem. message of the poem.
1. Grendel was a greedy monster. 1. Grendel was a greedy monster.

D. Discussing new
__________ __________
concepts and
2. He was considered the foul enemyof God. 2. He was considered the foul enemyof
practicing new
__________ God. __________
skills #1
3. Beowulf and Grendel had enormous 3. Beowulf and Grendel had enormous
strength. __________ strength. __________
4. The weapons of the warriors could easily 4. The weapons of the warriors could easily
kill the monster. _____ kill the monster. _____
5. Grendel was afraid of Hrothgar. 5. Grendel was afraid of Hrothgar.
__________ __________
6. Grendel swallowed his victims. 6. Grendel swallowed his victims.
7. The Danes were not allowed to celebrate 7. The Danes were not allowed to celebrate
the defeat of Grendel. _____ the defeat of Grendel. _____
8. Grendel was able to escape from Beowulf’s 8. Grendel was able to escape from
hands. __________ Beowulf’s hands. __________
9. Hrothgar gave Beowulf gifts. __________ 9. Hrothgar gave Beowulf gifts. __________
10. Beowulf was considered the hero of 10. Beowulf was considered the hero of
Heorot. __________ Heorot. __________
Processing. (Random) Processing. (Random)

Task 5. Illustrate the Creations Task 5. Illustrate the Creations
Based on the poem, how do you imagine the Based on the poem, how do you imagine
characters in the poem? Describe each based the entities in the poem? Describe each
on what is said in the text and based on how based on what is said in the text and based
you imagined them. Write your answers in the on how you imagined each. Write your
table. answers in the table.
E. Discussing new
concepts and
Discussion and processing. (Random) Discussion and processing. (Random)

Same grouping scheme:
Task 6. Compare and Contrast
Task 6. Compare and Contrast
Fill out the Venn Diagram to show the
Fill out the Venn Diagram to show the
similarities and differences of Beowulf and
similarities and differences of Beowulf and
Grendel.
Grendel.
51
F. Developing a. Use the Venn diagram in comparing and a. Use the Venn diagram in comparing and
mastery contrasting Beowulf and Grendel. contrasting Beowulf and Grendel.
b. Recall Hrothgar’s status, being the king b. Lead them in realizing that sometimes
with all the wealth he has. Why is it that they wealth cannot be a solution to a problem.
were not able to solve the problem with Associate this to Hrothgar’s status.
Grendel? c. Emphasize the importance of personal
Entities
Lead Description
them in realizing Your Own
that sometimes wealth Entities in order
strengths Description
to overcome Your
one’sOwn
from the
cannot be a solution Description
to a problem. problems. from the Description
c. Emphasize the Text
importance of personal d. How does theText poem help you in
Heorot in order to overcome one’s
strengths Heorot your inner strengths, potentials,
discovering
problems.
Hrothgar andHrothgar
capabilities as an individual?
d. Grendel
How does the poem help you in Grendel and processing of output.
Presentation
Beowulf your inner strengths, potentials,
discovering Beowulf
and Guide Questions:
capabilities as an individual?
Task 7. Into the Hero…
Presentation and processing of output. After getting to know the two major
characters Beowulf and Grendel, get to
Guide Questions: know the poem better by answering the
Task 7. Into the Hero… questions that follow.
After getting to know the two major characters 1. Why did Beowulf go to Heorot?
Beowulf and Grendel, get to know the poem
better by answering the questions that follow.
1. What is the reason why Beowulf had go to 2. Did he achieve his goal? Prove your
Heorot? point.
2. Did he achieve his goal? Prove your point. 3. What happened to Grendel after the
3. What happened to Grendel after the fight? fight?
4. With the death of Grendel, what did 4. What did King Hrothgar do to Beowulf?
King Hrothgar do to Beowulf? 5. How did this part of the epic poem
5. Describe how did this part of the epic poem “Beowulf” end?
“Beowulf” end?
Observe the structure of the poem.
Is it similar to the way The Seven Ages of

G. Making In what form/structure is the story written?
Man is written?
generalizations and
abstractions about Lecture: Epic vs. Lyric poem.
the lesson What are the differences of the two poems?
In what form/structure is the story written?
Lecture: Epic vs. Lyric poem.

Think-Pair-Share Think-Pair-Share
H. Finding practical In real life, think of anyone whom can you Who in real life can you associate to
applications of associate/likened to Beowulf and Grendel? Beowulf and Grendel?
concepts and skills Cite current or historic events. Cite current or historic events.
in daily living
Discussiion and processing (Random) Discussiion and processing (Random)
52
Writeshop
Raffle rolled papers with the following questions to the groups.

In one-crosswise, answer in one paragraph.
1. If you were one of the Geats, what would you tell or give Beowulf? Why?
2. Who among our present superheroes, would you liken Beowulf with? Why?
3. What strengths did Beowulf put to use in this epic poem?
4. What are your strengths? How do you use them?
5. Give at least three reasons why you like or not like the epic poem “Beowulf”.
Use the rubric:

Criteria 5 4 3 2 1
I. Evaluating learning All sentences Only five Only four Only three Only two
in the sentences sentences sentences sentences
paragraph in the in the in the in the
Content respond to the paragraph paragraph paragraph paragraph
question. respond to respond to respond to respond to
the the the the
shows a logical paragraph paragraph paragraph paragraph
arrangement of shows 1-2 shows 3-4 shows 5 has more
Organization of ideas. sentences sentences sentences than 5
ideas which are which are which are sentences
not not not which are
properly properly properly not
organized. organized. organized.
properly
organized.
All rules on Any 1-2 Any 3-4 Any 5 rules More than
capitalization, rules are rules are are not 5 rules are
Mechanics of spelling, not not properly not
Writing grammar, etc. properly properly observed. properly
are perfectly observed. observed. observed.
observed.
Homework: If you were given the strength of

J. Additional activities Homework: If you were given the strength
Beowulf, how are you going to use it? In what
for application or of Beowulf, how are you going to maximize
situations will you use it? In your notebook,
remediation it? In your notebook, answer in one
answer in one paragraph.
paragraph.
V. REMARKS
earned 80% in the
evaluation
require additional
activities for
remediation
53
C. Did the lesson
work? No. of
learners who have
caught up w/ the
lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
54
The learner demonstrates understandingof how Anglo-Americanliterature and other text types
serve as means of enhancing the self; also how to use processing, assessing, summarizing
A. Content Standards
information, word derivation and formation strategies, appropriate word order, punctuation
The learner actively participates in a speech choir through using effective verbal and non-
I. OBJECTIVES
B. Performance
verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions,
Standards
Body Movements/ Gestures and Audience Contact.
EN9RC-Ic-13.2: Take note of sequence signals or connectors to determine patterns of idea
EN9G-Ic-1.6/1.7: Use appropriate punctuation marks and capitalization to convey meaning
C. Learning
EN9G-Ic-18: Use interjections to convey meaning. development given in a text
Competencies/
a. Identify sequence markers and punctuation marks in a poem
Objectives
b. Write a one paragraph narrative using sequence markers and punctuation marks
c. Appreciate the importance on the use of sequence markers and punctuation marks
Matter/Lesson)
1. Teacher’s
24-26
Guide pages
2. Learner’s
Materials 42-44
A. REFERENCES
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
portal
B. Other Learning
Resources
AVERAGE ADVANCE
lesson or Compare and contrast lyric and epic poetry. Differentiate lyric and epic poetry.
presenting the new
lesson
Since Epic tells a story, what words help the

Since Epic tells a story, what words the
readers follow the sequence of events?
IV. PROCEDURES
readers guide the readers in the sequence of

Give examples.
events? (Signals/sequence markers and
B. Establishing a (Signals/sequence markers and punctuation
punctuation marks)
purpose for the marks)
lesson
C. Presenting Form small groups of 5 (according to gender Form small groups of 5 (according to gender
examples/instances
preference/ interest/ characteristic): preference/ interest/ characteristic):
of the new lesson
55
Scan once again the poem “Beowulf” and list Scan once again the poem “Beowulf” and list
down sequence markers/signals theycould down sequence markers/signals theycould
spot. spot.
Illustrate how these words are used in the selection by filling out the
grid. Remind them about the use of sequence markers.
Sequence Signals Function in the sentence
e.g. then To show additional action/s or follow – up

disposition
Group the sequence Signals according to their function.
1. Theycan indicate chronological order, or order of importance (e.g. first ... secondly ...
thirdly; to begin with .... next ... to conclude).
2. Theycan add to or reinforce what has already been said (e.g. furthermore; in addition;
what is more).
3. Theycan indicate that two propositions have equal status (likewise; similarly).
4. Theycan indicate cause-result relationships (e.g. consequently; so; as a result).
5. Theycan indicate that a given proposition contradicts an earlier one (e.g. conversely; on
the contrary;by way of contrast).
6. Theycan indicate concession (e.g. nevertheless; in any case; for all that; all the same).
7. Sometimes a distinction is made between internal and external sequencers, i.e. the use
of these markers to indicate ‘real world’ events (external), or ‘rhetorical organization’
D. Discussing new (internal). For example, First of all .... then finally can indicate chronological sequence
concepts and (external), or
practicing new order of importance (internal).
skills #1
Illustrate how these words are used in the selection by filling out the
grid. Remind them about the use of sequence markers.
Sequence Signals Function in the sentence
e.g. then To show additional action/s or follow – up

disposition
Group the sequence Signals according to their function.
1. Theycan indicate chronological order, or order of importance (e.g. first ... secondly ...
thirdly; to begin with .... next.....to conclude).
2. Theycan add to or reinforce what has already been said (e.g. furthermore; in addition;
what is more).
3. Theycan indicate that two propositions have equal status (likewise; similarly).
4. Theycan indicate cause-result relationships (e.g. consequently; so; as a result).
5. Theycan indicate that a given proposition contradicts an earlier one (e.g. conversely; on
the contrary;by way of contrast).
6. Theycan indicate concession (e.g. nevertheless; in any case; for all that; all the same).
7. Sometimes a distinction is made between internal and external sequencers, i.e. the use of
these markers to indicate ‘real world’ events (external), or ‘rhetorical organization’ (internal).
56
For example, First of all .... then.....finally can indicate chronological sequence (external), or
order of importance (internal).
Have the students read the stanzas from Have the students read the stanzas from
Beowulf and then let them take note of the Beowulf and then let them take note of the
punctuation marks. Task 10 LM p43 punctuation marks. Task 10 LM p43
Answer the questions about the punctuation Answer the questions about the punctuation
E. Discussing new marks. (Colon and Semi-colon) marks. (Colon and Semi-colon)
concepts and 1. What punctuation marks are highlighted in 1. What punctuation marks are highlighted in
practicing skills #2 the given stanzas? the given stanzas?
2. What is the meaning conveyed when 2. What is the meaning conveyed when
these punctuation marks are used? these punctuation marks are used?
3. When do we use them? 3. When do we use them?
Discussion and processing. (Random) Discussion and processing. (Random)
Pair Work:
Task 11. Introduce the Characters

a. Using the sequence signals, punctuation marks you learned and the
descriptions from your Venn diagram, write a speech balloon to
introduce Beowulf and Grendel using the cartoon strips below.
a. Have the class write a speech balloon to introduce Beowulf and Grendel using the cartoon
strips being provided.
b. Let them use sequence signals and punctuation marks.
c. Instruct them to suggest on how to effectively speak and deliver their lines.
d. Let them read or deliver the lines by observing appropriate stress, intonation and juncture.
F. Developing
mastery
Presentation and processing. (Random)
G. Making How do sequence markers and punctuation How do sequence markers and punctuation
generalizations and marks help readers, speakers and listeners? marks help readers, speakers and listeners?
abstractions about
the lesson
57
Lecture: Sequence markers –functions and Lecture: Sequence markers – functions and
examples; Colon and Semi-colon examples; Colon and Semi-colon
Think-Pair-Share
Real Encounters
Think-Pair-Share
In real life/daily living, how do you make use
Real Encounters
of these sequence markers and punctuation
marks?
In real life/daily living, how helpful/important
H. Finding practical are these sequence makers and punctuation
applications of Cite ways and situations where you use
marks.
concepts and skills these sequence markers and punctuation
How do you make use of these sequence
in daily living marks.
markers and punctuation marks?
Cite examples.
How helpful/important are these sequence
makers and punctuation marks.
Discussion and processing (Random)
Cite examples.
Write shop Write shop
In one half crosswise, write a one-paragraph In one half crosswise, write a one-paragraph
paragraph narrative of (simple) heroism you paragraph narrative of (simple) heroism you
observed or experienced today. Use and observed or experienced today. Use and
underline at least 5 sequence markers and underline at least 5 sequence markers and
punctuation marks (colon and semi-colon). punctuation marks (colon and semi-colon).
Use the rubric:

Criteria 5 4 3 2 1
topic. respond to respond to respond to respond to
the the the the
shows a logical paragraph paragraph paragraph paragraph
arrangement of shows 1-2 shows 3-4 shows 5 has more
ideas. sentences sentences sentences than 5
Organization of
which are which are which are sentences
ideas
organized. organized. organized. properly
organized.
All rules on Any 1-2 Any 3-4 Any 5 rules More than
capitalization, rules are rules are are not 5 rules are
Mechanics of spelling, not not properly not
Writing grammar, etc. properly properly observed. properly
are perfectly observed. observed. observed.
observed.
58
Homework: What personal challenge/s or
Homework: What personal challenge/s are
problem/s are you experiencing at the
you experiencing at the present time? How
J. Additional activities present time? What are your plan to resolve
do you plan to resolve it using your
for application or it using your strengths?
strengths? Answer in one paragraph using at
remediation Answer in one paragraph using at least 5
least 5 sequence markers.
sequence markers.
V. REMARKS
earned 80% in the
evaluation
require additional
activities for
remediation
C. Did the lesson
work? No. of
learners who have
caught up w/ the
lesson
VI. REFLECTION
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
59
Teaching Date and Time CODE ENG9W3D3
order, punctuation marks and interjections to enable him/her to participate actively in a
speech choir.
I. OBJECTIVES
B. Performance
Standards
EN9WC-Ib-8: Distinguish between and among informative, journalistic, and literary writing
EN9WC-Ic-8: Distinguish between and among informative, journalistic, and literarywriting
C. Learning
EN9VC-Ic-3.8: Infer thoughts, feelings, and intentions in the material viewed
Competencies/
a. identify articles according to text types
Objectives
b. write ideas about the features of text types
c. appreciate the importance of reading materials of these text types
Matter/Lesson)
1. Teacher’s
26-27
Guide pages
2. Learner’s
Materials 45-47
A. REFERENCES
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
B. Other Learning
Resources
AVERAGE ADVANCE
A. Reviewing What are sequence markers? What are sequence markers?
previous lesson or How are these sequence markers used in How are these sequence markers used
presenting the writing? in writing?
new lesson
Give examples of reading materials you are

familiar with. What kind of references do you look for
IV. PROCEDURES
when you need to search for facts and

What kind of reading materials/references do information? (Informative text type)
you look for when you need to search for facts
B. Establishing a and information? (Informative text type) What about current events or updates?
purpose for the
lesson What about current events or updates? Processing. (Random)
Processing. (Random) Presentation of the Lesson Objectives
60
Form small groups of 5 (according to gender Form small groups of 5 (according to
preference/ interest/ characteristic): gender preference/ interest/
characteristic):
C. Presenting Distribute samples of newspapers or use the
examples/instance school paper. Distribute samples of newspapers or use
s of the new the school paper.
lesson Focus on the front page.
What are those written articles about? Focus on the front page.
What type of text are written and can be found What type of text are written and can be
in a school paper? found in a school paper?
Same grouping scheme.
Read the sample articles. Group them according to the similarities and differences of the
content.
Articles
So the thing to do when working on a motorcycle, as in any
other task, is to cultivate the peace of mind which does not
separate one’s self from one’s surroundings. When that is
done successfullythen everything else follows naturally. Peace
of mind produces right values, right values produce right
thoughts. Right thoughts produce right actions and right actions
produce work which will be a material reflection for others to
see of the serenity at the center of it all.
—Robert M. Pirsig, Zen and the Art of Motorcycle
Maintenance.
With an artistic drama we empathize with one or more of its
characters, but there’s also a distance between us and their
situation—a safety valve that allows us to express a range of
emotions, but also to say, “It’s only a movie,” “It’s only a play,”
“It’s only a novel.” Work is based upon problem solving, how to
D. Discussing new eliminate conflict and get the job done. Episodic is fine for
concepts and work. We want day-by-day not confrontational trauma—even if
practicing new it would lead to life-changing revelation. But drama
skills #1 exaggerates conflict, pushes situations to their extreme and
leads us to a big turning point.
In a poem entitled Four Great Poets, Robert Francis puts his
finger on the heart of Frost’s greatness: “His head carved out
of granite O / His hair wayward drifts of snow / He worshipped
the great God of Flow / By holding on and letting go.” Here’s
an example from part of one of Frost’s lesser known pieces,
For Once, Then, Something. In the first half he says friends
rebuke him for looking into a well and seeing only himself,
reflected in the water godlike in a wreath of ferns and cloud
puffs. It’s a criticism that could be aimed at any writer, but
what is as interesting as the meaning of Frost’s reply is this
sense of movement that carries the reader forward to the
climatic end. http://lehmaninfo.wordpress.com/sample‐
businessliterary‐ articles/
61
DHAKA: Hosts Bangladesh will meet Pakistan in the opening
match of the four-nation Asia Cup cricket tournament starting
in Dhaka in March, an official said on Monday.
Old rivals Pakistan and India will meet in a mouth-watering
clash on March 18. The Sher-e-Bangla National stadium will
host all the matches, including the inaugural tie on March 12
and the final on March 22, Asian Cricket Council chief
executive Syed Ashraful Huq said. “All teams including India

and Pakistan have confirmed their participation,” he said.
India won the last edition of the tournament in Dambulla in Sri
Lanka in June 2010.
http://www.paper‐articles.com/
From Beowulf
And then, in the morning, crowds surrounded
Herot, warriors coming to that hall
520 From faraway lands, princes and leaders

Of men hurrying to behold the monster’s
Great staggering tracks. Theygaped with no sense
Of sorrow, felt no regret for his suffering,
Went tracing his bloodyfootprints, his beaten
525 And lonely flight, to the edge of the lake

Where he’d dragged his corpselike way, doomed
And already weary of his vanishing life.
The water was bloody, steaming and boiling
In horrible pounding waves, heat
530 Sucked from his magic veins; but the swirling

Surf had covered his death, hidden
Deep in murky darkness his miserable
End, as hell opened to receive him.
Then old and young rejoiced, turned back
535 From that happy pilgrimage, mounted their hardhooved

Horses, high‐spirited stallions, and rode them
Slowly toward Herot again, retelling
Beowulf’s bravery as they jogged along.
What is your bases of groupings?

What is your bases of groupings? Describe Describe each article based on its
each article based on its content. content.
E. Discussing new
Identify the text type of the following articles Identify the text type of the following
concepts and
as journalistic, informative, or literary. articles as journalistic, informative, or
literary.
62
F. Developing After doing the task above, write their

After doing the task above, write their ideas
mastery ideas about the features of a journalistic
about the features of a journalistic and literary
and literary text and how should each be
text and how should each be read.
read.
As a student, why is it necessaryto know this As a student, why is it necessaryto

G. Making
text types? know this text types?
generalizations
and abstractions
about the lesson Lecture: Text Types – Definition, features and Lecture: Text Types – Definition,
purpose features and purpose
Think-Pair-Share
Think-Pair-Share
At Your Service
At Your Service
Distribute reading articles (DRRM,
Distribute reading articles (DRRM, WINS, WINS, Local newspapers, journals).
H. Finding practical Local newspapers, journals). Claassify the articles according to text
applications of Claassify the articles according to text types. types.
concepts and In what way can these reading materials be In what way can these reading materials
skills in daily living helpful? be helpful?
How can we make use of these to empower How can we make use of these to
our strengths as members of our community? empower our strengths as members of
our community?
Write shop
In one half crosswise, answer the prompt in one-paragraph paragraph.
With the internet being a popular go-to reference of students nowadays, is there still a
need for you to know and read printed materials of these text types? Why?
Use the rubric:

Criteria 5 4 3 2 1
question. respond to respond to respond to respond to
I. Evaluating the the the the
learning question. question. question. question.
63
shows a paragraph paragraph paragraph paragraph
logical shows 1-2 shows 3-4 shows 5 has more
arrangement sentences sentences sentences than 5
Organization of of ideas.
which are which are which are sentences
ideas
organized. organized. organized. properly
organized.
All rules on Any 1-2 Any 3-4 Any 5 More than
capitalization, rules are rules are rules are 5 rules are
Mechanics of spelling, not not not not
Writing grammar, etc. properly properly properly properly
are perfectly observed. observed. observed. observed.
observed.
Homework: What personal challenge/s
Homework: What personal challenge/s are
J. Additional are you experiencing at the present
you experiencing at the present time? How
activities for time? How do you plan to resolve it
do you plan to resolve it using your strengths.
application or using your strengths. Answer in one
Answer in one paragraph using at least 5
remediation paragraph using at least 5 sequence
sequence markers.
markers.
V. REMARKS

earned 80% in the
evaluation
require additional
activities for
remediation
C. Did the lesson
work? No. of
learners who have
caught up w/ the
lesson
VI. REFLECTION
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
64
Teaching Date and Time CODE ENG9W3D4

A. Content other text types serve as means of enhancing the self; also how to use
processing, assessing, summarizing information, word derivation and
Standards
formation strategies, appropriate word order, punctuation marks and
interjections to
enable him/her to participate actively in a speech choir.
The learner actively participates in a speech choir through using effective
B. Performance verbal and non-verbal strategies based on the following criteria: Focus,
Standards Voice,
Delivery, Facial Expressions, Body Movements/ Gestures and Audience
I. OBJECTIVES
Contact.
EN9OL-Ic-1.15: Use the appropriate segmentals (sounds of English) and
the suprasegmentals or prosodic features of speech when delivering lines of
poetry and prose in a speech choir, jazz chants and raps
EN9F-Ic-3.1: Produce the correct beat and rhythm in delivering jazz chants
C. Learning
and raps
Competencies/
Objectives EN9G-Ic-17: Use normal and inverted word order in creative writing
EN9G-Ic-18: Use interjections to convey meaning.
a. Enumerate present day heroes
b. Write meaningful sentences about a hero
c. Appreciate heroic deeds of heroes
Matter/Lesson) Lesson 2 - Maximizing My Strength (Final Task – Rap)
1. Teacher’s
Guide 27
pages
2. Learner’s
Materials 48-49
A. REFERENCES
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
portal
B. Other Learning
Resources
AVERAGE ADVANCE
65
Compare and contrast the characters in the photo. How are they different and
similar to one another?
A. Reviewing
previous
lesson or
presenting the
new lesson
Think of the person whom you

Who do we consider as our present
consider as your personal heroes.
day heroes? Why?
Who do we consider as our present
Where do we see them? (At home,
day heroes? Why?
B. Establishing a school, community)
purpose for the Where do we see them? (At home,
lesson school, community)
Form sma l groups of 8 (according to gender preference/ interest/

characteristic) and take turns in answering these questions:
C. Presenting
examples/ Choose a hero in your life that you want to highlight in this task.
instances of
the new lesson What makes your hero unique and special?
Cite some of his/her heroic deeds.
Write meaningful sentences about a hero in your life.

Include the sequence signals you have learned, colons and semi-colons.
You may go back to the introduction you wrote and presented in your
D. Discussing
previous activity.
new concepts
Be sure to use the right descriptive words and some examples of “Kennings”
and practicing
in your paragraph.
new skills #1
Share your ideas with your classmates.
Reca l you favorite rap.

Choose a popular beat or rhythm that Choose a beat or rhythm to convert
you can use to convert the output to a the output to a rap.
E. Discussing
rap.
66
new concepts Practice the lines aloud observing
and practicing Practice the lines aloud observing appropriate intonation, stress, and
skills #2 appropriate intonation, stress, and pronunciation.
pronunciation.
Be guided by the tips on doing the RAP as fo lows:

Make sure there’s rhyme in the material you will rap. Rhyme matters in rap as
in any poetic form.
1. Perform rap in time to a beat
2. Don’t say anything that will offend people.
F. Developing 3. Craft your own style.
mastery 4. Have fun while rapping.
5. Practice. Practice. Practice.
Small Group Differentiated Works:
Form 8 sma l groups (according to gender preference/ interest/ characteristic).
Your school’s dramatic guild is in search of a rapper who will introduce

the lead character/hero through a rap. You’ve been asked to try out for
the part. You wil render a one-minute rap about the hero in your life in
front of your class with your English teacher and/ and class adviser. Be
reminded of the rhyme, rhythm and beat when you do the rap.
Use the rubric.
Descriptors 4 3 2 1
Content The content The content The content The content
showed showed showed showed
exce lent comprehensi some no
comprehensi on comprehensi comprehensi
on of the on on
of the unit or was
unit covered irrelevant to
studied the
unit of study
Content The content The content The content The content

was was was was
we l interesting minimal and inappropriate
thought out, and began to
interesting, held the lose
and held interest of the audience
the interest the
of the audience
audience
67
Relevance The The The The
performance performance performance performance
was was relevant was was
imaginative, and in of not relevant
relevant and good taste questionable and showed
in relevance
good taste and
taste
Presentation Student Student Volume and Student

used used clarity were could
exce adequate difficult to not be heard
lent volume, hear and
volume, clarity, and presentation
clarity and understand was not clear
and enunciation
enunciation
to
enhance
presentation
Assignment Rap was Rap was Rap was Rap was
Responsibility 1 minute or
longer and shorter than shorter than not

presented 1 45 seconds presented
on minute but minutes or
time presented presented
on late
time
Participation All members Most Some Not a l
contributed members members members
equa ly contributed contributed participated
equa ly
Presentation and processing of output.
Note: The tasks may be pre-assigned to manage the presentation time

efficiently.
G. Making
generalizations
Lecture: Strengths, weaknesses and points for improvement of the students’
and
abstractions performance. (Intergration: MAPEH, ICT)
about the
lesson
H. Finding Group Activity: (Same grouping)
practical
applications of What is needed for a group or team to successfu ly execute the assigned task?
concepts and
skills in daily Presentation and processing (Random)
living
Writeshop
68
Individual Output: Write the things you value the most from the week’s
discussion. Or, you might want to ilustrate your most important learning from
this week’s lesson.
Do this in one-half crosswise.
Use the rubric:

Criteria 5 4 3 2 1
I. Evaluating All sentences Only four Only three Only two Only one
learning respond to sentences sentences sentences sentence
the prompts. respond to respond to respond to in the
Content the the the paragraph
prompts. prompts. prompts. responds
to the
prompt.
All rules on Any 1-2 Any 3-4 Any 5 More than
capitalization, rules are rules are rules are 5 rules are
Mechanics of spelling, not not not not
Writing grammar, etc. properly properly properly properly
are perfectly observed. observed. observed. observed.
observed.
J. Additional Homework: List down your strengths Homework: List down your strengths
activities and how you intend to use them in and how you intend to use them in
for
application or the table below. Do this in your the table below. Do this in your
remediation notebook. notebook.
My Strengths I will use

them to…
V. REMARKS
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the lesson
work? No. of
learners who
have caught up
w/ the lesson
69
D. No. of learners
who continue
to require My Strengths I will use them
remediation to…
E. Which of my
teaching
strategies
worked well?
Why did these
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?
70
Teaching Date and Time CODE ENGLISH9Q1W4D1
The learner actively participates in a speech choir through using effective verbal and non-verbal
B. Performance
Standards
I. OBJECTIVES
EN9LC-Id-8.4: Agree or disagree with the ideas of the speaker.

EN9LC-Id-8.5: Accept or reject ideas mentioned.
EN9VC-Id-21: Summarize the contents of the material viewed
EN9RC-Id-13.2: Scan sequence signals or connectors to determine patterns of idea
C. Learning
development
Competencies/
Objectives
A. Use expressions in making agreements and disagreements, accepting or rejecting.
B. Summarize material viewed using sequence signals.
C. Realize the importance of using appropriate expressions when accepting, rejecting,
agreeing and disagreeing.
II. CONTENT (Subject Using Appropriate Expressions in Agreeing, Disagreeing, Accepting, Rejecting
Matter/Lesson) Summarizing Using Sequence Signals
1. Teacher’s
Guide 28,29
pages
2. Learner’s
Materials 50 – 51, 65
A. REFERENCES
pages
3. Textbook
English Expressways II p 208-209
pages
4. Additional
Materials
from
Learning
Resource
portal
B. Other Learning
Video clip (H.O.M.E.), projector, laptop
Resources
AVERAGE ADVANCE
Students watch the video, The H.O.M.E. Prior
IV. PROCEDURES
A. Reviewing to the viewing, pose the questions: Students watch the video, The H.O.M.E. Prior to
previous 1. What are the challenges depicted the viewing, pose the questions:
lesson or in the video? 1. What can you say about the
presenting the 2. What motivates the author to do the video? In what point in the video can you relate
new lesson video? your present life? Explain your answer.
71
1. How would you treat the challenges
B. Establishing a presented? 1. What do you think is our lesson
purpose for the (Publish students’ responses) for today?
lesson (Publish students’ responses)
Teacher presents the objectives of the
lesson. Teacher presents the objectives of the lesson.
Watch the video for the second time. Take
Present another video. Take note of the ideas.
note of the ideas.
C. Presenting 1.Do you agree or disagree with the ideas of the
1. Do you agree or disagree with the ideas
examples/insta speaker?
of the speaker?
nces of the 2. What ideas you would like to accept? reject?
new lesson 2.What ideas you would like to accept?
3. What expressions were used in expressing
reject?
agreement or disagreement?
Group students according to their interests. Group students according to their interests.
Read the following statements. As a group, Answer the following questions using
identify the expressions used in making words/phrases/expressions in agreeing,
agreements, disagreements, accepting or disagreeing, accepting, rejecting in your
rejecting. answers.
1. I support your idea of attending the
D. Discussing seminar. 1. Which statements you disagree in
new concepts 2. Oh my God! I am not in favor of the video?
and practicing death penalty. 2. What ideas in the video do you agree
new skills #1 3. Excuse me, but I think differently. as a group?
4. I think so, too. 3. What ideas your group
5. I beg to disagree with you. reject?
1. What expressions are used when 1. What expressions are used when agreeing?
agreeing? disagreeing? disagreeing?
2. What other expressions that you know? 2. What other expressions that you know?
E. Discussing Use the same groupings. Distribute activity Use the same groupings. Distribute activity
new concepts sheets containing articles. sheets containing articles.
and practicing Summarize the text using appropriate Summarize the text using appropriate sequence
skills #2 sequence signals. signals.
(Group students according to their interest.) (Group students according to their interest)
A. Agree or disagree on ONE of these A. Make your stand on ONE of the
situations by using appropriate expressions. following situations by using
1. The rush to the cities was one of expressions in making agreements
the global trends of the twenty first and disagreements, accepting and
century. rejecting.
2. Discipline must start at home as 1. A wasteland can be developed for
charity begins here. sustainable human use.
B. Make a summaryof this text using 2. Psychology says, students who always
sequence signals laugh at school are the ones who are
F. Developing
the saddest inside their homes.
mastery
It was July 21, 1969, and Neil Armstrong B. Make a summary of this text using
awoke with a start. It was the day he would sequence signals
become the first human being to ever walk It was July 21, 1969, and Neil Armstrong awoke
on the moon. The journey had begun several with a start. It was the day he would become the
days earlier, when on July 16th, the Apollo 11 first human being to ever walk on the moon.
launched from earth headed into outer The journeyhad begun several days earlier,
space. On board with Neil Armstrong were when on July 16th, the Apollo 11 launched from
Michael Collins and Buzz Aldrin. The crew earth headed into outer space. On board with
landed on the moon in the Sea of Tranquility Neil Armstrong were Michael Collins and
BuzzAldrin. The crew landed on the moon in
72
a day before the actual walk. Upon Neil’s the Sea of
first step
onto the moon’s surface, he declared, “That’s Tranquility a day before the actual walk. Upon
one small step for man, one giant leap for Neil’s first step onto the moon’s surface, he
mankind.” It sure was. declared, “That’s one small step for man, one
giant leap for mankind.” It sure was.
Source: https://patternbasedwriting.com
Source: https://patternbasedwriting.com
What should you remember when making
agreements and disagreements? What should you remember when making
Accepting/rejecting? agreements and disagreements?
Accepting/rejecting?
When you agree with a person, you think or
feel the same way as he does. You accept When you agree with a person, you think or feel
G. Making
his views. To disagree means to give an the same way as he does. You accept his
generalizations opposite opinions. views. To disagree means to give an opposite
and
You express agreement as; I agree, I think opinions. You express agreement as; I agree, I
abstractions
so, I feel the same way, That’s true/right think so, I feel the same way, That’s true/right
about the
When you disagree, you say: I beg to When you disagree, you say: I beg to disagree
lesson
disagree with you, I don’t think so, I’m sorry with you, I don’t think so, I’m sorry to disagree
to disagree with you, Excuse me, but I think with you, Excuse me, but I think differently.
differently.
What sequence signals can be used when
What sequence signals can be used when making a summary?
making a summary?
H. Finding
practical
applications of How will you handle situations when you How will you handle situations when you have
concepts and have to reject/ disagree with someone? to reject/ disagree with someone?
skills in daily
living
The local government is planning to convert The localgovernment is planning to convert your
your town’s rice fields into an industrial park.
town’s rice fields into an industrial park. One of
One of the bridges with historical value will
the bridges with historical value will be
be demolished. Most of the residents
demolished. Most of the residents disagree with
disagree with this plan, some agree, and a
this plan, some agree, and a few remain
few remain undecided. If you were in the
undecided. If you were in the shoes of each of
shoes of each of the people below, what
the people below, what would you say about the
would you say about the plan?
plan?
Municipal engineer Municipal engineer
Business Man Business Man
Teacher Teacher
Vendor Vendor
I. Evaluating Street Sweeper
learning Street Sweeper
Student Student
Mother Mother
Historian Historian
RUBRICS
Criteria 5 pts 3 pts 1 pt
73
complet All Only 5-7 Only
eness blanks blanks 1-4 RUBRICS
were were blank Criteria 5 pts 3 pts 1 pt
filled in filled in s
complete All blanks Only 5-7 Only
were
ness were filled blanks 1-4
filled
in were filledblanks
in
in were
filled in
Stand All Only 5-7 Only Stand All Only 5-7 Only
point respons respons 1-4 point responses response 1-4
es es respo strongly s strongly respon
strongly strongly nses expressed expresse ses
express express stron agreement d strongl
ed ed gly or agreemen y
agreeme agreeme expre disagreem t or expres
nt or nt or ssed ent disagree sed
disagree disagree agree ment agree
ment ment ment ment
or or
disag disagr
reem eemen
ent t
J. Additional
Look for dialogue with expressions we Make a comic strip, write a dialogue using
activities for
learned about agreeing and disagreeing. expressions of agreeing, disagreeing,
application or
Copy on your activity notebook. accepting, rejecting
remediation
V. REMARKS
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
VI.
who require
additional
activities for
remediation
C. Did the lesson
work? No. of
learners who
have caught up
w/ the lesson
D. No. of learners
who continue
to require
remediation
74
R E. Which of my
teaching
strategies
worked well?
Why did these
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?
Activity sheet
A.
Someday, when I grow up, I will travel to Australia so that I can see the kangaroos in their natural habitat. I really
want to see the pouch that they carrytheir babies in. James Cook was the first explorer to record the name of the species
after asking the Guugu Yimithirr people what the animals were called. Female kangaroos are called does and the
babykangaroos are called joeys.
Source: www.teach-nology.com
B.
“Atticus said to Jem one day, “I’d rather you shot at tin cans in the backyard, but I know you’ll go after
birds. Shoot all the blue jays you want, if you can hit ’em, but remember it’s a sin to kill a mockingbird.” That was the
only time I ever heard Atticus say it was a sin to do something, and I asked Miss Maudie about it. “Your father’s
right,” she said. “Mockingbirds don’t do one thing except make music for us to enjoy. Theydon’t eat up people’s
gardens, don’t nest in corn cribs, they don’t do one thing but sing their hearts out for us. That’s why it’s a sin to kill a
mockingbird.” - Harper Lee, To Kill a Mockingbird
Source: https//thoughtcatalog.com
C.
“I must not fear. Fear is the mind-killer. Fear is the little-death that brings total obliteration. I will face my
fear. I will permit it to pass over me and through me. And when it has gone past I will turn the inner eye to see its path.
Where the fear has gone there will be nothing. Only I will remain.” - Frank Herbert, Dune
Source: https//thoughtcatalog.com
75
speech choir.
B. Performance
I. OBJECTIVES
Standards
EN9V-Id-15: Explain how words are derived from names of persons and places.
EN9LT-Id-14: Analyze literature as a means of discovering the
self. EN9LT-Id2.2.1: Express appreciation for sensory images
C. Learning
used.
Competencies/
Objectives
1. Give the meaning of the words through context clues.
2. Point out sensory images used in the selection read.
3. Realizes that anyone can be great in manyways.
The Day of Destiny
Matter/Lesson)
1. Teacher’s
29-30
Guide pages
2. Learner’s
Materials 52-60
A. REFERENCES
pages
3. Textbook
English Expressways III 238-241, 180-181
pages
4. Additional
Materials
from
Learning
Resource
portal
B. Other Learning
Activity sheet, meta cards
Resources
AVERAGE ADVANCE
Match the words in Column A with their

Match the words in Column A with their meaning in column B
meaning in column B A B
IV. PROCEDURES
A B 1. betwixt a. to signify
1. betwixt a. to signify 2. holden b. namely
lesson or
2. holden b. namely 3. betokens c. between
presenting the new
3. betokens c. between 4. tomorn d. to expect
lesson
4. tomorn d. to expect 5. weened e. tomorrow
5. weened e. tomorrow 6. Jesu f. Jesus
6. Jesu f. Jesus
76
Who is your inspiration? Describe him/her.
(Use this organizer)
Who do you consider great? Why?
(Use this organizer)
B. Establishing a
purpose for the
lesson
Teacher presents the objectives of the Teacher presents the objectives of the
lesson. lesson.
Pose the motive question, “What does it take Pose the motive question, “What does it
C. Presenting
to be a great man?” take to be a great man?”
examples/instances
Reading of the selection was pre assigned. Reading of the selection was pre assigned.
of the new lesson
Group students into 3. Reflect and answer
Group students into 3. Reflect and answer
at least 2 of the questions:
at least 1 of the questions:
1. How would you describe King Arthur as
1. How would you describe King Arthur as
a king?
a king?
2. What great deed did king Arthur achieve
D. Discussing new 2. What great deed did king Arthur achieve
as he lived his life? What was his greatest
concepts and as he lived his life? What was his greatest
legacy?
practicing new skills legacy?
3. what does the story tell about greatness?
#1 3. what does the story tell about greatness?
Present your responses after 10 minutes.
Present your responses after 10 minutes.
Other groups to give feedbacks.
Other groups will give feedbacks
Look for the sensory images found in the

story. Use this chart for your answer.
E. Discussing new Look for the sensory images found in the

concepts and story. Sight, hearing, smell, touch, taste.
practicing skills #2 Use a graphic organizer in your output.
Make 5 groups. Each one will write

expressions that appeal to the sense of
Box the word that suggests sensory
touch, sight, smell, taste, hear. Use any
experience. Identify to what sense each one
kind of organizers appropriate for your
appeals.
output.
1. Where the worst wind was
2. Sweet as the nectar of a flower
Group 1 touch
3. Gentle tip across the biscuits Group 2 sight
4. The bitterness of the fruit Group 3 smell
Group 4 taste
Group 5 hear
77
G. Making What realizations you’ve got about being
What can you say about being great?
generalizations and great?
abstractions about (Give inputs about lives of local heroes like (inputs lives of great men and women---
the lesson W. Vinzons and J. Robredo) Wenceslao Vinzons, Jessie Robredo )
How important sensory images in literary
How important sensory images in literary selections?
selections?
Group students as to their preference like:
music, arts, drawing, writing
Group students as to their preference like:
Group 1 Think of a song you music, arts, drawing, writing
can offer to King
Arthur Group 1 Sing a song to King
Arthur
Group 2 Draw an object that Group 2 Draw King Arthur as
applications of
will best represent a great man
concepts and skills
King Arthur Group 3 Illustrate using shape
in daily living
and color King Arthur
Group 3 Make a quotation as an ordinary man
about greatness. Group 4 Write a letter to King
Arthur
Group 4 Write a letter to King
Arthur
Using the poem in the activity sheet, Out in

Using the poem in the activity sheet, Out in
the Fields with God, pick out the words or
the Fields with God, pick out the words or
I. Evaluating learning phrases that appeal to the senses. Write
phrases that appeal to the senses. Write
them in your notebook.
them in your notebook.
Write a 5 sentence paragraph about your Research for local heroes in your
mother’s greatness. Use sensory images. community. Showcase their great deeds by
for application or
sight hearing smell touch taste writing a short feature article. Use sensory
remediation
images.
V. REMARKS
earned 80% in the
evaluation
require additional
VI. REFLECTION
activities for
remediation
C. Did the lesson
work? No. of
learners who have
caught up w/ the
lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
78
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
79
OUT IN THE FIELDS WITH GOD
Elizabeth Barrett Browning
The little cares that fretted me,

I lost them yesterday
Among the birds above the
sea, Among the winds at play;
Among the lowing of the herds
The rustling of the trees,
Among the singing of the birds,
The humming of the bees.
The foolish fears of what might happen,

I cast them all away
Among the clover-scented
grass, Among the new-morn hay
Among the hushing of the corn,
Where drowsy poppies nod,
Where ill thoughts die and good are born
Out in the fields with God.
80
A. Content Standards summarizing information, word derivation and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her to participate actively in a speech
choir.
I. OBJECTIVES
B. Performance
Standards
EN9WC-Id-8.1: Examine sample texts representative of each type
C. Learning
Competencies/ 1. Tell the types of reading text.
Objectives 2. Classify texts as literary, journalistic and informative
3. Appreciate the message in the texts read
Types of Reading Texts
Matter/Lesson)
1. Teacher’s
Guide 28, 30
pages
2. Learner’s
Materials 61-62
A. REFERENCES
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
portal
B. Other Learning Handouts, activity sheets, pictures, parallel selections ( UNESCO Sends Experts to
Resources Tubbataha Reefs, How to Maintain Cultural identity, The Courage that my Mother Had )
AVERAGE ADVANCE
A. Reviewing
previous lesson What learnings did you get from the story The In what part of the story, The Day of Destiny,
or presenting the Day of Destiny? you were touched so much? Why?
new lesson
Group students based on their interest such Group students based on their interest such
as likes on journalism, literature and as likes on journalism, literature and
IV. PROCEDURES
informative articles. Using this picture each informative articles. Using this picture each
group will do the specific task group will do the specific task
B. Establishing a Group 1 – write a 1 stanza poem Group 1 – write a 1 stanza poem

purpose for the
lesson Group 2 – compose 1 stanza song Group 2 – compose 1 stanza song
Group 3 – short news article Group 3 – short news article
Group 4 – informative text Group 4 – informative text
81
lesson. lesson.
C. Presenting Group the students into 3 according to Group the students into 3 according to
examples/instanc interest interest
es of the new ( literary, journalistic, informative ) Read the ( literary, journalistic, informative ) Read the
lesson assigned article for your group for 5 minutes. assigned article for your group for 5 minutes.
Examine the article how it was written using Examine the article how it was written using
the criteria: purpose, format, features, the criteria: purpose, format, features,
language use. What type of reading text is language use. What type of reading text is
it? it?
Criteria UNESC How to The Criteria UNESC How to The
D. Discussing new O sends maintai Courag O sends maintai Courag
concepts and experts n e that experts n e that
practicing new to cultural my to cultural my
skills #1 Tubbatah identity Mother Tubbatah identity Mother
a reefs Had a reefs Had
Purpose Purpose
Format Format
Features Features
Languag Languag
e Use e Use
What information can you get from the text? What information can you get from the text?
E. Discussing new What does the text express?
concepts and What does the text tell?
practicing skills Make a 1 paragraph message about the
What message does the text bring?
#2 text.
Examine the examples on task 11, Weigh

Up. Identify the type of reading text given
Examine the examples on task 11, Weigh
1. If you can dream – and not make
Up. Identify the type of reading text given
your dreams your master;
1. Men in great places are thrice
2. An earthquake is a shaking or
servants:
rolling movement of great masses
Servants of the sovereign or state,
of rocks on the earth’s uppermost
layer or crust. Servants of fame, and servants of
3. Men in great places are thrice business
F. Developing
mastery servants: 2. NASA is proposing another space
Servants of the sovereign or state, project. The agency’s budget
request, announced today, included
Servants of fame, and servants of
a plan to send another person to
business the moon.
4. Three possessions have governed 3. Those that have tenacity will not
my life; the longing for love, the quit when confronted by obstacles
search for knowledge, and the or when failing. In a game or in life,
unbearable pity for the suffering of
tenacity wants to win, and tenacity
mankind.
82
5. NASA is proposing another space lives by the credo, “Failure is not an
project. The agency’s budget option.”
request, announced today, included 4. Director Steven Speilberg launched
a plan to send another person to a Germany-wide contest Sunday
the moon. designed to promote tolerance
through students’ intercultural
interaction.
5. An earthquake is a shaking or rolling
movement of great masses of rocks
on the earth’s uppermost layer or
crust.
G. Making What are the types of reading texts? What What are the types of reading texts? What
generalizations do we get from these texts? do we get from these texts?
and abstractions ( inputs on types of reading texts: ( inputs on types of reading texts: informative,
about the lesson informative, journalistic, literary ) journalistic, literary )
applications of
Which do you prefer to write? Literary, Which do you prefer to write? Literary,
concepts and
journalistic or informative text? journalistic or informative text? Why?
skills in daily
living
Classify the following texts whether
informative, literary or journalistic. Classify the following texts whether
informative, literary or journalistic.
1. The Filipino has a strong respect for
the dignity of the human person and 1. The Filipino has a strong respect for
considers the other as an equal. He the dignity of the human person and
is sensitive to people’s feelings, very considers the other as an equal. He is
trusting to a point of naivete. sensitive to people’s feelings, very
2. Director Steven Spielberg launched trusting to a point of naivete.
I. Evaluating a Germany-wide contest Sunday 2. Director Steven Spielberg launched a
learning designed to promote tolerance Germany-wide contest Sunday
through students’ intercultural designed to promote tolerance
interaction. through students’ intercultural
3. Those that have tenacity will not quit interaction.
when confronted by obstacles or 3. Those that have tenacity will not quit
when failing. In a game or in life, when confronted byobstacles or when
tenacity wants to win, and tenacity failing. In a game or in life, tenacity
lives by the credo, “Failure is not an wants to win, and tenacity lives by the
option.” credo, “Failure is not an option.”
J. Additional
Cut out from newspapers some journalistic Cut out from newspapers some journalistic
activities for
articles. Paste them on your activity articles. Paste them on your activity
application or
notebook notebook
remediation
V. REMARKS
A. No. of learners
VI. REFLECTION
who earned 80%

in the evaluation
B. No. of learners
who require
additional
activities for
remediation
83
C. Did the lesson
work? No. of
learners who
have caught up
w/ the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
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?
84
UNESCO sending marine experts to Tubbataha to assess damage
MANILA, Philippines ___ The Paris-based United Nations Educational, Scientific and Cultural Organization is sending a
team of experts to Tubbataha Reef to assess the damage wrought bythe grounding of the USS Guardian, a US Navy
Minesweeper, in January .
This was confirmed to the Philippine Daily Inquirer on Monday by Cecile Guidote-Alvarez, director of the UNESCO Dream
Center in Manila and wife of Heherson Alvarez, head of the Climate Change Commission, an agencyattached to the Office of
the President.
Guidote-Alvarez said UNESCO’s World Heritage Center was also organizing a “five-day meeting of marine experts aimed at
strengthening conservation and management practices at Tubbataha Reef National Park”
“The meetingwill be held in Puerto Princesa Cityfrom May 20 t0 24”, she said,quoting Dr. Hubert Gijzen, director of the
Unesco Regional Science Board for Asia and the Pacific and Unesco representative to the Philippines, Indonesia, Malaysia,
Timor Leste and Brunie.
Gijzen apparentlyresponded to Heherson Alvarez’s call for an “independent assessment” byUnesco of the damage caused
by the Guardian after it got stuck on the reef for over two months.
Tubbataha Reef is located in the Sulu Sea 98 nautical miles southeast of Palawan.
Maintaining Your Cultural Identity
I was raised as a Chinese American speaking Cantonese fluentlyand some Tosanese with my granda. When I entered foster
care at the age of 12, I was no longer my own person. I was told by others on how I should act and behave based on their
cultural expectations. I had to fit a mold that wasn’t made for me to fit in. I lived with four different families and spent five years
in foster care. When I aged out of the foster care system, I began to find a stronger voice within myself and for others to hear.
As a former foster youth and a person of color, I advocate for youth to overcome cultural barriers, embrace diversity, and fi
nding your own voice in the foster care system.
85
The Courage that my Mother Had
The courage that my mother had

Went with her, and is with her still:
Rock from New England quarried;
Now granite in a granite hill.
The golden brooch my mother wore

She left behind for me to wear;
I have nothing I treasure more;
Yet, it is something I could spare.
Oh, if instead she’d left to me

The thing she took into the grave! -
That courage like a rock, which she
Has no more need of, and I have.
86
Teaching Date and Time Code ENGLISH9Q1W4D4

him/her to participate actively in a speech choir.
I. OBJECTIVES
The learner actively participates in a speech choir through using effective verbal
B. Performance Standards and non-verbal strategies based on the following criteria: Focus, Voice, Delivery,
Facial Expressions, Body Movements/ Gestures and Audience Contact.
EN9G-Id-1.6/1.7 Use appropriate punctuation marks and capitalization to convey
meaning.
C. Learning Competencies/ 1. Capitalize proper nouns and first word in a sentence.
Objectives 2. Use dash and hyphen correctly.
3. Relate with the meaning of a statement through the use of dash and
hyphen.
Hyphen, Dash, Capitalization
Matter/Lesson)
30
pages
A. REFERENCES
62-63
pages
3. Textbook pages Shining Star Workbook p 123
from Learning https://www.poetry foundation.org
Resource portal
B. Other Learning Resources Activity sheets
AVERAGE ADVANCE
A. Reviewing previous lesson From the punctuation marks you have
What punctuation marks can you still
or presenting the new learned, which do you considered
recall?
lesson important and why?
Notice how the sentences are

Notice how the sentences are
punctuated and capitalized.
punctuated and capitalized.
1. The presentations –- and
1. The presentations –- and especially
IV. PROCEDURES
especially the one by Ms.

the one by Ms. Ramos –- impressed the
Ramos –- impressed the
audience.
B. Establishing a purpose for audience.
2.Over-the-counter
the lesson 2. Over-the-counter
3. Florence is working in America.
3. Florence is working in
What are your observations?
America.
What are your observations?
Teacher presents the objectives of the
lesson.
Teacher presents the objectives of
the lesson.
Observe on the way these stanzas If you are to rewrite this stanza,
C. Presenting
were written: considering rules on capitalization and
examples/instances of the
A punctuation, how will you do it?
new lesson
In visions of the dark night
87
I have dreamed of joy departed--- to helen
But a waking dream of life and light edgar allan poe
Hath left me broken-hearted.
helen thy beauty is to me
B like those nicean barks of yore
in visions of the dark night that gently, o’er a perfumed sea
i have dreamed of joy departed the weary, way worn wanderer bore
but a waking dream of life and light to his own native shore
hath left me broken hearted
Compare stanza A with stanza B. What What rules did you consider in rewriting
can you say regarding capitalization the stanza?
and use of punctuation?
Which stanza was written correctly?
Group students according to their

interest. Group students according to their
Make the necessarycapitalization. interest.
1. is she a hero? Make the necessarycapitalization.
2. mayor adrian davoco 1. is she a hero?
3. she won in the contest at 2. mayor adrian davoco
legazpi city 3. she won in the contest at
and practicing new skills #1
4. I go to mass at st raphael legazpi city
archangel parish 4. I go to mass at st raphael
5. jason studies in manila archangel parish
5. jason studies in manila
Same groupings, punctuate the

Same groupings, punctuate the
following. Explain your answer.
following.
1. My foot is on my native
1. My foot is on my native heath
heath Sir Walter Scott.
Sir Walter Scott.
2. The New York Paris flight
2. The New York paris flight
3. One hundred thirty eight
3. One hundred thirty eight
4. To feed, clothe, and
E. Discussing new concepts 4. To feed, clothe, and find
find shelter for the
and practicing skills #2 shelter for the needy these
needy these are real
are real achievements.
achievements.
5. When in 1960 the stockpile
5. When in 1960 the
was sold off indeed, dumped
stockpile was sold off
as surplus natural rubber
indeed, dumped as
sales were hard hit. Barry
surplus natural rubber
Commoner
sales were hard hit. Barry
Commoner
88
Capitalize and punctuate the following
using hyphen or dash: Capitalize and punctuate the following
1. i am under the impression that using hyphen or dash:
she has no instruction at all 1. i am under the impression
F. Developing mastery and doesn’t need any. that she has no instruction
2. the motion was the tabled that at all and doesn’t need
is, removed indefinitelyfrom any.
consideration. 2. the motion was the tabled
3. good for nothing that is, removed
4. stephanie has gray green indefinitelyfrom

eyes consideration.
5. forty five 3. Good for nothing
4. stephanie has gray green
eyes
5. forty five
G. Making generalizations and

What should be capitalized? What should be capitalized?
When do we use dash and hyphen? When do we use dash and hyphen?
lesson
Mention names of places where hyphen Give some samples of names of places
applications of concepts and
and dash are used. where hyphen and dash are used.
skills in daily living
Make corrections on this text by

Make corrections on this text by observing the rules on punctuation
observing the rules on punctuation (hyphen and dash) and capitalization:
(hyphen and dash) and capitalization:
1. The lotterywas conducted as were 1. The lotterywas conducted as were the

the square dances, the teen club, the square dances, the teen club, the
halloween program by mr. summers, halloween program by mr. summers,
who had time and energy to devote to who had time and energy to devote to
civic activities. he was a round faced, civic activities. he was a round faced,
jovial man and he ran the coal jovial man and he ran the coal
I. Evaluating learning business, and people were sorry for business, and people were sorry for him
him because he had no children and because he had no children and his
his wife was a scold. wife was a scold.
2. I stand amid the roar

Of a surf tormented shore 2. I stand amid the roar
And I hold within my hand Of a surf tormented shore
grains of the golden sand And I hold within my hand
how few! yet how they creep grains of the golden sand
Through my fingers to the deep, how few! yet how they creep
while I weep while I weep! Through my fingers to the deep,
while I weep while I weep!
Write 2 sentences observing

J. Additional activities for Copy from a news article sentences
capitalization, and use of hyphen and
application or remediation with hyphen and a dash.
dash
V. REMARKS
89
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
VI. REFLECTION
additional activities for

remediation
C. Did the lesson work? No. of
learners who have caught
up w/ the lesson
continue to require
remediation
Why did these work?
encounter which my
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
90
Standards information, word derivation and formation strategies, appropriate word order, punctuationmarks
and interjections to enable him/her to participate actively in a speech choir.
The learner actively participates in a speech choir through using effective verbal and non-verbal
B. Performance
I. OBJECTIVES
Standards
EN9LT-Id-1.14; Use correct pitch, juncture, stress, intonation, rate of speech volume and
projection when delivering lines of poetry and prose in dramatic and
C. Learning conventional speech choir
Competencies/
Objectives 1. Define various prosodic features and its functions
2. Use appropriate speech feature when delivering lines
3. Internalize lines using correct prosodic features
II. CONTENT (Subject Viva Voce/ (Prosodic Features)
Matter/Lesson)
1. Teacher’s 31,
Guide pages
2. Learner’s
pp.54-59; 66-67
Materials
A. REFERENCES
pages
3. Textbook Essential English 9 pp. 98-100
pages
4. Additional
Materials https://www.slideshare.net/ronacatubig07/grade-9-suprasegmental-phonology
from
Learning
Resource
portal
B. Other Learning
Projector, Powerpoint presentation of Speech Feature,
Resources
AVERAGE ADVANCE
Call students to present again their Final Task. (Task 17 p. 65)
A. Reviewing While listening let the audience observe the way the performer delivers their speech.
previous lesson Elicit answer to the following questions:
or presenting the
new lesson 1. What makes the speech interesting?
IV. PROCEDURES
2. What do they have in common?

3. What makes them convincing?
Let each row of the class deliver the line “AHH” according to the given situations
Row 1- Toe hit by hummer
B. Establishing a
purpose for the Row 2- Discovered a secret
lesson Row 3- Amaze by a scenery
Row 4- Disappointed with the exam result
91
(Processing Random)
(Remind the students that one of their performance at the end of the quarter is choral recitation)
C. Presenting
examples/instanc Divide the Class into 7 groups. (T eacher mayuse her preferences of groupings.)
es of the new
lesson Each group will read text that talks about Characteristics of a Good Voice.
Each Group will choose one member to discuss what they have discussed in their group. Ask
them to provide examples.
Group 1- Pitch
Group 2- Intonation
Group 3- Juncture
Group 4- Stress
Group 5- Volume
Group 6- Rate of Speech
D. Discussing new Group 7- Projection
concepts and
practicing new Ask the following questions to each group to process their presentation.
skills #1
Group 1- Do you need to vary your pitch? Why?
Group 2- What does intonation convey?
Group 3- How does posing helps the speaker when delivering speech?
Group 4- Why do we need stress when delivering a speech?
Group 5- Why do you have to vary your voice level when speaking?
Group 6- What is the most effective rate of voice?
Group 7- How will projection of voice help the audience to understand the speaker?
(Processing. Random)
Practicing with your voice. Get a pair. Practicing with your voice. Regroup the class
with 2-3 members..
Using the following general context, deliver the
lines using expressive voice. Details are Ask students to deliver lines using expressive
enclosed in the parenthesis: voice. Give them a number of different
scenarios, such as:
1. I appreciate all you have done to me, and I
hope to return the favor some day. 1. Meeting a friend for the first time in years
(Simple, honest statement, or sarcasm) 2. A couple breaking up
E. Discussing new 2. Kindness! Do you call that kindness? I 3. Arguing with a stranger
concepts and would treat a stray dog the way you’ve 4. A doctor and a very sick patient
practicing skills treated me! (resentment, anger,
#2 unfriendliness) Present Output
3. I love you. (with sincerity)
4. I love you (with doubting voice) Ask:
1. What are the various speech
Present Output features observed?
Ask: 2. How do they affect the meaning of
1. What are the various speech the utterances?
features observe?
2. How do they affect the meaning of
the utterances?
92
Talk More: Talk More:
F. Developing
mastery
Do Task 18. On p. 66 Do Task 18. On p. 66
To Sum up the lesson, ask the following:
1. What are the various features of speech?
2. What are their functions?
G. Making
generalizations
and abstractions Using powerpoint presentation cite various Prosodic Features and their functions
about the lesson
(https://www.slideshare.net/ronacatubig07/grade-9-suprasegmental-phonology)
H. Finding practical Ask:

applications of 1. How do features of speech affect the way we communicate with others?
concepts and 2. On what occasions are these prosodic features will help you?
skills in daily
living
Regroup the class with 5-6 members,
Deliver the following lines using various Features of Speech: Use the Rubric on p. 66.
A: Excuse me. How much is this?

I. Evaluating
B: It’s sixteen dollars.
learning
A: Sixteen? I thought it’s ten. Isn’t it 40 percent off today?
B: The big sale starts on Tuesday. That’s tomorrow.
A: What? Todayis Monday, not Tuesday?
B: Yeah. Sorry about that. Do you want me to keep this for you?
J. Additional
activities for
application or
remediation
V. REMARKS
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
VI. REFLECTION
who require
additional
activities for
remediation
C. Did the lesson
work? No. of
learners who
have caught up
w/ the lesson
D. No. of learners
who continue to
require
remediation
93
E. Which of my
teaching
strategies worked
well? Why did
these work?
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?
94
Teaching Date and Time Code EN9Q1W5D2
The learner demonstrates understanding of how-Anglo-American literature and other

participate actively in a speech choir.
The learner actively participates in a speech choir through using effective verbal and
I. OBJECTIVES
B. Performance Standards non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial
Expressions, Body Movements/Gestures and Audience Contact.
EN9LC-Ie-8.6 Make decision based on what is listened to
EN9VC-Ie-21 Summarize the content of the material viewed
EN9SS-Ie-1.5.1 Skim to determine key ideas and author’s purpose
C. Learning Competencies/ A. Assess the relevance and worth of ideas presented in material
Objectives viewed.
B. Skim for key ideas to determine the author’s purpose
C. appreciate how writers affect readers through understanding
various purposes and strategies.
Skimming, Summarizing
Matter/Lesson)
p. 33
pages
2. Learner’s
p. 68-69
A. REFERENCES
Materials pages
3. Textbook pages
4. Additional https://www.youtube.com/watch?v=hg7qyecUARE
Materials from http://www.momwritesforacause.com/smoking-in-the-philippines-infographics/
Learning https://www.facebook.com/sintaxph
Resource portal http://www.mdc.edu/kendall/collegeprep/documents2/author's%20purposerev818.pdf
B. Other Learning
Manila paper, PPT presentations, projectors
Resources
AVERAGE ADVANCE
Introduce Lesson 4. Ask student to skim the lesson 4 Introduction.
A. Reviewing previous Ask:
lesson or presenting the 1. What is the paragraph all about?
new lesson 2. What do you think is the theme of Lesson 4 based from the ideas presented
in the paragraph?
IV. PROCEDURES
Show picture of Nick Vujicic. (Materials are available from internet)
Ask: 1. What do you think are the possible Challenges Nick Vujicic may
Encounter in his life? Share ideas with class.
for the lesson
2. If you were in his situation what do you think you will feel?
Presentation of Lesson Objectives
C. Presenting Quick Talk. Ask students to group into 3.

the new lesson  Each group will choose 1 member to be interviewed.
95
 Write at least 1 questions to be asked later(in line with coping with
challenges) to the chosen member.
 Let one of the students act as interviewer as if in a talk show.
Sum It Up. (With the same group) Sum It Up. (With the same group)
 Instruct the class to summarize the  Instruct the class to summarize the
“show” that they have witnessed. “show” that they have witnessed.
 Each group will be assigned  Each group will be assigned to
to summarize the answer of summarize the answer of the
the students being students being interviewed.
interviewed.  Ask them to share answer.
 Ask them to share answer.
After the Task, ask the following questions:
D. Discussing new
After the Task, ask the following 1. What helped you to summarize the
concepts and practicing
questions: content of the interview?
new skills #1
1. What helped you to summarize 2. What are the key ideas that you
the content of the interview? consider in summarizing the content of
2. What are the key ideas that the talk?
you consider in summarizing 3. What are the things that we
the need to consider when summarizing
content of the talk? any kind of materials?
3. What are the things that we
need to consider when
summarizing anykind of
materials?
(Using powerpoint and projector) (Using powerpoint and projector)
Let the students examine this poster, Let the students examine this poster, have
have a quick glance on the content a quick glance on the content through the
through the following guide questions: following guide questions:
1. What is the content of 1. What is the infographics all about?

the infographics? 2. More or less how many sticks of cigarette
2. What are the various graphic is consumed byFilipino smokers?
organizers used to present the 3. Why do you think men have the most
data on the issue of smoking? number of smokers when it comes to
3. How many Filipinos die due to gender?
E. Discussing new
smoking related disease every 4. According to the data, what maybe the
concepts and practicing hour? reason why more are still encourage to
skills #2
4. What do you think is the purpose smoke?
of the infographics? 5. Why do you think poor people in the
Philippines has the most number of
(See the info graphics at the end part of smokers?
the plan) 6. What might be the purpose of the
infomercial?
7. How does it appeal to you as a Filipino
teen?
8.
(See the info graphics at the end part of the
plan)
Writing Duo
96
Using the infographics, write a 5 sentence summaryof the infographics.
Share output.
Sum up the lesson using following question guides:

1. What is skimming?
2. What is the role of key ideas in summarizing any material?
3. How do authors present their purpose?
4. What are the different purposes of the author?
Using PPT. input the following concepts:
An author’s purpose is his reason for or intent in writing.

 His purposes may be is to amuse the reader, to persuade the reader,
to inform the reader, or to satirize a condition.
An author writes with one of four general purposes in mind:

G. Making generalizations 1. An author uses narrative writing if he wants to relate a story or to
and abstractions about recount events,
the lesson 2. Author uses descriptive writing to tell what something looks like,
sounds like, or feels like, the
3. The author uses persuasive writing to convince a reader to believe
an idea or to take a course of action.
4. While he uses expository to inform or teach the reader.
An author’s purpose is reflected in the way he writes about a topic. For instance, if his
purpose is to amuse, he will use jokes or anecdotes in his writing.
Clues to an author’s purpose may be found in

 titles
 author’s background
 prefaces
Ask the following questions:

1. How does skimming help you to locate information quickly?
H. Finding practical 2. What particular subject area can you use skimming and summarizing?
applications of concepts 3. Why do we need to understand the purpose of the author when we read
and skills in daily living articles?
4. How do authors influence us through their writing?
Study the sample table of contents. Answer the following questions:
TABLE OF CONTENTS
Introduction i
97
PART 1 FIVE DECADES OF THE FILIPINO YOUTH
I. Evaluating learning The Fabulous Fifties 3

The swinging sixties 21
The Storming Seventies 41
The electric eighties 61
The nerdy Nineties 83
A Turbulent turn of the Millennium 103
PART 2 PERSPECTIVE AND REFLECTIONS

Familyand values 108
Common myths about young filipinos’ Sexuality 176
The interactive Generation 218
Youth and Sports 292
1. What two main topics are covered in the Table of Contents?

2. What does the title of Part 1 suggest?
3. Which decade of the Filipino youth is the most fashionable?
4. In which decade of the Filipino youth were you born?
5. What does the title of Part 2 suggest?
J. Additional activities for Clip short examples of text or material that shows various purposes. Label them and
application or write its purposes. Paste it in an A4 size bond paper.
remediation
V. REMARKS
earned 80% in the
evaluation
require additional
No. of learners who
have caught up w/ the
lesson
VI. REFLECTION

continue to require
remediation
Why did these work?
encounter which my
can help me solve?
use/discover which I
wish to share with other
teachers?
98
99
B. Performance
I. OBJECTIVES
Standards
EN9WC-Ie-9 Compose forms of literature
EN9LT-Ie-14 Analyze literature as a means of discovering the
C. Learning self EN9LT-Ie-2.2.2 Explain the literary device used.
Competencies/ 1. Define what is extended metaphor
Objectives 2. Point out effectiveness of extended metaphor in the poem
3. Show appreciation on experience of others which gives you better perspective in life
and reaction to challenges.
Mother to Son, Literary devices
Matter/Lesson)
1. Teacher’s
32-40
Guide pages
2. Learner’s
Materials pp. 69-76

A. REFERENCES
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
portal
B. Other Learning
Strips of Manila paper, metacard, projector
Resources
A. Reviewing AVERAGE ADVANCE
previous lesson Elicit students output from their preparations on various purposes of the author.
or presenting the
new lesson Process their answer.
Do Task 6 Why Not?
Talking Duo: Look for a partner and discuss the question. Share answer with the class.
IV. PROCEDURES
1. How do you deal with your daily challenges in life?

2. What are the various challenges you are facing as students now?
B. Establishing a ( Process answers)
purpose for the
lesson
Pair up and reflect on the following quotations:

1. “Don’t Let Challenges stop you to take your best future”
-Anonymous
2. “ When virtue is in presence, all subordinate powers sleep”
10
Process the answer on the following questions
1. What does each quotation suggests?
2. Do you agree with what each quotation suggests? Why? Why not?
3. What does it take to ace life challenges?
Think Back Think Back

Divide the class in groups of 5, Divide the class in groups of 5,
1. Have them think back on elements of 1. Have them think back on elements of
poetry poetry that will be assigned to them.
2. Let them have a quick glance on 2. Let them present their understanding
various elements (Post definitions of on the element.
elements on the board) 3. After which, allow them to decide
3. After which, allow them to decide which among those elements they
which among those elements they have yet to touch on, explore
have yet to touch on, explore understand and master using the
understand and master using the following chart.
following chart
C. Presenting
examples/instanc
es of the new
lesson
Refer to the lessons on pp. 10-15 for

(Refer to the lessons on pp. 10-15 for reference)
reference)
10
Task 8 Meaningful Life
Reflect on the questions:

1. To What can you compare life?
2. How words can help person to get through difficult times?
D. Discussing new Teacher will read the poem “Mother to Son” while students read its copy it silently.
concepts and
practicing new 1. SGDW: Divide the class into 5 Groups
skills #1
Group 1- List down difficult words found in the dictionary.
Group 2- Summarize the poem listened to by answering questions found on p. 74.

Use illustration of a Stair to answer the questions.
Group 3 –Use Table on p. 74 to illustrate response on the questions for the group.
Group 4- Qualities and Atittude. Plot the approach the persona intended to show in
the poem
Element Touc To To To
Element Touc To To To s h on explore Und mast
Group
s 5- MorehChallenges.
on exploreUseUnd Table on p. 75 to talk about Persona’s feeling and
mast ersta er
reasons. ersta er nd
nd Subject
Share answers with the class.
Subject Theme
Device
Theme Made Easy. Divide the Class into 5.
Poetic
Poetic Each
device will be assigned to do the
group
device following
SoundsTasks:
1.Sounds
What poetic devices are used in the Tone
poem?
Tone (imagery, sounds, poetic Significa
GROUP 1. Look for examples of lines that
contractions, repetition, tone)
Significa nt uses various sensory images.
2.ntWhich helps clarify the meaning more? experien Look for words that show
GROUP2-
3.experien
Which part do you like best? Why? ce sounds
4.ce
What do you think might have motivated
GROUP3- Extract words that uses
the mother to advise her son?
5. How important is the poem’s message in contraction. Spell it out.
your life? GROUP4- Look for words repeated over
6. What have you learned from it? and over in the poem
GROUP5- What is the tone of the
E. Discussing new Introduce Extended Metaphor as feature of a speaker? Provide evidence
concepts and lyric poetry that presents comparison over
practicing skills several lines.
#2 Process the following questions through
discussion.
1. Which helps clarify the meaning more?

2. Which part do you like best? Why?
3. What do you think might have
motivated the mother to advise her son?
4. How important is the poem’s message in
your life?
5. What have you learned from it?
Introduce Extended Metaphor as feature of a

lyric poetry that presents comparison over
several lines.
10
Post the following tables on the Board. Call for volunteers to fill up the Chart with lists of
comparison use in the poem from the first to end line of the poem.
F. Developing
mastery
Describe what images of the crystal stairway suggests
Ask: Group the class into 6, each group will point

G. Making 1. What are the devices use in the poem? out lines where various devices and elements
generalizations 2. How does extended Metaphor and imagery of poetry is use in the poem.
and abstractions help listener or reader to understand the
about the lesson content of the poem? Present output.
3. How do words affect us in making choices

and overcoming challenges in life?
H. Finding practical Ask:
applications of How does literature help us overcome our daily challenges? Name forms of literature that
concepts and vividly inspires people to keep going despite of personal challenges.
skills in daily
living
SGWD. Regroup the class into 5. Compose form of literature assigned to them that portrays
about Life Challenges and Overcoming it.
GROUP 1- Poem
I. Evaluating GROUP 2- Letter to a Friend
learning GROUP 3- Song
GROUP 4- Acrostic “CHALLENGE”
GROUP 5- Spoken Poetry
J. Additional
activities for
Journal Entry: Reflect challenges in your life through writing a short poem.
application or
remediation
V. REMARKS
A. No. of learners
who earned 80%
VI.
in the evaluation
B. No. of learners Life Compared to
who require
additional
activities for
remediation
C. Did the lesson Crystal Stairway Image What it suggests
work? No. of
learners who
have caught up
w/ the lesson
D. No. of learners
who continue to
require
remediation
10
E. Which of my
REFLEC
teaching
TION
strategies worked
well? Why did
these work?
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?
10
Teaching Date and Time Code EN9Q1W5D4

I. OBJECTIVES
B. Performance Standards non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial
EN9V-Ie-11 Arrive at the meaning of words through word formation EN9WC-Ie-9
Compose forms of literary writing
10EN9G-I-17 Use normal and inverted word order in creative writing
C. Learning Competencies/
a.Identify normal word order
Objectives
b.Write proper and accurate inverted word order
c.Appreciate effectiveness of inverted word order through writing short literary
piece.
Word Formation, Inverted and Normal Word Order
Matter/Lesson)
pages
A. REFERENCES
pages
3. Textbook pages Essential English 9 p. 28, 73
4. Additional Materials Philippine DailyInquirer Entertainment, July 1, 2014
from Learning https://www.slideshare.net/mollytokaeva/word-formation-tokaeva-114
Resource portal
B. Other Learning Resources Metacard, powerpoint presentations, projector

AVERAGE ADVANCE
Call students to share the poem they have written.

lesson or presenting the
1. What are the various literary device used?
new lesson
2. Did the author use extended metaphor?
IV. PROCEDURES
Process answer
for the lesson Introduce the topics/objectives to be discussed for the day.
Distribute article entitled “Use of Toxic Pesticide on Coco Trees Assailed”
(Material could be found on the last part of the DLP)
C. Presenting
the new lesson
1. What is the article all about?
2. What agencies are responsible
10
Ask students to see how the following words are formed in the passage.
Greenpeace
Trial-and-error
Cocolisap
Ugnayan
Coco
Antipest
WORD ATTACK WORD ATTACK
Discuss the observations of the students Discuss the observations of the

about the words presented above. students about the words presented
above.
Lead the students to various methods of
word formation. Ask: How are the given words
formed?
Ask: How are the given words formed?
Group the class into 5 and distribute
D. Discussing new concepts Divide the class into 5 and each group will definitions of Formation of Words
and practicing new skills be given time to look and list down for
#1 words from the article read earlier: Ask each group to think of examples of
word formation assigned to them.
GROUP1- Clipping
GROUP2- Blending GROUP1- Clipping
GROUP3- Derivation GROUP2- Blending
GROUP4- Compounding GROUP3- Derivation
GROUP5- Acronym GROUP4- Compounding
GROUP5- Acronym
Present and Process Output
Present and process output
10
WORD MAZE SCRAMBLE SENSE
Ask students to connect the words using Ask students to form sentence from
line in the grid to form a sentence. the scrambled words.
street the run

dog down the
Possible answers:
E. Discussing new concepts Possible answers:

1. The dog run down the street. 1. The dog run down the street.
and practicing skills #2 2. Down the street the dog run.
2. Down the street, the dog run.
DELVE DEEPER
DELVE DEEPER
Ask the students the following questions:
Ask students to do the following:
1. What kind of sentences are
formed? 1. Label the words that has been
2. What comes after the subject of created.
the first sentence? (VERB) 2. Analyze the position of the
3. What about the second sentence, verb and subject in the
where is the verb located? (before sentence.
the subject) 3. How does it affect the idea of
4. What do you think is the purpose of the first sentence compared to
inversion when use in the sentence? the second sentence?
4. What do you think is the
(emphasis)
purpose of inversion when use
in the sentence? (emphasis)
 Present the following sentences and
let students invert or transform it to Let the students create normal and
normal word formation. inverted sentences from the set of
scrambled words.
E.g. (write in a metacard for easy use and
Theyare eccentric and proud. post it on the board)
A.
the she got
How the award fromThe
street the I story heard funny such
contest we never found out. never have
down dog run
Process answers. B.
Seldom visit they us
C.
until did he not return the

Monday book to me
Process answers
Work with partner.
10
Each partner will be assigned to write 1 sentence (normal, inverted). Ask them to
exchange work and convert their partner’s work to normal word formation and vice
F. Developing mastery versa.
 Elicit examples of normal word formation

 Ask students to invert the sentences
Ask the students to compare and contrast Normal and Inverted Word order in the
sentence.
Discuss the following concept using powerpoint presentation
5 Basic ways of Word Formation:
1. Derivation
G. Making generalizations 2. Clipping
and abstractions about 3. Blending
the lesson 4. Compounding
5. Acronym
Word Normal order occurs when subject comes before the verb
e.g.
The cat ran down to kitchen.
Mr. Art design the logo for the school ID.
Inverted word order is formed when the verb or part of the verb comes before the
subject.
e.g.
To the kitchen the cat ran.
The logo for the school ID was designed by Mr. Art.
As students to name daily activities where word formation can be beneficial.
applications of concepts
Which situation can we use inverted word order effectively?
and skills in daily living
Group the class into 4. Let them use word formation and word order in the following
situation:
I. Evaluating learning GROUP1- Letter to the school

GROUP2- Invitation to friends
GROUP3- A 1 stanza poem
GROUP4- Announcement in School activity
J. Additional activities for Provide examples of sentences with inverted word order.
application or remediation
V. REMARKS
earned 80% in the
evaluation
10
require additional
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
to share with other
teachers?
10
Use of Toxic Pesticide on Coco Trees Assailed By:
Delfin T. Mallari Jr.
Philippine Daily Inquirer Entertainment, July 1, 2014
The environment group Greenpeace and coconut farmer groups have criticized the government’s use of the toxic
pesticide neonicotinoids to combat the coconut scale insects (CSI) or “cocolisap” infestation that is threatening to wipe out
the country’s coconut industry.
Romeo Clavo, head of the group Ugnayan ng Magsasaka sa Gitnang Quezon (Ugnayan), said they would prevent
the Philippine Coconut Authority (PCA) from injecting the anti-pest chemical into their coconut trees, until they are
convinced it is safe for humans and the environment.
The coconut is our only means of livelihood. We won’t let the government use it in its trial -and-error approach to
combat the pest.” Clavo said.
11
speech choir.
I. OBJECTIVES
B. Performance
Standards
EN9LT-If-14: Analyze literature as a means of discovering the self
C. Learning EN9LT-If2.2.3: Determine tone, mood, technique, and purpose of the author.
Competencies/ 1. Define tone in their own words
Objectives 2. Explain how the tone of the poem helps clarifyits meaning
3. Distinguish types of poetry
Matter/Lesson)
1. Teacher’s
Guide pages
2. Learner’s
Materials Page 76
A. REFERENCES
pages
3. Textbook
Page 76
pages
4. Additional
Materials from
https://anglosaxonpoetry.camden.rutgers.edu/shorter-poems/
Learning
https://slideplayer.com/slide/7670044
Resource
portal
B. Other Learning
Strips of cartolina, visuals, copy of the poems , videos
Resources
AVERAGE ADVANCED
Review to class about the elements of Review to class about the elements of
lesson or presenting
poetry and poetic devices discussed. poetry and poetic devices discussed.
the new lesson
-Elicit answers from class. -Elicit answers from class.
FEELINGS MATTERS FEELINGS MATTERS
Will show varied pictures of emoticons. Will show varied pictures of emoticons.
IV. PROCEDURES
a. Happy a. Happy
b. Sad b. Sad
B. Establishing a c. Excited c. Excited
purpose for the d. Afraid d. Afraid
lesson e. Angry e. Angry
f. Determined f. Determined
Theywill be asked to raise the emoticons Theywill be asked to raise the emoticons
that corresponds to the reaction they felt that corresponds to the reaction they felt
after listening to the statements read by after listening to the statements read by
selected students. selected students.
11
Statements:
1. I can do it! Statements:
2. I’ll try but I think I’ll lose. 1. I can do it!
3. I will bring home the bacon! 2. I’ll try but I think I’ll lose.
4. I can’t do it!! 3. I will bring home the bacon!
5. I will survive! 4. I can’t do it!!
5. I will survive!
What have you noticed from the What have you noticed from the
speaker’s attitude while saying the speaker’s attitude while saying the
statements given above? statements given above?
The speaker uses tone to emphasize his  The speaker uses tone to
point . emphasize his point .
In which typical situation can we associate In which typical situation can we associate
these words? these words?
Possible answer: In time of challenges, Possible answer: In time of challenges,

C. Presenting these statements are the usual response these statements are the usual response
examples/instances we have with problems /challenges. we have with problems /challenges.
of the new lesson Students will be tasked to read the -Students will be tasked to read the
statements with the appropriate tone of statements with the appropriate tone of
voice. voice.
-Will present the list below: -Will present the list below:
Approving Approving
Serious Serious
Polite Polite
Afraid Afraid
Cynical Cynical
Happy Happy
Admiring Admiring
Light Light
Angry Angry
Mysterious Mysterious
Hopeful Hopeful
doubtful doubtful
Critical Critical
D. Discussing new
Mimic Mimic
concepts and
Persuasive Persuasive
Confused Confused
#1
Defiant Defiant
Forgiving Forgiving
Fearing Fearing
calm calm
Envious Envious
Triumphant Triumphant
Hostile Hostile
Inspiring Inspiring
Playful Playful
Mocking Mocking
Anxious Anxious
Defeated Defeated
Sorrowful Sorrowful
-Describe the list. -Describe the list.
-The list describes? -The list describes?
11
-If we will classify the list into two what can -If we will classify the list into two what can
it be? it be?
Possible answer: Possible answer:

- Tone - Tone
-positive and negative attitude descriptions -positive and negative attitude descriptions
- formal and informal - formal and informal
-serious and light -serious and light
Recall the poem discussed (Mother to Son) Recall the poem discussed (Mother to Son)
TASK (based from page LM 76) TASK (based from page LM 76)
1.Note the words that reflect the poet or 1.Note the words that reflect the poet or
the speaker’s attitude toward the subject. the speaker’s attitude toward the subject.
Persona Word Choices Persona Word Choices
2. Select a single word (adjective) to 2. Select a single word (adjective) to

identify the speaker’s tone. identify the speaker’s tone.
3. Explain 3. Explain
 How the tone changes in the  How the tone changes in the
poem’s last part? poem’s last part?
 The effect of the change  The effect of the change
 The way the poet uses tone  The way the poet uses tone
to emphasize the importance to emphasize the importance
of coping with challenges to of coping with challenges to
enhance one’s self. enhance one’s self.
-Discussion of answers -Discussion of answers.
GROUP TASKS GROUP TASKS
Study the following poems. Take note of Study the following poems. Take note of
your observations. your observations.
TASK 1 TASK 1
Seven Ages of Man Seven Ages of Man
The Battle with Grendel, Mother The Battle with Grendel, Mother
to Son to Son
Seven Mother Seven Mother

ages The to Son ages The to Son
E. Discussing new of Battle of Battle
concepts and Man with Man with
practicing skills #2 Grendel Grendel
It uses It uses
dramatic dramatic
techniques techniques
It is in It is in
verse form verse form
It is in It is in
stanza stanza
form. form.
11
It can be It can be
sung. sung.
Which one tells a story? Which one tells a story?

Which one uses dramatic technique? Which one uses dramatic technique?
How do the poems differ? How do the poems differ?
What are the features of each one? What are the features of each one?
Discussion of answers -Discussion of answers
TASK 2 INDIVIDUAL
From the poems we discussed in the From the poems we discussed in the
previous quarters, to which type each of previous quarters, to which type each of
them falls? (same groupings, each one will them falls? (Each one will choose a poem
choose a poem and make analysis as to and make analysis as to type and
type and features) features).
Using a Venn diagram, show the
similarities and differences of the three
types of poetry Using a Venn diagram, show the
similarities and differences of the three
types of poetry.
F. Developing mastery -Presentation of outputs.

-a sample rubric is attached.
The speaker’s /persona ‘s attitude towards the subject can be gleaned from the
quality of the language the poet used.
This is called the tone which can either be formal or informal, serious or light. In
most cases, tone is suggested by the quality of the language used by the poet.
How does each type of poetry differ from the other?
(Give input on types of poetry and each characteristics).
G. Making
generalizations and Narrative Poetry -This type of poem is a story told in fiction or non-fiction, poetry or
abstractions about
drama.
the lesson
Lyric Poetry-This is a highlymusical verse that expresses the observations and feelings
of a single speaker.
Dramatic Poetry - This type of poetry utilizes the techniques of drama like script, stage
directions and dialogue.
11
How important is tone in dealing with How important is tone in dealing with
applications of
persons in our everyday life? persons in our everyday life?
concepts and skills in
daily living
Analyze the poem How Do I Love Thee?
I. Evaluating learning A short quiz
As to type and features.
Distinguish the types of poetry and
described them in your own words.
5 points each
a. narrative
b. lyric
c. dramatic
for application or
List poems you read and classify them as to type.
remediation
V. REMARKS
earned 80% in the
evaluation
require additional
activities for
remediation
No. of learners who
have caught up w/
the lesson
VI. REFLECTION
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did I use/discover
11

I. OBJECTIVES
EN9G-If-1.6/1.7: Use appropriate punctuation marks and capitalization to convey
meaning
C. Learning Competencies/ 1. Tell what apostrophe is.
Objectives 2. Use apostrophe in contractions.
3. State the importance of contraction.
II. CONTENT (Subject Apostrophe

Matter/Lesson) Contraction
42-43
pages
A. REFERENCES
78-79
pages
3. Textbook pages Elements of Language 323-326
from Learning 42-43
Resource portal
AVERAGE ADVANCED
Will show pictures of a hyphen and a
A. Reviewing previous lesson dash.
or presenting the new When do we use hyphen and dash?
lesson
When do we use hyphen and dash?
It’s hard to understand why people
It’s hard to understand why people
decide to buy certain cars. Even
decide to buy certain cars. Even though
though a person’s old car might be
IV. PROCEDURES
a person’s old car might be running

running fine, once he sees one of the
fine, once he sees one of the new
new models, he’s not going to be
models, he’s not going to be happy until
happy until he has traded in his old car.
he has traded in his old car. John,
John, who’s my best friend, is a good
who’s my best friend, is a good
B. Establishing a purpose for example of a victim of new car fever.
example of a victim of new car fever.
the lesson
1. What is the paragraph all
1. What is the paragraph all about?
about?
2. What do you notice of the
2. What do you notice of the underlined
underlined words?
words?
3. What punctuation marks were
3. What punctuation marks were used?
used?
11
Using the given paragraph,
Using the given paragraph,
C. Presenting 1. When do we
examples/instances of the 1. When do we use apostrophe? use apostrophe?
new lesson 2. What happened to words 2. What happened to words
when apostrophe is used? when apostrophe is used?
Task 10 On Using Contractions Task 10 On Using Contractions
(LM page 78) (LM page 78)
Form a group of five and ponder on Find a partner and ponder on how this
how this quotation relates to the quotation relates to the message of
message of Mother to Son poem by Mother to Son poem by Langston
Langston Hughes. Hughes.
Pay attention to the italicized words Pay attention to the italicized words
“Our struggles, efforts to face “Our struggles, efforts to face

difficulties in life, sacrifices, charityand difficulties in life, sacrifices, charityand
fervent prayers are the seeds of our fervent prayers are the seeds of our
D. Discussing new concepts success. To be strong for storms that success. To be strong for storms that
and practicing new skills #1 last not fore’er as seasons change with last not fore’er as seasons change with
god in control keep us standin’. “ god in control keep us standin’. “
1.What do they have in common? 1.What do they have in common?

2.What punctuation mark is used in 2.What punctuation mark is used in
each of them? each of them?
3. What term do we use to identify 3. What term do we use to identify
the expressions that use apostrophe the expressions that use apostrophe
in place of omitted letter/s? in place of omitted letter/s?
4. Why do some poets use this form 4. Why do some poets use this form of
of expression? expression?
Reread the poem Mother to Son, look Reread the poem Mother to Son, look
E. Discussing new concepts
for samples of poetic contractions. for samples of poetic contractions.
and practicing skills #2
11
Contractions Game
Form 3 groups. Write each of these
verbs in meta cards (will, shall, could,
is, have, do, does, did, can, are, was,
were) and place the cards in a pile.
Contractions Game
Form 3 groups. Write each of these  Take turns in turning each
verbs in meta cards (will, shall, could, verb into a contractionwith the
is, have, do, does, did, can, are, was, word NOT.
were) and place the cards in a pile.
 Each player tells and spells
F. Developing mastery  Take turns in turning each
the contraction aloud.
verb into a contraction with
 The group with most number
the word NOT.
of points is the winner
 Each player tells and spells
the contraction aloud.
of points is the winner.
of points is the winner.
Task 2- Try It Out
 Imagine two personas, poets
(from the two poems you like
or find interesting) meet and
have a meal together.
 Imagine how each one shares

his/her thoughts on how to
face challenges in life.
 Make up few lines of dialogue
showing their sharing of ideas.
 Remember to use
contractions.
G. Making generalizations and What did you learn from the activities What did you learn from the activities
abstractions about the and discussion we have? and discussion we have?
lesson (input on apostrophe and contractions) (input on apostrophe and contractions)
What is the importance of contractions What is the importance of contractions
and apostrophe in communication? and apostrophe in communication?
Encircle the words that need to be
Encircle the words that need to be contracted, Write the contracted form:
contracted. Write the contracted form: 1. We are all alone.
1. We are all alone. 2. Theyare my precious children
2. Theyare my precious 3. You do not have to say yes.
children 4. Are you not coming with us?
3. You do not have to say
I. Evaluating learning 5. He is not my type of man.
yes.
4. Are you not coming with 6. We were not prepared for the
us? quiz.
5. He is not my type of man. 7. I do not speak Spanish.
8. Theyare not used to our culture.
9. There is not much to tell about
it. 10.Hopefully she is not
disgusted.
J. Additional activities for Look for a song which uses Look for a song which uses
application or remediation contraction. Copyit on your notebook. contraction. Copyit on your notebook.
11
V. REMARKS
remediation
up w/ the lesson
VI. REFLECTION
continue to require
remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
speech choir.
B. Performance
I. OBJECTIVES
Standards
EN9LC-If-8.2: Judge the relevance and worth of ideas presented
EN9VC-If-19: Assess the relevance and worth of ideas presented in the material
viewed
C. Learning
1. Create a collage based from the chosen lines in the poem
Competencies/
2. Assess the relevance and worth of the ideas presented in the material viewed
Objectives
3. Show appreciation for the significant human experiences highlighted and shared
during the discussion

Advice Collage Making
Matter/Lesson)
1. Teacher’s
Guide pages
2. Learner’s
A.
Page 79
III.
Materials pages
3. Textbook pages Page 79 ,Elements of Language 323-326
11
https://www.cpsb.org/site/handlers/filedownload.ashx?moduleinstanceid=
REFER 4. Additional
12850&dataid=18635&FileName=Handout%20Level%201%20Task%20Card.pdf
Materials from
http://theartwell.org/programs/we-the-poets/
LEARNING
Learning
https://www.kathryncramer.com/kathryn_cramer/poetry/
Resource portal
B. Other Learning
Resources
AVERAGE ADVANCED
A. Reviewing previous Checking of preparations.
lesson or presenting Look for a song which uses contraction. Copy it on your notebook.
the new lesson -Will asks the class about the significance of using contractions in writing.
IV. PROCEDURES
COLLAGE
B. Establishing a
purpose for the
lesson - Will ask to give ideas on what a collage is.
- Discussion of answers.
- A collage is an art that is made by attaching pieces of different materials such
as, paper, cloth or wood ) to a flat surface.( Merriam Webster Dictionary)
C. Presenting Will show an example of a collage. See attached example.

examples/instances What is the collage all about?
of the new lesson
The class will be asked to assess the collage in terms of:
1.visual presentation
D. Discussing new
2. creativity
concepts and
3. materials used
4. theme
#1
5. message
-Elicit students’ views and observation.
The class will be divided into five and will be tasked to create a collage.
Task 12 Advice Collage

E. Discussing new
1. Create a collage based on your chosen lines or images from the poem.
concepts and
2. Create photos or drawings that illustrate the message you want to convey.
3. Design the lay out of your collage.
4. Use the internet and other forms of technologyto enhance your collage.
-The class will be given enough time to finish the task.

-Reporting and presentation.
12
G. Making
We assess the relevance and worth of the ideas presented in the material by
generalizations and
_________________.
abstractions about
the lesson
applications of
Why do we need to assess and evaluate the worth of ideas presented in a text or in our
concepts and skills in
daily lives such as messages, fb post etc.?
daily living
I. Evaluating learning Crafting of a rubric

-See attached copyof the sample rubric for grading their outputs.
Create your own collage expressing your Using an android phone app. or a
J. Additional activities motto / beliefs on how do you face computer create your own collage
for application or challenges in life. expressing your motto / beliefs on how
remediation do you face challenges in life.
V. REMARKS
earned 80% in the
REFLECTION
evaluation
require additional
activities for
remediation
No. of learners who
have caught up w/
the lesson
continue to require
remediation
strategies worked
well? Why did these
work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did I use/discover
12
Source: https://www.kathryncramer.com/kathryn_cramer/poetry/
12
Mother to Son
By Langston Hughes
Well, son, I’ll tell you:
Life for me ain’t been no crystal stair.
It’s had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor—
Bare.
But all the time
I’se been a-climbin’ on,
And reachin’ landin’s,
And turnin’ corners,
And sometimes goin’ in the
dark Where there ain’t been no
light. So boy, don’t you turn
back.
Don’t you set down on the steps
’Cause you finds it’s kinder hard.
Don’t you fall now—
For I’se still goin’, honey,
I’se still climbin’,
And life for me ain’t been no crystal stair.
Langston Hughes, “Mother to Son” from Collected Poems. Copyright © 1994 by The Estate of Langston Hughes. Reprinted
with the permission of Harold Ober Associates Incorporated.
Source: The Collected Poems of Langston Hughes (Vintage Books, 1994)
12
Source:
https://www.cpsb.org/site/handlers/filedownload.ashx?moduleinstanceid=12850&dataid=18635&FileName=Handout%20Leve l
%201%20Task%20Card.pdf
12

strategies, appropriate word order, punctuationmarks and interjections to enable
I. OBJECTIVES
EN9OL-If-2.6.2: Use appropriate gestures (hand face, and body)
1. Define vocabulary words related to information advertisement
C. Learning Competencies/ 2. Create a script on an info-ad campaign on using positive ways to cope
Objectives with challenges
3. Use effective ways of coping with challenges to enhance one’s self

Info –Advocacy Campaign on Using positive ways to cope with challenges
Matter/Lesson)
Page 45-47
pages
A. REFERENCES
Page 79-81
pages
3. Textbook pages Pages 79-81
4. Additional Materials https://www.youtube.com/watch?v=ee260MPyF9w
from Learning https://www.merriam-webster.com/dictionary
Resource portal
B. Other Learning Resources Strips of manila paper, LED TV, speaker, textbooks
AVERAGE ADVANCED
Checking of preparations.
lesson
Unlocking of Difficulties
Match column Awith column B to find the meaning of the unfamiliar words used in
preparing Information –Ad.
Column A
IV. PROCEDURES
1. Script
2. Advertisement
3. Campaign
4. Rehearsal
5. Advocacy
the lesson
6. Shoot
7. Jingle
Column B
a. an arrangement of pictures, words, etc. put in a public place or in a newspaper,
on the Internet, etc. that is intended to persuade people to buy something
b. a short phrase, usually with music, that is easy to remember, used for
advertising something on the radio or television
12
c. the written text of a stage play, screenplay, or broadcast
specifically: the one used in production or performance
d. to record something (as on film or videotape) with a camera
e. the act or process of supporting a cause or proposal
f. a connected series of operations designed to bring about a particular result
g. a private performance or practice session preparatory to a public appearance
-Discussion and students will be asked to use it in a sentence.

C. Presenting
Will present an example of a video clip, https://www.youtube.com/watch?
v=ee260MPyF9w
new lesson
-will ask the class the take note of what they have observed on the viewed
information advertisement.
-Discussion of insights
The class will be divided into five groups. They will be asked to prepare an Info-
Ad Campaign.
Task 16 The Best Info-Ad Campaign

Imagine that you are a famous or influential person who is committed to promote
ways to cope with challenges through using all forms of media; you could also
imagine that you are a government official who will help in the promotion and the
information drive to educate and help teenagers in coping with challenges.
A. Setting Up
Set up a special meeting for you to brainstorm, discuss, and decide on the
following:
E. Discussing new concepts Objectives
and practicing skills #2 Different committees
Activities
Plans – programs you need to produce your major tasks
-(an Info-Ad/Advocacy Campaign on using positive ways to cope with

challenges)
1. Plan the concept, features, and modes of presenting the Info- Ad.
2. Prepare the script, technological aids, musical background and
materials needed.
NOTE: See further instructions in the LM page 79-81
Group Task
F. Developing mastery -The class will be tasked to plan and create script, discuss on the elements to
accomplish.
Information Advocacy Campaign is used _____________________ .
TodayI learned about__________.

The teacher will explain that “media messages affect our thoughts, attitudes, and
lesson
actions” and that this idea is a media literacyconcept that people should know
when looking at media and analyzing it.
-Discussion of insights
12
Will ask these questions:
Information ads campaigns are used for _____________________?
To be able to cope with the challenges in life we need to
_____________________.
The script will be submitted for editing and checking.

Sample rubric criteria for assessment will be:
Criteria Weight
Content 50%
I. Evaluating learning Organization/flow 25%
Concept Originality/style 25 %
Total 100%
The task will be given as an assignment. Theywill need time to accomplish and
shoot their information –ad campaign.
The criteria for assessment will be:
a. Focus
b. Content
c. Visuals
d. Clarity of Purpose
e. Language Convention
V. REMARKS
remediation
up w/ the lesson
VI. REFLECTION
continue to require
remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
12

A. Content text types serve as means of enhancing the self; also how to use processing, assessing,
Standards summarizing information, word derivation and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her to participate activelyin a speech choir.
B. Performance
I. OBJECTIVES
Standards
EN9LC-Ig-8.7: Draw generalizations and conclusions from the material listened to

EN9RC-Ig-17: Make a connection between the present text and previously read texts
C. Learning
Competencies/ a. Draw general statement from the ideas presented in the song
Objectives b. Connect or relate the message of a text listened to/read with given listening/reading
texts
c. Value the importance of having a purpose in life through active participation
II. CONTENT (Subject Lesson 5-Living With A Purpose “Where

Matter/Lesson) are you going to” Song
1. Teacher’s pp. 49 - 50
Guide pages
2. Learner’s
pp. 86 - 87
Materials
A. REFERENCES
pages
3. Textbook pp. 86 - 87
pages
4. Additional
Materials
from
Learning
Resource
portal
 Copy of the text / song, Do you know where you are going to by Mariah
Carey https://www.youtube.com/watch?v=RZ_d26BpuD0
B. Other Learning
Resources  Projector, laptop, strips of paper, cartolina, Thinking Mats
 Chosen part of the song, Purpose Driven Life
AVERAGE ADVANCED
A. Reviewing Teacher facilitates simple recall of the Teacher facilitates simple recall of the
previous lesson
IV.
discussion on the previous lesson, Coping discussion on the previous lesson, Coping
or presenting the
with Challenges with Challenges
new lesson
12
1. What are challenges? 1. What are challenges?
2. How do we usually cope with our 2. How do we usually cope with our
challenges? challenges?
B. Establishing a Teacher presents the objectives of the

Teacher presents the objectives of the lesson.
purpose for the lesson.
lesson
Teacher reads to the students the

introduction of Lesson 5 (Living with a Teacher reads to the students the introduction
Purpose) to get an overview of the theme of Lesson 5 (Living with a Purpose) to get an
C. Presenting for the entire lesson. overview of the theme for the entire lesson.
examples/instanc
es of the new 1. What changes in your life have
1. What changes in your life have
lesson you experienced now?
you experienced now?
2. Do you like these changes that 2. Are these changes leading to your
you experience? Why? personal strengths or weaknesses? Why?
Students will be asked to form groups of

Students will be asked to form groups of their
their choice composed of 7 – 8 members.
choice composed of 7 – 8 members. Students
Students are asked to listen to the song,
are asked to listen to the song, Where are you
Where are you Goingto. Each group will
Going to. Each group will be asked to pick
be asked to pick one question to answer:
one question to answer:
D. Discussing new
concepts and 1. What did you feel after listening to the 1. What did you feel after listening to the
practicing new song? Why? song? Why?
skills #1 2. What lines from the song do you like?
2. What lines from the song do you like?
Why?
Why?
3. What do you think is the song trying to 3. What is the message of the song?
say? 4. How does the song’s message relate to
your life?
Using the same grouping, students will be Using the same grouping, students will be
asked to read the quotations listed from asked to read the quotations listed from the
the book: book:
“To be what we are, and to “To be what we are, and to become

become what we are what we are capable of becoming
E. Discussing new capable of becoming is the only end of life”. –Robert
concepts and is the only end of life”. –Robert Louis Stevenson
practicing skills Louis Stevenson
#2
“Life is a big sea
“Life is a big sea full of many fish. I let down
full of many fish. I let my nets and pull”. - Langston Hughes
down my nets and pull”. - Langston
Hughes
This time, students are asked to relate the
message of the song to the given quotations.
12
This time, students are asked to relate the (Teacher provides students a copy of the song,
message of the song to the given Do you know where you’re going to?)
quotations. (Teacher provides students a
copy of the song, Do you know where 1. Do you think the song is related or
you’re going to?) connected in anyway to either of the two
quotations? How? In what way?
1. Do you think the song is related or
connected in anyway to either of the 2. What does the title, Do you know where
two quotations? How? In what way? you’re going to, connote/suggest? Why?
2. What is the best way to live life 3. What do you understand of the line:
according to the quotations? “When you look behind you there’s no
open door”?
3. How do the quotations’ message relate
to your life as of now? 4. What is the best way to live life according
to the quotations?
5. How do the quotations’ message relate to

your life as of now?
Teacher asks the students to accomplish

the given activity: Teacher asks the students to accomplish the
given activity:
Question 3
Question 3
Question 1
What are the Question 1
What are the
obstacles I need obstacles I need to
What is your to overcome to What is your
purpose in life? overcome to
achieve the end purpose in life?
purpose I want? achieve the en d
purpose I want?
Question 4
Question 4
Question 2
F. Developing What Question 2
mastery What characteristics
What will I do to characteristics
achieve my should I possess What will I do to should I possess to
achieve my purpose achieve my
purpose in life? to achieve my
in life? purpose?
purpose?
My purpose in life is to My purpose in life is to

( Question 1 ) ( Question 1 )
So I will So I will
( Question 2 ). ( Question 2 ).
I should overcome I should overcome
( Question 3 ) ( Question 3 )
And possess these characteristics and And possess these characteristics and values
values ( Question 4 )
( Question 4 ) To be a better version of myself.
To be a better version of myself.
G. Making
generalizations Using the same grouping, students will Using the same grouping, students will form
and abstractions form generalization by preparing a slogan, generalization by preparing a slogan, a short
about the lesson a short song, a short poetry, a rap, or a song, a short poetry, a rap, or a drawing
13
drawing (whichever the group prefers) that (whichever the group prefers) that will
will showcase their understanding of the showcase their understanding of the lesson.
lesson.
applications of
 Why do you think it is important that  Why do you think it is important that
concepts and
we have a purpose in life? we have a purpose in life?
skills in daily
living
Students will be asked to listen to a chosen Students will be asked to listen to a chosen
part of the song, Purpose Driven Life. part of the song, Purpose Driven Life.
Students will answer the question: Students will answer the question:
1. What is the general idea pointed out 1. What is the general idea pointed out from
from the song? the song?
Rubrics Rubrics
Criteria 1 2 3 Criteria 1 2 3
Showed Showed
The some Excellen The some Excellent
ideas ideas comprehe ly
comprehe tly
present Content presente nsion and provide
Content nsion and provide
ed are presented relevant d are presented relevant
irreleva irrelevant relevant ideas
relevant ideas
nt ideas ideas
The The
I. Evaluating sentenc ideas The
learning es are One idea are well- The ideas are
randoml may organize sentence One idea well-
Organiz y seem out d. Use s are may seem
ation of arrange of place. logical organize Organiza randomly
ideas d. The Clear sequenc out of d. Use tion ofarranged
transitio transitions e with place. logical
ns are are used. clear ideas . The Clear sequenc
not transitio transition transitions e with
clear. ns. s are not are used. clear
clear. transition
s.
There
There are There
are 3 or
1-2 are no There
more There are There
Mechani spelling, spelling, spelling, are 3 or
cs punctua punctuati punctuat 1-2 are no
on, or ion, or more
tion, or Mechani spelling, spelling, spelling,
grammar gramma cs punctuati punctuatio punctuati
gramma n, or on, or
r errors. errors. r errors. on, or
grammar grammar
grammar
errors. errors.
errors.
13
Write a short paragraph that focused on Write a short paragraph that focused on the
the value of having a purpose driven life value of having a purpose driven life
Rubrics Rubrics
Criteria 1 2 3
Criteria 1 2 3
Showed
some Showed
The some
compreh Excellent
ideas The ideas compreh Excellentl
ension ly
presente presente ension y provide
Content and provide Content
d are d are and relevant
presente relevant irrelevant presente ideas
irrelevan
d ideas
t d relevant
relevant
ideas
ideas
J. Additional
activities
for The The The ideas
The sentence One idea are well-
One idea ideas may
application or sentence s are organized
may are well- seem out
remediation s are
seem organize Organizat randomly . Use
randoml of place.
Organiza out of d. Use ion of arranged. logical
y ideas TheClear sequence
tion of place. logical transition
arranged transition with clear
ideas Clear sequenc s are
. The s are not transition
transition e with clear. used. s.
transition
s are clear
s are not
used. transition
clear. There are
s. There are There are
more than
2-3 no
3
There Mechanic spelling, spelling, spelling,
There There punctuati punctuati
are more s punctuati
are 2-3 are no on or on or on or
than 3 grammar grammar
spelling, spelling, grammar
Mechani spelling, errors. errors.
punctuati punctuati errors.
cs punctuati
on or on or
on or
grammar grammar
grammar
errors. errors.
errors.
V. REMARKS
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
VI. REFLECTION
activities for
remediation
C. Did the lesson
work? No. of
learners who
have caught up
w/ the lesson
D. No. of learners
who continue to
require
remediation
13
E. Which of my
teaching
strategies worked
well? Why did
these work?
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?
13
The learner demonstrates understanding of how-Anglo-American literature

and other text types serve as means of enhancing the self; also how to use

B. Performance Standards verbal and non-verbal strategies based on the following criteria: Focus, Voice,
I. OBJECTIVES
Delivery, Facial Expressions, Body Movements/Gestures and Audience Contact.
EN9VC-Ig-19: Assess the relevance and worth of ideas presented in the material
viewed
EN9V-Ig-12.3: Note types of context clue (restatement, definition, synonyms,
antonyms) used for a given word or expression.
EN9LT-Ig-14: Analyze literature as a means of discovering the self
Objectives
a. Note relevant ideas from the poem
b. Use antonym as a type of context clue
c. State appreciation of one’s philosophyin life
II. CONTENT (Subject Lesson 5- Living With A Purpose

Matter/Lesson) “A Psalm Of Life” by Henry Wordsworth Longfellow
1. Teacher’s Guide pp. 50 - 52
pages
2. Learner’s Materials pp. 88 - 90
A. REFERENCES
pages
pp. 88 - 90
3. Textbook pages
from Learning
Resource portal
Copy of the poem, One Life to Live, One Life to Love by Pinky Porwal
https://www.poemhunter.com/poem/one-life-to-live-one-life-to-love/
AVERAGE ADVANCED
Students will be asked to form a
IV. PROCEDURES
Students will be asked to form a

A. Reviewing previous lesson pair. Let them view a video clip
pair. Let them view a video clip showing
or presenting the new showing life’s purpose. Teacher asks
life’s purpose. Teacher asks students
lesson students to answer given questions.
to answer given questions. After the
After the pair sharing of answers, at
pair sharing of answers, at least 2-3
least 2-3 pairs
pairs will
13
will be asked to present their answers in be asked to present their answers in
front of the class. front of the class.
 Who do you remember and what  Who do you remember and what
situation in life do you remember as situation in life do you remember as
you look at the drawing? you look at the drawing?
 What general observation in life is  What general observation in life is

suggested in the drawing? suggested in the drawing?
 How do you think the drawing  How do you think the drawing
matches your mental image of living matches your mental image of living
with a purpose? with a purpose?
 What other visuals can you think of

to illustrate living with a purpose?
Prove your point.
lesson through a Power point lesson through a Power point
the lesson
presentation. presentation.
C. Presenting
Students will do the silent reading of Students will do the silent reading of
the poem the poem
new lesson
Small Group Differentiated Activity Small Group Differentiated Activity
Students will be asked to form 6 Students will be asked to form 6

groups of their choice (7 – 8 members groups of their choice (7 – 8 members
depending on the class size). After the depending on the class size). After the
grouping, they will be asked to read the grouping, they will be asked to read the
poem aloud. Teacher asks a poem aloud. Teacher asks a
representative from each group to pick representative from each group to pick
a number (1 – 6). Each number a number (1 – 6). Each number
D. Discussing new concepts corresponds to their group number corresponds to their group number
and practicing new skills #1 containing the assigned task they containing the assigned task they
should accomplish. should accomplish.
The group’s finished output will The group’s finished output will
be posted on the board for class be posted on the board for class
discussion and processing. discussion and processing.
Group 1- Look for words in the poem Group 1- Look for words in the poem
which are opposite in meaning to each which are opposite in meaning to
of the following. Write your answers on each of the following. Write your
a Manila paper. answers on a Manila paper.
13
13
a. Open a. Open f. Cheerful
b. Harmony b. Harmony g. Moves
c. Ridiculous c. Ridiculous h. Insincere
d. Uncertain d. Uncertain i. Loud
e. Built e. Built j. Permanent
Group 2- Discuss your answers to the Group 2- Discuss your answers to the
following questions. Write your following questions. Write your
answers on the Manila paper. answers on the Manila paper.
a. What according to the poem is our a. What according to the poem is our
“destined end” or purpose? “destined end” or purpose?
b. Is the poem morallyuplifting and b. Is the poem morallyuplifting and
sentimental? Prove your point sentimental? Prove your point
c. How can one be a man according c. How can one be a man according
to Longfellow? to Longfellow?
d. What conditions are suggested by
the speaker in order for anyone to
become a man? Recite lines that
illustrate each condition.
Group 3 - Think about. After the group Group 3 - Think about. After the group
discussion, write your answers on a discussion, write your answers on a
Manila paper to be posted on board. Manila paper to be posted on board.
a. What the speaker says life is not. a. What the speaker says life is not.
b. The command “Act, act in b. The command “Act, act in
the living present. the living present.
c. The last four lines of the poem c. The last four lines of the poem
d. The quotation you choose as
closest to your philosophyin life
Group 4 - Which of the lines suggests?

After the group discussion, write your
Group 4 - Which of the lines suggests?
answers on a Manila paper to be
After the group discussion, write your
posted on board.
posted on board.
a. People should continue to
appreciate life on earth as
a. People should continue to
very important and real
appreciate life on earth as
b. A time to act is NOW. To
very important and real
make spiritual, moral and
b. A time to act is NOW. To
intellectual marks in this world
make spiritual, moral and
c. People not to waste the short time
intellectual marks in this world
that they have
c. People not to waste the short time
d. Work toward personal
that they have
development
13
Group 5 - Share your answers to the
following questions. Write your
Group 5 - Share your answers to the
following questions. Write your
posted on board.
posted on board.
a. Do you believe that Longfellow has
a strong view of life?
a. Do you believe that Longfellow has
b. Point out the lines in the poem that
a strong view of life?
show Longfellow has a strong and
b. How does Longfellow’s view of life
optimistic view of life
compare with your own view?
c. Point out the lines in the poem that
show Longfellow has a strong and
optimistic view of life
d. Point out lines you think young
people might or might not agree
with
Group 6 - What are the values
expressed in the poem? Do the people
Group 6 - What are the values
of today still share the values
expressed in the poem? Do the people
expressed in the Psalm of Life? Prove
of today still share the values
it. Write your answers on a Manila
expressed in the Psalm of Life? Prove
paper to be posted on board.
it. Write your answers on a Manila
paper to be posted on board.
Rubric for the SGDA
Rubric for the SGDA

Completeness
3 – All questions are completely
Completeness
answered
3 – All questions are completely
2 – Most questions are answered
answered
1 – Some questions are answered
2 – Most questions are answered
1 – Some questions are answered
Form
3 – All sentences are grammatically
Form
correct
3 – All sentences are grammatically
2 – Most sentences are
correct
grammaticallycorrect
2 – Most sentences are
1 – Few sentences are
1 – Few sentences are
Teamwork
3 – All members of the
Teamwork
group participated
3 – All members of the
2 – 1-2 members of the group did
group participated
not participate
2 – 1-2 members of the group did
1 – 3 or more members of the group
not participate
did not participate
1 – 3 or more members of the group
did not participate
13
Assign members of each group to Assign members of each group to
present their output present their output
Processing questions: Processing questions:

1. What realization about life did you 1. What realization about life did you
encounter upon reading the poem encounter upon reading the poem
2. How can you build a strong and 2. How can you build a strong and
optimistic view of life? optimistic view of life?
Each group will choose a stanza Each group will choose at least 2
from the poem and they will interpret it stanzas from the poem and they will
through a drawing and relate it with interpret it through a drawing and relate
their aspirations in life. it with their aspirations in life.
Teacher asks: Teacher asks:
G. Making generalizations and  How do words help you  How do words help you
abstractions about the understand the message of a understand the message of a
lesson poem? poem?
 What general truth about life is  What general truth about life is
conveyed in the poem? conveyed in the poem?
How can you live a productive life? How can you live a productive life?
H. Finding practical What actions can you do to What actions can you do to
applications of concepts encourage others to live encourage others to live
and skills in daily living productively? productively?
13
Teacher gives a copy of the poem,
One Life to Live, One Life to Love by
Pinky Porwal. Students will answer
Teacher gives a copy of the poem, given questions:
One Life to Live, One Life to Love by
Pinky Porwal. Students will answer 1. What general truth about life is
given questions: conveyed in the poem?
2. What words in the poem have
1. What general truth about life is opposite meaning to the following
conveyed in the poem? words?
2. What words in the poem have a. doubt
opposite meanings? Give at least (ans. confidence)
3. b. indistinct
(ans. defined)
c. obey
(ans. violate)
d. untruthfulness
(ans. honesty)
e. war
(ans. peace)
J. Additional activities for Look for words with opposite meanings Look for words with opposite meanings
application or remediation and use them in sentences. and use them in sentences.
V. REMARKS
VI. REFLECTION
remediation
up w/ the lesson
continue to require
remediation
Why did these work?
encounter which my
help me solve?
14
to share with other
teachers?
14
The learner demonstrates understanding of how-Anglo-American literature and other text

A. Content types serve as means of enhancing the self; also how to use processing, assessing,
Standards summarizing information, word derivation and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her to participate actively in a speech choir.
B. Performance
I. OBJECTIVES
Standards
Body Movements/Gestures and Audience Contact.
EN9LT-Ig-2.2.3: Determine tone, mood, technique, and purpose of the author

EN9G-I-0-18: Use interjections to convey meaning
C. Learning
a. Identify tone, mood, technique, and purpose of the author
Competencies/
b. Make a list of words, phrases, and lines that convey sound, feeling, and meaning in
Objectives
the poem
c. Appreciate the value of using interjections in changing the tone, mood, and technique
of the author in a given selection
Lesson 5- Living With A Purpose

Tone, Mood, Technique, and Purpose of the author A
Matter/Lesson)
Psalm of Life by Henry Wadsworth Longfellow
1. Teacher’s
pp. 50 - 52
Guide
pages
2. Learner’s
pp. 89 - 93
Materials
A. REFERENCES
pages
3. Textbook pp. 89 - 93
pages
4. Additional
Materials
from
Learning
Resource
portal
B. Other Learning
Copy of the poem “The Road Not Taken” byRobert Frost
Resources
AVERAGE ADVANCED
IV. PROCEDURES
A. Reviewing Let the students brainstorm on this line: Let the students brainstorm on this line:
previous lesson
or presenting The orchestration of sounds, story, The orchestration of sounds, story,
the new lesson sense, and form brings about life in poem sense, and form brings about life in poem
and drives you to “feel” life in it. and drives you to “feel” life in it.
14
The teacher introduces the objectives of the The teacher introduces the objectives of the
lesson lesson
B. Establishing a Students will go over the poem and list words, Students will go over the poem and list words,
purpose for the phrases and lines that convey sound, feeling phrases and lines that convey sound, feeling
lesson and meaning. and meaning.
Ex. Tell me not in mournful numbers Ex. Tell me not in mournful numbers
Life is but an empty dream! Life is but an empty dream!
C. Presenting
examples/insta Ask the students to present their answers in Ask the students to present their answers in
nces of the new the class the class
lesson
Let the students work in a group. Ask them to

read the poem and answer the assigned
question/s to each group.
Let the students work in a group. Ask them to
read the poem and answer the assigned Teacher will ask the following questions:
question/s to each group.
D. Discussing new
 What/Who is the subject of the poem?
concepts and
Teacher will ask the following questions:  How is the poem written?
practicing new
 What is the impression of the author
skills #1
 What/Who is the subject of the poem? toward its subject?
 How is the poem written?  How do you feel after reading the poem?
 What is the impression of the author  Do you think the author achieved its
toward its subject? purpose? Prove your point.
 What are the techniques used to achieve
its purpose?
Students will be asked to identify words,

phrases, and/or lines in the poem that contain
Students will be asked to identify words, interjections.
phrases, and/or lines in the poem that contain
interjections. Students will be asked to answer the following
questions:
Students will be asked to answer the following
questions: a. What are the words, phrases, lines in the
E. Discussing new
poem that contain interjections?
concepts and a. What are the words, phrases, lines in the b. What is the tone or mood of these words,
practicing skills poem that contain interjections? phrases, or lines that contain
#2 b. What is the tone or mood of these words, interjections?
phrases, or lines that contain c. What feeling / emotion is evoked in the
interjections? stanza?
c. What feeling / emotion is evoked in the d. How does use of interjections change the
stanza? mood or tone of a particular text?
e. Give other examples of the use of
interjections in changing tone, mood, and
purpose of the author.
F. Developing Students will be instructed to present their Students will be instructed to present their
mastery output. They will be graded using the given output. They will be graded using the given
criteria: criteria:
14
 Correct answer - 9  Correct answer - 10
(3x3) (2x5)
 Mechanics - 6  Mechanics - 6
(2x3) (2x3)
 T eamwork - 5  T eamwork - 4
-------- --------
20 pts 20 pts
Teacher asks the students to complete the Teacher asks the students to complete the
chart: chart:
G. Making
generalizations
and
abstractions
about the
lesson
Teacher asks: Teacher asks:

H. Finding
practical  If you are to write a poem, what feeling/s  If you are to write a poem, what feeling/s
applications of would you like to evoke from your would you like to evoke from your
concepts and readers? Why? readers? Why?
skills in daily
living  What kind/s of poem/s do you usually  What kind/s of poem/s do you usually
want to write about? Why? want to write about? Why?
Provide the students with another poem

Provide the students with another poem entitled “The Road Not Taken” and ask the
entitled “The Road Not Taken” and ask the following questions:
following questions:
I. Evaluating
a. What is the tone and mood of the poem?
learning
a. What is the tone and mood of the poem? b. What are the techniques used by the
b. What is the author’s purpose in author?
writing the poem? c. What is the author’s purpose in
writing the poem?
14
J. Additional Within your group, create a collage that would Within your group, create a collage that would
activities represent the message of the poem “The represent the message of the poem “The
for Road Not Taken”. Road Not Taken”.
application or
remediation Rubrics Rubrics
Criteria 1 2 3 Criteria 1 2 3
Showed Showed
The The
some Excellen some Excellen
ideas ideas
comprehen tly comprehen tly
presente presente
Content sion and provide Content sion and provide
d are d are
What I irrelevan
like about presented relevant like about presented
What I irrelevan relevant
The poem relevant ideas The poem relevant ideas
t t
Its subject ideas Its subject ideas
The poem’s The poem’s
mysteriousness
The The
mysteriousness
The The
The waysentenc
the words ideas The waysentenc
the words ideas
appear onesthe arepage One idea are well- appear onestheare page One idea are well-
The mood the poem puts
randoml may seem organize The mood the poem puts
randoml may seem organize
Organiza you in y out of d. Use Organiza you in y out of d. Use
What
tion ofit makes you thinkplace.
arrange logical What
tion ofit makes you thinkplace.
arrange logical
ideas d. The
about (theme/general Clear sequenc ideas d. The
about (theme/general Clear sequenc
transitio
truth in life) transitions e with transitio
truth in life) transitions e with
ns are are used. clear ns are are used. clear
not transitio not transitio
clear. ns. clear. ns.
There There
are There are There are There are There
more 2-3 are no more 2-3 are no
than 3 spelling, spelling, than 3 spelling, spelling,
Mechani Mechani
spelling, punctuatio punctuat spelling, punctuatio punctuat
cs cs
punctuat n or ion or punctuat n or ion or
ion or grammar gramma ion or grammar gramma
gramma errors. r errors. gramma errors. r errors.
r errors. r errors.
V. REMARKS
A. No. of learners
VI. REFLECTION
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the lesson
work? No. of
learners who
have caught up
w/ the lesson
14
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these

work?
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?
14
The learner demonstrates understanding of how-Anglo-American literature

and other text types serve as means of enhancing the self; also how to use
I. OBJECTIVES

B. Performance Standards verbal and non-verbal strategies based on the following criteria: Focus, Voice,
Delivery, Facial Expressions, Body Movements/Gestures and Audience Contact.
EN9WC-Ig-9.1: Identify types and features of poetry.

EN9OL-Ig-2.6.2: Use the appropriate gestures (hand, face, and body)
C. Learning Competencies/ a. Identify types/forms of poems in text
Objectives b. Describe features of poetry
c. Appreciate the poem by applying appropriate gestures in poetry
reading
II. CONTENT (Subject Matter/Lesson) Lesson 5- Living With A Purpose Types

and Features of Poetry
1. Teacher’s Guide pp. 58 - 59

pages
A. REFERENCES
2. Learner’s Materials pp. 97 - 98

pages
pp. 97 - 98
3. Textbook pages
from Learning
Resource portal
Copy of the poem, A Slumber Did My Spirit Seal

by William Wordsworth
Copy of the poem, When I Heard the Learn’d Astronomer

by Walt Whitman
B. Other Learning Resources Copy of the poem, Anecdote of the Jar

by Wallace Stevens
Copy of the poem, The Bells

by Edgar Allan Poe
Downloaded presentation of Types and Features of Poetry
AVERAGE ADVANCED
I
14
Teacher facilitates review of the lesson Teacher facilitates review of the lesson
on tone and mood. on tone and mood.
A. Reviewing previous lesson 1. What is the tone and mood in 1. What is the tone and mood in
or presenting the new the poem, A Psalm of Life by the poem, A Psalm of Life by
lesson Henry Wadsworth Longfellow? Henry Wadsworth Longfellow?
2. What is the author’s purpose in 2. What is the author’s purpose in
writing the poem? writing the poem?
B. Establishing a purpose for Teacher presents the objectives of Teacher presents the objectives of the
the lesson the lesson. lesson.
Teacher instructs the students to

Teacher instructs the students to
analyze the 2 studied poems (Mother
analyze the 2 studied poems (Mother
to Son by Langston Hughes, and A
to Son by Langston Hughes, and A
Psalm of Life by Henry Wadsworth
Psalm of Life by Henry Wadsworth
Longfellow). Teacher draws a Venn
Longfellow). Teacher draws a Venn
diagram on board for the
diagram on board for the comparison/contrast activity.
C. Presenting comparison/contrast activity.
examples/instances of the 1. Compare and contrast the 2
new lesson 1. Compare and contrast the 2
poems. How are they similar?
poems. How are they similar?
How are they different?
How are they different?
2. What type/form of poetry is
2. What type/form of poetry is
presented by the 1st poem? What
presented by the 1st poem? What about the 2nd poem?
about the 2nd poem?
3. Give an example of the 1st type of
poetry? the 2nd type?
14
Students will be asked to form 5 Students will be asked to form 5
groups of their choice (7 – 8 members groups of their choice (7 – 8 members
depending on the class size). Teacher depending on the class size). Teacher
provides 2 sample poems (A Slumber provides 2 sample poems (A Slumber
did my Spirit Seal by William did my Spirit Seal by William
Wordsworth and When I Heard the Wordsworth and When I Heard the
Learn’d Astronomer by Walt Whitman) Learn’d Astronomer by Walt Whitman)
for each group to analyze. for each group to analyze.
Answers will be posted on board for Answers will be posted on board for
students’ discussion. students’ discussion.
and practicing new skills #1  What is the subject of poem  What is the subject of poem
1? Poem 2? 1? Poem 2?
 What can you say about  What can you say about
the text/content of the the text/content of the
poem? poem?
 How do the poems differ from one  How do the poems differ from one
another? (Use a Venn diagram to another? (Use a Venn diagram to
illustrate clearlyyour answers.) illustrate clearlyyour answers.)
 How can you tell what type of  How can you tell what type of
poem it is? poem it is?
 Can you identify the type of poem  Can you identify the type of poem
you have analyzed? you have analyzed?
Ask the students to present their Ask the students to present their
answers. answers.
Teacher facilitates the discussion of the Teacher facilitates the discussion of the
types and features of poetry through types and features of poetry through
multimedia presentation. multimedia presentation.
Teacher presents the poem, Teacher presents the poem, The

Anecdote of the Jar by Wallace Bells by Edgar Allan Poe and let the
Stevens and let the students answer students answer the following
the following questions: questions:
1. What is the topic/subject of the 1. What is the topic/subject of the
poem? poem?
2. What is the type/form of the poem? 2. What is the type/form of the poem?
3. Describe the features of the poetry? 3. Describe the features of the poetry?
14
Teacher facilitates the drawing out of
Teacher facilitates the drawing out of generalization by asking the following
generalization by asking the following questions:
questions:
1. What are the types / forms of
abstractions about the 1. What are the types / forms of poetry?
lesson poetry? 2. What are the different features of
2. What are the different features of poetry?
poetry? 3. How can we appreciate better a
poem while reading it?
Teacher asks students to answer Teacher asks students to answer

the question: the question:
If you are to create a poem about your If you are to create a poem about your
life, what type of poem are you going to life, what type of poem are you going to
write? Why? write? Why?
Teacher instructs the students to Teacher instructs the students to

choose one sample from the different choose one sample from the different
poetries presented and perform a poetries presented and perform a
poetry reading with the use of poetry reading with the use of
appropriate hand, face, and body appropriate hand, face, and body
gestures. gestures.
Rubric for the presentation: Rubric for the presentation:
Body/Facial Movement Body/Facial Movement

3 – shows clear emotions through 3 – shows clear emotions through
bodily movements and bodily movements and
gestures gestures
2 – shows some emotions; 2 – shows some emotions;
unclear at some times unclear at some times
15
1 – little or no bodily 1 – little or no bodily
movements or gestures movements or gestures
shown shown
Vocal strength Vocal strength

3 – projects loudly; uses voice to 3 – projects loudly; uses voice to
help convey the message help convey the message
2 – some emotion in the voice; does 2 – some emotion in the voice; does
not project very well not project very well
1 – little or no emotion in the 1 – little or no emotion in the
voice; does not project voice; does not project
loudly enough at all loudly enough at all
Teamwork Teamwork
3 – All members of the group 3 – All members of the group
participated participated
2 – 1-2 members of the group did 2 – 1-2 members of the group did
not participate not participate
1 – 3 or more members of the group 1 – 3 or more members of the group
did not participate did not participate
J. Additional activities for Search for your most liked poem and Search for your most liked poem and
application or remediation identify its type / form and features identify its type / form and features
V. REMARKS
remediation
up w/ the lesson
VI. REFLECTION
continue to require
remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
15
The Bells
Edgar Allan Poe - 1809-1849
I.
Hear the sledges with the bells—
Silver bells!
What a world of merriment their melody foretells!
How they tinkle, tinkle, tinkle,
In the icy air of night!
While the stars that oversprinkle
All the heavens, seem to twinkle
With a crystalline delight;
Keeping time, time, time,
In a sort of Runic rhyme,
To the tintinabulation that so musically wells
From the bells, bells, bells, bells,
Bells, bells, bells—
From the jingling and the tinkling of the bells.
II.
Hear the mellow wedding bells,
Golden bells!
What a world of happiness their harmony foretells!
Through the balmy air of night
How they ring out their delight!
From the molten-golden notes,
And all in tune,
What a liquid ditty floats
To the turtle-dove that listens, while she gloats
On the moon!
Oh, from out the sounding cells,
What a gush of euphony voluminously wells!
How it swells!
How it dwells
On the Future! how it tells
Of the rapture that impels
To the swinging and the ringing
Of the bells, bells, bells,
Of the bells, bells, bells, bells,
To the rhyming and the chiming of the bells!
III.
Hear the loud alarum bells—
Brazen bells!
What tale of terror, now, their turbulency tells!
In the startled ear of night
How they scream out their affright!
Too much horrified to speak,
They can only shriek, shriek,
Out of tune,
In a clamorous appealing to the mercy of the fire,
In a mad expostulation with the deaf and frantic fire,
Leaping higher, higher, higher,
With a desperate desire,
And a resolute endeavor
Now—now to sit or never,
By the side of the pale-faced moon.
Oh, the bells, bells, bells!
What a tale their terror tells
Of Despair!
How they clang, and clash, and roar!
What a horror they outpour
15
On the bosom of the palpitating air!
Yet the ear it fully knows,
By the twanging,
And the clanging,
How the danger ebbs and flows;
Yet the ear distinctly tells,
In the jangling,
And the wrangling.
How the danger sinks and swells,
By the sinking or the swelling in the anger of the bells—
Of the bells—
Of the bells, bells, bells, bells,
In the clamor and the clangor of the bells!
IV.
Hear the tolling of the bells—
Iron bells!
What a world of solemn thought their monody compels!
In the silence of the night,
How we shiver with affright
At the melancholy menace of their tone!
For every sound that floats
From the rust within their throats
Is a groan.
And the people—ah, the people—
They that dwell up in the steeple,
All alone,
And who tolling, tolling,
tolling, In that muffled
monotone, Feel a glory in so
rolling
On the human heart a stone—
They are neither man nor woman—
They are neither brute nor human—
They are Ghouls:
And their king it is who tolls;
And he rolls, rolls, rolls,
Rolls
A pæan from the bells!
And his merry bosom swells
With the pæan of the bells!
And he dances, and he yells;
To the pæan of the bells—
Of the bells:
To the throbbing of the bells—
Of the bells, bells, bells—
To the sobbing of the bells;
As he knells, knells, knells,
In a happy Runic rhyme,
To the rolling of the bells—
Of the bells, bells, bells—
To the tolling of the bells,
Of the bells, bells, bells, bells—
To the moaning and the groaning of the bells.
15
Slumber did my Spirit Seal
BY WILLIAM WORDSWORT H
A slumber did my spirit seal;
I had no human fears:
She seemed a thing that could not feel
The touch of earthly years.
No motion has she now, no force;

She neither hears nor sees;
Rolled round in earth's diurnal course,
With rocks, and stones, and trees.
When I Heard the Learn’d Astronomer

BY WALT WHIT MAN
When I heard the learn’d astronomer,
When the proofs, the figures, were ranged in columns before me,
When I was shown the charts and diagrams, to add, divide, and measure them,
When I sitting heard the astronomer where he lectured with much applause in the lecture-room,
How soon unaccountable I became tired and sick,
Till rising and gliding out I wander’d off by myself,
In the mystical moist night-air, and from time to time,
Look’d up in perfect silence at the stars.
Anecdote of the Jar

BY WALLACE ST EVENS
I placed a jar in Tennessee,
And round it was, upon a hill.
It made the slovenly wilderness
Surround that hill.
The wilderness rose up to it,

And sprawled around, no longer wild.
The jar was round upon the ground
And tall and of a port in air.
It took dominion everywhere.

The jar was gray and bare.
It did not give of bird or bush,
Like nothing else in Tennessee.
15
speech choir.
I. OBJECTIVES
B. Performance
Standards
EN9G-Ih-1.6/1.7: Use appropriate punctuation marks and capitalization to convey meaning.
EN9LT-Ih-14: Analyze literature as a means of discovering the self.
C. Learning
Competencies/ 1. Identify the use of quotation marks.
Objectives 2. Use quotation marks in a dialogue.
3. Point out ways to have a purpose-driven life.

On Using Quotation Marks, A Purpose Driven Life by Jaime Rivera
Matter/Lesson)
1. Teacher’s
Guide p. 94-95
pages
2. Learner’s
Materials p. 56-57
A. REFERENCES
pages
3. Textbook
Be your own English Teacher (Punctuation) 2003, 39-42
pages
4. Additional
materials
from
Learning
resource
portal
B. Other Learning
Metacards, drill chart, laptop, speakers, copy of the poem, manila paper, markers
Resources
AVERAGE ADVANCE
Remember me? Remember me?
Who said the following lines from “The Dayof Who said the following lines from “The Day
A. Reviewing previous Destiny”? Choose your answer inside the of Destiny”?
IV. PROCEDURES
lesson or box.
presenting the new
lesson 1. “Sir, all these ladies for whom I have 1. “Sir, all these ladies for whom I have
fought when I was a man living.” fought when I was a man living.”
2. “Now give me my spear, for yonder I have 2. “Now give me my spear, for yonder I
espied the traitor that all this woe hath have espied the traitor that all this woe hath
wrought.” wrought.”
3. “Sir, let him be for he is unhappy. And if ye 3. “Sir, let him be for he is unhappy. And if ye
pass this unhappy day he shall be right well pass this unhappyday he shall be right well
revenged upon him.” revenged upon him.”
15
4. “My Lord, your commandment shall be 4. “My Lord, your commandment shall be
done, and I shall quickly bring your sword done, and I shall quickly bring your sword
again.” again.”
Bevidere King Arthur

Sir Gawain Sir Lucan (oral recitation-random)
(oral recitation-random)
What particular punctuation mark is used in What particular punctuation mark is used in
the dialogues? the dialogues?
B. Establishing a Why did we use the punctuation mark? Why did we use the punctuation mark?
purpose for the
lesson Processing (random) Processing (random)
Presentation of the lesson objectives Presentation of the lesson objectives
15
Aside from the use of quotation marks in a Aside from the use of quotation marks in a
direct quotation, there are other uses of this direct quotation, there are other uses of this
punctuation. punctuation.
Form small groups of 5 (according to gender Form small groups of 5 (according to

preference/interest/characteristic) gender preference/interest/characteristic)
Study the following examples of the use of Study the following examples of the use of
quotation marks. quotation marks.
1. It’s only recentlythat biography theory 1. It’s only recentlythat biography theory
has acknowledged the impossibilityof has acknowledged the impossibilityof
arriving at an “absolute true story” of arriving at an “absolute true story” of
anyone’s life. anyone’s life.
2.This WHO report deals with various 2.This WHO report deals with various
C. Presenting
“vulnerable populations,” such as children “vulnerable populations,” such as children
examples/instances and the elderly. and the elderly.
of the new lesson
3.The dailyallowance that one is entitled to 3.The dailyallowance that one is entitled to
is referred to as per diem which literally is referred to as per diem which literally
means “daily.” means “daily.”
4.Patricio Abinales claims that the Marcos 4.Patricio Abinales claims that the Marcos
dictatorship failed “partly because it became dictatorship failed “partly because it became
‘predatory’ rather than ‘developmental’.” ‘predatory’ rather than ‘developmental’.”
Process the answers. Process the answers.
Guide Questions: Guide Questions:
1. How are the quotation marks used in 1. How are the quotation marks used in
sentences 1-4? sentences 1-4?
2. Where are they positioned? 2. Where are they positioned?
3. What are enclosed in quotation marks? 3. What are enclosed in quotation marks?
4. When do we use a set of single quotation 4. When do we use a set of single quotation
marks? marks?
Practice Practice
Which of the two sentences is showing the Which of the two sentences is showing the
correctuse of quotation marks? correctuse of quotation marks?
1.a. It isn’t clear to me what is meant by the 1.a. It isn’t clear to me what is meant by the
stock market being “bearish” or “bullish.” stock market being “bearish” or “bullish.”
b. It isn’t clear to me what is meant by the b. It isn’t clear to me what is meant by the
stock marker being ‘bearish’ or ‘bullish.’ stock marker being ‘bearish’ or ‘bullish.’
2. a. Isn’t it written here that your fee will be 2. a. Isn’t it written here that your fee will be
D. Discussing new paid “upon delivery of the finished report”? paid “upon delivery of the finished report”?
concepts and b. “Isn’t it written here that your fee will be b. “Isn’t it written here that your fee will be
practicing new paid upon delivery of the finished report?” paid upon delivery of the finished report?”
skills #1
3. a. Does meandering have the same 3. a. Does meandering have the same
15
meaning as wondering? meaning as wondering?
b. Does “meandering” have the same b. Does “meandering” have the same
meaning as “wondering”? meaning as “wondering”?
4. a.” You may attend the meeting but 4. a.” You may attend the meeting but
you may not vote,” the Vice-president you may not vote,” the Vice-president
said. said.
b. You may attend the meeting but you b. You may attend the meeting but you
may not vote, the Vice-president said. may not vote, the Vice-president said.
Discussion and Processing (random) Discussion and Processing (random)
Quote Me
Quote Me
1. Recall your most liked or interesting lines
1. Recall your most liked or interesting lines
(at least three) from the poem “A Psalm of
(at least three) from the poem “A Psalm of
Life” by Henry Wadsworth Longfellow on p.
Life” by Henry Wadsworth Longfellow on p.
89-90.
E. Discussing new 89-90.
2. Imagine the persona/poet is talking
concepts and 2. Imagine the persona/poet is talking
to you.
practicing skills #2 to you.
3. Report directlywhat the persona/ poet is
3. Report directlywhat the persona/ poet is
saying by writing these lines using quotation
saying by writing these lines using quotation
marks.
marks.
Processing- random (at least three
Processing- random (at least five examples)
examples)
Listen to the song “A Purpose Driven Life” by Listen to the song “A Purpose Driven Life” by
Jaime Rivera. The teacher will also provide a Jaime Rivera. The teacher will also provide
copy of the song. a copy of the song.
1. Each group will be given a stanza to 1. Each group will be given a stanza to
F. Developing
study. (same grouping scheme) study. (same grouping scheme)
mastery
2. Imagine the singer is talking to your group. 2. Imagine the singer is talking to your group.
3. Report directly what the singer/poet is 3. Report directly what the singer/poet is
saying by writing these lines using quotation saying by writing these lines using quotation
marks. marks.
15
G.Making
generalizations and What are the uses of quotation marks? What are the uses of quotation marks?
abstractions about When do we use a single quotation mark? When do we use a single quotation mark?
the lesson
Quotation marks are used in a sentence to
H. Finding practical Quotation marks are used in a sentence to
serve a purpose.
applications of serve a purpose.
As a student, what do you think is your
concepts and skills As a student, what do you think is your
purpose in life?
in daily living purpose in life?
You said it You said it
Find a partner. (has the same birth month as Find a partner. (has the same birth month
yours or residing in the same barangay) as yours or residing in the same barangay)
1.Create a brief conversation about how you 1.Create a brief conversation about how
would have a purpose driven life. you would have a purpose driven life.
I. Evaluating learning 2. Create a discussion between the 2. Create a discussion between the
poet/persona and you about it. (at least poet/persona and you about it. (at least
five exchanges) five exchanges)
3. Act out a dialogue and present a written 3. Act out a dialogue and present a written
copy of the dialogue. copy of the dialogue.
4. Use quotation marks in your dialogue. 4. Use quotation marks in your dialogue.
Find a print advertisement of a

Find a video clip in You Tube or any
product/service that talks about enhancing
internet sites about enhancing self- worth.
J. Additional activities one’s talent (ex: joining summer kid’s camp)
Create a dialogue with your friend. (at least
for application or Create a dialogue with your friend on why
five exchanges)
remediation you would like to join it. Encourage him/her Use quotation marks in your dialogue.
to join you. (at least five exchanges)
Write in a short white bond paper.
Use quotation marks in your dialogue.
V. REMARKS

earned 80% in the
evaluation
require additional
VI. REFLECTION
activities for
remediation
C.Did the lesson
work? No. of
learners who have
caught up w/ the
lesson
D.No. of learners who
continue to require
remediation
E.Which of my
teaching strategies
worked well? Why
did these work?
15
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?
16
When are quotation marks used?
1. Quotation marks are used for direct quotations.
2. Quotation marks are used to enclose portions of direct quotations.
3. Quotation marks are sometimes used to enclose jargon, slang, or other specialized terms.
4. Quotation marks are sometimes used to enclose translations of foreign terms or expressions and definitions.
5. In American usage, when a period or comma follows a passage enclosed byquotation marks, it is placed inside the
quotation marks.
6. Single quotation marks are used to enclose quotations within quotation.
Answer for Practice:
1. A
2. A
3. B
4. A
Rubric for Rating the Dialogue:
CRITERIA 5 4 3 2 1
All the sentences Four of the Three of the Two of the One of the
in the dialogue sentences in the sentences in the sentences in the sentences in the
Content talk about having dialogue talk dialogue talk dialogue talk dialogue talk
a purpose in life. about having a about having a about having a about having a
purpose in life. purpose in life. purpose in life. purpose in life.
The voice is loud The voice is loud The voice is loud The voice is loud The voice is very
enough to be enough to be enough to be enough to be soft to be heard
heard and uses heard but there is heard but there heard but there and does not use
correct stress, one mistake are two mistakes are three or more correct stress,
Oral Language intonation and either in stress, either in stress, mistakes either in intonation and
and Fluency phrasing. intonation or intonation or stress, intonation phrasing.
phrasing. phrasing. or phrasing.
Rules on There is one There are two There are three There four or
capitalization, mistake either on mistakes either mistakes either more mistakes
spelling and capitalization, on capitalization, on capitalization, either on
Mechanics of quotation marks spelling or use of spelling or use of spelling or use of capitalization,
Writing are observed. quotation marks. quotation marks. quotation marks. spelling or use of
quotation marks.
16
speech choir.
B. Performance
I. OBJECTIVES
Standards
EN9RC-Ih-17: Make a connection between the present text and previously read texts
EN9LT-Ih-14: Analyze literature as a means of discovering the self
EN9F-Ih-3.14: Use the appropriate and effective speech conventions expected of speech
C. Learning choir presentations.
Competencies/
Objectives 1. Express one’s ideas about the lines of poetry.
2. Read the lines observing proper stress, intonation and phrasing.
3. State the importance of observing proper stress, intonation and phrasing.

Your Discovery Task, Your Final Task
Matter/Lesson)
1. Teacher’s
Guide p. 57-58
pages
2. Learner’s
Materials p. 96-98
A. REFERENCES
pages
3. Textbook
English Expressways IV p.97, English Expressways III p. 106-107
pages
4. Additional
materials
from
Learning
resource
portal
B. Other Learning
Drill chart, copy of the poem, activity sheets
Resources
AVERAGE ADVANCE
What is your favorite line from A Psalm of What is your favorite line from A Psalm of
Life? Life?
lesson or
Why did it make an impact on your life? Why did it make an impact on your life?
presenting the new
IV. PROCEDURES
lesson
Processing of answers (random) Processing of answers (random)
How can a poem help young people who
How can a poem help young people who are
are in trouble?
in trouble?
B. Establishing a
purpose for the Processing (random) at least three
Processing (random) at least five answers
lesson answers
Presentation of the lesson objectives
Presentation of the lesson objectives
16
How can you make sure that your
message to your audience will be How can you make sure that your message
understood? What do you need to your audience will be understood? What
to observe in speaking? do you need to observe in speaking?
The teacher will discuss on improving A student will report on improving Voice,
Voice, Articulation and Pronunciation. Articulation and Pronunciation.
One of the best means of improving One of the best means of improving voice
voice production, articulation and production, articulation and pronunciation is
pronunciation is by oral reading. Here are by oral reading. Here are some guidelines in
some guidelines in reading aloud: reading aloud:
C. Presenting 1. Study the meaning of the material you 1. Study the meaning of the material you are
examples/instances are about to read. Be imaginative in about to read. Be imaginative in dealing with
of the new lesson dealing with its content. its content.
2. Develop empathyfor the material and 2. Develop empathyfor the material and
your audience. your audience.
3. Read ideas not words. Group words to 3. Read ideas not words. Group words to
make their meaning clear. make their meaning clear.
4. Speak distinctly. Develop maximum 4. Speak distinctly. Develop maximum voice
voice control. control.
5. Adjust to the materials and situations. 5. Adjust to the materials and situations.
Express the mood. Express the mood.
6. Put yourself in the shoes, so to speak, 6. Put yourself in the shoes, so to speak,
of the character in the passage. Maintain of the character in the passage. Maintain
aesthetic distance. aesthetic distance.
Task 2- Sharing with the Persona LM p.

96
Task 2- Sharing with the Persona LM p. 96
Work in groups of five. (according to
Work in groups of five. (according to gender
gender preference/ interest/ sports/trait)
preference/ interest/ sports/trait)
Imagine you meet the persona in the
Imagine you meet the persona in the poem.
poem.
Share which of the persona’s
Share which of the persona’s
-insights you would like to discuss with
-insights you would like to discuss
D. Discussing new him/her
with him/her
concepts and - experiences made him/her change
- experiences made him/her change
practicing new his/her mind and strengthened his/her
mind and strengthened his/her
skills #1 resolve something or see something about
something or see something about
himself/herself and others in a new light
himself/herself and others in a new
light
Report to the class
Report to the class
Did the speaker observe proper voice,
pronunciation and articulation?
Did the speaker observe proper voice,
pronunciation and articulation?
16
Form small groups of 4. (by gender
Form small groups of 4. (by gender
preference/interest/characteristic)
preference/interest/characteristic)
E. Discussing new
concepts and Read aloud the poem If by Rudyard
Read aloud the poem If by Rudyard Kipling.
practicing skills #2 Kipling. Each group will be given a
Each group will be given a stanza to
stanza to perform.
perform.
F. Developing Task 3- Your Turn LM p. 96-97 Task 3- Your Turn LM p. 96-97
mastery
Imagine you are Rudyard Kipling, the Imagine you are Rudyard Kipling, the
persona in the poem, who will be given a persona in the poem, who will be given a
Medal of Honor for the inspirational Medal of Honor for the inspirational poem.
poem. Tell your classmates how grateful Tell your classmates how grateful you are for
you are for the award. the award.
Explain why you came up with the
masterpiece. Explain why you came up with the
Deliver your speech. (at least five masterpiece.
sentences) Deliver your speech. (at least 10 sentences)
Observe correct phrasing, Observe correct phrasing, voice projection,
voice projection, pronunciation and stress. pronunciation and stress.
G. Making
Why do we need to observe proper voice Why do we need to observe proper voice
generalizations and
projection, pronunciation, stress and projection, pronunciation, stress and
abstractions about
phrasing in speaking? phrasing in speaking?
the lesson
In what occasions in your life were you In what occasions in your life were you
asked to read aloud? Was the purpose of asked to read aloud? Was the purpose of
applications of
reading achieved? reading achieved?
concepts and skills
What helped you in performing well? What helped you in performing well?
in daily living
Your Final Task LM p. 97-98 Your Final Task LM p. 97-98
One good way to show your appreciation One good way to show your appreciation of
of the poem is to read it aloud. That is the poem is to read it aloud. That is when
when you communicate the private, you communicate the private, personal,
personal, unique experience of the poet. unique experience of the poet.
It is clear that your final output is poetry It is clear that your final output is poetry
reading. When you get ready for it keep reading. When you get ready for it keep in
in mind the following points: mind the following points:
Presentation of Poetry Reading by group Presentation of Poetry Reading by group

(same grouping scheme) (same grouping scheme)
My Treasure LM p. 98-99
My Treasure LM p. 98-99
for application or Accomplish the chart on a short, white
Accomplish the chart on a short, white bond
remediation bond paper.
paper.
V. REMARKS
16
earned 80% in the
evaluation
VI. REFLECTION
require additional
activities for
remediation
C. Did the lesson
work? No. of
learners who have
caught up w/ the
lesson

continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
16
RUBRIC FOR RATING THE POETRYREADING:
CRITERIA Highly Observed (5) Moderately Observed (3) Poorly Observed (1) Score
Delivery The delivery is natural, The delivery generally The delivery is
confident and enhances seems effective but is not distracting-superficial and
the message. consistent. lacks confidence.
Voice Projection The vocal tone and The vocal tone and The vocal tone and
and Pronunciation pronunciation are pronunciation seem to be pronunciation are
consistent with the little out of place with the inconsistent with the
message. The voice is loud message. The voice is soft message. The voice is
enough to be heard. that only some can hear it. very soft to be heard.
Stress, Phrasing Stress and phrasing are Stress and phrasing are Stress and phrasing are
observe throughout the observed in some of the not observed all
delivery. lines of the poem. throughout the delivery.
16
The learner demonstrates understanding of how Anglo-Americanliterature andother

I. OBJECTIVES
Facial Expressions, BodyMovements/ Gestures and Audience Contact.

EN9V-Ih-12.3: Note types of context clue (restatement, definition, synonyms,
antonyms) used for a given word or expression
EN9VC-Ih1.5/2.5: Draw generalizations and conclusions from the material viewed
EN9LT-Ih-2.3: Draw similarities and differences of the featured selections in
C. Learning Competencies/ relation to the theme
Objectives
1. Pick out the synonym of the given word.
2. Give the message of the drawing viewed.
3. Compare the messages of the poems presented.

Using Synonyms, Finding Self-worth
Matter/Lesson)
TG p. 61-62
pages
A. REFERENCES
LM p. 101-102
pages
3. Textbook pages
4. Additional materials
from Learning
resource portal
B. Other Learning Resources Picture, copy of the poems, metacards, activity sheets
AVERAGE ADVANCE
Task 1: Something Special Game LM Task 1: Something Special Game LM
p.101 p.101
Form two big groups. (prose and poetry) Form five small groups. (by interest)
-Recall the poems you explored in class. -Recall the poems you explored in class.
-Select the lines that you found special, -Select the lines that you found special,
lesson or presenting the
IV. PROCEDURES
something new or that affect your something new or that affect your
new lesson
attitude in life to become a better attitude in life to become a better
person. person.
-Share your insights for at least three -Share your insights for at least two
minutes. minutes.
Processing Processing
What do you do to celebrate self-worth? What do you do to celebrate self-worth?
for the lesson
Presentation of lesson objectives Presentation of lesson objectives
16
Pair with me- Pair me-
Study the given words on the board Study the given words on the board
taken from the poem “If” by Rudyard taken from the poem “If” by Rudyard
Kipling. Kipling.
Find the word in the box that is similar Give a word that is similar to its
to its meaning. Then post the words meaning. Then write the words on the
on the board. board.
1. triumph 1. triumph
2. impostor 2. impostor
3. knaves 3. knaves
C. Presenting 4. heap 4. heap
examples/instances of 5. loss 5. loss
the new lesson 6. virtue 6. virtue
7. sinew 7. sinew
8. foes 8. foes
Processing the answers (random) Processing the answers (random)
Guide Questions: Guide Questions:

1. What helped you in getting 1. What helped you in getting
the synonym of the word? the synonym of the word?
2. What hindered you in getting the 2. What hindered you in getting the right
right answers? answers?
3. What are synonyms? 3. What are synonyms?
Choose the synonym of the underlined

word inside the box.
Give a synonym of the underlined word
1. She looked too wise during the
in the sentence.
interview.
2. Natural disasters are dangerous.
1. She looked too wise during the
3. Do not be fooled by his sweet words.
interview.
D. Discussing new concepts 4. Are you ready to take the risk in
2. Natural disasters are dangerous.
and practicing new skills mountain climbing?
3. Do not be fooled by his sweet words.
#1 5. Your will shall be done.
4. Are you ready to take the risk in
mountain climbing?
a. sensible
5. Your will shall be done.
b. something desired
c. to expose to hazard or danger
d. lacking in judgement or prudence
e. a sudden or great misfortune
Task 4-Getting the Most out of Life

Task 4-Getting the Most out of Life LM p. 102
LM p. 102
Form groups of three (by gender
Form groups of three (by gender preference/interest/trait)
preference/interest/trait)
Study the picture given to your group.
Study the picture given to your group. Talk about what it communicates to you.
Talk about what it communicates to
you.
Guide Questions-
16
Guide Questions-
1. Does the drawing answer the
1. Does the drawing answer the question: What does it take to get
question: What does it take to get the most out of life?
the most out of life? 2. What general truth in life comes to
2. What general truth in life comes to your mind as you see this picture?
your mind as you see this picture? 3. How closelydo you think the
3. How closelydo you think the drawings match your mental image of
drawings match your mental image of celebrating self-worth? Prove your
celebrating self-worth? Prove your point.
point. 4. What details of the picture suggest
4. What details of the picture suggest the importance of attaining self-worth?
the importance of attaining self-worth?
Share your findings with the class.
Share your findings with the class. Find common grounds about your
Find common grounds about your ideas.
ideas.
Which of the following things do you do
Which of the following things do you do
to celebrate self-worth? Make a survey
to celebrate self-worth? Make a survey
among your groupmates.
among your groupmates.
(same groupings)
(same groupings)
Processing of answers
Processing of answers
What is the importance of knowing What is the importance of knowing

G. Making generalizations synonyms? synonyms?
and abstractions about Where can you use this knowledge? Where can you use this knowledge?
the lesson
In life, we have to find people who have In life, we have to find people who have
the same interests as ours. the same interests as ours.
H. Finding practical What will happen if people around you What will happen if people around you
applications of concepts do not agree with what you want? do not agree with what you want?
Dyad- Work with a partner Dyad- Work with a partner
Compare the messages of the two Compare the messages of the two
poems discussed in the class. poems discussed in the class.
I. Evaluating learning A Psalm Mother to A Psalm Mother to

of Life Son of Life Son
16
Who is Who is
speaking speaking
in the in the
poem? poem?
Who is Who is
addressed addressed
by the by the
poem? poem?
What is What is
the the
message message
of the of the
poem? poem?
(choose a (choose a
particular particular
line in the line in the
poem) poem)
What will What will
be my be my
reaction to reaction to
the poem? the poem?
Ways to celebrate self- No. of
Ways toofcelebrate
Processing answersself-
(random)No. of Processing of answers (random)
worth students
Task 5-Focus Question LM p. students
worth 103 Buy5-Focus
what I want
Buy what I want Task Question LM p. 103
Shop in the mall
HowShop
caninI the mall
attain self-worth?
How Stroll
caninI the park
attain self-worth?
Stroll in the park
J. Additional activities for Hang out with friends
In Hang
a short,outwhite
with bond
friendspaper, draw a
application or remediation Go to church In Go to church
a short, white bond paper, draw a
picture on how you can achieve self-
picture on how you can achieve self-
worth.
worth.
Write five sentences to explain your
Write five sentences to explain
drawing.
V. REMARKS

earned 80% in the
evaluation
require additional activities
VI. REFLECTION
for remediation
continue to require
remediation
Why did these work?
encounter which my
help me solve?
17
to share with other
teachers?

speech choir.
The learner activelyparticipates in a speech choir through using effec tive verbal and non-
I. OBJECTIVES
B. Performance
Standards
EN9WC-Ih-3.6: Use literary devices and techniques to craft poetic forms.
EN9F-Ih-3.14: Use the appropriate and effective speech conventions expected of speech
C. Learning choir presentations.
Competencies/
Objectives 1. Identify words that appeal to the senses.
2. Write an advice poem.
3. Use proper voice projejection, pronunciation and stress in reading poetry.
Using Literary Devices in crafting Poetic poems
Matter/Lesson)
1. Teacher’s
p.70
Guide pages
2. Learner’s
Materials p.111
pages
A. REFERENCES
3. Textbook
pages
4. Additional
materials
from
Learning
resource
portal
B. Other Learning
Metacards, markers, activity sheets, manila paper
Resources
AVERAGE ADVANCE
Image Sound Feeling Image Sound Feeling
17
Read again the lines of A Psalm of Life. Read again the lines of A Psalm of Life. Make
Make a list of words, phrases and lines that a list of words, phrases and lines that convey
convey an image, sound, and feeling an image, sound, and feeling
lesson or
presenting the new
lesson
How do the above words help you to How do the above words help you to
B. Establishing a appreciate poetry? appreciate poetry?
purpose for the
lesson Presentation of lesson objectives Presentation of lesson objectives
Form nine groups in the class. (by gender Form nine groups in the class. (by gender
preference/interest/trait) preference/interest/trait)
Study the nine stanzas of A Psalm of Life. Study the nine stanzas of A Psalm of Life.
Pick out the words that sounds alike. Pick out the words that sounds alike. Write
Write the rhyming words on the the rhyming words on the metacards then
metacards then post on the board. post on the board.
C. Presenting
examples/instances
Processing of answers Processing of answers
of the new lesson
Guide Questions- Guide Questions-
1. How many pair of rhyming words 1. How many pair of rhyming words have
have you listed? (Numeracy) you listed? (Numeracy)
2. What effect is created by the rhyming 2. What effect is created by the rhyming
words? words?
A. Study the lines of the poem If. A. Study the lines of the poem If.
Pick out the rhyming words. Pick out the rhyming words.
B. Now, pick out words that appeal to the B. Now, pick out words that appeal to the
D. Discussing new senses. Use the table below. senses. Use the table below.
concepts and
practicing new
skills #1
Processing of answer (random) Processing of answer (random)
17
Form by a group of five. (gender Form by a group of five. (gender preference,
preference, interest, characteristic) interest, characteristic)
1. Discuss advices that you can offer to 1. Discuss advices that you can offer to a
a family member, friend, relative or family member, friend, relative or classmate.
classmate. 2. Make them use these words and phrases
2. Make them use these words and in any order.
phrases in any order. Remember
E. Discussing new
Remember Forget
concepts and
Forget Do
Do Do not
Do not Seek
Seek Watch out for
Watch out for 3. Organize the sentences into a six-line
3. Organize the sentences into a six-line poem.
poem. 4. Write the poem on your paper.
4. Write the poem on your paper.
F. Developing
mastery
Read the lines of your poem. Include Read the lines of your poem. Include rhyme,
rhyme, rhythm, repetition and imagery in rhythm, repetition and imageryin your poem.
your poem. Write your six-line poem in a manila paper
Write your six-line poem in a manila paper to be read aloud to the class.
to be read aloud to the class.
G. Making
generalizations and What literary devices are used to create What literary devices are used to create
abstractions about poetic
Sightforms?
Sound Smell Taste Touch poetic
Sightforms?
Sound Smell Taste Touch
the lesson
In life, we also need to have a In life, we also need to have a harmonious

harmonious relationship with the people relationship with the people around us.
around us. How do you attain a harmonious relationship
applications of
How do you attain a harmonious with your family?
concepts and skills
relationship with your family?
in daily living
Processing of answers (random)
Processing of answers (random)
Read the advice poem you have written. Read the advice poem you have written.
I. Evaluating learning Observe proper voice projection, Observe proper voice projection,
pronunciation and articulation. pronunciation and articulation.
Give your reaction to the quotation:

Give your reaction to the quotation:
“React positively to life by looking for
“React positively to life by looking for ways to
J. Additional activities ways to make your life better if not the
make your life better if not the best.”
for application or best.”
remediation
Write at least five sentences to explain what
Write at least five sentences to explain
it means. Use a ½ crosswise paper.
what it means. Use a ½ crosswise paper.
V. REMARKS
17
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
VI. REFLECTION
C. Did the lesson

work? No. of
learners who have
caught up w/ the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did

these work?
did I encounter
which myprincipal
or supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
17
RUBRIC FOR RATING THE POETRYREADING:
CRITERIA Highly Observed (5) Moderately Observed (3) Poorly Observed (1) Score
Delivery The delivery is natural, The delivery generally The delivery is
confident and enhances seems effective but is not distracting-superficial and
the message. consistent. lacks confidence.
Voice Projection The vocal tone and The vocal tone and The vocal tone and
and Pronunciation pronunciation are pronunciation seem to be pronunciation are
consistent with the little out of place with the inconsistent with the
message. The voice is loud message. The voice is soft message. The voice is
enough to be heard. that only some can hear it. very soft to be heard.
Stress, Phrasing Stress and phrasing are Stress and phrasing are Stress and phrasing are
observe throughout the observed in some of the not observed all
delivery. lines of the poem. throughout the delivery.
17


A. Content Standards processing, assessing, summarizing word derivation and formation strategies,
appropriate word order, punctuation marks and interjections to enable him or her
to participate actively in a speech choir.
I. OBJECTIVES
Facial Expressions, BodyMovements/Gestures and Audience Contact.
EN9V. – Ii-12.3: Note types of context clue (definition, synonym, and antonym)
used for a given word or expression.
EN8LT – Ii – 3: Explain how a selection maybe influenced byculture, history,
C. Learning Competencies/ environment and other factors.
Objectives SPECIFIC OBJECTIVES:
1. Identify the context clues for a given word or expression.
2. Give the meaning of words using context.
3. Use context clues in understanding lines of poetry.
II. CONTENT (Subject VOCABULARY STUDY: Using CONTEXT CLUES
Matter/Lesson) LITERATURE: “If” by Rudyard Kipling
pages
A. REFERENCES
2. Learner’s Materials “A JOURNEY THROUGH ANGLO-AMERICAN LITERATURE” English 9 –

pages Learner’s Material pp. 104 - 107
3. Textbook pages “Developmental Reading”, by Villamin, et. al., pp. 71-73
from Learning
Resource portal

1. How can you find the meaning of a word without using the dictionary?
2. What is a context clue?
lesson
TASK 8. “A Time to Project”
B. Establishing a purpose for Read or focus your attention on the title of the poem “If”, by Rudyard Kipling.
the lesson Complete the following statement:
“I think the poem “If”, by Rudyard Kipling would be about_______.”
TYPES OF CONTEXT CLUES
1. Definition – Outright explanation or meaning of a word by introducing
and describing it within the same context.
Ex.
The cornea is the transparent outer coating of the eyeball.
C. Presenting 2. Synonym – the meaning of the unknown word is understood because
examples/instances of the the idea is repeated in familiar words.
new lesson Ex.
In his complete uniform and with his shining sword, the man appeared
bellicose or warlike.
3. Antonym – a word which has an opposite meaning. The word “but” is
often used to show contrast.
Ex.
17
Nuts is calm, but his sister’s anxiety over trivial things sometimes makes
him tense.
FIRST READING of the poem “If”, by the teacher.
NOTE: The students read it silently and watch out for words which are difficult to
understand.
Example words:
DOUBT HEAP VIRTUE
DISASTER KNAVE WILL
TRIUMPH PITCH-and-TOSS FOE
IMPOSTOR STOOP SINEW
TASK 10. “WHAT’S IT?... PICK IT”
Pick out the word or line from the poem that will help give the meaning of the
D. Discussing new concepts given words; then identify the clue used.
#1 Ex. Clue Type
Doubt – trust yourself - Antonym
Others blame you
TASK 11: VOCABULARY GAME
1. Form two (2) big groups.
2. Go over your list and find out which of them are clearlydescribed bythe
ff. definitions. (p. 107)
3. Take turns in identifying each of these words in a minute. Each correct
answer will be given a point.
4. The group with the most number of points win.
Four smaller groups
Group 1: GEARING UP. the poem has four stanzas. Each stanza suggests
something or someone in real life. Complete the following table for each group.
F. Developing mastery PART/STANZA What it suggests? Words, Phrases, lines
(SGW) that suggest meaning
1
G. Making generalizations
and abstractions about the 1. How do context clues help in finding the meaning of unknown words?
lesson
1. In what instances can you use context clues in your daily lessons
and readings?
A. QUIZ. Use the appropriate word to complete the meaning of the
sentence by using context clues:
DOUBT IMPOSTOR STOOP
DISASTER KNAVE SINEW
1. The TRAIN Law is a____________to the nation’s economy. it did not
bring progress but hardship to the Filipino.
2. A lot of candidates will ___________down to the ordinary persons’ level,
I. Evaluating learning shaking hands and hugging babies.
3. Micka seldom recites because she has a____________with all her
answers, thinking they are wrong.
4. Some people will make you see their good attitudes but in reality are just
out to take advantages of you. Beware of these_______.
5. My body ached after taking the heaps of garbage to the dumps. Every
______ of my arms and legs were forced to work overtime.
B. Checking and tallying of scores.
ASSIGNMENT.
J. Additional activities for “ALWAYS DO THE POSITIVE”
application or remediation Identify the lines of the poem “If” that conveys the ff:
1. Follow your dreams and set your goals.
17
2. Continue… Keep going.
3. Be TRUE to yourself.
4. Do what is BEST.
5. Don’t give up.
V. REMARKS
earned 80% in the
evaluation
remediation
VI. REFLECTION
continue to require
remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
17
CODE ENG9Q1W9D2
Teaching Date and Time
The learner demonstrates understanding of how Anglo-American

literature and other text types serve as means of enhancing the self; also
A. Content Standards how to use processing, assessing, summarizing word derivation and
formation strategies, appropriate word order, punctuation marks and
interjections to enable him or her to participate actively in a speech choir.
verbal and non-verbal strategies based on the following criteria: Focus,
I. OBJECTIVES
B. Performance Standards
Voice, Delivery, Facial Expressions, Body Movements/Gestures and
Audience Contact.
EN8LT – Ii – 3: explain how a selection may be influenced by culture,
history, environment and other factors.
EN9G – Ii – 18: Use interjections to convey meaning.
C. Learning Competencies/ SPECIFIC OBJECTIVES:
Objectives a. Explain how a poem is influenced by culture and other factors.
b. Draw generalization and conclusions from the selection.
c. Use interjections to show how statements/lines of poetry change
meaning with their uses.
A. LITERATURE. “If”, by Rudyard Kipling
II. CONTENT (Subject Matter/Lesson)
B. GRAMMAR AWARENESS. Interjections
1. Teacher’s Guide pages

A. REFERENCES
“A JOURNEY THROUGH ANGLO-AMERICAN LITERATURE” English 9 –

2. Learner’s Materials pages
Learner’s Material pp. 104 - 109
3. Textbook pages
4. Additional Materials from
Learning Resource portal
TASK 7: Life’s Stairway
Directions:
a. draw and label a stairway, road or path that reflects your life or
your family’s struggles. Use the following questions to guide you.
 Are there twists and turns in your life? What are they and
how will you present them?
A. Reviewing previous lesson or  Are all the steps of the same height? Why? Why not?
presenting the new lesson  Are the parts of this stairway in the past, present or
future?
 Which parts in the past, present or future were
influenced by the culture of your community or the
surrounding environment?
b. Share your work to the class with a short explanation of the
drawing.
TASK 9: A GOLDEN DOOR
 Form a small group of three and take turns to share your
thoughts, feelings and experiences that relate to the following
B. Establishing a purpose for quote:
the lesson “React positively to life by looking for ways to make your life
better, if not the best.”
*Share your findings with the rest of the class.
17
TASK 1: SOMETHING SPECIAL GAME
Directions: Form two big groups with your groupmates (Scissors-game in
grouping)
1. “All the world’s a stage, and all the men and women are merely
players.”
C. Presenting
2. “They have their exits and entrances. And one man in his time
plays many parts.”
new lesson
3. “A Psalm of life by Longfellow
 Tell me not in mournful numbers,
Life is but an empty dream.
 Life is real! Life is earnest and the grave is not its goal.”
What is an interjection? Its use in statements.
1. Reading of the poem “If”, by Rudyard Kipling.
D. Discussing new concepts and 2. TASK 12: Activity 2 “ALWAYS DO THE POSITIVE”
practicing new skills #1 a. Answer with preparation from previous lesson.
b. Share your ideas with the class.
 Dyads, with a partner; discuss the following parts of the poem
“If” that show:
E. Discussing new concepts and 1. “We are all equal and no one is about anyone else.”
practicing skills #2 2. “Do not waste time. Use time wisely.”
3. “Have hope in life even when life is hard.”
 *Make the given statements into interjections.
Give the change in meaning of the following expressions with and without
interjections:
1. “Don’t deal in lies.”
“Don’t lie!”
2. “Treat those two impostors just the same.”
F. Developing mastery (SGW) “Don’t trust that impostor!”
3. “Hold on.”
“Hold on!”
4. “You will be a man, my son.”
“You’ll be a man, my son!”
Summarize the poem “If”.

Use the following questions as guide:
abstractions about the lesson
 What have you learned from it?
H. Finding practical applications
2. What new and special way does the poem give you on enhancing
of concepts and skills in daily
yourself?
living
QUIZ.
Directions: Answer in ½ sheet of paper crosswise:
1. How will the following line help you become a better person?
(10pts)
I. Evaluating learning “If you can fill the unforgiving minute
With sixty seconds’ worth of distance run—
Yours is the Earth and everything that’s in it,
And—which is more—you’ll be a man, my son!”
ASSIGNMENT.
6. In your journal, reflect on how the poem “If” can enhance your
self-worth.
V. REMARKS

VI. REFLECTION

remediation
18
learners who have caught up
w/ the lesson
D. No. of learners who continue
to require remediation
strategies worked well? Why
did these work?
encounter which my principal
or supervisor can help me
solve?
other teachers?
Prepared by:
MANUEL R. YASIS
MT-1 Tulay na Lupa National High School
18
CODE ENG9Q1W9D3
The learner demonstrates understanding of how Anglo-American literature

and other text types serve as means of enhancing the self; also how to
A. Content Standards use processing, assessing, summarizing word derivation and formation
strategies, appropriate word order, punctuation marks and interjections to
enable him or her to participate actively in a speech choir.
I. OBJECTIVES

Audience Contact.
ENWC – Ii- 3.6: Use literary devices and techniques to craft poetic firms.
En9F – Ii – 3.14: Use the appropriate speech conventions expected of
speech choir presentations.
SPECIFIC OBJECTIVES:
Objectives
1. Identify literary devices used in writing a poem.
2. Give the characteristics of a good poem.
3. Write a poem that offers advice to a specific person.
II. CONTENT (Subject Matter/Lesson) WRITING ACTIVITY: Writing an Advice Poem

A. REFERENCES
“A JOURNEY THROUGH ANGLO-AMERICAN LITERATURE” English 9 –

2. Learner’s Materials pages
Learner’s Material pp. 111 - 112
3. Textbook pages
Learning Resource portal
A. Reviewing previous lesson or 1. What are the literary devise used in writing poetry? Identify each.
presenting the new lesson (Rhyme, Rhythm, Repetition, Imagery)
DYADS. With a partner, talk about a pressing problem in your life and ask
B. Establishing a purpose for the
for a possible advice.
lesson
Report your discussion to the class.
SGW – ADVICE COLUMN
Directions: With your group, recall advertisements on TV or on Billboards
C. Presenting examples/instances
that advice people with problems about self-worth.
of the new lesson
Find out what these pieces of advice in common or is the humor?
Report your finding to the class.
PICK A POEM
 Choose your most favorite poem.
D. Discussing new concepts and
 Give the reasons why you like the poem.
practicing new skills #1
 Pick out the literary devices that made it affective.
 Share your work with the class.
LOOK UP A POETIC HERO
E. Discussing new concepts and  Choose your most remembered poet/poetic persona.
practicing skills #2  write lines of poetry that conveys his traits/attitudes as an artist.
 Share your thoughts with the class.
MUSICAL BEAT
 Choose a song (rock, pop, rap)
 Match it with your favorite poem.
F. Developing mastery (SGW)
 Try adapting new lyrics expressing your ideas.
 Use the literary devices.
 Try singing it to the class.
18
abstractions about the lesson 1. What makes poetry different from prose?
 read advice columns from newspapers.
H. Finding practical applications of  Look up TV Ads.
concepts and skills in daily living  Collect helpful advice that would improve your self-worth.
 Record in your journal.
SGW.
With your group, write a poem that offers advice to a friend, relative or
classmate.
 Use the ff. words and phrases in any order
o Remember
o Do
o Seek
o Forget
o Do not
o Watch out for
 Remember to use the literary devices.
 Present the poem to the other groups.
ASSIGNMENT.
Write your own 4-line poem advising you on a specific problem of self-
worth.
V. REMARKS
A. No. of learners who earned 80%

in the evaluation

remediation
learners who have caught up w/
the lesson
VI. REFLECTION
D. No. of learners who continue to

require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
which I wish to share with other
teachers?
Prepared by:
MANUEL R. YASIS
18
CODE ENG9Q1W9D4
The learner demonstrates understanding of how Anglo-American literature

and other text types serve as means of enhancing the self; also how to
A. Content Standards use processing, assessing, summarizing word derivation and formation
strategies, appropriate word order, punctuation marks and interjections to
enable him or her to participate actively in a speech choir.
I. OBJECTIVES
Audience Contact.
ENWC – Ii- 3.6: Use literary devices and techniques to craft poetic firms.
En9F – Ii – 3.14: Use the appropriate speech conventions expected of
speech choir presentations.
C. Learning Competencies/ SPECIFIC OBJECTIVES:
Objectives 1. Recall the conventions of a speech choir presentation.
2. Decide on the poem to be presented in a speech choir.
3. Give a speech choir presentation following the required
conventions.
II. CONTENT (Subject Matter/Lesson) SPEECH CHOIR PRESENTATION
A. REFERENCES
2. Learner’s Materials “A JOURNEY THROUGH ANGLO-AMERICAN LITERATURE” English 9 –

pages Learner’s Material pp. 113 - 115
3. Textbook pages
Learning Resource
portal
A. Reviewing previous lesson or 1. What are the conventions to be remembered in the presentation
presenting the new lesson of a speech choir?
PART 1 – CONNECT
o Form three (3) big groups.
o Form the poems you have explored in class, choose one that…
B. Establishing a purpose for the
o interest the majority of the members
lesson
o is most liked
o you want to read in public
o Decide which poem is the best for a speech choir presentation.
PART 2 – WORKING SCRIPT
o Have a copy of the poem and use it as a working script.
o Underline the most dramatic parts.
C. Presenting o Make notes describing the speaker persona or characters about
examples/instances of the new his/her
lesson a. age
b. feeling expressed
o Clarify the TONE (thoughtful, tender, serious, sarcastic, sad,
happy)
DECIDE:
o Whether the poem should be read by
D. Discussing new concepts and
a. alternating lines
practicing new skills #1
b. several voices or single voices.
o How the voice is used to convey tone.
18
o The Singular Impression you want to convey to the audience.
“THE FAIR PLAN”
E. Discussing new concepts and
o Understand the poem thoroughly before memorizing it.
o Plan your movements.
“ACT”
o Specify the posture and movements that will be used. Incluede
F. Developing mastery (SGW) entrance and exit.
o Act out the Key Parts of the poem.
o Decide on Props, Costumes and Sound Effects…
G. Making generalizations and 1. How could being involved in a speech choir presentation enhance
abstractions about the lesson your self-worth?
“REHEARSE! REHEARSE! REHEARSE!”
o Practice reading aloud.
o read according to:
a. Punctuation
H. Finding practical applications
b. Meaning conveyed
of concepts and skills in daily
living c. Tone
o read for feedback
a. into a tape recorder
b. for a partner
o Ask for recommendations/suggestions for improvement.
Consider and be guided by the following criteria.
o Delivery (phrasing, pausing, intonation, stress)
o Voice (quality, projection, volume, pitch)
o Body language (Facial expression, eye contact, gestures)
o Choreography (Movement)
o Costumes, Props
Assignment: Check your progress. Rehearse some more.
V. REMARKS


remediation
learners who have caught up
w/ the lesson
VI. REFLECTION
D. No. of learners who continue

to require remediation
strategies worked well? Why
did these work?
encounter which my principal
or supervisor can help me
solve?
other teachers?
18
NOTE: DAY 5 – SPEECH CHOIR REHEARSAL
WEEK 10 – SPEECH CHOIR PRESENTATION
CRITERIA POINTS
4 3 2 1
A. DELIVERY With clear voice and With clear voice but Voice is mostly low with Students mumbles with
correct precise with weaker tone. errors in pronunciation no clear pronunciation
pronunciation and tone. and tone. and tone of voice.
B. CHOREOGRAPHY Group moved as one One or two members Three or more No movement or
with unity and gestures. are not in sync with the members do not move gestures.
group. with the group.
C. BODY Vivid movement held Movements enhances Minimal eye contact No eye contact no
LANGUAGE audience visualize. articulation but with and very little movement.
With eye contact. less consistent eye movement.
contact.
D. COSTUME & Costume, props and With costumes and Minimal costume and No costume and props
PROPS sound effects enhance props but with no sound props. and sound effects.
the presentation. effects.
E. AUDIENCE All members have One or two members Three or more 50% of the group fails in
IMPACT consistent, effectiv e cannot follow the members fail to deliver delivery.
performance. performance. lines properly.
Prepared by:
MANUEL R. YASIS
18
Teaching Date and Time Code EN9FIi3.14W10D1
The learner demonstrates understanding of how-Anglo-American literature and

other text types serve as means of enhancingthe self; also how to use
I. OBJECTIVES
Facial Expressions, Body Movements/Gestures and Audience Contact.
Learners should be able to:
1. Form big groups of three
2. Choose a poem from the poems explored in class using given guidelines
Objectives
3. Discuss in the group the given guidelines/criteria in choosing the poem to be
used in a Speech Choir Presentation
SPEECH CHOIR PRESENTATION
Matter/Lesson)
Pages 71-74
pages
A. REFERENCES
Pages 113-116
pages
from Learning
Resource portal
AVERAGE ADVANCE
Review of the titles of the poems which Review of the titles of the poems which
were already discussed. were already discussed.
lesson
Guide them on their FINAL TASK. Guide them on their FINAL TASK.
Make them answer this question: Have Make them answer this question: Have
you ever wanted to be on stage while you ever wanted to be on stage while
you’re with a group reading a poem? you’re with a group reading a poem?
Give the guidelines/criteria in choosing Give the criteria/considerations
IV. PROCEDURES
a poem from the explored poems in choosing a poem from the explored
B. Establishing a purpose for class. poems in class.
the lesson Let them do the CONNECT PART Let them do the CONNECT PART
where they’ll form three big groups, where they’ll form three big groups, and
and choose a particular poem from the from the poems they have explored in
poems they have explored in class. class.
C. Presenting
examples/instances of the N/A N/A
new lesson
Let the class form big groups of three Let the class form big groups of three
18
Choose a poem from any poems Choose a poem from any poems
explored in class using the given explored in class using the given
guidelines/criteria considerations/criteria
F. Developing mastery N/A N/A
abstractions about the N/A N/A
lesson
Apply what they have learned from their Apply what they have learned from their
discussions in their final task. discussions in their final task.
Discuss in the group the given
Discuss in the group the given
criteria/considerations in choosing the
criteria/guidelines in choosing the best
best poem for Speech Choir
poem for Speech Choir Presentation.
The following guidelines will be used: Presentation The following guidelines
will be used:
 Interests the majority of the
 Interests the majority of the
group members
I. Evaluating learning group members
 Is most liked
 Is most liked
 Members feel a close
 Members feel a close
connection to
connection to
 Members want to read and
 Members want to read and
 Members enjoy reading in
 Members enjoy reading in
public
public
N/A N/A
V. REMARKS
remediation
VI. REFLECTION
continue to require
remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
18

I. OBJECTIVES
1. Come up of the copy of the poem
2. Brain storm on the points/guidelines that should be given emphasis in the poem
3. Clarify the tone, feelings, punctuation marks, Prosodic Features used in the
Objectives
poem
4. Write a Script of the Speech Choir Piece for presentation

Matter/Lesson)
Pages 71-74
pages
A. REFERENCES
Pages 113-116
pages
from Learning
Resource portal
AVERAGE ADVANCE
lesson or presenting the Recall the poem the group had chosen Recall the poem the group had chosen
new lesson
B. Establishing a purpose for Come up of the copy of the poem and Come up of the copy of the poem
the lesson use it as a working script. and use it as a working script.
IV. PROCEDURES
C. Presenting
Have them recall the steps to follow in Have them recall the steps to follow in
making a working script. making a working script.
new lesson
Work with the members of the group in Work with the members of the group in
writing the script of the Speech Choir. writing the script of the Speech Choir.
The following guidelines should be The following guidelines should be
considered: considered:
 Underline the parts they find  Underline the parts they find
most dramatic (words, most dramatic (words,
#1
phrases, images, sounds and phrases, images, sounds and
rhythm) rhythm)
 Mark the parts where they’ll  Mark the parts where they’ll go
go slowly, speak up or pauses slowly, speak up or pauses
18
 Not end with a line but with a  Not end with a line but with a
punctuation mark punctuation mark
 Make notes describing the Make notes describing the speaker or
speaker or persona or persona or characters and consider
characters and consider his/her: age, feeling expressed in the
his/her: age, feeling poem
expressed in the poem( Is ( Is there a change in this/her feeling as
there a change in this/her the poem goes on?)
feeling as the poem goes on?)
Let the group brain storm on the points Let the group brain storm on the points
that should be given the emphasis in the that should be given the emphasis in the
chosen poem chosen poem
G. Making generalizations Let the group clarify the tone, feelings, Let the group clarify the tone, feelings,
and abstractions about punctuation marks, Prosodic Features punctuation marks, Prosodic Features
the lesson used in the poem used in the poem
Apply what they have learned from their Apply what they have learned from their
discussion in their daily practice discussion in their daily practice
Write a Script for the Speech Choir Write a Script for the Speech Choir
Presentation Piece for Presentation
N/A N/A
V. REMARKS
earned 80% in the
evaluation
require additional
VI. REFLECTION
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
teachers?
19


I. OBJECTIVES
1. Understand the text thoroughly
C. Learning Competencies/ 2. Plan gestures/movements to be applied in the speech choir presentation
Objectives 3. Decide on the props, costumes, scenery, sound effects, or other forms of
musical background.

Matter/Lesson)
Pages 71-74
pages
A. REFERENCES
III. LEARNING
RESOURCES
Pages 113-116
pages
from Learning
Resource portal
AVERAGE ADVANCE
A. Reviewing previous Recall on the Script and underline the Recall on the Script and underline the
lesson or presenting the parts you find most dramatic like parts you find most dramatic like words,
new lesson words, phrases, images, sounds and phrases, images, sounds and rhythm.
rhythm.
Let the students mark the parts where
Let the students mark the parts where
B. Establishing a purpose they’ll go slowly, speak up, or pause.
they’ll go slowly, speak up, or pause.
for the lesson
IV. PROCEDURES
C. Presenting
examples/instances of N/A N/A
the new lesson
Let them make notes describing the Let them make notes describing the
D. Discussing new
speaker/persona and characters and speaker/persona and characters and
concepts and practicing
consider his/her age, and feeling consider his/her age, and feeling
new skills #1
expressed in the poem. expressed in the poem.
E. Discussing new Let the group understand the text Let the group understand the text
concepts and practicing thoroughly so they can interpret it thoroughly so they can interpret it
skills #2 correctly correctly
G. Making generalizations Let the group plan the Let the group plan the
and abstractions about gestures/movements to be used in the gestures/movements to be used in the
the lesson speech choir presentation speech choir presentation
19
Let them decide whether the poem Let them decide whether the poem
H. Finding practical should be read by: should be read by:
 Alternating lines  Alternating lines
 Several voices  Several voices
Decide on the props, costumes, Decide on the props, costumes,
scenery, sound effects and other forms scenery, sound effects and other forms
of musical background to be of musical background to be
incorporated in the speech choir incorporated in the speech choir
J.
Additional activities for
application or N/A N/A
remediation
V. REMARKS
earned 80% in the
evaluation
require additional
VI. REFLECTION
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
teachers?
19


him/her to
I. OBJECTIVES

C. Learning Competencies/ 1. Practice reading aloud
Objectives 2. Read according to punctuation, expression
3. Do the blocking and gestures
II. CONTENT (Subject Matter/Lesson) SPEECH CHOIR PRESENTATION
Pages 71-74
pages
A. REFERENCES
Pages 113-116
pages
from Learning
Resource portal
AVERAGE ADVANCE
A. Reviewing previous lesson Recall on the gestures, feelings, Recall on the gestures, feelings,
or presenting the new Prosodic Features appliedin the chosen Prosodic Features applied in the
lesson poem chosen poem
Let the students practice reading the

B. Establishing a purpose for Let the students practice reading the
piece aloud
the lesson piece aloud.
IV. PROCEDURES
C. Presenting
new lesson
Let them realize that they have to read
D. Discussing new concepts according to punctuation, and with
according to punctuation, and with
and practicing new skills #1 expression.
expression.
Let the group understand the text Let the group understand the text
thoroughly so they can interpret it thoroughly so they can interpret it
correctly correctly
G. Making generalizations and Let the group plan the Let the group plan the
abstractions about the gestures/movements to be incorporated gestures/movements to be incorporated
lesson in the speech choir presentation in the speech choir presentation
19
I.
Evaluating learning Do the blocking and gestures Do the blocking and gestures
J.
N/A N/A
V. REMARKS
remediation
VI. REFLECTION
continue to require
remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
19
GRADES 1 to
10 DAILY Learning
Teacher ENGLISH
LESSON Area
PLAN Teaching Date and
Code EN9F-Ii3.14D5
Time

I. OBJECTIVES

C. Learning Competencies/ 1. Present the Speech Choir by group in the class
Objectives 2. Bear in mind the given criteria in their rating

Matter/Lesson)
Pages 113-116
pages
A. REFERENCES
III. LEARNING
RESOURCES
Pages 113-116
pages
from Learning
Resource portal
AVERAGE ADVANCE
A. Reviewing previous lesson Recall on the gestures, feelings, Recall on the gestures, feelings,
or presenting the new Prosodic Features appliedin the chosen Prosodic Features applied in the
lesson poem chosen poem
Let the students practice reading the

B. Establishing a purpose for Let the students practice reading the
piece aloud
the lesson piece aloud
IV. PROCEDURES
C. Presenting
new lesson
D. Discussing new concepts according to punctuation, and with
according to punctuation, and with
and practicing new skills #1 expression.
expression.
Let the group understand the text Let the group understand the text
thoroughly so they can interpret it thoroughly so they can interpret it
correctly correctly
G. Making generalizations and Let the group show the Let the group show the
abstractions about the gestures/movements to be incorporated gestures/movements to be incorporated
lesson in the speech choir presentation in the speech choir presentation
19
I.
Evaluating learning Present the Speech Choir by group Present the Speech Choir by group
J.
N/A N/A
V. REMARKS
remediation
VI. REFLECTION
continue to require
remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
19

Detailed Lesson Plan in English 9: (First Quarter)

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DETAILED

Role in the DLP

NAME OF TEACHER DEMONSTRATION TEACHERS SCHOOL

1. Mahalia D. Sural San Roque National High School

Day 1 -------------------------- 104

Day 1 -------------------------- 121

Day 1 -------------------------- 144

Week 9 Day 1 -------------------------- 165

Week 10 Day 1 -------------------------- 176

Teaching Date and Time CODE ENG19Q1W1D1

Materials Page 3-6

Share the output in class.

Let the class watch a video clip of a

Task 5 Looking Back-

Ask 6 Focus Questions

V. REMARKS For average class give follow up questions.

The learner demonstrates understanding of how Anglo-American literature and

The learner activelyparticipates in a speech choir through using effective verbal

II. CONTENT (Subject

B. Establishing a purpose for

Task 9 For Significant Human Task 9 For Significant Human

Task 10 SGDW Task 10 SGDW

a. Why is it acceptable/better to a. Why is it acceptable/better to

activities for remediation

Task 10-SGDW Task 10-SGDW

Process students activity on Imagery Process students activity on Imagery

What literary device refers to the

H. Finding practical 1. Should the glee-glaze 1.Should the glee-glaze

The learner demonstrates understanding of how Anglo-American literature and other

II. CONTENT (Subject

B. Other Learning ENGLISH EXPRESS WAYS II,207,PP109,2080209

Task 3 Rearranged the jumbled sentences

Rubric for rating Rubric for rating PLS SEE

have caught up w/ the

F. What difficulties did I

1. season the best summer is

Group the students into 5 and express their ideas

a. Invitation of a friend to watch a movie during class hours.

a. Invitation of a friend to watch a movie during class hours.

Rubric for rating PLS SEE attached sheet

Group Activity: Agree or Disagree?

Movements/ Gestures and Audience Contact.

1. Ask for their observations. 1. Ask for their observations.

Present the text to the class.

What does the article give intends to give the

(Group Presentation and processing of

Group 4. Give three most important values

 How important is the use of  How important is the use of

Group Activity: (Same grouping)

Use the rubric:

EN9G-Ib-18: Use interjections to convey meaning

II. CONTENT (Subject Lesson 1 – Recognizing Roles in Life/

To what can we associate the use of capitalization

Some examples of expressions will be read

(Lecture)Brieflydiscuss Segmental and Let the students differentiate and discuss

Ramelan(2004:22) classifies sounds into Ramelan(2004:22) classifies sounds into

Stress is the degree of force with which a

Identify whether the term is a Segmental or

Rubrics for Give Me Eight Activity (See LM Task 14 p21-24)