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TEACHER Norilyn T. Abordo SUBJECT English 9

Lesson Plan
TEACHING
CO/PRE-OB LEVEL Grade 9
DATE

I. Learning Competency Make connections between texts to particular social issues, concerns, or dispositions in real life
II. Skill Make connections
III.Content Social issues, concerns, or dispositions
IV. Context Text to real life
V. LEARNING RESOURCES
1. Teacher’s Guide pages K to 12 Most Essential Learning Competencies
2. Additional Materials PowerPoint Presentation/Slideshow
3. Other Resources https://depedtambayan.net/relate-text-content-to-particular-social-issues-concerns-or-dispositions-in-real-life/
https://students.unimelb.edu.au/academic-skills/resources/developing-an-academic-writing-style/connecting-ideas-in-
writing#:~:text=It%20provides%20flow%20and%20sequence,addition%2C%20or%20comparison%20and%20contrast.
VI. EXPECTATION At the end of the lesson, the learners should be able to make connections between texts to particular social
issues, concerns, or dispositions in real life

VII. EVALUATION STATEMENT Make connections between the text to social issues, concerns, or dispositions in real life.
IX. PROCEDURES
Preliminaries Indicator 5: Established safe and secure learning environments to enhance learning through the consistent implementation of
policies, guidelines and procedures.
Indicator 6: Maintained learning environments that promote fairness, respect and care to encourage learning.
PRAYER
GREETINGS
CHECKING OF ATTENDANCE
CLASS RULES:
 Class Policies, Procedures, Guidelines and Safety Friendly Reminders
1. Engage, cooperate, collaborate and participate in the different activities.
2. Listen while the teacher is talking or discussing.
3. Refrain from creating noise inside the classroom.
4. Turn your cellphones to silent mode or keep your cellphones inside your bags unless it is used in the class activities.
Wear your facemask if you have cough or colds.
Learning Episode 1:
A. MOTIVATION
1. Presentation Today, we will learn how to analyze texts based on how connected they are to real life in terms of social issues,
concerns, or dispositions.

2. Importance It is important to analyze texts in relation to real life such that this will serve as a means to reflect in order to
enhance the self to be a valuable dweller in the world.
 Also, making connections from text to real-life will help in making meaning of the text so one can retain
information and engage with the text better.

3. Formative Assessment At the end of the lesson, you will be given a chance to practice making connections between the text and real-
life social issues, concerns, or dispositions through a Venn diagram.
B. PROBE AND RESPOND
1. Review /Drill During our previous session, we learned about three types of making connections. What are the types of
making connections?

Learners’ response: Text-to-text, text-to-self, text-to-world

2. Pre-requisite Skills Today, we will use your previous knowledge in making connections to focus on social issues, concerns, or
dispositions in real-life.

I will present a slideshow in a moment. Here are some questions that you may consider when viewing it.

What can you say about the pictures?

How would you describe the situations in the pictures?
Are you affected by them?
How do they concern you?

Teacher presents a slideshow.

Learning Episode 2:
A. Modelling Making connections is a critical reading comprehension strategy that aids in making meaning of the text.

These are the questions that may be asked when connecting the text to real-life social issues, concerns, or
dispositions:
 What does this remind me of?
 What is this similar to?
 How is this different to a particular situation I know?
 Did I ever encounter something like this?
 How can I relate to this?
 What does this tell me?

I DO:
Example:
“New Yorker in Tondo” is a play about a run-of-the-mill girl from Tondo named Kikay. She visited New York and
returned a very different person. Her new attitude, mannerisms, outfits, and ideas stun her family and friends.
This causes emotional unrest between all of them. She convinces her mom, Aling Atang, to change into what
looks like a high-society matrona and insists everyone call her mom. – Cultural Identity / Colonial Mentality

Think Aloud
“New Yorker in Tondo” illustrates the issue of losing cultural identity. In real life, this is evident as we patronize
the products of other cultures, particularly that of our colonizers, more than we patronize our own. Also, there are
unspoken preferences to pale skin and sharp noses which are features that are not Filipino.
 WE DO:
In her autobiography, Maria Rosa Henson or “Lola Rosa”, survivor of Japanese war atrocity, begins her story
with the daughter of the landlord’s illiterate mistress, Julia. Rosa’s mother, Julia, is the eldest of the children
who began her ‘working’ life as Don Pepe Henson’s housemaid, despite her protestations. – Economic Issue /
Poverty

YOU DO:
Schatz refused to let anyone into his room because he doesn’t want anyone else to catch the flu. (A Day’s Wait
by Ernest Hemingway) – Health Issue
Learning Episode 3:
A. Guided Practice This time, let’s read and understand the poem “Caged Bird”.

PRE-READING: Vocabulary
a. leap (verb) - jump or spring a long way, to a great height, or with great force.
e.g. She leaps to her feet at the great news.
b. stalk (verb) – stride somewhere in a proud, stiff, or angry manner.
e.g. He shakes his head in disgust and stalks off.
c. rage (noun) – violent, uncontrollable anger.
e.g. He raged at the uselessness of it all.
d. trill (noun) – a quavering or vibratory sound, especially a rapid alternation of sung or played notes; the
pronunciation of a consonant, especially r, with rapid vibration of the tongue against the hard or soft palate or
the uvula.
e.g. Filipinos pronounce their r with a distinct trill.
e. trade wind (noun) - a wind blowing steadily towards the equator from the northeast in the northern
hemisphere or the southeast in the southern hemisphere, especially at sea. Two belts of trade winds encircle
the earth, blowing from the tropical high-pressure belts to the low-pressure zone at the equator.
e.g. The steady, east-to-west trade winds bring warm and humid air.

DURING READING
Caged Bird
By Maya Angelou
A free bird leaps
on the back of the wind
and floats downstream
till the current ends
and dips his wing
in the orange sun rays
and dates to claim the sky.

(What is the subject of this stanza? What does the subject do?)

But a bird that stalks

down his narrow cage
can seldom see through
his bars of rage
his wings are clipped and
his feet are tied
so he opens his throat to sing.

(Is the subject the same in this stanza? How is it different?)

The caged bird sings

with a fearful trill
of things unknown
but longed for still
and his tune is heard
on the distant hill
for the caged bird
sings of freedom.

(The stanza before this states that the caged bird has not much that he can do, so he just sings instead.)

The free bird thinks of another breeze

and the trade winds soft through the sighing trees
and the fat worms waiting on a dawn bright lawn
and he names the sky his own

(This stanza again talks about the free bird. He lives a life that the caged bird dreams.)

But a caged bird stands on the grave of dreams

his shadow shouts on a nightmare scream
his wings are clipped and his feet are tied
so he opens his throat to sing.

(The caged bird, thus, has dreams that have no way of becoming alive. He lives, instead, a nightmarish life.)

The caged bird sings

with a fearful trill
of things unknown
but longed for still
and his tune is heard
on the distant hill
for the caged bird
sings of freedom.

POST-READING:
What does the caged bird remind you of in real life?
 What is it similar to?
How is it different from a particular situation that you know?
Have you ever encountered something in a similar situation as the caged bird?
How can you relate to this?
What does this tell you?

B. Independent Practice Make connections by comparing the text to real life using the table as a reference. Think of something that you
can associate with the caged bird and its cage.
Caged Bird Cage

Learning Episode 4:
A. Evaluation Read and understand the text. Then, make connections by comparing and contrasting the text with the current
real-life situation using a Venn diagram. Submit your outputs on our Google Classroom.

Importing Disease
The practice of quarantine began during the 14th century, in an effort to protect coastal cities from
plague epidemics. Cautious port authorities required ships arriving in Venice from infected ports to sit at
anchor for 40 days before landing — the origin of the word quarantine from the Italian “quaranta giorni”, or 40
days.

One of the first instances of relying on geography and statistical analysis was in mid-19th century
London, during a cholera outbreak. In 1854, Dr. John Snow came to the conclusion that cholera was spreading
via tainted water and decided to display neighborhood mortality data directly on a map. This method revealed a
cluster of cases around a specific pump from which people were drawing their water from.

While the interactions created through trade and urban life play a pivotal role, it is also the virulent
nature of particular diseases that indicate the trajectory of a pandemic.
Source: https://www.weforum.org/agenda/2020/03/a-visual-history-of-pandemics

B. Generalization Comparative Analysis:

 In what ways do the characters in the novel mirror the individuals involved in the social justice
movement highlighted in the news report?
Cultural Relevance:
 Discuss the cultural relevance of making connections to dispositions in real life. How does this skill
foster cultural awareness and sensitivity?
Development of Empathy:
 Explore the role of making connections to dispositions in developing empathy. How does understanding
and relating to different dispositions contribute to a more compassionate and empathetic worldview?
Possible answer:
- The characters in the novel mirror the individuals in the social justice movement by embodying the spirit of activism
and resilience. Just as real-world activists demonstrate a commitment to challenging unjust systems, the characters in
the novel engage in similar struggles against societal norms. Their experiences, although fictional, reflect the courage
and determination exhibited by those involved in the social justice movement portrayed in the news report. This
parallel underscore the universality of the human experience in the face of social challenges.
 - Making connections to dispositions in real life holds significant cultural relevance as it serves as a gateway to
fostering cultural awareness and sensitivity. This skill encourages individuals to recognize and appreciate the
diversity of dispositions within various cultural contexts. By linking texts to real-life dispositions, learners gain insights
into the values, beliefs, and behaviors of different cultural groups. This process promotes a deeper understanding of
cultural nuances, traditions, and societal norms. Ultimately, the ability to make these connections cultivates cultural
competence, allowing individuals to navigate diverse environments with respect, openness, and a heightened
awareness of the rich tapestry of human experiences.
- The role of making connections to dispositions in developing empathy is pivotal in shaping a more compassionate and
empathetic worldview. This skill prompts individuals to step into the shoes of others, understanding and relating to
diverse dispositions. By exploring different perspectives embedded in texts and real-life situations, learners develop a
profound appreciation for the complexity of human emotions, experiences, and challenges. This empathetic
understanding goes beyond surface-level awareness, fostering a genuine connection to the feelings and struggles of
individuals with varying dispositions. In turn, this heightened empathy nurtures a sense of shared humanity,
promoting compassion and a desire to contribute positively to the well-being of others in a global context.

C. Assignment/Project Pick a text (short story or poem) and make a connection between the text and real-life social issues, concern, or
disposition. Write your answers in essay format.

The class will agree on the Rubrics.

D. Remarks