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School Calabasa Integrated Grade Level 9
School Teacher Arlene Joy D. Jalandoni Learning Area English Date and 9:45-10:45 Quarter 4 Time Detailed lesson Plan I- OBJECTIVES The learner demonstrates understanding of how Anglo- American literature and other text types serve as means A. Content Standard of preserving unchanging values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect speech to enable him/her competently performs in a full-length play. The learner competently performs in a full-length play through B. Performance Standard applying effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions. EN9LC-Iva-13: Listen to lay value judgement on critical C. Learning Competencies/ issues that demand sound analysis and call for prompt Objectives actions. EN9LC-IVd-7.2: Analyze the strand of the speaker based on his/her explicit statement made. Conducting a Panel Discussion II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) Portal https://www.youtube.com/watch?v=eo958EvbPsU B. Other Learning Resources https://www.youtube.com/watch?v=jTxN6uy_x88
IV. PROCEDURE TASK 1: CORRESPONDENCE A. Reviewing previous lesson or List current issues in our country and discuss them presenting the new lesson briefly. Poverty Drug Use Child abuse and Neglection Unemployment Climate change
TASK 2: STANDING UP FOR GOOD
Study the ads below and then decide whether you will be B. Establishing a purpose for in favor or against o particular issue being raised. Answer the lesson the questions that follow.
1. What is your stand?
2. What helped you decide? 3. What did you use as a basis in decision making? 4. If you would be given the opportunity to talk to someone regarding the issues of materialism and pork barrel, whom would you talk to? Why? 5. What would you tell him/her?
TASK 3: RELATING THE TRUTH
C. Presenting Listen as the teacher plays a recorded news examples/instances of the new article and then, take note of the important lesson details for you to be able to fill-out the table of the facts mentioned in the text. https://www.youtube.com/watch?v=eo958EvbPsU https://www.youtube.com/watch?v=jTxN6uy_x88 The The The The Issue Speaker’ Problem Proposed s Stand Solution A.
B.
Guidelines for Conducting a Panel Discussion
D. Discussing new concepts A panel discussion is designed to provide and practicing skills 1 an opportunity for a group to hear several people knowledgeable about a specific issue or topic present information and discuss personal views. A panel discussion may help the audience further clarify and evaluate their positions regarding specific issues or topics being discussed and increase their understanding of the positions of others. How to Proceed - Identify, or help participants identify, an issue or topic that involves an important conflict in values and/or interests. The issue or topic may be set forth as a topical question, a hypothetical incident, a student experience, an actual case, etc. - Select panelists who are well informed about and have specific points of view regarding the issue or topic. A panel discussion that includes three to five panelist is usually most workable. Select a leader or moderator. - Indicate to panelist the objectives that the panel is designed to promote and allow-time for panel members to prepare for the discussion. In some situations ten or fifteen minutes may be sufficient time for preparation while in other situations, panel members may need to prepare several weeks in advance of the scheduled discussion. - Decide upon the format that the panel discussion will follow. Various formats are appropriate. The following procedures have been used effectively: a. The leader or moderator introduces the topic and the panelists present their views and opinions regarding the issue or topic for a set amount of time. b. The panelist discuss the issue or topic with each other by asking questions or reacting to the views and opinions of other panel members, a specific amount of time should be established. c. The leader or moderator closes the discussion and provides a summary of panel presentations and discussion. d. The leader or moderator calls for a forum period during which the members of the class may participate by addressing questions to various panel members or by voicing their views and opinions. The forum period should be conducted by the panel leader or moderator.
TASK 4: DIGGING FOR DETAILS
E. Discussing new concepts Form a small group to come up with a and panel of discussants to tackle the issues practicing skills # 2 in Task 2 “Relating the Truth”. Use the data that you gathered from this activity in digging for the relevance and truthfulness of the ideas presented. TASK 5: PANEL DISCUSSION F. Developing mastery (leads to Based on the gathered data in Task 4, you will use your assessment 3) data to discuss your side on the issue you choose in Task 2. We are going to have a Panel discussion. Every group will be given 5 mins to become a Panel Discussant of the issue.
TASK 5: CRITIQUING ONE’S STYLE
G. Finding practical applications As you watch the panel discussion of the other group’s of concepts and skills in daily output, you may have noticed some strong and weak living points of the participants. Be able to identify them and share your observations form improvement. You may use the rubrics in evaluating a panel discussion indicated in the learning manual. Write your evaluation in your notebook following the format of a note pad prepared for you. Generalization H. Making generalizations and Panel Discussion abstractions about the lesson
TASK 6: FACT or BLUFF
I. Evaluating learning A. Read the statements and write on the space provided whether the given description fits a TOXIC or a GOOD friend.
_____1. Friends who receive you for their own personal gain. _____2. Friends who protect you when you are vulnerable. _____3. Friends who are trustworthy and accept you for who you are. _____4. Friends who only take demands a lot and give little back. _____5. Friends who are two faced and say only things that you want to hear. _____6. Friends who have weak morale. _____7. Friends who would stop you from making wrong decisions because they are aware of the consequences. _____8. Friends who are mature and responsible. _____9. Friends who put you in situations where you always need to lie to others. _____10. Friends who encourage others about you.
TASK 6: WATCHFUL EYES
J. Additional activities for Critique the panel discussion on application or remediation “bullying” at; https://www.youtube.com/watch? v=hfVxrtF8C88 use the observation form you have used in the previous task.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative assessment B. No. of learners who require additional activities for remediation C. Did these remedial lessons work? No. of learners who caught up with 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 material/s did I use/discover which I wish to share with other teachers?
