DETAILED

LESSON
PLAN IN
ENGLISH 9
(Third Quarter)
 DETAILED LESSON PLAN DEVELOPMENT TEAM
Quarter 3 English 9

WEEK LESSON NAME TASK/ROLE

1 1 Chrissa I. Paz Writer
2 John Khevin C. Gambal Writer
3-4 Jinky O. Bas Writer
2 1-2 Cherry Ann Sales De la Cruz Writer
3-4 Madonna Odalisca C. Gascon Writer
3 1 Leny N. Toralde Writer
2-3 Nerissa A. Reyes Writer
4 Nikki Mareen M. Molina Writer
4 1-2 Nheil James V. Regondola Writer
3 Karren Q. Botin Writer
4 Judith C. Turallo Writer
5 1-2 Annabelle B. Robosa Writer
3-4 Senica R. Delos Reyes Writer
6 1-2 Elena M. Loquias Writer
3-4 Jaypee A. Villareal Writer
7 1-2 Marielyn M. Padua Writer
3-5 Marianne F. Ibarrientos Writer
8 1-2 Fe Roselle M. Martinez Writer
3-4 Jean S. Espiritu Writer
9 1-2 Harvey S. Boaquiña Writer
3-4 Rommel O. Velasco Writer
Eden B. Ordas Demo Teacher
Ana A. Velasquez Demo Teacher
Joerick I. Largo Demo Teacher
Melyn L. Buere Demo Teacher
Rizzi Veronica M. Pacis Demo Teacher
Leandro G. Cabaltea Demo Teacher
Augusto I. Ceguera Jr. Demo Teacher
Marvelyn C. Abuque Demo Teacher
Annaliza O. Olleres Demo Teacher
Myla C. Navasquez Demo Teacher
Kirstin I. Puso Demo Teacher
Ivy Fiona E. Ibasco Demo Teacher
Marife B. Cabaltera Demo Teacher
Sandie P. Dela Rama Demo Teacher
Mark Kevin B. Ramos Demo Teacher
Jizel B. Dela Cruz Demo Teacher
Cherry Ann Saba Dela Cruz Demo Teacher
Marilyn O. Ibias Demo Teacher
Jaime M. Coralde III Illustrator
Jecer L. Jesoro Lay-out Artist
 Jonna May D. Mota Lay-out Artist
Meriam L. Camila Editor/Validator/Quality Assurer
Imelda B. Barrameda Editor/Validator/Quality Assurer

Elsa B. Regalado Editor/Validator/Quality Assurer

Elena M. Loquias Editor/Validator/Quality Assurer

Judith C. Turallo Editor/Validator/Quality Assurer
Maricel B. Bernal Editor/Validator/Quality Assurer
Noel C. Panga Editor/Validator/Quality Assurer
Lallie Amoroso Jardinel Editor/Validator/Quality Assurer
Mary Ann C. Orolfo Editor/Validator/Quality Assurer
Belinda B. Soriano Editor/Validator/Quality Assurer
Maribel C. Vargas Editor/Validator/Quality Assurer
Laila C. Namoro Editor/Validator/Quality Assurer
Amy I. Roman Editor/Validator/Quality Assurer
CLAUDIA MARILOU S. MARPURI EPS- English/Consultant
BELEN B. PILI EPS-LRMDS
JERSON V. TORALDE Chief ES- CID
 TABLE OF CONTENTS

ENGLISH 9 QUARTER 3 DETAILED LESSON PLAN

Week 1 Day 1 ---------------------------------------------------------------------------- 1

Day 2 ---------------------------------------------------------------------------- 6
Day 3 ----------------------------------------------------------------------------11
Day 4 ----------------------------------------------------------------------------16

Week 2 Day 1 ----------------------------------------------------------------------------23

Day 2 ----------------------------------------------------------------------------28
Day 3 ----------------------------------------------------------------------------33
Day 4 ----------------------------------------------------------------------------40

Week 3 Day 1 ----------------------------------------------------------------------------48

Day 2 ----------------------------------------------------------------------------53
Day 3 ----------------------------------------------------------------------------60
Day 4 ----------------------------------------------------------------------------68

Week 4 Day 1 ----------------------------------------------------------------------------73

Day 2 ----------------------------------------------------------------------------81
Day 3 ----------------------------------------------------------------------------87
Day 4 ----------------------------------------------------------------------------92

Week 5 Day 1 ----------------------------------------------------------------------------99

Day 2 ----------------------------------------------------------------------------104
Day 3 ----------------------------------------------------------------------------108
Day 4 ----------------------------------------------------------------------------114

Week 6 Day 1 ----------------------------------------------------------------------------119

Day 2 ----------------------------------------------------------------------------127
Day 3 ----------------------------------------------------------------------------132
Day 4 ----------------------------------------------------------------------------137
Week 7 Day 1 ----------------------------------------------------------------------------143
Day 2 ----------------------------------------------------------------------------143
Day 3 ---------------------------------------------------------------------------- 156
Day 4 ---------------------------------------------------------------------------- 161
Day 5 ---------------------------------------------------------------------------- 166

Week 8 Day 1 ---------------------------------------------------------------------------- 177

Day 2 ---------------------------------------------------------------------------- 185
Day 3 ---------------------------------------------------------------------------- 191
Day 4 ---------------------------------------------------------------------------- 199

Week 9 Day 1 ---------------------------------------------------------------------------- 207

Day 2 ---------------------------------------------------------------------------- 212
Day 3 ---------------------------------------------------------------------------- 217
Day 4 ---------------------------------------------------------------------------- 222
 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 1 DAY 1

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-American
Standards literature and other text types serve as means of connecting to the
world; also, how to use ways of analyzing one-act play and different
forms of verbal for him/her to skillfully perform in a one-act play.
B. Performance The learner skillfully performs in one-act play through utilizing
Standards effective verbal and non-verbal strategies and ICT resources based
on the following criteria: Focus, Voice, Delivery, and Dramatic
Conventions.
C. Learning Interpret the message conveyed in a material viewed
Competencies/ EN9VC-IIIa1.2/2.2
Objectives Analyze literature as a means of connecting to the world
EN9LT-IIIa-16
Employ appropriate listening strategies suited to type of text
EN9LC-IIIa-6
II. CONTENT CONNECTING TO THE WORLD
Lesson 1 - Through Technology
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 134-136
Page
2. Learner’s pages 234-239
Materials Pages
3.Textbook Pages
4. Additional
Materials from LR
Portal
B.Other Learning https://www.youtube.com/watch?v=E8tszVim_dk
Resources/ https://poets.org/poet/edward-field
Materials http://img.poemhunter.com/p/96/9496_b_779.jpg
https://thesouthern.com/lifestyles/health-med-fit/technology-can-
connect---or-disconnect---us/article_08a79148-64b7-11e0-853e-
001cc4c002e0.html
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing LOOKING UP
previous lesson or How do you respond to emergency situations? Whom do you call
presenting the new for help? For each critical situation below, indicate your life-saving
lesson solution. Cite your opinion for giving such a solution.

Critical Situation Life-Saving Solution

1. Your neighbor’s house is on
fire.
2. A woman’s purse is snatched
in front of you inside a jeepney.
3. Somebody in fear and in panic
calls on your cellphone asking for
your help.

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 4. Your mother complains of
dizziness and falls to the ground
unconscious.
5. A hazardous chemical in the
Chemistry Lab spills producing
smoke and a suffocating scent.
B. Establishing a TOUCHING YOU, TOUCHING ME
purpose for the Watch the music video of the song “Reach Out” by Take That.
lesson https://www.youtube.com/watch?v=E8tszVim_dk
After watching the music video, answer the following questions:
1. What is the song all about?
2. What is the message of the song?
3. Interpret the meaning expressed in the song.
C. Presenting BREAKING BARRIERS
examples/instances Let the students identify the words (A) by matching with their
of the new lesson corresponding synonym (B).
A B
1. amble drowsing
2. credit appreciation
3. sleeping slow walk

D. Discussing new Direct the class to the poem “The Telephone” by Edward Field
concepts and on page 237.
practicing new
skills #1 The teacher may give background information of the author,
Edward Field.

Edward Field

On June 7, 1924, Edward Field was

born in Brooklyn, New York. He grew up
on Long Island, where he played cello
in the Field Family Trio over radio
station WGBB. During World War II, he
flew twenty-five missions over Europe.
After a short time at New York
University, where he first met Alfred
Chester. He travelled to Europe in 1946
and focused seriously on his writing; he http://img.poemhunter.co
returned to the United States in 1948. m/p/96/9496_b_779.jpg

In 1956, after brief stints working in a warehouse, in art

production, as a machinist, and as a clerk-typist, Field began
studying acting with Russian émigré Vera Soloviova of the
Moscow Art Theatre. He applied the techniques he learned to
reading poetry in public, and was able to support himself in this
way throughout the 1960s and 1970s.

Field has taught workshops at the Poetry Center of the

YMHA, Sarah Lawrence, and other colleges. His books of
poetry include After The Fall: Poems Old and New (University
of Pittsburgh Press, 2007); Magic Words: Poems (Harcourt,
1997); Counting Myself Lucky: Selected Poems 1963-1992
(1992); New and Selected Poems from the Book of My Life

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 (1987); A Full Heart (1977), nominated for the Lenore Marshall
Prize; and Stand Up, Friend, with Me (1963), which was the
1962 Lamont Poetry Selection of The Academy of American
Poets.

Field has edited anthologies of poetry, translated Eskimo

songs and stories, and written the narration for the documentary
film To Be Alive, which won an Academy Award for best
documentary short subject in 1965. He is the editor of The Alfred
Chester Newsletter and has prepared several volumes of
Chester's work for Black Sparrow Press. Field has also
collaborated on several popular novels with Neil Derrick, under
the joint pseudonym of Bruce Elliot. Although Field makes regular
trips to Europe, his permanent residence is in New York City.
https://poets.org/poet/edward-field

Model the reading of the poem “The Telephone”.

Ask students to read the poem for the second time.

After reading the poem, divide the class into five groups and let
them discuss the message of the poem by answering the
question assigned to each group:

Group 1 - What is the predominant feeling in the first and second

lines?

Possible Answer: The speaker is happy because he had those

machines that can satisfy his needs in life.

Group 2 - Why are friends disconnected?

Possible Answer: Friends are being disconnected because they

are very busy in all their activities living in the city.

Group 3 - How does the speaker justify his having a telephone?

Possible Answer: With the use of telephone, the speaker is

alerted and connected to chatter.

Group 4 - To what did the speaker compare a man’s situation

before the advent of the telephone?

Possible Answer: He compared a man’s situation to a bear in a

cave. People value telephones as their device in linking to the
world.

Group 5 - What does the speaker hunger for?

Possible Answer: He hungers for the human voice and the good
news of friends. Yes, he was able to connect to the world with the
use of his telephone.

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E. Discussing new Let the students listen to the text “Students Should Not Be
concepts and Allowed to Bring Mobile Phones to School (Excerpted)”
practicing new (TG, English 9, Pages 135 – 136).
skills #2 Then, instruct the students to have their partner and answer the table
on their activity sheet.

Topic: ____________________________________________

Reason Details

F. Developing PROS AND CONS

Mastery Using the diagram, share ideas with your seatmate and identify of
the pros and cons of students bringing their mobile phones to school.

Pros – are arguments or considerations in favor of something.

Cons – are arguments or opinions against something.

G. Making RELATING TOGETHER

generalizations and Distance is being defied by information technology. Through this
abstractions about latest technology, you can virtually travel or reach other places and
the lesson connect to people around the globe. Thus, you can transfer
messages very fast through the primary means of communication –
the telephone or cellular phone. You can connect to other people
with different personalities and needs.

Let the students answer the following questions:

1. Do you care to extend a lifeline to somebody in distress no

matter how risky the situation?
2. How else can you be a channel of hope for those in need?
GROUP ACTIVITY
H. Finding practical 1. Cite some examples of technological devices used for
applications of communication and how they can help to expedite
concepts and skills communication? How do these devices help in communicating
in daily living efficiently?
2. What is the most important use of cellphone? Explain.
I. Evaluating
learning CONNECTING LIVES
When do you dial a friend? You have a civic obligation to help
other. Would you be willing enough to take the risk of helping
others in need? Write a paragraph on the topic: helping others at
my own risk.

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 Possible Situations:
- A friend is habitually absent and asks you to cover up his being
hooked to computer games.
- You witness a hit and run vehicular accident and the victim
needs your help.
- A close friend runs away from home and asks you to let him
stay in your house.
J. Additional Let the students listen to the text “Technology can connect - or
activities for disconnect – us” by Barb Elam.
application or
https://thesouthern.com/lifestyles/health-med-fit/technology-can-connect---
remediation
or-disconnect---us/article_08a79148-64b7-11e0-853e-001cc4c002e0.html

Then, instruct the students to answer the following questions:

1. Does technology connect us or separate us?
2. How does technology help us to connect to the world?
V. REMARKS

VI.REFLECTION
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
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
materials did I
use/discover
which I wish to
share with other
teachers?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 1 DAY 2

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-American
Standards literature and other text types serve as means of connecting to the
world; also, how to use ways of analyzing one-act play and different
forms of verbal for him/her to skillfully perform in a one-act play.
B. Performance The learner skillfully performs in one-act play through utilizing
Standards effective verbal and non-verbal strategies and ICT resources based
on the following criteria: Focus, Voice, Delivery, and Dramatic
Conventions.
C. Learning
Extract important information from argumentative/ persuasive texts
Competencies/
EN9LC- IIIa- 6.1
Objectives
II. CONTENT Through Technology
(Persuasive and Argumentative Texts)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Page
2. Learner’s pages 253- 253
Materials Pages
3.Textbook Pages pages 253- 253
4. Additional
Materials from LR
Portal
B.Other Learning Video Clips of Commercials and Advertisements
Resources/
Materials Academic Centers for Enrichment Modules
https://documents.uow.edu.au/content/groups/public/@web/@stsv/
@ld/documents/doc/uow195604.pdf

IV. PROCEDURE ADVANCED AVERAGE

A. Reviewing Concept Map Concept Map
previous lesson or
presenting the new Give descriptive sentences Give descriptive words to the
lesson to the diagram corresponding to diagram corresponding to the
the topic: topic:

One- Act One- Act

Play Play

B. Establishing a Picture Analysis Picture Analysis

purpose for the Give one’s idea about the Give one’s idea about the
lesson product poster given. product poster given.

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 Students may give their Students may give their idea
conclusion about what the of what kind of poster is
poster is about. presented.

C. Presenting
examples/instance
s of the new
lesson

Source:https://www.middlesex.mass.edu/ace/downloads/tipsheets/pers
vsargu.pdf

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D. Discussing new Activity 1: GUESS IT! (Identifying whether the advertisement/
concepts and commercial is persuasive or argumentative)
practicing new Let students watch series and varied commercials and
skills #1 campaign advertisements to differentiate materials that are
persuasive and argumentative.

E. Discussing new Activity 2: (TELL ME WHAT I AM)

concepts and Students will read strips of paper containing a one- paragraph
practicing new statement and with the use of signal words, identify what text type it
skills #2 belongs.

1.Laughter is one of the greatest healing devices known to man.

Laughter is powerful and can help people in many different ways.
It has the power to cure something as little as a bad day or to heal
the wounds of a terminally ill person. Laughing has helped create
the smile which is the universal sign of well being. Generally,
individuals who do not laugh live miserably and have unhappy
lives. Dr. Robert Holden found out that smiling and laughing
releases endorphins in the brain which gives people a overall
happy well being. Using comedy, many doctors have stimulated the
healing process in manic depressants and fatally ill patients giving
them hope and ambition. In many clinics laughter is being used in
replacing anti-depressants and reduces the need for pain
killers.(Dr. Gael Crystal).
http://english120.pbworks.com/w/page/19007010/persuasion%20paragraph

2.

https://mrwestrup.weebly.com/argumentative-paragraph.html

F. Developing Venn Diagram

Mastery Using the table provided for the learners above, compare persuasive
with argumentative paragraph.

Persuasive Argumentative

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 Activity 3: Tuning In

a. Listen to the radio advertisement and analyze the persuasive

G. Making
technique given.
generalizations
and abstractions
about the lesson b. Notice the delivery of the lines, the tone of voice of the
characters, and the sound effects used.

https://www.youtube.com/watch?v=ReStlRCkysk

Ask these questions:

H. Finding
practical 1. Why do we need to know the differences between text types?
applications of
concepts and skills 2. How important is the knowledge of text type in understanding
in daily living the message being conveyed?

I. Evaluating Activity 4: Be a Commercial Script Writer

learning
Extract latest information from the most recent editorial article
from different periodicals (Philippine Daily Inquirer, Manila Bulletin,
etc.) and answer the following questions.
1. What is the issue discussed in the article?
2. Are there two sides presented in the issue? If yes, what are
the positive and negative sides of the issue?
3. Did the article call for an action or encouraged you to
participate in the solution it presented?
4. Is the article given argumentative or persuasive?

J. Additional Activity 5: Read and Tell

activities for Bring other newspaper articles and determine whether it is
application or persuasive or argumentative.
remediation
V. REMARKS

VI.REFLECTION
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 with the
lesson

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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?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 1 DAY 3

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-
Standards American literature and other text types serve as means of
connecting to the world; also, how to use ways of analyzing
one-act play and different forms of verbal for him/her to
skillfully perform in a one-act play.
B. Performance The learner skillfully performs in one-act play through utilizing
Standards effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery, and
Dramatic Conventions.
C. Learning Employ appropriate listening strategies suited to the type of
Competencies/ text.
Objectives EN9LC-IIIa-6
Explain how the elements specific to a one-act play contribute
to the development of its theme.
EN9LT-IIIa-20.1
II. CONTENT Lesson 1 – Through Technology
Sorry, Wrong Number
(A Radio Play) by Lucille Fletche
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Page
2. Learner’s A Journey through Anglo- American Literature
Materials Pages Learner’s Material, pp. 240 – 260
3.Textbook Pages
4. Additional
Materials from
LR Portal
B. Other Learning https://www.youtube.com/watch?v=_uDmNc8j9gA
Resources/ https://quizizz.com/admin/quiz/56c5fe9734063cae03916451/
Materials sorry-wrong-number
http://www.bookrags.com/lessonplan/sorry-wrong-
number/funactivities.html#gsc.tab=0
https://www.youtube.com/watch?v=TdL8FvmbFcQ
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Class Sharing:
previous lesson or
presenting the new Was there a time when you have experienced something
lesson frightening or suspenseful? Share your frightening or
suspenseful experience to the class.
B. Establishing a Task 8 Crossing Difficulties
purpose for the Give the meaning of the underlined words in these
lesson sentences. Choose your answers from the synonyms in the
box.

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 soft bossy superior demoralize grumpy

1. Mrs. Stevenson is identified as a querulous and self-

centered neurotic.
2. She became imperious when she could not connect to the
number she dialed.
3. When she dialed again, she only got a bland buzzing
signal and heard the conversation on the cross line.
4. The telephone operator’s failed attempts to connect to her
husband’s office number unnerved her.
5. She gave a high-handed reply when she sensed Sgt.
Duffy did not take action on her complaint.

Possible Answers:

1. querulous – grumpy 4. Unnerved - demoralize

2. imperious – bossy 5. High-handed - superior
3. bland – soft

C. Presenting Task 9 Tuning In

examples/instance (Audio file “Sorry, Wrong Number” by Lucille Fletche)
s of the new lesson a. Listen to the radio play as you read the text excerpt.
b. Notice the delivery of the lines, the tone of voice of
the characters, and the sound effects used.

https://www.youtube.com/watch?v=_uDmNc8j9gA
D. Discussing new Divide the class into two groups and have them answer the
concepts and given questions:
practicing new
skills #1 Group 1
1. What can you say about the radio play?
*the delivery of the lines
*the tone of voice of the characters
*the sound effects used
2. How did you feel while listening to it? (Answer varies.)
3. In what city did the play take place? (New York)
4. Where did Mr. Stevenson go on a business trip? (Boston)

Group 2
5. What did Mrs. Stevenson overhear on the phone when
trying to contact her husband? (a murder plot)
6. When does Mrs. Stevenson realize, beyond a shadow of a
doubt, that she is the intended victim?
(when she heard her phone click)
7. What time is the murder scheduled to occur? (11:15pm)
8. Who is the suspected client behind the killing?
(Mr. Stevenson)

https://quizizz.com/admin/quiz/56c5fe9734063cae03916451/sorry-wrong-number

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E. Discussing new Ask: What movie have you Task 15 Revisiting the
concepts and watched recently? Radio
practicing new Ex: Hello, Love, Goodbye Play (Group Activity)
skills #2 Ask: Is the Radio Play
Divide the class into five groups. “Sorry, Wrong Number” a
Out of the mentioned movie, one-act play? (Yes)
have them fill-in the grid below The elements of a one-act
with the needed information. play are found in the
script.
Elements of one- Details Divide the class into five
act play groups. Fill-in the grid
a.Setting below with the needed
b.Character and information.
Characterization
c.Plot and Plot Elements of Details
structure one-act play
d.Conflict a. Setting
e.Theme b. Character and
f.Suspense and Characterization
atmosphere c. Plot and Plot
structure
Group 1 – a & b d. Conflict
Group 2 – c e. Theme
Group 3 – d f. Suspense and
Group 4 – e atmosphere
Group 5 – f
Group 1 – a & b
Group 2 – c
Group 3 – d
Group 4 – e
Group 5 – f
F. Developing Tracking events
Mastery Arrange the events according to their occurrence in the
play. Write your answer then explain the acceptability of your
arrangement.

a. She accidentally overheard a conversation between two

men planning a murder.

b. Desperate to prevent the crime, she began a series of

calls to the operator, to the police, and others.

c. Mrs. Stevenson is an invalid confined to her bed and her

only life-line was the telephone.

d. One night, while she was waiting for her husband to

return home, she picked up the phone and called his
office.

e. Her conversation with Sgt. Duffy made her realize the

description of the crime scene and victim.

Possible Answer:
(C, D, A, B, E)

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G. Making Ask:
generalizations How did the elements of a one-act play contribute to the
and abstractions development of its theme?
about the lesson

Think Pair-Share Answer the following

Work with your partner. Write questions.
another scene of the play that a.If you were Mrs.
H. Finding practical includes Sergeant Duffy’s Stevenson, what would
applications of investigation into the murder and you do upon hearing a
concepts and skills the arrest of a suspect. murder plot over the
in daily living (Answer varies.) telephone?
http://www.bookrags.com/lessonplan b. If you were Sgt. Duffy,
/sorrywrongnumber/funactivities
.html#gsc.tab=0 what would be your
reaction towards Mrs.
Stevenson’s report?
What action are you
going to do in response
to her report?
c. Would you be willing
enough to face danger
just to help somebody in
trouble? Explain your
answer.
(Answer varies.)

I. Evaluating
learning Watch a video of a sample one-act play entitled, The Proposal
by Anton Chekhov. https://www.youtube.com/watch?v=TdL8FvmbFcQ

1. What is the play all about? (It is based on two people who
love each other by fighting.)
2. Identify each of the elements of the play. (Setting,
Characters, Plot, Conflict, Theme)
3. Which element contributes to the theme?

J. Additional Task 15 Connecting Lives

activities for Using a sheet of paper, write a paragraph on the topic:
application or helping others at my own risk. Choose one from the possible
remediation situations below.

Possible situations:
1. A friend is habitually absent and asks you to cover up his
being hooked to computer games.
2. You witness a hit and run vehicular accident and the victim
needs your help.
3. Your classmate’s cellphone was confiscated because he
was watching pornography, and he wants you to help him
get his cellphone.
4. Your neighbor badly needs money, but the only money
you have is your weekly allowance.
5. A close friend runs away from home and asks you to let
him stay in your house.

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V. REMARKS

VI. REFLECTION
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
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
materials did I
use/discover
which I wish to
share with other
teachers?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 1 DAY 4

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-
Standards American literature and other text types serve as means of
connecting to the world; also, how to use ways of analyzing
one-act play and different forms of verbal for him/her to
skillfully perform in a one-act play.
B. Performance The learner skillfully performs in one-act play through utilizing
Standards effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery, and
Dramatic Conventions.
C. Learning Get familiar with the technical vocabulary for drama and
Competencies/ theatre (like stage directions). EN9V-IIIa-29
Objectives Use verbals (Gerunds). EN9G-IIIa-21
II. CONTENT Through Technology
Technical Vocabulary for Drama and Theatre
Use of Verbals (Gerunds)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Page
2. Learner’s A Journey through Anglo- American Literature
Materials Learner’s Material pp. 255 – 258
Pages
3.Textbook Pages
4. Additional
Materials from
LR Portal
B.Other Learning http://www.theatrecrafts.com/pages/home/topics/beginners/glossar
Resources/ y/
Materials
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Task 14 Getting into the World of Laughter and Tears
previous lesson or Agreeing – Disagreeing: Put a check mark (/) if you agree
presenting the new with the statement; (X) if you disagree. Explain your answer
lesson to a partner.

1. Theater is the same as theatre.

2. Drama is different from a play.
3. A script is the written conversation in a play.
4. A change in time is one scene in a play.
5. A one-act play has all the elements of drama.
(Task 14A, page 257)
Possible Answers:
1. (/) 2. (/) 3. (/) 4. (/) 5.(/)

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Region V/Daily Lesson Plan/2019-2020
B. Establishing a Familiarizing Yourself with the stage:
purpose for the With a partner, study the stage layout. Make directions
lesson from the perspective of the actor (facing the audience) and of
the audience (facing the stage).
Ex: Downstage Right (DR)
Downstage Left Center (DLC)

Right Up Left
Right Left
Center Center Center

Right Left
Right Center Left
Center Center

Right Down Left

Right Left
Center Center Center

(Task 14B, pages 257-258)

Divide the class into several pairs. Each pair shall arrange the
jumbled letters to form the technical word being described.

1. ENARE (ARENA)
Form of stage where the audience are seated on at least
two (normally three, or all four) sides of the whole acting
area.
C. Presenting
examples/instance 2. KNGIBOLC (BLOCKING)
s of the new lesson The process of arranging moves to be made by the actors
during the play, recorded by stage management in the
prompt script.
3. TUESMCSO (COSTUMES)
Clothes worn by the actors onstage.
4. AIDLOGEU (DIALOGUE)
The spoken text of a play - conversations between
characters is dialogue.
5. PORSP (PROPS)
(Properties) Furnishings, set dressings, and all items
large and small which cannot be classified as scenery,
electrics or wardrobe.
D. Discussing new Discussion of the Technical Theatre Terms for
concepts and Beginners
practicing new
skills #1 1. ACT – Subdivision between sections of a play. A
short play is a 'One-Act-er', a play with one interval
has two Acts etc.
2. ACTING AREA – That area within the performance
space within which the actor may move in full view of
the audience. Also known as the playing area
3. ARENA - Form of stage where the audience are
seated on at least two (normally three, or all four)
sides of the whole acting area.

17
Region V/Daily Lesson Plan/2019-2020
 4. AUDITION – Process where the director or casting
director of a production asks actors / actresses /
performers to show him/her what they can do.
5. BACKSTAGE – The part of the stage and theatre
which is out of the sight of the audience.
6. BLOCKING – The process of arranging moves to be
made by the actors during the play, recorded by
stage management in the prompt script.
7. CAST - The members of the acting company.
8. CASTING - The process of the director choosing
actors to perform the characters in the play.
9. CENTRE CENTRE – The position in the centre of the
stage space. Downstage Centre (DSC) is the position
at the front of the stage, Upstage Centre (USC), and
Centre Stage (CS) or CENTRE CENTRE is the
centre. House Centre / House Center is the centre
line of the auditorium (which is usually the same as
that of the stage).
10. COSTUMES –Clothes worn by the actors onstage.
11. CUE - The command given to technical departments
to carry out a particular operation.
12. CURTAIN CALL - At the end of a performance, the
acknowledgement of applause by actors - the bows.
13. DIALOGUE – The spoken text of a play -
conversations between characters is dialogue.
14. DOWNSTAGE - The part of the stage nearest to the
audience (the lowest part of a raked stage).
15. DRESS REHEARSAL - A full rehearsal, with all
technical and creative elements brought together.
16. INTERVAL - Break between sections of a
performance.
17. OFFSTAGE - A movement towards the nearest side
of the stage from the center.
18. PROPS - (Properties) Furnishings, set dressings,
and all items large and small which cannot be
classified as scenery, electrics or wardrobe.
19. STAGE LEFT / RIGHT - Left/ Right as seen from the
Actor's point of view on stage.
20. UPSTAGE - The part of the stage furthest from the
audience.
http://www.theatrecrafts.com/pages/home/topics/beginners/glossar
y/

18
Region V/Daily Lesson Plan/2019-2020
E. Discussing new
concepts and Read the sentences below and answer the questions that
practicing new follow.
skills #2
1. Preparing the props is my assigned task.
2. She is very fond of cleaning the backstage.
3. Jenny finds it difficult memorizing her dialogue.
4. Kristine loves doing dress rehearsals.

Processing – Teacher asks:

a. Circle the theatre technical terms used in the
sentences.
b. Underline the words ending in -ing.
c. What do you notice about the underlined words?
(All underlined words are ending in -ing.)
d. What do you call a word derived from a verb?
(Verbals)
e. What name do we give to a verbal ending in –ing
used as a noun? (Gerunds)
f. How is a gerund used in each sentence?
(Subject, Subject complement, Object of a
preposition, Direct object, Appositive)

Possible Answers:
1. Preparing the props is my assigned task.
2. She is very fond of cleaning the backstage.
3. Jenny finds it difficult memorizing her dialogue.
4. Kristine loves doing dress rehearsals.

Discussion follows.

A gerund is usually defined as a word ending in –ing that

is formed from a verb and that functions as a noun
specifically used as a subject, a subjective complement, an
object of the preposition, a direct object, and an appositive.

Examples:

*Subject: Exercising is good for our health.

*Subjective complement: Lyka’s favorite exercise is jogging.
*Object of a preposition: Merla keeps herself in good shape
by dancing.

*Direct object: Lester does boxing in the gym twice a week.

*Appositive: My only exercise, walking, is not taxing.

19
Region V/Daily Lesson Plan/2019-2020
F. Developing A. Answer the given puzzle by identifying each theatre
Mastery technical term being described.

C J M U W Q I I
Z A V P O U R N
Q R S S H U L T
S E G T K L E E
D N Y A I M J R
E A H G U N V V
G J N E I O G A
C U E L K I Z L

1. Break between sections of performance.

2. The process of the director choosing actors to perform the
characters in the play.
3. The command given to technical departments to carry out
a particular operation.
4. The part of the stage furthest from the audience.
5. Form of stage where the audience is seated on at least
two sides of the whole acting area.

B. Study the paragraph. Identify the use of the underlined

gerunds by choosing the letter of your answer.

A. Subject D. Appositive
B. Direct Object E. Object of a preposition
C. Subjective Complement

Helping people is a responsibility of every citizen, I believe.

And I used to help everyone I could. I enjoyed the feeling I got
when I reversed a stranger’s awful day and turned it into
something good. I’ve learned better since then. Don’t get me
wrong; I still agree with and practice the concept, but I’m much
more adept at it now that I have gained experience. Even
though I was the rescuer, it seemed like I always had to pay a
personal price for being kind to people. After suffering much
heartache, embarrassing episodes, and personal loss, I’ve
learned that giving help to my fellow human beings can be a
risky endeavor if not approached correctly.

G. Making
To sum up the lesson, ask the following questions:
generalizations
and abstractions
1. What are the various technical terms in theatre?
about the lesson 2. Describe each of the term.
3. Explain the uses of gerund.
4. Give sample sentences using gerund.

20
Region V/Daily Lesson Plan/2019-2020
H. Finding practical Write a short paragraph about your daily activities at home
applications of using gerunds. Underline the gerunds used and identify their
concepts and skills uses in the given sentences.
in daily living

I. Evaluating A. Complete the puzzle according to the given descriptions.

learning 2- 3-
A A

1- 4-
A D

5-
D

Across:
1. Subdivision between sections of a play
2. Process where the director or casting director of a
production asks actors / actresses / performers to
show him/her what they can do.
3. A movement towards the nearest side of the stage
from the center.
Down:
4. The members of the acting company
5. The part of the stage nearest to the audience
Possible Answers:
Across: 1. Act 2. Audition 3. Offstage
Down: 4. Cast 5. Downstage
B. Underline the gerunds. Then, explain its use in each
sentence.

1. Helping a friend is an automatic yes in your book.

2. Helping others with a favor is dangerous and should
be avoided.
3. When it comes to helping, ultimately, it’s not even
about expecting money or just helping friends out.
4. Take time getting used to refusing people’s requests.
5. Although simple, it is familiar to the rules that prevent
people from bumping into others in the streets.
J. Additional Write a short paragraph about your daily activities in school
activities for using gerunds. Underline the gerunds used and identify their
application or uses in the given sentences.
remediation
V. REMARKS

VI.REFLECTION
A. No. of learners
who earned
80% in the
evaluation

21
Region V/Daily Lesson Plan/2019-2020
B. No. of learners
who require
additional
activities for
remediation
C. Did the lesson
work? No. of
learners who
have 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
materials did I
use/discover
which I wish to
share with other
teachers?

22
Region V/Daily Lesson Plan/2019-2020
 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 2 DAY 1

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-
Standards American Literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing one-
act play and different forms of verbal for him/her to skillfully
perform in a one-act play.

B. Performance The learner skillfully performs in one-act play through utilizing

Standards effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery, and
Dramatic Conventions.

C. Learning Interpret the message conveyed in a material viewed

Competencies EN9VC-IIIb-1.2/2.2
/
Objectives
II. CONTENT Making a Difference
“The Little Match Girl” by Hans Christian Andersen

III. LEARNING
RESOURCES
A. References
1. Teacher’s pages 141-145
Guide Page
2. Learner’s pages 261-266
Materials
Pages
3.Textbook
Pages
4. Additional
Materials from
LR Portal
B. Other Learning Poster, Power Point Presentation
Resources/
Materials
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing
previous lesson
or presenting the Task 1. Elicit from students what in the poster would make
new lesson them accept the invitation to join the conference on youth
empowerment. (Call 3 students randomly.)

23
Region V/Daily Lesson Plan/2019-2020
 Source: https://www.google.com/search?sa=G&hl=en-

Processing.
Make the students realize the importance of developing
themselves into a better person by giving a part of themselves
to the community.
B. Establishing a Ask students randomly.
purpose for the - How do youth communicate nowadays?
lesson Possible response: The youth communicate through
Facebook or messenger using their cellphone or
computer.
- Are modern gadgets useful? How?
Possible response: Yes, modern gadgets are very useful.
These gadgets help to communicate easier and faster.
C. Presenting Viewing Activity:
examples/instanc
es of the new Students will watch a video about the Evolution of
lesson Communication.

(Teacher may use this link to watch or download the video

https://www.youtube.com/watch?v=oxTUC5I22LU.)

- Do you think, using modern technology in

communication makes a youth empowered? In what
way?

24
Region V/Daily Lesson Plan/2019-2020
 Possible response: I think using the modern gadgets enable
youth to become more updated and informed, which gives
us more avenues to learn new things and to apply our
learnings in a technological way as well.
D. Discussing Some people’s activities and ways of thinking are
new concepts influenced by technologies. Many people nowadays depend on
and practicing the use of technology in their daily routine, making it
new skills #1 indispensable. But, have we imagined life without these modern
technological gadgets and equipment to make living easy and
comfortable? No cellular phones to communicate instantly, no
vehicles for transportation, no humidifier to warm freezing
houses or air conditioning system to cool rooms.

Read the Anglo-American short story entitled The Little

Match Girl written by Hans Christian Andersen, then, answer
the following questions.

Source:
https://thepossumsbookshelf.files.wordpress.com/2016/09/the-little-
match-girl-isadora-turkey.jpg?w=349&h=313

Guide Questions:
1. What emotion does the author want to reveal in the
story?
2. What do the girl’s matchsticks symbolize?
3. Why do you think the girl choose to light all of the
matches one at a time, rather than to start a fire to keep
her warm?
4. Describe your own reaction to the girl's death-- did it
leave you feeling her emptiness (dying alone), or full
with her happy memories (dying contented and going to
Heaven to be with her Grandmother).

E. Discussing Show another poster to the students containing the images

new concepts and dialog inside the dialog bubble.
and practicing
new skills #2 I’ve got a cell
phone, email,
and voice mail.
But why am I so
lonely?

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Region V/Daily Lesson Plan/2019-2020
 1. This man has all the modern gadgets, yet he is still
lonely.
Why do you think this is so?
2. What general truth in life is being depicted?

Source:https://www.google.com/search?biw+1366&bih=625&tbm
=isch&
sxsrf=ACYBGNTk3xhpRPVVxoUPLHok59ONPfVJQ%3A1570652
525548&source
=hp&biw=&bih

Activity:
Small Group Work (SGW)

Form small group of 5 members. In a tabular format, write the

advantages and disadvantages of the use of gadgets as
shown in the poster.
F. Developing Group Work
Mastery
Divide the class into four (4) groups. Two groups will create
posters showing the benefits of using modern technology and
the other two (2) group will make posters showing the
negative effects.
G. Making Ask the students the following questions:
generalizations  How can we distinguish an informative poster from
and abstractions other types of poster?
about the lesson  How does advancement in technology empower the
youth?
H. Finding From the previously viewed video on the Evolution of
practical Communication, what ideas does the speaker convey that can
applications of empower the youth?
concepts and
skills in daily
living
I. Evaluating Evaluation:
learning
Divide the class into five groups. Each group will choose a
scene from the short story The Little Match Girl to be
performed in a role-play. Incorporate some variations of the
story had been there modern gadgets or equipment available
for the little girl.

Criteria for rating:

Focus 20%
Voice 25%
Delivery 25%
Dramatic Conventions 30%
TOTAL 100%

J. Additional Homework
activities for
application or Write a three-paragraph reflection on the short story, “The
remediation Little Match Girl.”

26
Region V/Daily Lesson Plan/2019-2020
V. REMARKS

VI.REFLECTION
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
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
materials did I
use/discover
which I wish to
share with other
teachers?

27
Region V/Daily Lesson Plan/2019-2020
 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 2 DAY 2

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-
Standards American Literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing
one-act play and different forms of verbal for him/her to
skillfully perform in a one-act play.
B. Performance The learner skillfully performs in one-act play through utilizing
Standards effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery, and
Dramatic Conventions.
C. Learning Identify the distinguishing features of Anglo-American one-act
Competencies/ plays.
Objectives EN9LT-IIIb-16.1
Produce the English sounds correctly and effectively when
delivering lines in a one-act play. EN9F-IIIb-3.11
II. CONTENT Making a Difference
Distinguishing Features of Anglo-American one-act play
English Consonant Sounds
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 145-148
Page
2. Learner’s pages 267-272
Materials Pages
3.Textbook Pages
4. Additional
Materials from
LR Portal
B.Other Learning
Resources/
Materials
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Ask the students to present the activity previously assigned
previous lesson or to them. (Randomly call 3 students.)
presenting the new
lesson Reiterate that advancement in technology should not hinder
human interaction.
B. Establishing a Ask: Have you been in a situation where you badly needed
purpose for the help from other people?
lesson What did you do?
Were you satisfied with the people’s response/s?
Let the students read parts of the play “Sorry, Wrong
C. Presenting Number” and find out the reason for the character’s actions—
examples/instances their motivation.
of the new lesson
Ask the students about the theme or the message of the play.

Possible Answer: Asking/Seeking help

28
Region V/Daily Lesson Plan/2019-2020
D. Discussing new
concepts and Recall the details from the one-act play, Sorry, Wrong
practicing new Number. Then do the task below.
skills #1
Pair Work: Matching Type
Match the description given in Column B with the elements of
a play in Column A. Write the letter before the number.

Column A Column B
1.Setting a. Mrs. Stevenson, Sgt. Duffy
2.Plot b. Queensboro Bridge, New York
3.Charater/s c. asking/seeking help
4.Theme d. “Operator? I’ve been dialing
Murray Hill 4-0098 now for the
last three-quarters on an hour,
and the line was always busy…”
5.Dialog e. Mrs. Stevenson tries to reach her
husband, but she can not reach
him. She overheard a plan to kill
a woman and made several calls
after that…
Answer:
1. B
2. E
3. A
4. C
5. D
Discuss the distinguishing features of a one-act play.
 Some common characteristics of most one-act plays
are that they are written in a concise manner, there
are no breaks in the action.
 They have fewer characters than a full-length play.
 Most often, there is a single setting.
 The action begins right at the start of the play.

Source:
https://www.academia.edu/34117520/Features_of_one_act_play
www.svsd.net>cms>lib5>Centricity>Domain>OneACTPlays1

E. Discussing new Let the students pronounce the following words correctly.
concepts and [θ] [ð] [b] [v] [p] [f]
practicing new thin they bat vat pat fat
skills #2 thick thus back vote pen fame
thaw them bun value pint font
thud weather boat vanity pear fur
theory clothing big vital post foot
theater fathom beam velvet play fabric
ether breathe bet avail prey ortune
method lathe bog avid posture foggy
author scythe club cove punture flour
nothing tithe snab save clap safe
athlete bequeath sob love grip cafe

29
Region V/Daily Lesson Plan/2019-2020
 Group Work. Group Work.
Divide the class into 5 groups. Divide the class into 5
Each group will choose lines groups. Each group will
from the play (Sorry, Wrong read the words producing
Number) and deliver them the correct consonant
producing the correct sounds.
consonant sounds.

F. Developing A. A.
Mastery Group Work Group Work
Work in five groups.Each Work in five groups. Each
group will make a list of 5 pairs group works on one vowel
of words for each contrasting sound, then presents output
consonant sounds. to the class.

Group Group Group Group Group Group

1. [θ] 2. [ð] 3. [b] 1. [θ] 2. [ð] 3. [b]
[t]- [θ] [d]-[ð] [b]- [v] [t]- [θ] [d]-[ð] [b]- [v]

tin-thin day- ban-

they van
team- dot- boat-
theme that vote
tie- dose- best-
thigh those vest
tiff- wordy- bile-
thief worthy vile
weed- buy-vie
Group 4. [v] Group 5. [f] width
[v]-[b] [p]-[f] curbin
g-
curving
habit-
have it

Group 4. [v] Group 5. [f]

[v]-[b] [p]-[f]
B.Let the students watch a
scene from the movie vase-base pact-fact
‘Bohemian Rhapsody’. Ask the vote-boat part-fart
students to fill out the grid with vend-bend pay-fay
the information needed. veil-bail pace-face
vague-big pail-fail
Character/s peal-feel
Setting pull-full
pool-full
Plot
pry-fry
Theme
B.Let the students watch a
scene from the movie
‘Bohemian Rhapsody’. Ask
the students to fill out the
grid with the information
needed.

30
Region V/Daily Lesson Plan/2019-2020
 Character/s
Setting
Plot
Theme
- How do these features help distinguish a one-act play from
G. Making
other forms of literatures?
generalizations and
Possible answers: These features help the readers to
abstractions about
understand and distinguish one-act play from other forms of
the lesson
literature.

H. Finding practical Form a dyad. Ask the students to create a skit or short role
applications of play showing a conflict between friends who were separated
concepts and skills by distance. Employ the correct pronunciation of consonant
in daily living sounds.
I. Evaluating A. Using the same groupings. Read the following sentences
learning applying the correct consonant sounds.
1. I’m so thirsty.
2. That was three days ago.
3. The test is on Thursday.
4. He grew up in the southwest.
5. I’m sorry. I have something else to do right now.
B. Recall a scene in a TV series the students watch, write a
script about the scene and then read the script in character
employing the correct consonant sounds.

Rubrics in Rating the Output:

Criteria 5 4 3 2 1
Organizati All Informati Informati Informati Informatio
on informati on is on is on is n is
on is well well poorly disorganiz
well organize organize organize ed and
organize d with d with d with difficult to
d in a one two more follow.
logical minor errors. than two
order. error. errors.
Message The The The The No
messag message message message message
e to the to the to the to the is given to
listener listener listener listener the
is clear is clear. is is listener.
and someho unclear.
strong w clear.
Presentatio The The The The The
n dialogue dialogue dialogue dialogue dialogue
is is is is not is not
presente presente presente clearly clearly
d in a d in a d in a presente presented
clear clear clear d. .Little . Eye
voice. voice. voice. eye contact
The The The contact was not
presente presente presente was made with
rs made rs made rs made made the
consiste some little eye with the audience
nt eye eye contact audience
contact contact with the
with the with the audience
audienc audience .
e. .

31
Region V/Daily Lesson Plan/2019-2020
J. Additional Homework
activities for Watch an episode of your favorite primetime TV series.
application or Create a skit related to the episode consider the use of words
remediation with differing consonant sounds. Present the skit to the class.
V. REMARKS

VI.REFLECTION
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
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
materials did I
use/discover
which I wish to
share with other
teachers?

32
Region V/Daily Lesson Plan/2019-2020
 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 2 DAY 3

I. OBJECTIVES
A. Content The learner demonstrate understanding of sharing personal
Standards opinion about the ideas listened to, providing critical feedback
to the idea presented in the material viewed and using
effective and appropriate non-verbal communication
strategies.
B. Performance The learner skilfully performs in one-act play through utilizing
Standards effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery, and
Dramatic Conventions.
C. Learning Use verbals. EN9G-IIId-21
Competencies/
Objectives
II. CONTENT Use gerunds and gerund phrases.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide A Journey through Anglo- American Literature
Page
2. Learner’s Teacher's Guide for English pp 148-149
Materials Pages
3.Textbook Pages
4. Additional
Materials from
LR Portal
B.Other Learning https://data.grammarbook.com/blog/pronouns/whats-a-
Resources/ gerund/
Materials https://www.chompchomp.com/terms/gerundphrase.pdf
https://www.youtube.com/watch?v=AMjAUPXtgww&app=des
ktop
http://www.1-
language.com/englishcoursenew/unit37_dialogue.htm
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing I. Teacher will post sentences on the board and students will
previous lesson or identify the gerunds in each.
presenting the new
lesson 1. Working hard is often its own reward.
2. I know people who are obsessed with eating all the time.
3. Hiking up that steep mountain seems impossible.4. He
enjoys watching TV with his friends.
5. Practicing basketball is all Willie does.

II. Students will define what gerunds are and give their own
examples. Teacher will ask the question:

Why do we use gerunds?

33
Region V/Daily Lesson Plan/2019-2020
 Possible answer:
Gerunds are verbs that function as nouns and although they
look like a verbs and even sound like verbs they are not. If
you are able to pick the gerund(s) out in your sentence, you
will avoid grammar mistakes that often go unnoticed.
(Source:https://data.grammarbook.com/blog/pronouns/whats-a-gerund/

B. Establishing a I. Students will listen to an audio recording of the play "Sorry

purpose for the Wrong Number" by Lucille Fletche. Teacher will pose these
lesson questions:

1. How did each character project their voice? (quality,

volume, pitch)
2. How was their delivery? (rate, phrasing, intonation)
3. How do these features help in establishing the meaning of
the play?
(Source: https://data.grammarbook.com/blog/pronouns/whats-a-gerund/

I. Task 9 Recalling Events: Throwback Mode

1. Volunteer students read parts of the play. Find out the

C. Presenting
reason for the character's actions (this will serve as their
examples/instances
motivation.)
of the new lesson
2. Listen to the characters read their parts on the radio
conversations.

The teacher asks some questions and the students will

answer in character and using correct prosodic features.

Question for:
a. Mrs. Stevenson
Why are you so arrogant and irritable?
b. Sgt. Duffy
Why did you not send some policemen to Mrs. Stevenson's
area to verify her statements?
c. Operator
Why do you seem to be cool and patient with irate callers?
d. George
Why did you have to kill Mrs. Stevenson?

Process their performance by pointing out correct prosodic

features when delivering lines in a one-act play.

II. Students will locate five lines II. Students will go back to
from script which contains the text of the play "Sorry,
gerund phrases and will act it Wrong Number" and locate
out before the class. at least five gerund phrases
in the script.

D. Discussing new Task 14 A. Volunteering One's Self

concepts and Read and study the following sentences.
practicing new 1. I heard of Marlon's having an advocacy to connect
skills #1 deeply with others.
2. I was not surprised to hear of his travelling to Kenya
as a volunteer worker.

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Region V/Daily Lesson Plan/2019-2020
 3. Because of my being busy, I was not able to send him
off.
4. What is the impact of Annie's going away?
5. We are very certain of his being appreciated by the
community.

Processing:
1. What word introduces the phrases in italics? What do
you call this phrase?

Possible answer:
These are gerunds. This phrase is what we call a
gerund phrase. A gerund phrase will begin with a
gerund and will include other modifiers and/or objects.

2. What word comes before the gerund in each sentence?

What is the function of the noun or pronoun in relation
to the gerund?
Possible answer:
The gerund is preceded by a noun or a pronoun. This
noun or pronoun implies the doer or receiver of the gerund
action and is the word to which the gerund refers to.
E. Discussing new A gerund phrase is preceded by a possessive noun or
concepts and pronoun. (If a noun or pronoun immediately precedes the
practicing new gerund and is part of the gerund phrase, it should be in the
skills #2 possessive case.)

Example:
Warren's cheating during the exam is unacceptable.
I admire his sharing of his talents.
Her handling of the irate customer was admirable.

Task 14 B. Living with Others

Work with a partner in completing each sentence. Supply the
possessive form of the word in parenthesis.

1. Because of (Lara) __________ welcoming gesture, her

companions felt at ease.
2. (She) __________ joining the group inspired them.
3. The group knew of (she) __________ being cheerful.
4. Please excuse (I) __________ being over-excited.
5. The old woman did not appreciate (we) __________ being
noisy.
6. (You) __________ taking the blame has made us respect
you.
7. The leader gave suggestions about (they) __________
having a new project.
8. The (members) __________ being confident in her
boosted her morale.
9. What is the use of (you) __________having strong
supporters?
10. Lara understood (he) _________ saying no to the
proposal.

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F. Discussing new Prosodic Features of Speech are those aspects of speech
concepts and which go beyond phonemes and deal with the qualities of
practicing new sound. It appears when you put sounds together in connected
skills #2 speech.

1. Pitch - the highness or lowness of a person‘s vocal tone.

2. Volume - the loudness or softness of a person‘s vocal tone.
3. Rate - the speed at which a person speaks.
4. Quality- the sound of a person‘s voice.
5. Intonation – the variety, melody, or inflection of a person‘s
voice.
The mood created by what a character in a play says is
established by the prosodic features of speech, aside from the
content/message of the script itself. It is important to
understand the effect of prosodic features of speech in
creating and intensifying meaning and emotion of a stage play.
G. Developing Task 14 C. Shaping my World Task 14 C. Shaping my
Mastery With a partner, read the World
paragraph carefully then With a partner, read the
underline the gerund phrases. paragraph carefully then
underline the gerund
A blank piece of paper phrases.
represents my world. I draw a
stick figure to represent myself. My boss at a company
Around the paper, I start writing where I am interning
significant things in my life and recently shaped my
Idraw lines between them; my dream as well.She is
world is full of connections. The the one who connected
connections I havewith people, me with a new field of
my community, and the earth business; legal
itself. The connections I built
marketing. Shetaught
shape mydreams of marketing,
me how marketing and
law, and fashion, and I color my
world with numerous law are necessities for
shades.Coloring it gives me every business in this
excitement.The connections I worldand it is also a
evolved with people are like creative side of
lands in my world; they are business. I am not sure
differentand necessary. Every how many people I met
one of them affected my life in in19 years of my life but
some way, but some ofthem all of them influenced
shaped my dreams and me and I find the
aspirations more than other connections I havewith
people. Two such peopleare my people are priceless.
father and my boss at a company
I work for.
Teacher will ask the
My father explained to me question:
how marketing is the basis of What is a gerund phrase
every business.Even when we and how do we find it?
were just shopping, he
wouldteach me marketing skills, II. Work with a partner to
such as branding. He helped me deliver the following lines
discover marketing asmy using the correct prosodic
fascination. features:

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Region V/Daily Lesson Plan/2019-2020
 Teacher will ask the question: Kim: I miss
What is a gerund phrase and talking with my best
how do we find it? friend. I remember
going with him
II. Work with a partner to everywhere!
compose a simple conversation. Ron: Why did you stop
Include gerund phrases in your talking
sentences. Then, deliver the Kim: We celebrated
lines using the correct prosodic turning 30 at the same
features in the following time, but then he got a
situations: new job and moved to
a new city.
a. You are asking permission
Ron: I remember
from your teacher to be excused
from class to join the try out for hearing that. Have you
the cheer dance event but she talked to him recently?
refused because you will have Kim: Yes, but
quiz. I regret not calling hi
m more often.
b. A tricycle driver returned your Ron: I imagine
newly-bought mobile phone being far apart is
which you lost in his vehicle difficult.
while on your way to school. Kim: It is. I enjoy
spending time with
c. A neighbor caught you picking him!
some of the fruits of their mango
tree and you apologize for what
you did.
Ice: Hi. How’s it going?
Dan: Pretty good. Hey,
did you see that soccer
game last night?
Ice: I did! It’s amazing to
see our team play so
well.
Dan: I know! Hey, I
should get going, but I’ll
call you later.
Ice: It was great seeing
you again. I should get
going too. Bye!

Source:http://www.1-
language.com/english
coursenew/unit37_dialogue.
htm)

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H. Making To sum up the lesson, ask the following:
generalizations and 1. How can the use of appropriate prosodic features help in
abstractions about the meaningful performance of a one-act play?
the lesson Possible answer:
Acting out roles in a one-act play will be easier and more effective if
appropriate prosodic features are employed by the characters .
2. How will you recognize a gerund phrase in a sentence?
How important are they in constructing sentences?
Possible answer:
A gerund phrase will begin with a gerund and will include other
modifiers and/or objects. Knowing how to use them will help us get
meanings across more effectively.
I. Finding practical Using at least 10 gerund Using at least five gerund
applications of phrases, compose and perform a phrases, compose a
concepts and skills short skit about applying for a simple telephone
in daily living summer job. conversation with a
relative from abroad.
J. Evaluating Task 14 D. Asking the Expert
learning Write a response and give the letter sender an advice. Use
five gerunds in the phrases in your letter.

Dear Nicole,

I don’t know what to do. I want to invite my friend to do

things like we used to do. I want some time for just us girls, but
she keeps bringing her new boyfriend along. He’s not a bad
person, but he does talk a lot. It’s hard to feel close to my
girlfriend when he’s always around.

Do you think I should ask my friend to stop bringing her

boyfriend along when I invite her somewhere? I want her to be
happy with this guy, but I want to spend time with her, too.

— Missy

Criteria:
Content - 40%
Use of Gerunds - 40%
Conventions - 20%
100%
II. Pretend to be a DJ and give II. Read your advice
your advice to the letter sender employing the correct
using the correct prosodic prosodic features of
features of speech. speech.
Criteria: Criteria:
Delivery - 40% Delivery - 40%
Projection - 40% Projection - 40%
Overall impact - 20% Overall impact - 20%
100% 100%
J. Additional Create a classroom-based radio Visit a local radio station
activities for station and broadcast school and observe how radio
application or updates using the correct announcers and DJs
remediation prosodic features of speech. perform their jobs on air.

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Region V/Daily Lesson Plan/2019-2020
 Take note of the proper
prosodic features they use
in their delivery.
V.REMARKS

VI.REFLECTION
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
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
materials did I
use/discover
which I wish to
share with other
teachers?

39
Region V/Daily Lesson Plan/2019-2020
 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 2 DAY 4

I. OBJECTIVES
A. Content The learner demonstrate understanding of sharing personal
Standards opinion about the ideas listened to, providing critical feedback
to the idea presented in the material viewed and using
effective and appropriate non-verbal communication
strategies.
B. Performance The learner skillfully performs in one-act play through utilizing
Standards effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery, and
Dramatic Conventions.
C. Learning Get familiar with the technical vocabulary for drama and
Competencies/ theatre (like stage directions). EN9V-IIIb-29
Objectives a. Identify the structures and types of stages for stage plays.
b. Appreciate the world of drama.
Identify types and features of a play synopsis. EN9WC-IIIb-9.4
c. Finalize content of plot synopsis.
II. CONTENT Lesson 2 - Making a Difference
- Going into the World of Acting-
III. LEARNING
RESOURCES
A. References
1. Teacher’s A Journey through Anglo- American Literature
Guide Page
2. Learner’s Teacher's Guide for English pp. 150-152
Materials
Pages
3.Textbook Pages
4. Additional
Materials from
LR Portal
B.Other Learning http://www.theatrestrust.org.uk/discover-theatres/theatre-
Resources/ faqs/170-what-are-the-types-of-theatre-stages-and-auditoria
Materials https://educationcloset.com/2014/05/14/stage-direction-charades-
teaching-children-stage-areas-and-directions/
https://www.youtube.com/watch?v=L99g_Wg5Gh8
https://examples.yourdictionary.com/synopsis-examples.html
https://www.youtube.com/watch?v=bet0HGRAs5M
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Warming Up: "Inside Out" Improvisation
previous lesson
or presenting the You woke up late for school. Say this remark "OMG I
new lesson overslept, now I'm late for school!" according to the characters
from the movie "Inside Out": Joy, Sadness, Fear, Disgust, and
Anger.
B. Establishing a I. Theater Pantomime I. Theater Pantomime
purpose for the
lesson Inform the class that the Inform the class that the
classroom will be separated classroom will be separated

40
Region V/Daily Lesson Plan/2019-2020
 into an audience area and a into an audience area and a
stage area. The Stage area stage area. The Stage area
will be divided into Upstage will be divided into Upstage
(the farthest from the (the farthest from the
audience), Downstage (the audience), Downstage (the
closest to the audience), closest to the audience),
Stage Left (the left side of the Stage Left (the left side of the
stage from the actor's point of stage from the actor's point of
view) and Stage Right (the view) and Stage Right (the
actor's right). Then label each actor's right). Then label each
side of a cube with the side of a cube with the
abbreviations UC (Upstage abbreviations UC (Upstage
Center), DC (Downstage Center), DC (Downstage
Center), UR (Upstage Right), Center), UR (Upstage Right),
UL (Upstage Left), DL UL (Upstage Left), DL
(Downstage Left). (Downstage Left).

Divide the students into 5 One volunteer will be the

groups. They will occupy the actor. The rest of the class
audience area. will be divided into two teams
and will occupy the audience
area.
In strips of paper, the teacher
will write pantomime ideas In strips of paper, the teacher
which each group will act out. will write pantomime ideas
which the volunteer will act
One by one, the groups will be out.
called. The cube will be rolled
to determine the stage Before the pantomime, the
direction and they will pick out cube will be rolled to
3 scenes to act out (the determine the stage direction
audience must not see what and the actor will pick out a
scene it is). They should scene to act out (the
occupy the correct stage area. audience must not see what
The audience will try to guess scene it is). He/ she should
the scene (maximum 3 tries occupy the correct stage
only). After the group had area. The audience will try to
performed their pantomime, guess the scene (maximum 3
they will exit the stage then tries only). The team with the
the next group will enter the most number of correct
stage and begin the process answers gets additional
again until all the groups had points for recitation.
performed.

Pantomime Ideas:
- driving through traffic Pantomime Ideas:
- a flying kite - play football/ soccer
- riding a parachute - dance cha-cha
- swim a backstroke - cry like baby
- pregnant woman trying to sit - laugh out loud
down - put out fire with a hose
- a pilot making a landing - dog barking
- flower blooming - dance ballet

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Region V/Daily Lesson Plan/2019-2020
 - rescuing someone for a flood - eat ice cream
- climbing a coconut tree - kill a mosquito
Source: https://educationcloset.com/ - jump like a frog
2014/05/14/stage-direction- Source:
charades-teaching-children-stage- https://educationcloset.com/
areas-and-directions/) 2014/05/14/stage-direction-
charades-teaching-children-stage-
II. SGW areas-and-directions/)
Using the same grouping, the
students will narrate a II. SGW
summary of a movie they Using the same grouping, the
have watched in a movie students will share their
house. experience after watching a
movie inside a movie house.
C. Presenting Pictures of different types of stages will be posted on the board.
examples/instanc Ask the class to describe each picture. Find out whether they
es of the new have personally seen these and let them share their
lesson experience.
D. Discussing Familiarizing Yourself with the Types of Stage
new concepts and
Thrust Stage
practicing new
The Thrust configuration is the oldest known fixed type of
skills #1
staging in the world, and it is thousands of years old. As the
name suggests, this project or "thrust" into the auditorium with
the audience sitting on three sides. The fourth area will
operate as the locale.

(Source: http://www.theatrestrust.org.uk/discover-theatres/theatre-faqs/170-
what-are-the-types-of-theatre-stages-and-auditoria
Proscenium Stage
A stage where the audience sits on one side only is called
a proscenium stage. The audience faces one side of the stage
directly, and normally sits at a lower height.

(Source: https://www.pinterest.ph/pin/438397344963732769/)

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 In-the-round Stage
An in-the-round stage is positioned at the center of the
audience - i.e., there is audience around the whole stage. This
type of stage creates quite an intimate atmosphere, and is
good for drama that needs audience involvement. Scenery is
minimal to ensure it does not block the audience's view.

(Source: http://www.theatrestrust.org.uk/discover-theatres/theatre-faqs/170-
what-are-the-types-of-theatre-stages-and-auditoria)
Traverse Stage
A stage where the audience sits on two sides is called a
traverse stage. It is a brilliant stage for generating a friendly
environment.

(Source: https://weststage.weebly.com/blog/7-kinds-of-theatre-stages)
A video clip of a theater play will be shown then students will
identify the type of stage used and why it was the most
appropriate. Then they will write a short summary of the story
in the video.

https://www.youtube.com/watch?v=bet0HGRAs5M

E. Discussing A synopsis is a brief summary or general overview of any

new concepts and long piece of creative fiction. It gives audiences an idea of
practicing new what the composition is about.
skills #2
Examples:

- Romeo and Juliet: Two teenagers meet and fall in love.

Unfortunately, they're from warring families and are torn apart
at every turn. In the end, when it seems like their desire to be
together is going to be permanently thwarted, they each
engage in an act of suicide.

43
Region V/Daily Lesson Plan/2019-2020
 - The Lion King: Baby lion cub Simba is born to be the next
king of the Pride Lands, but his cruel uncle kills his father and
sends the cub away. Simba, now fully grown, returns to fight
his uncle and take his rightful place.

(Source: https://examples.yourdictionary.com/synopsis-examples.html)
Guidelines to Writing a Good Plot Summary/Synopsis

1. The time and place should be indicated at the

beginning of the synopsis.
2. A brief description of the main characters should be
given as they appear in the story.
3. The synopsis should begin at the opening of the story
and told in the same order as the play, and end at the
play's conclusion.
4. Dramatic scenes that propel the story forward,
including climactic scenes should be described within
the synopsis.
5. The synopsis must be no longer than 250 words long.
6. The story must be told in the present tense and in the
third person.
7. When telling the story, dialogue should not be
included. The story should be related in an informal
way.
Read and study the below text Read and study the below text
then write a synopsis of it. then write a synopsis of it.

Les Miserables: After Jean Cinderella: A woman is

Valjean spends 20 years in jail saddled with two cruel
for stealing a loaf of bread, he stepsisters and a cruel
gets out and remakes himself stepmother after her father
as a new man - the mayor. A remarried. One night, a fairy
police detective named Javert godmother dresses her up so
can't believe that he's a she can attend a royal ball.
changed man and haunts him. There, the prince falls in love
But, when they encounter with her, inciting a world of
each other during the French jealousy and rage from her evil
Revolution, everything stepsisters.
changes.

Source:https://examples.yourdiction Source:https://examples.yourdiction
ary. ary.
com/synopsis-examples.html) com/synopsis-examples.html)

F. Developing Task 16 Getting Immersed Task 16 Getting Immersed

Mastery Students will read the sample Students will read the sample
synopsis for analysis. synopsis for analysis.

The Hunger Games: Futuristic The Little Mermaid: Ariel the

cities, or districts, select two mermaid falls in love with
teenagers to defend their Prince Eric and tries
honor in a duel to the death. desperately to become
Katniss, one of the randomly human so the man will fall in
chosen teenagers, feels torn love with her as well. After

44
Region V/Daily Lesson Plan/2019-2020
 between her loyalties to her giving her voice to a sea
hunting partner and her foe. witch, the mermaid is
She's the perfect eventually able to triumph
representative for her city and and become human so she
her sense of common can live happily ever after
humanity just might change with the man she loves.
the Hunger Games forever.

Processing:
1. Refer to the guidelines on Processing:
writing a synopsis as you 1. Refer to the guidelines on
analyze the texts. writing a synopsis as you
2. How many characters are analyze the texts.
mentioned in the synopses? 2. How many characters are
3. Is the ending of the play or mentioned in the synopses?
movie shared in the 3. Is the ending of the play or
synopses? Do you think it is movie shared in the
necessary to include it? Why? synopses? Do you think it is
necessary to include it? Why?
G. Making Ask these questions:
generalizations 1. Why do we need to know the different types of stage for
and abstractions stage plays?
about the lesson
Possible Answer:
The stage is the designated space for performers and a focal
point for the members of the audience thus, when devising a
drama, there is a need to think about how to stage the
performance and what type of stage to use.
2. How important is a synopsis for a stage play?
Possible Answer:
A synopsis explains a long story in a short summary. It gives
the reader details necessary for them to understand samples
of literary work.
I. SGW I. Based on the given events,
H. Finding
Each group will be assigned identify the most appropriate
practical
with a particular event and type of stage to use then
applications of
they will design an appropriate justify your answer.
concepts and
stage for the event.
skills in daily
living
Example: Example:
- political rally - political rally
- fashion show - fashion show
- orchestra concert - orchestra concert
- boxing match - boxing match
- beauty pageant - beauty pageant

II. On your activity notebooks, II. On your activity notebooks,

make a synopsis of the movie make a synopsis of your
"Avengers: End Game". favorite teleserye or TV show.
Observe the guidelines in Observe the guidelines in
writing a synopsis. writing a synopsis.

45
Region V/Daily Lesson Plan/2019-2020
I. Evaluating I. Short Quiz:
learning __________ 1. It is the area of the stage that is the farthest
from the audience. (UPSTAGE)
__________ 2. It is the area of the stage that is the closest to
the audience. (DOWNSTAGE)
__________ 3. This type of stageis good for drama that needs
audience involvement because it has the audience seated
around the stage. (IN-THE-ROUND)
__________ 4. This is the oldest known type of stage where
the audience sits on one three sidesof the stage. (THRUST)
__________ 5. This is the kind of stage suitable for generating
a friendly environment since the audience sit facing each other
on two sides of the stage. (TRAVERSE)
II. Synopsis
On a one-half crosswise sheet of paper, revise and improve the
summary of the radio play, "Sorry, Wrong Number". Use the
guidelines and accomplish this on a whole sheet of paper.

Mrs. Stevenson is sick and confined to her bed.Her only

lifeline is thetelephone. One night, while waiting for herhusband
to return home, heimpatiently tries to locate him. She picks up
the phone andaccidentallyoverhears a conversation through a
cross-line, between two men planningto murder a woman who
lives near a bridge on Second Avenue at 11:15 atnight on that
day. She begins a series of calls--to the operator, to the
police,and others, desperate to prevent the crime.
Criteria:
Content - 40%
Organization - 40%
Conventions - 20 %
100%
J. Additional Create a slideshow of the Research on other types of
activities for different theater stages and stages which are used for
application or present it in class. different events. Present your
remediation output in class.
V. REMARKS

VI.REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation

46
Region V/Daily Lesson Plan/2019-2020
C. Did the lesson
work? No. of
learners who
have 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
materials did I
use/discover
which I wish to
share with other
teachers?

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Region V/Daily Lesson Plan/2019-2020
 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 3 DAY 1

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-
Standards American literature and other text types serve as means of
connecting to the world also how to use ways of analysing
one-act play and different forms of verbal ‘s for him /her to
skillfully perform in a one-act play.

B. Performance The learner skillfully performs in one-act play through

Standards utilizing effective verbal and non - verbal strategies and ICT
resources based on the following criteria: Focus, Voices,
Delivery, and Dramatic Conventions.

C. Learning Analyze a one-act play. EN9RC-IIIc-20

Competencies/
Objectives Explain how the elements specific to a one-act play
contribute to the development of its theme. EN9LT-IIIc-20.1

II. CONTENT Lesson 3-Despite Differences in Point of View

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 153-155
Page
2. Learner’s pages 281-285
Materials Pages
3.Textbook Pages
4. Additional
Materials from
LR Portal
B.Other Learning https://www.marxists.org>usa
Resources/ http./www.youtube.com/watch?v=4FHpmn-KYec
Materials Laptop
LCD projector
Module 9 – English-Anglo American Literature
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Ask the class what they can recall in the previous lesson.
previous lesson or
presenting the new Question:
lesson As a student, how can you make a difference in your home,
school, community and country?
B. Establishing a Present pictures showing medieval, archaic, western,
purpose for the elegant, costume, tools, delicate and very polite clothing .
lesson
Ask the students to describe the different clothing presented.

C. Presenting Task 1. UNLOCKING OF DIFFICULT WORDS:

examples/instances
of the new lesson

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 Match the word from column A to the definition of the word in
column B. Write the letter of the correct answer in a piece of
paper.

COLUMN A COLUMN B
1. Theme A. it is the main subject that is
Being discussed or described in a
piece of
writing or movie
2. Dialogue B. A series of events that
form the story in a novel,
movie , etc.
3. Characters C. A person , an animal or an
imaginary creature that
takes the part in the action
of the story
4. Plot D. the things that are said by
the characters in a story,
movie , play. etc.

Answers: 1.A 2.D 3.C 4.B

The teacher will discuss further the elements of one-Act

Play.

DEFINITION
One-Act Play is a play that has only one act, as a distinct
from plays that occur over several acts. One-Act plays may
consist of one or more scenes. In recent years the 10
minutes play known as “flash drama” has emerged as a
popular sub-genre of one-act play, especially in writing
competitions. The origin of the one-act play maybe traced to
the very beginning of drama: in ancient Greece, Cyclops, a
satyr play by Euripides, is an early example.

Elements of One-Act Play

 Theme - theme necessary

- Ask yourself : what is the play about?
- Revenge? Self discovery?
- Minds needs to be clear about the theme
characters, plot and sub-plots need to the
paint to and support the theme
-Sub-plots might be missing in one-act plays
 Plot - Different in one-act play from a full length
play
-In one-act play ,there is only time for one
significant event
-Determining place for hero, where can be won
or lost
-Events leading to this ,can be included without
being shown to audience
-The events that follow must be inferred or
understood by the audience

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  Character- There is much area to develop all the
characters
-The hero or the protagonist’s character
needs to be more developed and focused on
-The antagonist can be developed to show
conflict
-Some other character can also be a little bit to
develop to move the story forward
 Dialogue -Take part in a conversation or discussion
to resolve a problem
-Conversation between two or more people
as a feature of a book, play, or movie
-dialogue in American English is a written
or spoken

Task 2. FAMILIARIZING THE ELEMENTS OF ONE –ACT PLAY

Group the class into 4 , then let :

Group 1: Look for the theme of the story Romeo and Juliet
Group 2: Make the plot of the story.
Group 3: Identify the characters in the story.
Group 4: Make a dialogue from the story Romeo and Juliet

(After 5 minutes let each group present their output.)

D. Discussing new Task 3. WHO ARE YOU?

concepts and Students will learn words about the persons involved in
practicing new the performance of a play. This will help them understand
skills #1 the terms used in a stage play.

Let them arrange the scrambled letters to form a word

being described (refer to LM page 284 ).

E. Discussing new
concepts and
practicing new
skills #2
F. Developing Task 4. WE CAN DO IT.
Mastery Using the Tragic story of Othello written by William
Shakespeare, analyze it and identify the elements of the play.

(The teacher will provide a copy to the student)

G. Making Going back to the lesson, how can you relate your personal
generalizations and experiences in analyzing a one-act play?
abstractions about
the lesson

H. Finding practical What are the benefits of literature to the society?

applications of
concepts and skills
in daily living

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I. Evaluating Answer the following items by writing the correct answer on
learning your paper.

Identify the elements of one play being described in

each number below.
1. Romeo: What lady is that, which doth enrich the hand
of yonder knight?
Servant: I know not, sir.

2. In the town of Verona lived two families, The Capulet

and the Montagues, engaged in a bitter feud. Among the
Montagues was Romeo, a hot blooded lad with an eye for
the ladies.
3. Go ask his name: if he be married. My grave is like to
be my wedding bed.
4. He shall be endured: What goodman boy!. I say, he
shall go to:

J. Additional Homework: Ask the student to read the story of Romeo

activities for and Juliet. ( G-9 ML page 286-291)
application or
remediation
V. REMARKS

VI.REFLECTION
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
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?

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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?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 3 DAY 2

I. OBJECTIVES
A. Content The learner demonstrates of how Anglo-American literature
Standards and other text types serve as means of connecting to the
world also how use ways of analyzing one-act play and
different forms of verbals for him /her to skillfully perform in a
one-act play.
B. Performance The learner skillfully performs in one act play through
Standards utilizing effective verbal and non - verbal strategies and ICT
resources based on the following criteria: Focus, Voices,
Delivery, and Dramatic Conventions.

C. Learning Analyze literature as a means of connecting to the world.

Competencies/ 1. Identify the vocabulary words through the cross word
Objectives puzzle.
2. Familiarize with the literary devices portrayed from
the lines.
3. Show appreciation from the lessons conveyed from
the text and from the significant human experiences
during discussions.
4. Create and deliver a script about the assigned
situation based from the text.
EN9LT-IIIc-16.1
II. CONTENT Despite Differences in Point Of View
Literary Text: “The Story of Romeo and Juliet”
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 153-155
Page
2. Learner’s pages 285-295
Materials Pages
3.Textbook Pages English 9 Learner’s Module 285-295
4. Additional
Materials from LR
Portal
B.Other Learning SEC Teachers Guide in English 2, page 23-25
Resources/ Laptop, projector, Chart, Module, strips of paper
Materials
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing What have you learned from the previous discussion?
previous lesson or
presenting the new Task 5. SEARCH AND MATCH
lesson A. Look for the word in the chart that matches its meaning
(refer to LM page 285).
Answers:
1.banish
2.pernicious
3.stab
4.punishment

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B. Establishing a Task 5. B. CREATE AND DELIVER LINES
purpose for the 1. Divide the class into two.
lesson 2. Draw a task card.
3. Develop a dialogue out of the situation assigned to them.
4. Act out the dialogue.

Card 1 You are 15. You know a very beautiful girl called
Juliet and you would like to marry her. You have decided to
go and talk to her. Prepare what you are going to say to
make a good impression. Let her know how you feel. You
are rich and handsome and know that you are a good catch.

Card 2 You are 15. You’ve heard from your friends that a
boy called Paris would like to marry you. He’s a very rich
and handsome but not really your type and you don’t love
him. What are you going to say when he comes to speak to
you?

Ask feedbacks from the students about their presentation.

*Rubrics for the presentation.

3 2 1
Body/Facial Shows clear Shows some Little or no
Expressions emotions emotions; bodily
through facial unclear at movements
expression/mo sometimes or gestures
vements and
gestures
Vocal/Spee Projects, uses Some emotion Little or no
ch/Delivery voice with in the voice emotion in
stress and with some using voice
correct stress and little or no
pronunciation pronunciation stress and
in conveying in conveying mispronounced
lines lines words in
conveying
lines
Teamwork All members 1-2 members 3 or more
of the group of the group members of
participate did not the group did
participate not participate

C. Presenting As assigned home reading on, “The Story of Romeo and

examples/instance Juliet”, by William Shakespeare, lead the class in recalling
s of the new the story by posting meta strip with the series of plot in it.
lesson
D. Discussing new Task 6. MAKING CONNECTIONS
concepts and Group Work: Group students into five and let them choose
practicing new one question word to discuss. The teacher will give the
skills #1 complete question once students have already chosen a
question word.
What Who Where Why
When

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 (Questions)
1. GROUP WHAT – What two families are having the
feud? Explain the reason for the family feud.
2. GROUP WHO- Who are the characters in the story?
Make a character diagram.
3. GROUP WHERE- Where does the story take place?
Make a sketch and show it to the class.
4. GROUP WHEN- When does the story take place?
Indicate the physical setting such as the time of day,
weather or temperature, type of building, indoors or
outdoors, objects, colors, imagery (five senses) if
available.
5. GROUP WHY – Why does Lady Capulet want Juliet to
marry Paris?

Task 6
B. Class discussion
Encourage students to answer the questions critically. Let
them provide further explanation to make connections on
how the text relates to real life situations.
1. Discuss the relationship between parents and children in
the story of Romeo and Juliet. How did Romeo and Juliet
interact with their parents? Were they rebellious in the
modern sense? How did their parents feel about them?
2. What was Romeo’s fear? What does the line “some
consequence, yet hanging in the stars” has to do with his
feeling of dread? What does it convey?
3. The feud between the families seemed to be an ever-
present concern for the characters. How did the characters
manifest the feud?
C. Take to Mean
In a group of male and female students, ask and let
them justify. Who said the following lines and why?
a.“Is she a Capulet? Oh dear, account, my lie is a foe of
debt!”
b.“My only love sprung from my only hate. Too early seen
unknown and known too late.”
E. Discussing new Task 7. CONNECT AND KINECT
concepts and Literary devices are common structures used in writing.
practicing new These devices can be either literary elements or literary
skills #2 techniques. Here are some literary devices from the story
Romeo and Juliet.
 Simile is one of the most commonly used literary devices.
It refers to the practice of drawing parallels or
comparisons between two unrelated and dissimilar
things, people, beings, places and concepts. Similes are
marked by the use of words, as, such as, or like.
Example:
He is like a mouse in front of the teacher.

 Foreshadowing refers to the use of indicative

words/phrases and hints that set the stage for a story to

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 unfold and give the reader a hint of something that is
going to happen without revealing the story or spoiling
the suspense. This refers to suggest an upcoming
outcome to the story.
Example:
He had no idea of the disastrous chain of events to
follow.

 Rhyme scheme is a practice of rhyming words placed at

the end of the lines in prose or poetry. This refers to the
order in which particular words rhyme. If the alternate
words rhyme, it is an a-b-a-b rhyme scheme, which means
“a” is the rhyme for the lines 1 and 3 and “b’ is the rhyme
affected in the lines 2 and 4.
Example:
Roses are red (a)
Violets are blue (b)
Beautiful they all may be (c)
But I love you (b)

 Repetition is just the simple repetition of a word, within a

sentence or a poetical line, with no particular placement of
the words. This is such a common literary device that it is
almost never even noted as a figure of speech.
Example.
Sans teeth, sans eyes, sans taste, sans everything.

 Oxymoron is significant literary device as it allows the

author to use contradictory, contrasting concepts placed
together in a manner that actually ends up making sense
in a strange, and slightly complex manner. An oxymoron
is an integral part of figure of speech list which are words
that contradict each other’s meaning.
Example:
He is a wise fool.
He possessed a cold fire in his eyes.

 Metaphor is one of the most extensively used. In

metaphor, one subject is implied to be another so as to
draw a comparison between their similarities and shared
traits.
Example:
Henry was a lion on the battlefield.

F. Developing
Mastery Identify the correct literary device by writing it before each
item.
__________1. “You are Mozart in disguise”
Poem- The Frog and the nightingale
__________2. “The field and cloud are lovers”
•Poem- The song of the rain

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 __________3. “Why, then, o brawling love! O loving hate!
•Poem- Romeo and Juliet
_________4. He is a wise fool.
_________5.“The guests are met, the feast is set.
_________6.“The ship was cheered, the harbour cleared,
Merrily did we drop
Below the Kirk, below the hill,
Below the lighthouse top
 Poem- No men are foreign
_________7. “The bride hath paced into the hall,
Red as a rose is she”
•Poem- Rime of the ancient mariner
________8.He is as big as a giant.
_______9. Let it snow, let it snow, let it snow.
"Oh, woeful, oh woeful, woeful, woeful day!
--Shakespeare, Romeo and Juliet
________10."And miles to go before I sleep, and miles to go
before I sleep."
--Robert Frost "Stopping by Woods on a Snowy Evening
_______11.The final graveyard flower is blooming, and its
smell drifts through their house, speaking gently the names
of their dead.
______12 The evening was still. Suddenly, a cool breeze
started blowing and made a windy night.
Answers:
1. metaphor 7. simile
2. metaphor 8. simile
3. oxymoron 9. repetition
4. oxymoron 10. repetition
5. rhyme 11. foreshadowing
6. rhyme 12. Foreshadowing

Teacher asks:
G. Making  How do literary devices help you understand the story
generalizations Romeo and Juliet?
and abstractions  What general truth about life is conveyed from the
about the lesson story?

Literacy: Today, I learned that……………………….

Teacher Ask:
How does the play Romeo and Juliet enlighten the minds of
H. Finding youth like you in handling relationship?
practical
applications of Across Curriculum: ESP
concepts and skills
in daily living DYAD
Based from the play, what advices can you give to your
friends who are in an intimate relationship?

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I. Evaluating ROLE PLAY ROLE PLAY
learning In a group of three (3), students In a group of three (3),
will make a script and deliver the students will make a
lines. Each group will make their script and deliver the
own ending of the story Romeo lines base on the
and Juliet. following situations;

GROUP 1- Rivalry
between siblings
because they’re courting
one and the same
woman.

GROUP 2-Father and

son quarrels. Favoritism
is the issue between
brothers .

GROUP 3-Bullying in a
class. A grade 9 female
student is being bullied
because of known
admirations to a bully
male classmate.
*Rubrics for the presentation

3 2 1
Body/Facial Shows clear Shows Little or
Expressions emotions through some no bodily
facial emotions moveme
expression/move ; unclear nts or
ments and
at gestures
gestures
sometim
es
Vocal/Speech/D Projects, uses Some Little or
elivery voice with stress emotion no
and correct in the emotion
pronunciation in voice with in using
conveying lines some voice little
stress or no
and stress
pronuncia and
tion in mispronou
conveyin nced
g lines words in
conveying
lines
Teamwork All members of 1-2 3 or more
the group members members
participate of the of the
group did group did
not not
participat participat
e e

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J. Additional Match the literary devices in box A with its appropriate
activities for examples in box B.
application or A. B.
remediation Simile 1. Parting is such a sweet
Foreshadowing sorrow
Rhyme 2. Oh loving hate
Repetition 3. Romeo, Romeo
Oxymoron 4. Where art thou Romeo?
Metaphor 5. My life is a foe of debt!
6. “And to ‘thy go like
lightning”
7. Romeo: By some vile
forfeit of the untimely
death
V. REMARKS

VI. REFLECTION
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
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
materials did I
use/discover
which I wish to
share with other
teachers?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 3 DAY 3

I. OBJECTIVES
A. Content The learner demonstrates of how Anglo-American literature
Standards and other text types serve as means of connecting to the
world also how use ways of analyzing one-act play and
different forms of verbal for him /her to skillfully perform in a
one-act play.

B. Performance The learner skillfully performs in one act play through utilizing
Standards effective verbal and non - verbal strategies and ICT resources
based on the following criteria: Focus, Voices, Delivery, and
Dramatic Conventions.

C. Learning Identify types and features of a play synopsis

Competencies/ a. Identify what a play synopsis.
Objectives b. Differentiate types of synopsis.
c. Realize the importance of knowing the tips and features
in making synopsis.
d. Write their own synopsis.
EN9WC-IIIc.9.4

II. CONTENT Despite Differences in Point Of View

III. LEARNING
RESOURCES
A. References
1. Teacher’s pages 153-155
Guide Page
2. Learner’s pages 297-299
Materials Pages
3.Textbook English 9 Learner’s Module 297-299
Pages
4. Additional
Materials from
LR Portal
B. Other Learning www.google.com/search?client=firefox-b-
Resources/ d&q=TYPES+OF+A+PLAY+SYNOPSIS
Materials https://revisionworld.com/gcse-revision/english/reading-
shakespeare/types-play
Chart, Module, laptop
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Preliminaries
previous lesson What lesson have you learned from “The Story of Romeo and
or presenting the Juliet?”
new lesson
B. Establishing a Lead students in recalling the previous discussion of Romeo
purpose for the and Juliet by asking volunteer students on the good lessons
lesson and bad points of the story.
Ask volunteer students to give types and features of synopsis.
Ask randomly. Process the answers and lead to the discussion

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 CLASS DISCUSSION:
A synopsis is a brief summary or general overview that gives
audiences an idea of what a composition is about. It provides
an overview of the storyline or main points and other defining
factors of the work, which may include style, genre, persons or
characters of note, setting, and so on. We write synopses for all
kinds of things—any type of fiction or nonfiction book, academic
papers, journal and newspaper articles, films, TV shows, and
video games.
(https://literaryterms.net/synopsis/)(www.google.com/search?client=fi
refox-b-d&q=TYPES+OF+A+PLAY+SYNOPSIS)

Here’s an example of a short synopsis of the story of Jack and

Jill:

Jack and Jill is the story of a boy and a girl who went up a hill
together. They went to fetch a pail of water, but unfortunately,
their plan is disrupted when Jack falls and hits his head, and
rolls back down the hill. Then, Jill falls too, and comes tumbling
C. Presenting down after Jack.
examples/instanc
es of the new As you can see, the synopsis outlines what happens in the
lesson story. It introduces the main characters and the main plot points
without being overly detailed or wordy.

Importance of Synopses

Synopses are extremely valuable and necessary pieces of

writing for authors, film makers, TV producers, academic
writers, and many others.

 On one level, it’s what actually helps a book get

published or a film or TV series get made—a successful,
well-written synopsis can convince the person in charge
of publication or production to bring a work to life
 On the other hand, synopses grab the attention of
potential audiences and can convince them to read,
watch, or listen
 Also, they help researchers find what they are looking
for and decide if a piece is relevant to their field

Without them, audiences and readers would never know what

something was about before reading or viewing it! Thus, the
importance of synopses is twofold: it both helps works get
made and then helps them reach the right audiences.
D. Discussing
new concepts Types of Synopses in Literature
and practicing
new skills #1 1: Synopsis of a Novel

When we want to choose a novel, it’s a common practice to read

a synopsis of what it’s about. A short synopsis will give us just
enough details to draw readers in and hopefully convince them

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 to read the book! Here’s a brief synopsis from Cliff’s Notes of
The Hunger Games:

In Suzanne Collins’ The Hunger Games, the Capitol

forces each of Panem’s 12 districts to choose two teenagers to
participate in the Hunger Games, a gruesome, televised fight to
the death. In the 12th district, Katniss Everdeen steps in for her
little sister and enters the Games, where she is torn between
her feelings for her hunting partner, Gale Hawthorne, and the
district’s other tribute, Peeta Mellark, even as she fights to stay
alive. The Hunger Games will change Katniss’ life forever, but
her acts of humanity and defiance might just change the
Games, too.

2: Synopsis of an Academic Paper

Sometimes, teachers, professors, publications, or editors want

a synopsis of an academic paper, lecture, or article, which is
more formally called an abstract. Like with a work of fiction, it
gives a summary of the main points of the papers or article and
provides a snapshot of what issues will be discussed. Synopses
of these types of work are particularly important for scholars and
anyone doing research, because when searching, they need to
be able to know what an article is about and whether it is
relevant to their work.

During his career, J.R.R. Tolkien gave a lecture on the

classic Beowulf, which became one of the most respected and
most-consulted academic sources on the poem to date. Here is
a synopsis:

Before Tolkien, general scholarly opinion held…that while

the poem might after all be unified, it was nevertheless
unfortunate that the poet had chosen to tell stories about a hero,
ogres, and a dragon, instead of detailing the wars in the North
to which he often provocatively alludes. Tolkien’s lecture
strongly and sometimes ironically defends the poet’s decision
and the poem itself. The poet had every right to choose fantasy
rather than history as his subject; in doing so he universalized
his theme; his many allusions to events not recounted gave his
work depth; most of all, the poem offered a kind of negotiation
between the poet’s own firmly Christian world and the world of
his pagan ancestors, on whom he looked back with admiration
and pity.

This synopsis shares the main focus of Tolkien’s famous lecture

and outlines its purpose for those who may be interested in it
and can benefit from his research.

Synopses in Popular Culture

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 1: Synopsis of a TV Series

Giving the audience a written preview of a subject or storyline

is a standard practice for TV producers. Before the series
Gotham premiered, Warner Brothers released a detailed
synopsis of exactly what the show would be about, which was
particularly important because the audience would want to
know how it would be placed amongst other Batman storylines.
Here is a selection from its official synopsis:

Gotham is the origin story of the great DC Comics Super-

Villains and vigilantes, revealing an entirely new chapter that
has never been told. From executive producer/writer Bruno
Heller (The Mentalist, Rome), this one-hour drama follows one
cop’s rise through a dangerously corrupt city teetering on the
edge of evil and chronicles the genesis of one of the most
popular super heroes of our time. Brave, earnest and eager to
prove himself, the newly minted detective Gordon (Ben
McKenzie) is partnered with the brash, but shrewd police legend
Harvey Bullock (Donal Logue), as the two stumble upon the
city’s highest-profile case ever: the murder of local billionaires
Thomas and Martha Wayne.

This is only one piece of the synopsis provided by Warner

Brothers, but it’s a good sample of the bigger picture. It
introduces the main theme and major characters, giving us a
taste of what the series has in store.

2: Synopsis of a Film
The job of a film synopsis is to build excitement and anticipation
in the audience. Fantastic Beasts and Where to Find Them is a
long-awaited addition to J.K. Rowling’s Harry Potter universe
and the release of this synopsis and trailer was big news in the
world of popular culture. Here’s the synopsis:

Fantastic Beasts and Where to Find Them opens in 1926

as Newt Scamander has just completed a global excursion to
find and document an extraordinary array of magical creatures.
Arriving in New York for a brief stopover, he might have come
and gone without incident…were it not for a No-Maj (American
for Muggle) named Jacob, a misplaced magical case, and the
escape of some of Newt’s fantastic beasts, which could spell
trouble for both the wizarding and No-Maj worlds.

When a new film is announced, producers usually release a

written synopsis like this, as well as an official trailer. Truly, a
movie trailer is just a visual form of a synopses. But, a trailer
builds even more anticipation in the audience than a written
summary, because it gives a true peek at what will unfold on
screen.

(https://www.writersdigest.com/editors-picks/learn-how-to-write-a-
synopsis-like-a-pro)

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E. Discussing 5 Tips on Making A Synopsis
new concepts
and practicing Narrative Arc. A synopsis conveys the narrative arc, an
new skills #2 explanation of the problem or plot, the characters, and how the
book or novel ends. It ensures character actions and
motivations are realistic and make sense. It summarizes what
happens and who changes from beginning to end of the story.
It gives agents a good and reliable preview of your writing
skills.
Active Voice. Agents look for good writing skills. Let yours
shine in your synopsis by using active voice and third person.
Unique Point of View. An agent is usually looking for an idea
of fresh or unique elements. Is your plot cliche or predictable?
Have elements that set your story apart from other things they
have seen.
Story Advancement. A synopsis should include the
characters’ feelings and emotions. Use these elements to
advance your plot and story.
Write Clearly. Focus on clarity in your writing and avoid
wordiness.

What to Avoid When Writing a Synopsis

Here are some tips on what to avoid when writing a synopsis:

 Mentioning too many characters or events.

 Including too much detail about plot twists and
turns. You don’t want to tell the entire story. What you
want to do is write a book summary with enough detail
about the plot to intrigue the reader or agent.
 Unnecessary detail, description, or explanation.
Make each word in your synopsis count.
 Editorializing your novel or book. Don’t use “…in a
flashback,” or “…in a poignant scene.” If you have a
confusing series of events and character interactions,
not only will your reader be confused, but a potential
agent will be too.
 Writing back cover copy instead of a synopsis.
Don’t go astray and write a hook to intrigue a reader to
buy a book or an agent to request a manuscript. Focus
on summarizing your novel or book.

The Synopsis Format

Friedman gives some of the best tips for formatting a

synopsis.

1. Beginning with a strong paragraph identifying your

protagonist, problem or conflict, and setting.
2. The next paragraph should convey any major plot turns
or conflicts necessary and any characters that should be
mentioned in order for your book summary to make sense
to whomever is reading it.

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 Lastly, indicates how major conflicts are resolved in the last
paragraph. This ensures a clear presentation of your book or
novel and doesn’t leave the reader confused.

(https://www.writersdigest.com/editors-picks/learn-how-to-write-a-
synopsis-like-a-pro)

F. Developing SGW:
Mastery In three groups, students will be assigned to discuss orally
the following.
GROUP 1- Differentiate Types of synopsis.
GROUP 2- Tips on making a synopsis.
GROUP 3- What to avoid in making a synopsis.
Lead them in drawing out the generalizations.

G. Making Teacher facilitates the drawing out of generalization by asking

generalizations the following questions:
and abstractions 1. What is the importance of play synopsis?
about the lesson 2. How are you going to write a good synopsis?

Across Curriculum:
H. Finding
In our discussion, how important in knowing steps and tips in
practical
making a play synopsis?
applications of
concepts and
Accept varied answers and lead them to the importance of
skills in daily
knowing the tips, and the steps in making a good play
living
synopsis.

I. Evaluating Write a synopsis using your Make your own synopsis of

learning own love story. the Story Romeo and Juliet.
*Rubrics for the written output. Remember the indentions
and margins of paper to be
used.

*Rubrics for the written

output.

Excellent Good Below Ineffective

Average
Clear Main Clear Main Main idea is The main idea
Idea Idea unclear-not is not present.
specifically
stated in the
writing.
All important Important Some critical Contains only
details are details are information is some details
included included but missing
some might
be missing
Plot/ideas are Ideas are in Ideas are in Ideas are not in
in logical order logical order random order a logical order
and not logical

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 Demonstrates Demonstrates Demonstrates Demonstrates
clear adequate basic little or no
understanding understanding understanding understanding
of information of information
in the text. in text
Is Is Is Is
characterized characterized characterized characterized
by by by the by the
paraphrasing paraphrasing substantial substantial
of the main of the main copying of key copying of
idea and idea and phrases and indiscriminately
significant significant minimal selected
details details paraphrasing phrases or
sentences.
J. Additional
activities for
application or
remediation

V. REMARKS

VI.REFLECTION
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
with the lesson
D. No. of learners
who continue to
require
remediation

E. Which of my
teaching
strategies
worked well?
Why did these
work?

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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?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 3 DAY 4

I. OBJECTIVES
A. Content The learner demonstrates of how Anglo-American literature
Standards and other text types serve as means of connecting to the
world also how to use ways of analyzing one-act play and
different forms of verbals for him /her to skillfully perform in a
one-act play.

B. Performance The learner skillfully performs in one act play through utilizing
Standards effective verbal and non - verbal strategies and ICT resources
based on the following criteria :Focus, Voices, Delivery, and
Dramatic Conventions.

C. Learning Interpret the message conveyed in a poster. EN9VC-IIIc-

Competencies/ 1.2/2.2
Objectives Use verbal (Infinitives). EN9 G-IIIc-21
Compose forms of literary writing. EN9 WC-IIIc-9

II. CONTENT Despite Differences in Point of View

III. LEARNING A Journey Through Anglo-American Literature
RESOURCES
A. References
1. Teacher’s Pages 153-155
Guide Page
2. Learner’s Pages 295-302
Materials Pages
3.Textbook
Pages
4. Additional
Materials from
LR Portal
B. Other Learning Laptop
Resources/ LCD projector
Materials
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Interpret the
previous lesson message of the
or presenting the poster.
new lesson What is the
message of the
poster?

(Students’ answers
may vary.)
Possible Answers:
1. The boy
loves to eat.
2. Don’t skip
your lunch.
3. Food for the
brain.

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B. Establishing a Today, you will know about infinitives.
purpose for the
lesson Read the following lines from the play Romeo and Juliet and
underline the infinitives.

-To strike him dead. I hold it not a sin.

-To scorn at our solemnity this night.

-To be a virtuous and well governed youth.

-To smooth the rough touch with tender kiss.

Take note how the infinitives “TO + Verb” work in each

sentence.
C. Presenting Infinitives at Work
examples/instanc
es of the new Infinitives are the “to” form of the verb. The infinitive form of
lesson “learn” is “to learn.” You can also use an infinitive as a subject,
the complement, or the object of a sentence.
D. Discussing INFINITIVES are the “to” + the base form sof the verb.
new concepts
and practicing The infinitive of run… TO RUN
new skills #1
The infinitive of scream… TO SCREAM

The infinitive of eat… TO EAT

Note the difference between the following:

TO THE MALL and TO SWIM

TO THE MALL is an example of a prepositional phrase.

TO SWIM is an example of an infinitive.

USES OF INFINITIVES

INFINITIVES AS SUBJECT

 To climb Mt. Everest is my greatest ambition.

 To sleep is the only thing Eli wants after his long trip.

 To go even after all that trouble, didn’t seem

worthwhile anymore.

INFINITIVES as COMPLEMENT

 Subject Complement is a noun that appears with a

linking verb and tells something about the subject.

 My greatest ambition is to climb Mt. Everest.

 My goal is to write.

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  My plan is to travel.

INFINITIVES as OBJECT

 Direct objects are the receiver of action of the main

verb. They answer the questions What? Who? and
Which?
 We all went to see. (What do we all want?)
 I want to know the answer. (What do you want?)
 He always refuses to look up. (What does he refuse to
do?)
 Barbara decided to leave. (What is the decision of
Barbara?
E. Discussing Underline the infinitives in the sentences below: Write the
new concepts infinitive’s function in the sentences on the blank provided
and practicing below.
new skills #2
Example: We all wanted to play.
In the example to play is the infinitive. It functions as a direct
object.

1.His goal was to succeed.

(Subjective Complement)
2.To refuse was not an option, so we agreed with their
demands.
(Subject)
3.My brother likes to sing.
(Direct Object)
4.I like to write in English.
(Direct Object)
5. To escape was impossible.
(Subject)
F. Developing Look for a partner and ask each other the following questions
Mastery using infinitives.

1.What do you hope to accomplish in five years?

2.What are you willing to sacrifice for your family?

3.As a youth leader, what are you willing to do to improve our

community?

4.If you will be given a chance to attend a youth congress,

whom would you like to meet?

(Students’ answers may vary.)

1. What are infinitives?

G. Making
2. What are the parts of infinitives?
generalizations
3. What are the function of infinitives?
and abstractions
about the lesson

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H. Finding
practical Complete the clause:
applications of
concepts and In a loving world, I want my family to _______________
skills in daily ______________________.
living
I. Evaluating I. Complete the following clauses using infinitives.
learning
1.My journey through this lesson made me realize that

2.In a loving world, I want my family to

3.In order to understand others despite differences in points of

view, I promise myself to

ll. Writing Output

Compose your own desired ending of the story Romeo and
Juliet using infinitives.

(Students’ answers may vary.)

RUBRICS:
Criteria Highly Moderately Poorly Score
Observed Observed Observed
5 3 1
1.Language Languag Word Languag
Use/Verbal e choices choices are e/word
Effectiveness are vivid not choices
50% precise particularly is limited
and free vivid or and with
from precise many
grammar with some grammar
mistakes grammar mistakes
mistakes.
Message and The Ideas are Ideas are
Organization purpose not clearly not
30% is clear. developed. focused
Ideas are or
clearly develope
organize d; the
d, main
develope purpose
d, and is not
supporte clear.
d
Topic Students Student Student
Knowledge demonstr has a does not
20% ate partial have
full grasp of grasp
knowledg the informati
e information on.
.

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J. Additional
activities for
application or
remediation
V. REMARKS

VI.REFLECTION
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
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
materials did I
use/discover
which I wish to
share with other
teachers?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 4 DAY 1

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-American
Standards literature and other text types serve as means of connecting to the
world; also how to use ways of analyzing one-act play and different
forms of verbals for him/her skillfully perform a one-act play.
B. Performance The learner skillfully performs in one-act play through utilizing
Standards effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery, and
Dramatic Convictions.
C. Learning Analyze the information contained in the material view
Competencies/ ed.
Objectives EN9VC-IIId-4.3/5.3:
Analyze literature as a means of connecting the world.
EN9LT-IIId16-
II. CONTENT With Fortitude and Determination
III. LEARNING
RESOURCES
A. References A Journey Through Anglo-American Literature
1. Teacher’s
pages 160-162
Guide Page
2. Learner’s
pages 304-311
Materials Pages
3.Textbook
pages 306-311
Pages
4. Additional
Materials from
LR Portal
B. Other Learning
Resources/
Materials
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Setting the Mood/Mind:
previous lesson
or presenting the 1. Have you experienced watching movies, K-dramas or
new lesson teleserye?
2. When you watch, do you react to the scene, the story and
the characters’ behavior?
3. Are you affected by the dialogues/lines in the story?

(Possible responses)
1. Watching movies/teleserye is fun, I got to analyze each
character through the dialogues they are uttering
2. Usually reacting to some dialogues that can really touch my
heart and emotions. Especially to those scenes that are heartfelt,
climax and setting the most exciting events in the movies or
teleserye.
3. Dialogues really affect me because of the delivery and the
emotion embedded in the delivery of the actors.

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 (Possible responses)
1. Watching movies/teleserye is fun, I got to analyze each
character through the dialogues they are uttering
2. Usually reacting to some dialogues that can really touch my
heart and emotions. Especially to those scenes that are heartfelt,
climax and setting the most exciting events in the movies or
teleserye.
3. Dialogues really affect me because of the delivery and the
emotion embedded in the delivery of the actors.

Task 1. Listen, Think, and React. Introduce the lesson to the class
using the following background. Give additional feedback on inputs
to further activate the schema of the students.

Whether the text is a piece of writing, an advertisement, a painting,

a performance, or a film, it can convey information to us, but
usually when we read a text we do not respond to the information
(or facts).

A critical response means interacting with ideas. A critical

response to a literary or other artistic work means using the skills
of close textual analysis.
B. Establishing a Ask the students to listen to the Let the students choose from
purpose for the dialogue taken from Act 1 of the the emotions below, apply the
lesson play Romeo and Juliet, paying appropriate emotion in reading
close attention to how the text the dialogue taken from Act 1 of
makes meaning and how is the play Romeo and Juliet.
ambiguity achieved. Give your Emotions:
critical feedback in a few 1. Sad
sentences. 2. Happy
3. Excited
4. Frustrated
5. Angry
(Suggestions: Teacher can let
Let the students write the the students to think of the best
answers on the board emotion they can use in
delivering the lines.)

1. Tybalt: Uncle Capulet! That

1. Tybalt: Uncle Capulet! That man is a Montague!
man is a Montague! Lord Capulet: Which man?
Lord Capulet: Which man? Tybalt: The man who came
Tybalt: The man who came in a few minutes ago. Over
in a few minutes ago. Over there – the man who's
there – the man who's wearing a mask. I know his
wearing a mask. I know his voice. His name is Romeo, and
voice. His name is Romeo, and he's a Montague. I'm going to
he's a Montague. I'm going to kill him.
kill him.

2. Romeo: This is trouble!

2. Romeo: This is trouble! Lord Capulet is my father's
Lord Capulet is my father's enemy. I love Juliet, but we
can never meet again!

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 enemy. I love Juliet, but we Juliet: (Watching Romeo
can never meet again! leave) Nurse, what's that young
Juliet: (Watching Romeo man's name? Over there, the
leave) Nurse, what's that young one who's leaving. If he has a
man's name? Over there, the wife, I'll die unmarried.
one who's leaving. If he has a
wife, I'll die unmarried. 3. Lady Capulet: Well, you
must think about it now. A
3. Lady Capulet: Well, you young man wants to marry you.
must think about it now. A His name is Paris, and he is
young man wants to marry you. young, rich and good-
His name is Paris, and he is looking. He is a friend of the
young, rich and good- Prince of Verona. I want you to
looking. He is a friend of the try very, very hard to love him.
Prince of Verona. I want you to Juliet: But I don't know him!
try very, very hard to love him. Lady Capulet: That doesn't
Juliet: But I don't know him! matter. You'll meet him this
Lady Capulet: That doesn't evening, at the party. You will
matter. You'll meet him this like him, I'm sure.
evening, at the party. You will
like him, I'm sure. 4. Nurse: His name is Romeo,
and he's a Montague, the only
son of your family's great
4. Nurse: His name is Romeo, enemy.
and he's a Montague, the only Juliet: My only love, a
son of your family's great hated Montague!
enemy. Nurse: What was that?
Juliet: My only love, a Come, Juliet. Your mother is
hated Montague! waiting.
Nurse: What was that?
Come, Juliet. Your mother is Let them read aloud among the
waiting. class.

Let the students answer the Process students’ responses.

activity and let them present it in
the class
.
BACKLASH!
1.
2.
3.
4.
5.

Process students’ responses.

C. Presenting Ask:
examples/instanc 1. Considering the dialogues discussed awhile back, what
es of the new information can you establish about the characters?
lesson 2. What can you conclude about each character in the story?
(Possible responses)
1. Each characters play various behavior in the story, each play
different role: antagonist and protagonist in the story.

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 2. Upon analyzing the dialogues, some characters were rude,
harsh; some were soft-spoken, refined and honest.

D. Discussing
new concepts
and practicing
new skills #1

Group the students into three 1. What do you think is

(3) then, ask them to analyze, happening in each
arrange and create a story out frame?
of the pictures, and then present 2. Which among the
it to the class. pictures should come
first, second, third, fourth
and last?
3. Are the pictures related
to one another?

Ask a representative for each Let them present the output in

group to present the story. the class.

Process students’ responses. Process students’ responses.

E. Discussing Guide Questions:

new concepts
and practicing 1. What do you know about Romeo and Juliet?
new skills #2 2. How can you describe them?
Salient point like how Romeo met Juliet and how they fell in love
with each other were put into light: Complete the character map
below.

Romeo Romeo

Let the students accomplish the chart, let them accomplish by

group.
Process students’ responses, conduct communicative approach
and brainstorming.

Let the students analyze the story of Romeo and Juliet through a
comic adaptation from classic comics. Romeo and Juliet on page
307-308. Teacher can visit; www.grammarmancomic.com.
Process students’ responses.

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F. Developing To fully establish awareness about the story of Romeo and
Mastery Juliet. Let the students answer the task below:

ORDERING THE EVENTS

Read the comic and put these events in the correct order, write it
on the blanks provided after the number.

Juliet’s nurse calls her.

Romeo tells Juliet to contact him by nine o’ clock.
Juliet calls Romeo’s name.
Romeo leaves and Juliet goes to bed.
Romeo enters the garden below Juliet’s window.
Juliet tells Romeo that she loves him.
Juliet says goodnight and Romeo climbs back down. Juliet hears
Romeo and he climbs up to her balcony.
1.
2.
3.
4.
5.
6.
7.
8.Romeo leaves the Juliet goes to bed

(Answer Key)
1. Romeo enters the garden below Juliet’s window.
2. Juliet calls Romeo’s name.
3. Juliet hears Romeo and he climbs up to her balcony.
4. Juliet tells Romeo that she loves him.
5. Juliet’s nurse calls her.
6. Juliet says goodnight and Romeo climbs back down.
7. Romeo tells Juliet to contact him by nine o’ clock.
8. Romeo leaves and Juliet goes to bed.
After answering the activity, let the students answer the
following questions:

1. What traits can be seen in the activity that a Filipino man

should possess?
2. If you will be Romeo, would you do the same manner of
courting Juliet in the story?
3. In the given scenario, what intention Romeo have for
Juliet?
4. If you would fall in love with someone, would you tell it to
the world?
Communicative Approach
Process students’ responses.
Let the students answer the activity sheets.
Process students’ responses.
For the full activities about the text teacher can visit;
https://grammarmancomic.com/wp-content/uploads/2015/06/romeosheets.pdf
(See Attachment A)

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 Guide Questions:
1. What can you derive from the love story of Romeo and Juliet?
2. How will you describe the love story of Romeo and Juliet?
3. Can you display courage and determination as conveyed by the
characters in the story?
G. Making
(Possible Responses)
generalizations
1. Romeo and Juliet are both courageous; they tend to defy
and abstractions
everything that hindering their love story.
about the lesson
2. It is roller coaster of emotions. They have fought for their love,
defying gravity just to be with each other.
3. As far as the love story is concerned, they were able to display
fortitude and courage to fight for what they want, to fight for what
they think is true and just.

Process students’ responses.

1. If you were Romeo, will you do the same, to fight for your
love?
H. Finding
2. If you were Juliet, will you obey your parents?
practical
3. How can you show fortitude and courage in everything you
applications of
do in life?
concepts and
Let the students internalize the question. Brainstorming and
skills in daily
communicative approach.
living
Process students’ responses.
I. Evaluating Performance Task: Group students into three (3).Let them
learning accomplish the following activities:

Group 1. Task 3 Factual Recount: Answer the questions inside

the thought bubbles. See page 309 for your students’ reference.
Group 2. Task 4 Shaping Interpretation, A: Discuss the different
questions using the map as shown on page 310.
Group 3. Task 4 Shaping Interpretation, B: Arrange the
sequence of the following events by writing your answer in the
opposite column. The ending is already given as shown on page
311.

Rubrics for the Performance Task

Criteria 4 3 2 1
The The The Minimal
presentati presentati presenta of
on is on has tion has apparent
carefully focus and some organizati
ORGANIZATION organized. provides evidenc on.
some es evidence
evidence. presente is not
d. used.

The The The The

presentati presentati presenta presentat
KNOWLEDGE on is able on is able tion is ion is
to to demonst able to
excellently demonstra rate exhibit

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 demonstra te enough minimal lack of
te knowledg knowled knowledg
knowledg e of the ge about e about
e of the topic the the topic.
topic topic.
The final The final The final The final
output output output output
displays showcase execute exhibits
CREATIVITY exemplary s enough s with poor
creativity. creativity. minimal creativity.
creativit
y.
The The The The
output is output is output is output is
COMPLETENESS
AND TASK ON
completed completed complet not
TIME ahead of on time ed but complete
time late d and
late.

J. Additional
activities for
application or
remediation
V. REMARKS

VI.REFLECTION
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 with the
lesson
D. No. of learners
who continue
to require
remediation

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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?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 4 DAY 2

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-
Standards American literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing
one-act play and different forms of verbals for him/her
skillfully perform a one-act play.
B. Performance The learner skillfully performs in one-act play through
Standards utilizing effective verbal and non-verbal strategies and ICT
resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Convictions.
C. Learning Express appreciation for sensory images used.
Competencies/ EN9LT-IIId-2.1.5
Objectives Use verbals . EN9GIIId-21
II. CONTENT With Fortitude and Determination
III. LEARNING
RESOURCES
A. References A Journey Through Anglo-American Literature
1. Teacher’s Guide
pages 162-163
Page
2. Learner’s
pages 311-314
Materials Pages
3.Textbook Pages pages 311-314
4. Additional
Materials from
LR Portal
B. Other Learning
Resources/
Materials
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Setting the mood/mind:
previous lesson or Guide Questions:
presenting the new
lesson 1. What do you see inside the classroom?
2. What do you smell?
3. What is your favorite food? How does it taste?
4. You see your crush passing by the corridor? How do you
feel?
5. Touch the hand of your seatmate, what do you feel?
6. What did you use to answer in the questions?

(Possible Responses)
1. I see wall clock, chalkboard, classmates, eraser, curtain,
anything inside the room.
2. I smell the perfume of my teacher, classmates.
3. My favorite food is fried chicken, it is crunchy, tasty and
meaty.
4. When I see my crush, my heart skip a beat just like a
wanted to faint.
5. I feel smooth, rough or its soft, hard.

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 6. We used our senses to do all the answers in the
questions.

Process students’ responses leading to:

Task 5. Connecting with the text.
A. Imagery Tree
In almost all literary text, the author uses imagery which calls
for images created in your head from a very detailed
description of something. Oftentimes this requires using
more than one of the five senses (sight, smell, taste,
touch, and hearing)

B. Establishing a Guide Question:

purpose for the
lesson 1. What is/are the importance of our senses?
2. How important are the senses in elaborating ideas in
literature using figurative languages, as well as in expressing
ideas with the use of verbals-specifically infinitives?

A verbal is a word formed from a verb but functioning as a

different part of speech.

An infinitive is a verbal formed by placing to in front of the

simple present form of a verb.

Examples:

to swim to think to read to be to cut to turn

Process Students’ responses.

Shakespeare’s characteristics often use figurative languages

to elaborate ideas and simplify imagery.
In this lesson, you will learn some of the figurative language
which were used in the story Romeo and Juliet.

Discuss Momentum:
Present the different figurative languages used in the story.
1. Apostrophe is an address to someone who is absent and
cannot hear the speaker, or something nonhuman that cannot
understand what is said. An apostrophe allows the speaker to
C. Presenting
think aloud, and reveals those thoughts to the audience.
examples/instances
2. Metaphor is a comparison of two things that are basically
of the new lesson
dissimilar in which one is described in terms of the other.
3. Personification is a figure of speech in which an object,
abstract idea, or animal is given human characteristics.
4. Hyperbole is exaggeration for emphasis; overstatement.
5. Understatement is the opposite of hyperbole, to make little
of something important.

Conduct communicative approach and brainstorming among

the students to fully scaffold the learning of the students.

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D. Discussing new Let the students apply what they have learned.
concepts and Match each of the quoted lines with the corresponding
practicing new literary device from the graphic organizer shown below.
skills #1
“Come, night: come, Romeo; come, thou day in night.”
“I am no pilot; yet wert thou as far/As that shore wash’d
with the farthest sea, /I would adventure for
such merchandise.”
“Every cat and dog/ And little mouse, every unworthy
thing, Live here in heaven and may look upon/ her.”

“So tedious is this day/ As the night before some festival/

To an impatient child…”
But, soft! What light through yonder window breaks? It is
the east, and Juliet is the sun.
Mercurio tells Romeo that his wound is “a scratch, a
scratch”

E. Discussing new Task 6. Language at Work

concepts and Making use of Infinitives
practicing new In the previous lesson you learned about infinitives as the
skills #2 subject in the sentence. This time, you will learn how
infinitives work as the object in the sentence.

Present the examples to the students.

Read and take note how the infinitive to + verb work in each
sentence.
I know not how to tell thee who I am:
I don’t want to say my name because you hate me.
I want to take back the words but I can’t.
I’d like to pull you back like a bird in a string.
I don’t want them to find you here.

Let the students analyze each sentence; let them identify the
infinitives used in each item. Conduct communicative
approach and brainstorming.
Process students’ responses.

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F. Developing Get a partner and tell each other about the following using
Mastery infinitives as a direct object.
1. Your family plan for Christmas
2. What you intend do on Valentine’s Day
3. What gift you have decided to give your teacher.
4. Things you never fail to do
5. What you hope to hear from your special someone.
6. Elsa wants to eat
7. She loves reading books
8. Everybody likes pasta
9. The teacher reminds us
10. The priest requested the townspeople

Process students’ responses.

Guide Questions:
G. Making
1. What are infinitives?
generalizations and
2. What are the functions of infinitives?
abstractions about
3. How important are infinitives?
the lesson
4. What is the importance of knowing the structure of
infinitives?

Conduct communicative approach and brainstorming

Process students’ responses.

Share to your seatmates/partner your answer to the

H. Finding practical
following:
applications of
1. How to pass a test?
concepts and skills
2. How to gain friends?
in daily living
3. How to be a good son/daughter?
4. How to help in the preservation of the environment?
5. How to succeed in life?
Use infinitives in your responses. Take turns in
asking/answering.

I. Evaluating Look at the pictures in each item below. Write a sentence

learning that appeals to the senses using infinitives.

1. (smell)

2. (sight)

3. (taste)

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 4. (touch)

5. (hear)

Photocredits: www.google.com
J. Additional
activities for
application or
remediation
V. REMARKS

VI.REFLECTION
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
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?

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G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 4 DAY 3

I. OBJECTIVES
A. Content The learner demonstrate understanding of how Anglo-
Standards American literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing
one-act play and different forms of verbals for him/her to
skillfully perform in a one-act play.
B. Performance The learner skillfully performs in one-act play through
Standards utilizing effective verbal and non-verbal strategies and ICT
resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Conventions.
C. Learning Use the appropriate prosodic features of speech when
Competencies/ delivering lines in a one-act play. EN9OL-IIId-5
Objectives
II. CONTENT Get familiar with the technical vocabulary for drama and
theatre (like stage directions) EN9V-IIId-29
III. LEARNING
RESOURCES
A. References A Journey Through Anglo-American Literature 9
1. Teacher’s Guide pages 314 - 319
Page
2. Learner’s pages 314 - 319
Materials Pages
3.Textbook Pages
4. Additional
Materials from LR
Portal
B. Other Learning
Resources/
Materials
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Motivation Question:
previous lesson or 1. What would be an utterance without intonation?
presenting the new 2. Do you still remember the kinds of intonation?
lesson 3. How do they differ?
Possible Answers:
1. Intonation makes it easier for the listener to
understand what the speaker is trying to convey.
Intonation is used to carry a variety of different kinds
of information.
2. The kinds of intonation are the rising intonation,
falling intonation, and the rising-falling intonation.
3. They differ in stress, pitch, and intonation when
pronouncing words.

B. Establishing a Today, we will again revisit the prosodic features of speech

purpose for the as important factor in delivering a one-act play. You will also
lesson familiarize yourselves with the technical vocabulary for
drama.

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 Let the students read the sentences using the proper
intonation.
1. Mr. Lee! Mr. Lee! There’s a bull in the china shop!
2. You want a chair, don’t you?
3. Shall we meet here, or in your room?
The teacher will read the dialogue and the students will
follow after
Task 7- Speak Up

Police! Police! There’s a rhinoceros in my

backyard!
Waiter! Waiter! There’s a spider in my spaghetti!
Mommy! Mommy! There’s a kangaroo in the living
room!
Teacher! Teacher! There’s a scorpion in my school
bag!
Grandma! Grandma! There’s a rabbit in the refrigerator!
C. Presenting http://www.eslgold.com/pronunciation_practice.htm/ESLgold
examples/instances .com
of the new lesson
The Terrible Horrible Giant

Act 1
Queen: Eat your egg, King Egbert.
King: I’m too tired, Queen Bess. That terrible horrible giant
roared all night. I didn’t sleep at all.
Giant (from far away): Ooooh! Ooooh! (King jumps under a
chair.)
Queen: Just listen to that terrible horrible noise. Where are
you, dear?
King: I’m here under the chair, Bess.
Giant: Oooooh! Oooooh!
Queen: That noise has to stop. You are the king, so you
must do something about it. (King gets up. Princess runs in.)
Princess: Oh, Mother! Do you hear those terrible horrible
noises?
Queen: Don’t worry, Daughter. Your father will do something
about it.

http://webdelprofesor.ula.ve/humanidades/azapata/materias/
phonetics_1/intonation_exercises
D. Discussing new Guide Questions:
concepts and 1. What are the prosodic features of speech?
practicing new skills 2. Can you differentiate each?
#1 Possible Answer:
1. The prosodic features of speech are pitch, intonation,
stress, and juncture.

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E. Discussing new Guide Question:
concepts and
practicing new skills 1. What are the prosodic features of speech? How do
#2 they differ?

Possible Answer:
Prosodic features of speech are important factor in
delivering a clear and substantial speech. It is imperative to
be familiarize and use it in our daily oral communication.
1. Pitch- is the highness or lowness of a person’s voice
tone.
2. Stress- is to pronounced in a louder or more forceful
way than other syllable or words.
3. Intonation- is the variety, melody, or inflection of a
person’s voice.
4. Juncture- is the manner of transition or mode of
relationship between two consecutive sounds in
speech.

F. Developing Task 8 – Figure It Out

Mastery Moving About
Fill up the boxes with the missing letters to form a word
related to theater based on the definition given.

1. The planning and working out of the movements of actors

on stage.
b k g
Ans: blocking
2. A movement from one part of the stage to another.
r s
Ans: cross
3. The direction an actor is facing relative to the audience,
but from the actor’s perspective.
s t n
Ans: position
4. An expressive movement of the body or limbs.
g s r
Ans: gesture
5. A silent and motionless depiction of a scene created by
actors, often from a picture.
b e u
Ans: tableau

G. Making Guide Question:

generalizations and 1. What would be an utterance without intonation?
abstractions about 2. Do you imagine yourself talking and listening to
the lesson speeches without intonation? Do you think you will
understand the message easily?

Possible Answer:

Intonation makes it easier for the listener to understand what

the speaker is trying to convey. Intonation is used to carry a
variety of different kinds of information. It signals

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 grammatical structure, though not in a one-to-one way:
whilst the end of a complete intonation pattern will normally
coincide with the end of a grammatical structure such as a
sentence or clause. Even major grammatical boundaries
may lack intonation marking, particularly if the speech is
fast.
Guide Question:
1. What is the importance of using correct intonation,
H. Finding practical stress, pitch, and juncture in real-life communication?
applications of Possible Answer:
concepts and skills In real-life communication using correct intonation, stress,
in daily living pitch, and juncture is really very important because the way
you deliver a speech carry a variety of information. The
listener will understand the message you convey if it is
delivered correctly.

I. Evaluating Performance Task: The students will be grouped into 3 and

learning they will read the following passage aloud. Concentrate on
what intonation to be used and when to use weak
pronunciation.
The following rubric will be used in giving points.

Criteria 4 3 2 1
Clarity Delivery was Delivery was Clarity of the Clarity of the
done in clear done well voice was voice was
voice not so clear not evident
Intonatio Delivery Delivery Delivery Delivery
used proper used enough observed observed
n intonation intonation minimal improper
intonation intonation

Stress Delivery Delivery Delivery Delivery

used proper used enough used minimal used
stress stress stress improper
stress

There’s a little game I want us to play that I used to

play at school. It’s called Forget-Me- Not. I’m going
to call out some words-just anything at all and as I
say each word, you’re all to write down the first
thing that comes to your mind. Is that clear? For
instance, if I should say “grass,” you might write “it’s
green,” or anything else you think of. Or if I call out
“bridge”, you might write down “a card game”. It’s
an interesting game because it shows the reactions
of people to different things and tells you a lot about
the people themselves. You see how simple and
easy it is?

J. Additional
activities for
application or
remediation

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V. REMARKS

VI.REFLECTION
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 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
materials did I
use/discover
which I wish to
share with other
teachers?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 4 DAY 4

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-
Standards American literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing
one-act play and different forms of verbals for him/her to
skillfully perform in a one-act play
B. Performance The learner skillfully performs in one-act play through utilizing
Standards effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery, and
Dramatic Conventions.
C. Learning Compose forms of literary writing. EN9 WC-llld-9
Competencies/
Objectives
II. CONTENT Lesson 4 With Fortitude and Determination

III. LEARNING A Journey Through Anglo-American Literature

RESOURCES
A. References
1. Teacher’s pages 159-163
Guide Page
2. Learner’s pages 310-313
Materials
Pages
3.Textbook Pages
4. Additional
Materials from
LR Portal
B. Other Learning *https://www.brighthubeducation.com>homework-help-
Resources/ literature>100292the-five-main- genres
Materials *https://study.com>academy>lesson>literary-forms-genres-
how-they- affect-meaning.html
* https://www.sps 186.org>downloads>blurbs>writing the
literary Analysis
*https://www.shakespeare.org.uk>shakespeare>shakespeare
s-play>romeoandjuliet
Laptop,
LCD projector
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Shakespeare uses images of Shakespeare uses images of
previous lesson or light and brightness to create light and brightness to create
presenting the certain feelings. certain feelings.
new lesson What are the images used by
Can you give examples of Shakespeare when he was
images he used when he was talking about Juliet?
talking about Juliet?
Arrange the sequence of the
Relate the sequence of events following events by writing
in the story Romeo and Juliet. your answer in the opposite
column. The ending is already
given.

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 Juliet’s 1.
nurse calls
her
Romeo tells 2.
Juliet to
contact him
by nine
o’clock
Juliet calls 3.
Romeo’s
name.
Romeo 4.
leaves and
Juliet goes
to bed.
Romeo 5.
enters the
garden
below
Juliet’s
window.
Juliet tells 6.
Romeo that
she loves
him.
Juliet says 7.
goodnight
and Romeo
climbs back
down.
Juliet hears 8. Romeo
Romeo and leaves and
he climbs up Juliet goes
to her to bed.
balcony
B. Establishing a In this lesson, we will explore literary forms. We'll define the
purpose for the term, look for examples, and see how it affects the meaning of
lesson the texts it characterize.
Task 1: What Literary form Am I?
Group the students into four, distribute to each group a strip of
cartolina containing the definition of each literary forms.
Instruct the students to give the appropriate word for the term
to be defined.

C. Presenting
examples/instanc Task 2
es of the new Below are examples of each literary forms. Identify to which
lesson form they belong. Write the title under the appropriate heading
Romeo and Juliet The Raven Sonnet
letters Diaries Personal essay
Newspaper Hamlet History
Antigone Illiad and Odyssey Journal

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 NONFICTION FICTION POETRY DRAMA

Answers:

Non-Fiction Fiction Prose Poetry

Drama
Personal essay Letters The Raven
Romeo and Juliet
History Diaries Sonnet
Hamlet
Newspaper Journals Illiad and Odyssey
Antigone

Answer the question:

1. How do the four literary forms differ?
The teacher writes students’ responses on the board
D. Discussing A. Discussion (PowerPoint)
new concepts and First, let's define the term. The form of a piece of writing is
practicing new simply its structure, how it is constructed and organized.
skills #1 Literary forms are like the roots of the literary family tree.
Major Literary Forms
Now let's meet some of the members of the literary family
tree. We'll begin at the roots with the four major literary forms:
nonfiction prose, fiction prose, poetry, and drama.

Nonfiction prose is literature that is written in ordinary, non-

metrical language and communicates facts or opinions about
reality. Every time you read a science textbook or a how-to
article, you are reading nonfiction prose. Nonfiction meanings
are usually pretty straightforward because the writer's primary
purpose is to convey information or persuade readers.

Fiction prose is also written in ordinary, non-metrical

language, but it is the product of the writer's imagination.
You've probably been reading novels and short stories for
years; if so, you already know a lot about fiction prose. The
meaning of fictional works can stretch all the way from
obscure and difficult to clear and direct.

Poetry, on the other hand, uses metrical language with lots of

rhythm and rhyme to create word pictures. Poetry employs all
kinds of word play, figurative language, and imagery to send
its messages, which are often rather obscure and need to be
dug out with some effort on the part of the reader.

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 Drama combines elements of prose and poetry into plays that
are usually intended to be performed on stage. Drama joins
monologues and dialogues by characters with stage directions
and occasionally narrative sections that explain the action.
Like poetry, drama can feature hidden meanings and
messages that take some work to decipher.

These four literary forms are like the roots of the literary family
tree, and they branch off into many different genres. We can't
meet all these genres within the scope of this lesson, but we'll
look at a few of the most common for each literary form.
*https://study.com>academy>lesson>literary-forms-genres-
how-they- affect-meaning.html

E. Discussing Writing the Literary Analysis

new concepts and An analysis explains what a work of literature means. When
practicing new writing a literary analysis, you will focus on specific attribute(s)
skills #2 of the text(s).
 When discussing these attributes, you will want to
make sure that you are making a specific, arguable
point (thesis) about these attributes.
 You will defend this point with reasons and evidence
drawn from the text. (Much like a lawyer!)

How to Analyze a Story?

*Meaning of the Story (Interpretation)
*Identify the theme(s) and how the author announces it.
*Explain how the story elements contribute to the theme.
*Identify contextual elements (allusions, symbols, other
devices) that point beyond the story to the author’s
life/experience, history or to other writings.
Essential Elements of the Story
Theme: main idea—what the work adds up to
Plot: Relationship and patterns of events
Characters: people the author creates
Including the narrator of a story or the speaker of a poem
Setting: when and where the action happens
Point of View: perspective or attitude of the narrator or
speaker
Sequence of Conflict/Crisis/Resolution
All stories, literary essays, biographies, and plays have a
beginning, a middle, and an end.
Typically, the beginning is used to describe the
conflict/problem faced by the character/subject.
The middle is used to describe the climax or crisis reached
by the character/subject.
The end is used to resolve the conflict/problem and establish
a theme.
Https://www.sps 186.org>downloads>blurbs>writing the literary
Analysis

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F. Developing Task 3: Group the students into Task 3. I can Do the Plot
Mastery five let them complete the table Group the class into five
below. Choose a reporter to groups. Let them write the
present the output of the group. Plot of Romeo and Juliet
(Using the story of Romeo and using the diagram below.
Juliet)

What What What are

are the are the the
major major major
events events events in
in the in the the last
first part middle part of
of the part of the story
story the that
that story describe
describ that the
e the describ resolutio
conflict e the n/
? crisis/ solution
climax? of the
conclict?

G. Making Task 4. Knowledge is power Task 4. You Complete Me

generalizations Answer the questions based on Do the following;
and abstractions the discussion: 1.Complete the paragraph
about the lesson 1. What are the four forms of below.
literature? ________ is literature that
2. How are you going to analyze is written in ordinary, non-
a story? metrical language and
3. What are the elements of the communicates facts or
story? opinions about reality.
Nonfiction meanings are
Answers: usually pretty
1. straightforward because
A. Non-fiction prose the writer's primary
B. Fiction Prose purpose is to convey
C. Poetry information or
D. Drama ____________.
2. Answer may vary ________ is also written in
3. ordinary, non-metrical
A. Theme language, but it is the
B. Plot product of the
C. Characters ____________.
D. Setting _________ combines
E. Point of View elements of prose and
F. Sequence of poetry into plays that are
conflict/resolution usually intended to be

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 performed on stage.
Drama joins monologues
and dialogues by
characters with stage
directions and occasionally
narrative sections that
explain the action.
These four ________ are
like the roots of the literary
family tree, and they
branch off into many
different genres.
Answers:
1.Non-fiction
2. persuade readers
3. fiction prose
4.writer’s imagination
5.Drama
6.literary forms

H. Finding How will you apply your knowledge about the four literary
practical forms to lessen the environmental problems in your school or
applications of community?
concepts and
skills in daily living
I. Evaluating Integration across curriculum: Integration across
learning Science curriculum: Science

Form 4 groups. Think of any Write/Make a slogan on how

environmental problems in to solve the environmental
your school or community. problems in your
Write about it using any of the school/community.
four literary forms.(5 minutes’
preparation then another 3
minutes for the presentation)
1. Non-Fiction Prose
2. Fiction Prose
3. Poetry
4. Drama

J. Additional Extend your learning:

activities for
application or Write a Drama about the love story of your parents.
remediation Write a letter to your mother expressing how grateful you are
for having her in your life
V. REMARKS

VI.REFLECTION
A. No. of learners
who earned 80%
in the evaluation

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Region V/Daily Lesson Plan/2019-2020
B. No. of learners
who require
additional
activities for
remediation
C. Did the lesson
work? No. of
learners who
have 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
materials did I
use/discover
which I wish to
share with other
teachers?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 5 DAY 1

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-
Standards American literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing
one-act play and different forms of verbals for him/her to
skillfully perform in a one-act play.

B. Performance The learner skillfully performs in one-act play through

Standards utilizing effective verbal and non-verbal strategies and ICT
resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Conventions.

C. Learning Provide appropriate and critical feedback/reaction to a

Competencies/ specific context or situation. EN9LC-IIIe-3.13
Objectives Draw similarities and differences of the featured selections
in relation to the theme. EN9LT-IIIe-3.3
II. CONTENT Across Time
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 166-168
Page
2. Learner’s pages 324-339
Materials Pages
3.Textbook Pages
4. Additional
Materials from LR
Portal
B. Other Learning Powerpoint, Presentation
Resources/
Materials
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing
previous lesson or Ask the class what they have recalled in their activities in the
presenting the new previous lesson.
lesson
Unlocking of Difficulties:

Match the word in column A with the definition given in

column B. Use the sentences below as your clues.
1
Sentences Clues:

1. Juliet my dear, something terrible happened.

2. The Prince is not going to execute you.
3. I’ll be in the tomb, with dead bodies around me.
4. Oh, you Montagues and Capulets, what a stupid
argument.
5. He goes to cupboard and takes out a bottle.

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 A B

1. terrible a. grave

2. execute b. dreadful

3. c.
tomb Closet with set of shelves

4. argument d. put to death

5. cupboard e. discussion or debate

Processing (Random)
Answers:
1.Terrible- dreadful
2.execute-put to death
3.tomb-grave
4.argument-discussion/debate
5.cupboard-a closet with set of shelves

B. Establishing a Presentation of the Lesson Objectives

purpose for the 1. Provide appropriate and critical feedback/reaction to
lesson a specific context or situation.
2. Draw similarities and differences of the featured
selections in relation to the theme.
Teacher asks:
1. Are you familiar with a popular One-act play
characters ,Romeo and Juliet?
2. Describe them.

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 Teacher will discuss several types of love alluded in Romeo
and Juliet (ex. unrequited love, “puppy” love, arranged
C. Presenting marriage, love at first sight).
examples/instance
s of the new Ask:
lesson 1. Can any of these forms be the basis of a good
relationship?
2. What kind of affection is needed to achieve a good
relationship?
(Answers may vary)

Processing (Random)
D. Discussing new Divide the class into four (4) groups (according to their
concepts and interests). Ask each group to reenact a scene from the play
practicing new Romeo and Juliet.
skills #1
Group 1 – Act 2, Scene 4: A Secret Wedding

Group 2 – Act 3, Scene 2: Another Message, Scene 3: Bad

News for Romeo and Scene 4: Lord Capulet’s Plan

Group 3 – Act 4,Scene 1: Father Lawrence’s Medicine,

Scene 2 and Another Wedding

Group 4 – Act 4, Scene 3:Juliet Drinks the Medicine and

Scene 4: The Capulet’s Find Juliet

Group 5 – Act. 5, Scene 1: One News from Verona and

Scene 2: Together Again

Group presentation.
Factual Recount
1. Who are Romeo and Juliet in the play?
2. What happened between the families of the two?
3. Where was Romeo exiled? Why did Romeo feel that
banishment is worse than death?
4. How did Lord Capulet react to Juliet’s refusal? What
ultimatum did he give her?
5. Why is there such a rush to see Juliet married?
6. Why was Juliet’s early marriage with Romeo put into
rush?
Process their answers.
E. Discussing new Let them answer the following:
concepts and
practicing new 1. How would you describe Romeo and his attitude
skills #2 towards love?
2. If you can describe Juliet’s character in one word what
would it be?
F. Developing Same grouping scheme.
Mastery
Each group will discuss the following: First question will be
for group 5, second will be for group 4, third will be for
group 3, fourth will be for group 2 and fifth will be for group
1. Provide them an additional inputs or explanations for

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 further understanding and realization to lead them in relating
the worthwhile human values into their life.

1. Friar Lawrence gives this advice to Romeo and

Juliet: “Love moderately; long love doth so.” What is
he telling the young lovers? Do you agree with him?
Should he have given them any other advice?
2. What could have been done to prevent this tragedy
from occurring?
3. What would have happened to Romeo and Juliet if
they hadn’t died? Is their relationship sustainable
over time? Do they have anything to offer each other
once the initial burst of passion calmed down? Would
Romeo move on from Juliet as quickly as he moved
on from Rosaline?
4. In what ways do the young adopt the beliefs of the
old, and in what ways do they ignore them of fight
against them?
5. Should Romeo and Juliet’s relationship be viewed as
a rebellion of the young against the old? In other
words, is this play’s motto, “Kids these days,” or
“Move over, Grandpa”?
G. Making What are the similarities and differences between the main
generalizations characters of the play Romeo and Juliet?
and abstractions
about the lesson Compare and contrast.

H. Finding Ask: Do arranged marriages still happen in the present

practical time?
applications of (Elicit student’s reactions/answer)
concepts and skills
in daily living
I. Evaluating Ask students to write reaction Ask students to write
learning paper about arranged marriage. their own personal
experiences similar to
the theme of “Romeo
Rubrics and Juliet”

Content - 50% Rubrics

(topic that explain the theme)
Coherence - 25% Content -
Visual Unit - 10% 50%
Total 100% (topic that explain the
theme)
Coherence -
25%
Visual Unit -
10%
Total

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J. Additional Pair Work: Pair Work:
activities for
application or Ask them to create a painting, a Ask them to draw in 1/8
remediation drawing or some other visual art illustration board of their
piece that depicts their interpretation on the last
interpretation of one of the part of the play.
themes or a particular
character’s personality from the
last part of the play.
V. REMARKS

VI.REFLECTION
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
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
materials did I
use/discover
which I wish to
share with other
teachers?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 5 DAY 2

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-
Standards American literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing
one-act play and different forms of verbals for him/her to
skillfully perform in a one-act play.
B. Performance The learner skillfully performs in one-act play through utilizing
Standards effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery, and
Dramatic Conventions.
C. Learning Analyze one-act play EN9RC-IIIe-20
Competencies/ Explain the literary device used EN9LT-IIIe-20.2
Objectives
II. CONTENT Across Time
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 166 – 169
Page
2. Learner’s pages 323 – 325
Materials Pages
3.Textbook Pages
4. Additional
Materials from LR
Portal
B. Other Learning Powerpoint Presentation, pictures
Resources/
Materials
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Can you still recall the different literary devices we had
previous lesson or discussed in our previous lessons? What are they?
presenting the new
lesson Answers:
1. Imagery(Sensory images)
2. Foreshadowing
3. Rhymes
4. Figures of Speech: Simile, metaphor, repetition,
oxymoron

B. Establishing a Present the objectives of the lesson.

purpose for the 1. Analyze one-act play.
lesson 2. Explain the literary device used.

Ask: Do you have any idea of “One Act-Play”?

Can you give me an example of One Act-Play that you
have read?

(Processing)

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C. Presenting Presentation:
examples/instances Present video clips taken from Romeo and Juliet where
of the new lesson different emotions are shown.
D. Discussing new Ask the students to read the lines in ACT V and identify what
concepts and literary device is used.
practicing new skills
#1 Processing (Random)

Answer:
Imagery,
Figures of Speech,
Foreshadowing
E. Discussing new The class will be divided into five (5) groups (according to
concepts and gender, preference/interest/characteristic). Assign to each
practicing new skills group one audio device that has its corresponding quotation
#2 taken from the play “Romeo and Juliet”. Listen carefully as
the teacher reads the quotation, afterwards, students will act
out/perform the quotation assigned to their group.

Group 1: “When he shall die,

Take him and cut him out in little
stars,
And he will make the face of
heaven so fine
That all the world will be in love
with night
And pay no worship to the
garish sun.”
-- William Shakespeare. Romeo
and Juliet

Emotion reflected: empathy, in love

Group 2:
“These violent delights have
violent ends
And in their triumph die, like fire
and powder
Which, as they kiss, consume.”
-- William Shakespeare. Romeo
and Juliet

Emotion reflected: disastrous, emotional farewell

Group 3: “O, here
Will I set up my everlasting rest,
And shake the yoke of inauspicious
stars
From this world-wearied flesh. Eyes,
look your last!
Arms, take your last embrace! and, lips,
O you
The doors of breath, sealed with
righteous kis
A dateless bargain to engrossing death!”
-- William Shakespeare. Romeo and
Juliet
Emotion reflected: Doubtful, inquisitive

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 “ A glooming peace this
morning with it brings;
The sun for sorrow, will not
Group 4: show his head:
Go hence, to have more talk of
these sad things;
Some shall be pardon’d, and
some punished:
For never was a story of more
woe
Than this of Juliet and her
Romeo.”
-- William Shakespeare. Romeo
and Juliet

Emotion reflected: sad, calm

Group 5: “Eyes, look your last!

Arms, take your last embrace!
And, lips, oh you the doors of
breath, seal with a righteous
kiss a dateless bargain to
engrossing death!”
-- William Shakespeare.
Romeo and Juliet

Emotion reflected: excitement, acceptance

F. Developing Same grouping scheme.

Mastery 1. Students will act out the quotation assigned to their
group presenting the scene of different emotions.

Performance Presentation
(Please see attached rubrics)

G. Making Ask:
generalizations and 1. How important are literary device in one-act play?
abstractions about 2. Is/are figures of speech necessary to be used in one-
the lesson act play?

Instructions:
H. Finding practical
applications of
1. Role-play a family situation where parents opposed to
concepts and skills
the love relationship.
in daily living
I. Evaluating Evaluate group performance focusing on voice, delivery and
learning dramatic convention.

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 Criteria for Judging:
Voice - 25%
Delivery - 35%
Dramatic Convention- 40%
100%
J. Additional Scan the text once again and let the students note down five
activities for lines from ACT IV which show sensory images.
application or
remediation
V. REMARKS

VI.REFLECTION
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 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
materials did I
use/discover which
I wish to share with
other teachers?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 5 DAY 3

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-
Standards American literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing one-
act play and different forms of verbals for him/her to skillfully
perform in a one-act play.
B. Performance The learner skillfully performs in one-act play through utilizing
Standards effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery, and
Dramatic Conventions.
C. Learning Analyze the information contained in the material viewed.
Competencies/ EN9VC-IIIe-4.3/5.3
Objectives Analyze Literature as a means of connecting to the world.
EN9LT-IIIe-16
II. CONTENT Lesson 5 – Across Time
“Romeo and Juliet”, A Play
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide page 169
Page
2. Learner’s pages 328-340
Materials Pages
3.Textbook Pages
4. Additional
Materials from LR
Portal
B. Other Learning PPT Presentation, Activity Sheets
Resources/ https://www.youtube.com/watch?v=6WB7mUQnsDw
Materials
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Recapitulation on the important events and characters of the
previous lesson or play
presenting the new “Romeo and Juliet”
lesson
Guide questions:
1. Where did the story take place?
2. Who are the main characters in the story? The supporting
characters? Describe each.
3. How did Romeo and Juliet meet?
4. In what part of the story did the conflict arise?
5. What is the theme of the story?
B. Establishing a What part of the play did you like most?
purpose for the Did you like the ending of the story “Romeo and Juliet”? Why?
lesson
C. Presenting Viewing of the last scene/part of the play
examples/instance
s of the new Use the link:
lesson

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D. Discussing new Small Group Discussion:
concepts and
practicing new Based on the material which you have viewed earlier, discuss
skills #1 with your group the following questions:

1. What happened to Romeo and Juliet in the story?

2. Do you like the ending of the story? Why or why not?
3. If you will be asked to give your own ending of the story,
what would you want it to be?

E. Discussing new Task 8: Take down Game (Group Activity)

concepts and Instructions:
practicing new 1. Work in small groups of five.
skills #2 2. Read the entries carefully.
3. Determine the correct order of events as presented in
the text.
4. Arrange them following their order of presentation.
5. Write the correct letter that represents each event in
the designated box.
6. Present your findings to the rest of the group
7. Allot corresponding points for each correct entry.
8. Consider the group with the most number of points as
the winner.

Jumbled Events:
a. Romeo and Juliet meet.
b. Juliet fakes her death.
c. Romeo’s heart is broken by Rosaline.
d. Juliet stabs herself.
e. Romeo kills Tybalt.
f. Romeo buys a poison.
g. Juliet’s father threatens to disown Juliet if she does not
marry Paris.
h. Juliet’s family gives a feast.
i. Romeo is banished.
j. Romeo and Juliet are married.

Answers:
1. H 2. C 3. A 4. E 5. J 6. G 7. I 8. B 9. F
10. D

F. Developing Group Activity:

Mastery In groups of 5, the students will analyze a picture of a particular
scene in the story that depicts a character or theme of the
play. A representative of the group will present their output.

Note: The teacher may show the pictures through PowerPoint

Presentation or photo copied material.

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 Photo credits: https:/en.m.wikipedia.org/wiki/File:Romeo_and
Juliet_brown.jpg

Photo credits: https:/kellybulkeley.org/dreams-and-shakespeare-tps

Photo credits: https:/stratfordfestival.ca/WhatsOn/Play/Romeo-and-Juliet

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 Photo credits: https:/owlcation.com

Photo credits: https:/alamy.com

Answers may vary.

Possible answers:
1. excitement, courtship, love , romance
2. Juliet’s faked death
3. joyous event, a feast, acquaintances, social gathering
4. intense love which lead to tragic death of Romeo and Juliet
5. The death of Romeo: Juliet was awake from her faked death found
the dead body of Romeo and stabbed herself.
What common ideas/themes are depicted in the visual
G. Making
representation which you have analyzed?
generalizations
and abstractions
Note: Varied answers may be accepted.
about the lesson
Ask:
H. Finding
practical
Have you experienced falling in love with a person at a first
applications of
sight?
concepts and skills
How does it feel? Do you think that kind of love will last a
in daily living
lifetime?

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I. Evaluating Group Tasks: Differentiated Activity
learning
Students will be grouped into five and perform varied activities:

A. News Flash
Suppose you were a reporter and your beat is to cover a crime
report. You decided to make a news report about the tragedy in
Verona concerning the ill-fated lovers Romeo and Juliet.

B. Dance
Design a costume, select the music, and perform an
interpretive dance about a secret wedding. Turn in a paragraph
explaining what you are trying to convey (How does your
costume, music and choreography capture important events
and themes of the act?)

C. Song Performance
Write and perform an original rap or song, including lyrics and
music, for the wedding of Romeo and Juliet.

D. Mural Painting
Create a timeline highlighting the feud between the two families
resulting in the untimely death of the two young lovers.

E. Push a Pencil
Reorganize the summary of the last scene of the play, Romeo
and Juliet. Write it in a different form like a newspaper article, a
novel chapter, a diary entry, a sonnet or a letter

Criteria for Grading:

Message – 50%
Presentation/Delivery – 30%
Over – all Impact – 20%

J. Additional Look for a Filipino movie similar to that of Romeo and Juliet
activities for story. Write a plot synopsis in a short bond paper
application or
remediation
V. REMARKS

VI.REFLECTION
A. No. of learners
who earned 80%
in the evaluation

B. No. of learners
who require
additional
activities for
remediation

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C. Did the lesson
work? No. of
learners who
have 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
materials did I
use/discover
which I wish to
share with other
teachers?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 5 DAY 4

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-
Standards American literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing one-
act play and different forms of verbals for him/her to skilfully
performs in one-act play.
B. Performance The learner skilfully performs in one-act play through utilizing
Standards effective verbal and non-verbal strategies and ICT resources
based on the following criteria; Focus, Voice, Delivery and
Dramatic Conventions
C. Learning Use Verbals. ENG9G-IIIe-21
Competencies/ Compose forms of literary writing. EN9WC-IIIe-9
Objectives
II. CONTENT Verbal (Infinitives)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide page 170
Page
2. Learner’s pages 341 – 342
Materials
Pages
3.Textbook Pages
4. Additional
Materials from
LR Portal
B. Other Learning Effective Drills in English Grammar, pp 66-67
Resources/ https:// www.swifttutors.com
Materials https://www.educationquizzes.com

IV. PROCEDURE ADVANCED AVERAGE

A. Reviewing Preliminary Activity: Body Spelling of the word Infinitives
previous lesson or Review on the use of infinitives as NOUN
presenting the new - As subject
lesson - As complement
- As object of the verb
Ask the students:
What are the other functions of infinitives?

B. Establishing a Discuss the functions/uses of infinitives as adjectives and

purpose for the adverbs
lesson PowerPoint Presentation:

Key points:

Infinitive as Adverb

Look at the sentences:

a. I turned my face to avoid him.

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 b. Mr. Smith came to teach me English.

In these sentences, the infinitives to avoid and to teach tell us

something more about the verbs turned and came respectively.
The infinitives modify the verbs; hence, they function here as
an adverb.

Infinitive as Adjective

Look at the following sentences:

a. My brother gave me a cake to eat.
b. My uncle bought me a cycle to ride.

In these sentences, the infinitives to eat and to ride tell

something more about the noun a cake and a cycle
respectively; hence, they function as an adjective

Individual Activity
C. Presenting
Fit and Right
examples/instance
Identify the infinitive in each sentence. Then, beside each
s of the new
infinitive write ADJ if it used as adjective and ADV if it used as
lesson
an adverb.
1. The choir was ready to perform.
2. He worked to get ahead in the ladder of education.
3. He gave me a book to read.
4. The passage from the bible is hard to translate.
5. The boys are coming this weekend to play tennis.

Answers:
1. to perform – ADV
2. to get – ADV
3. to read – ADJ
4. to translate – ADV
5. to play - ADJ

D. Discussing new Write a complete sentence using Add the appropriate

concepts and the infinitive provided in each infinitive to complete the
practicing new number. Be guided how it must sentence. Be guided how it
skills #1 function as indicated in the must function as indicated
parenthesis. in the parenthesis.

1. to learn (adjective) 1. Here is the lesson

2. to fight (adverb) _______________.
3. to disappoint (adjective) (adjective)
4. to do (adverb) 2. The team was ready
5. to love (adjective) ____________. (adverb)
3. She has old clothes
Answers may vary. __________. (adjective)
4. She promised never
___________ it again.
(adverb)
5. I don’t have time
___________. (adjective)

Possible answers:

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 1. to learn
2. to fight
3. to give away
4. to do
5. to attend

E. Discussing new Instruction: Join each pair of sentences by using infinitives.

concepts and Underline the infinitive and tell whether it is used as adverb or
practicing new adjective.
skills #2 Example:
Friar Lawrence gives Romero and Juliet an advice. He told
him, “Love moderately, long love doth so.”
Answer:
Friar Lawrence gives Romeo and Juliet advice to love
moderately.
(Adjective)

1. Romeo bought a poison. He wanted to kill himself.

Answer: Romeo bought a poison to kill himself.
(Adjective)
2. Juliet wanted Romeo to stay. She cried bitterly for that
reason.
Answer: Juliet cried bitterly to make Romeo shy.
(Adjective)
3. I shall drink that medicine. I am not afraid.
Answer: I am not afraid to drink that medicine. (Adverb)
4. Romeo pulled put his sword. He wanted to kill Tybalt.
Answer: Romeo pulled out his sword to kill Tybalt.
(Adjective)
5. The Capulets hosted a feast. They have invited Paris.
Answer: The Capulets hosted a feast to invite Paris.
(Adjective)
F. Developing Note: The different uses of infinitives such as noun, adverb and
Mastery adjective must have been fully discussed and mastered by the
students before giving this exercises.

Analyze the sentences given and answer the question s

correctly.

1. In which sentence is the infinitive TO ENJOY used as the

object of the verb?
a. Children love TO ENJOY parties.
b. Adults praise children’s ability TO ENJOY.
c. He is too unhappy TO ENJOY.

2. Which sentence does not use the infinitive as an adverb?

a. The officer rejoined TO PLAY.
b. The lioness returned TO HELP.
c. Give him a book TO READ.

3. Which sentence does not use the infinitive as a noun?

a. TO DANCE was his obsession.
b. TO SING is his passion.
c. Give him an artefact TO POLISH.

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 4. Which sentence does not use the infinitive as an adjective.
a. Give him a youngster TO TRAIN.
b. The assistant returned TO HELP.
c. I need a secretary TO TAKE NOTE.

5. Which sentence does not use an infinitive?

a. He asked me TO SING his composition.
b. He is too unhappy TO ENJOY.
c. The teacher went from punishing him TO PRAISING
him in no time.

Expected Answers:
1. a
2. c
3. c
4. b
5. c

G. Making Ask:
generalizations
and abstractions What are infinitives?
about the lesson What are the different uses/functions of infinitives?

H. Finding In what ways are infinitives useful in making a literary

practical composition such as essay or poetry?
applications of
concepts and skills
in daily living
I. Evaluating Group Tasks: Differentiated Activity
learning
Assuming you are Romeo from the play “Romeo and Juliet”,
express the greatness of your love to Juliet using infinitives in
a form of:

1. Love letter
2. Poem
3. Diary
4. Song
5. Slogan

Note: Students’ performance/output will be marked based on

the following criteria;

1. Message - 30%
2. Composition (Use of Infinitives) 30%
3. Originality – 20%
4. Mechanics - 20%

J. Additional
activities for
application or
remediation

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V. REMARKS

VI.REFLECTION
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
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
materials did I
use/discover
which I wish to
share with other
teachers?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 6 DAY 1

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-
Standards American literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing
one-act play and different forms of verbals for him/her to
skillfully perform in a one-act play

B. Performance The learner skillfully performs in one-act play through

Standards utilizing effective verbal and non-verbal strategies and ICT
resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Conventions.

C. Learning Get familiar with the technical vocabulary for drama.

Competencies/ EN9V-IIIf-29
Objectives
II. CONTENT Technical Vocabulary for Drama
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Page
2. Learner’s Journey Through Anglo-American Literature
Materials pages 347-350
Pages
3.Textbook Pages
4. Additional
Materials from
LR Portal
B. Other Learning https://www.differencebetween.com/difference-between-
Resources/ comedy-and-vs-tragedy/
Materials https://charleneelisan.blogspot.com/2013/03/why-women-
wash-dishes-by-filomena-n.html
https://www.slideshare.net/shyrey/dram-and-theatre
https://www.mentorless.com/2011/04/27/how-to-write-a-car-
scene/

IV. PROCEDURE ADVANCED AVERAGE

A. Reviewing Task 1. Memory Lane Task 1. Memory Lane
previous lesson or 1. Recall the places you 1. Present pictures of
presenting the new have travelled to scenic spots/places
lesson recently. Describe those in Bicol Region,
places and share to the other places in the
class your experiences Philippines and other
related to your travel. countries. Let the
(call for at least 2 students answer the
volunteers) following questions:
 Are you familiar
with these
places? Have

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 2. Enumerate at least five you been to
reasons why people these places?
travel  Why do you think
3. Direct students’ attention people visit
to the Your Journey these places?
part for the overview of Why do people
the lesson. travel?
One of the benefits of visiting 2. Direct students’
other places is meeting people attention to the Your
and knowing their culture. Journey part for the
overview of the
Ask the students: lesson.
Do you love watching
telenovelas/K-Pop dramas? One of the benefits of
Why? Do you think visiting other places is
telenovelas/dramas help you to meeting people and
know the culture of other knowing their culture.
countries?
Ask the students:
Do you love watching
telenovelas/K-Pop
dramas? Why? Do you
think
telenovelas/dramas
help you to know the
culture of other
countries?
B. Establishing a Direct students’ attention to the Direct students’
purpose for the objective for the day: Get attention to the
lesson familiar with the technical objective for the day:
vocabulary for drama Get familiar with the
technical vocabulary for
Task 3. The Way I Feel drama
(Story Game )
 The teacher calls for Task 3. Your face looks
volunteers, then gives familiar (emotion game)
the instruction:  The teacher
group the
Choose a card from the emotion students into
cards but don’t tell the other two. A leader
players which you have chosen. from each group
Tell a short story about a time will do the
you felt like that and see if the following:
other players can guess which
card you chose. Spread out a set of
https://childhood101.com/helpin emotion cards face up.
g-children-manage-big- Choose a card but don’t
emotions-printable-emotions- tell the other players
cards/ which you have chosen.
Make a face and see if
the other players can
guess which card you
chose.

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 https://childhood101.co
m/helping-children-
manage-big-emotions-
printable-emotions-
cards/

Task 4. Let’s meet the muses (Photo react )

Below are the pictures of the two masks associated with
drama representing the traditional generic division between
comedy and tragedy.
They are the symbols
of the ancient Greek
Muses, Thalia and
Melpomene.
Thalia was the Muse of
comedy ( the laughing
face), while Melpomene
was the Muse of
tragedy (the weeping face).
1. Which of the following emotions in the previous
activity are evoked by the two masks?
2. Why are these emotions represented by masks?

Task 4. (Localization/contextualization) Below are titles of

stories written by Filipino authors. Identify to which genre
they belong. Write the title under the appropriate heading.

A. Why Women Wash The Dishes by Filomena N.

Colendrino
B. A Life in the Slums by Rolando S. Tinio
C. The Dancers by Alberto S. Florentino
D. The New Yorker in Tondo by Marcelino M. Agana Jr.
E. Shadow and Solitude

C. Presenting
examples/instance Tragedy Comedy
s of the new
lesson

Answers:
Tragedy Comedy
Shadow and Solitude Why Women Wash the
Dishes
A Life in the Slums
The Dancers
The New Yorker in Tondo

Answer the following questions:

1. What is the difference between comedy and

tragedy?
2. In what literary genre are they categorized?

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 3. Is there a difference between a play and a drama?

The teacher writes students’ responses on the board.

D. Discussing new Task 5.Read the text below then do the activities that
concepts and follow.
practicing new WHILE THE AUTO WAITS
skills #1 by O. Henry
adapted for the stage by Walter Wykes
CHARACTERS
GIRL
YOUNG MAN
WAITRESS
CHAUFFEUR
TIME
1920s

[Twilight}The quiet corner of a city park. A GIRL in gray

sits alone on a bench, reading her book. A large-meshed
veil hangs over her face, which nevertheless shines
through with a calm and unconscious beauty. When she
turns a page, the book slips from her hand, and a YOUNG
MAN, who has been hovering nearby, pounces upon it. He
returns it to her with a gallant and hopeful air.]

GIRL: Oh, thank you.

YOUNG MAN: Nice weather we’re having.

GIRL: Yes.

[Pause.]

YOUNG MAN: Well …

GIRL: You may sit down, if you like.

YOUNG MAN: [Eagerly.] Are you sure? I don’t want to

interrupt your reading.

GIRL: Really, sit. I would like very much to have you do

so. The light is too bad for reading. I would prefer to talk.

YOUNG MAN: Well, if you insist. [He slides hopefully onto

the seat next to her.] You know, you’ve got to be the
stunningest girl I’ve ever seen. Honest. I had my eye on
you since yesterday.

GIRL: Yesterday?

YOUNG MAN: Didn't know somebody was bowled over by

those pretty lamps of yours, did you, honeysuckle?

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 GIRL: Whoever you are, you must remember that I am a
lady. I will excuse the remark you have just made because
the mistake was, doubtless, not an unnatural one—in your
circle. I asked you to sit down; if the invitation must
constitute me your honeysuckle, consider it withdrawn.

http://www.10-minute-plays.com/comedies/while_the_auto_waits.html
E. Discussing new A. Discussion:
concepts and
practicing new Technical terms used in drama (See attachment C.)
skills #2 https://a.s.kqed.net/pdf/arts/programs/spark/theatervocab.pdf

F. Developing Task 6. A Perfect Match Task 6. Figure it out!

Mastery Two Groups: Arrange the jumbled
 Members of one group letters of the technical
will hold the strip with the terms in column A then
definition/description match them with their
while members of the definition/description in
second group will hold the column B. (See
strips with the terms. Attachment D.)
Each member from the
two groups will find their
match. Once they
succeeded, they will
shout the word “taken!”
Others who have not
found their match should
keep on “searching”
 Pairs must post their
strips on the board

Task 7. Knowledge is Power Task 7. You Complete

G. Making Answer the questions based on Me
generalizations the discussion: Do the following;
and abstractions 1. What is drama? How does it Complete the
about the lesson differ from a play? paragraph below.
2. What are the two generic ________is a
divisions of drama? How do composition in verse or
the two generic divisions of prose presenting a
drama differ? s_____ in pan
What are the technical terms ______mime or
used in drama? Explain each. d______ ue. It contains
conflict of ch______s,
particularly the ones
who pe___rm in front of
au_____ce on the
stage.
The two m____ks
associated with drama
represent the traditional
generic division
between c____dy and
t_____dy.
They are the
symbols of the ancient

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 Greek Muses, T ____a
and M _____e. T
____a was the Muse of
c_____dy ( the
laughing face), while M
______e was the Muse
of t____dy (the
weeping face)

Explain the line: Compare yourself to

the characters in a play
H. Finding
Drama is the mirror of life. that you have watched
practical
recently. How similar is
applications of
How do the scenes and your situation and
concepts and skills
experiences of the characters in experiences to the
in daily living
a drama help you in dealing with characters?
your own challenges?
How do the scenes and
experiences of the
characters in a drama
help you in dealing with
your own challenges?
I. Evaluating Objective Test: Objective Test:
learning Identify the technical vocabulary 1. What is a way to
for drama described in the given divide the events that
items. (Each correct answer is happen in a play?
equivalent to 2 points.) A. Acts
B. Scenery
1. The director is conducting a C. Scenes
series of auditions. D. Script
Performers are asked to 2. What are instructions
present, or are presented with for actors, directors,
prepared audition pieces and the stage crew?
such as monologues, songs, A. Props
choreography, scripts and or B. Dialogue
sides. (casting) C. Drama
2. INT. HOUSE/LIVING ROOM - D. Stage Directions
EVENING 3. What are painted
scenes, backdrops, or
We come in on a lively other materials meant
affair. A dinner party is being to show the setting of a
thrown within the confines of a play?
fairly stately house. In A. Props
attendance are EIGHT B. Scenery
COUPLES. All are WHITE and C. Acts
all are FAIRLY YOUNG, in their D. Script
early twenties. The men and 4. What is a story that
women are dressed in very fine can be acted out for an
attire. We should get the sense audience?
that for the most part they are A. Drama/Play
people of means.(scene) B. Monologue
C. Props
3.The assistant director, stage D. Stage Directions
manager or director take notes 5. What is a speech
made by a character

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 about where actors are that the other
positioned and their movements characters can also
on stage. (blocking) hear?
A. Dialogue
4. First Witch B. Monologue
When shall we three meet again C. Soliloquy
In thunder, lightning, or in rain? 6. What are objects that
Second Witch actors use during the
When the hurlyburly's done, play?
When the battle's lost and won. A. Scenery
Third Witch B. Acts
That will be ere the set of sun. C. Script
(dialogue(taken from Macbeth D. Props
by William Shakespeare) 7. What is it called
when you divide a
5.ACT I SCENE 1 group of two or more
Set in 1950’s style diner, scenes?
“McDenny’s”, in the present day A. An act
England. BERYL is sitting at the B. A prop
back of a “u” shaped booth. She C. A scene
is tucking into a large burger and D. A script
reading a gas bill 8. What is a
conversation between
Enter LYNDA, SUSAN and characters?
RODERICK A. Monologue
B. Dialogue
LYNDA: (speaking to SUSAN C. Soliloquy
and ROD as they make their 9. What is a speech
way over to BERYL) ...put your made by one person
back into it man, I said, use who is alone on stage
some elbow grease, don’t just and sharing their
tickle it, I want to see my face in thoughts with the
it... Hi Beryl... audience and NOT the
BERYL hides the burger under other characters?
the table A. Soliloquy
BERYL: Oh hi B. Monologue
SUSAN: (sits at the table at the C. Dialogue
left side of BERYL) He was 10. What theatrical
doing his best. performance takes
(script) place from beginning to
end, in one single act
which can range from
one minute to one hour.
A. play
B. one-act play
C. drama
https://www.proprofs.co
m/quiz-
school/story.php?title=d
rama-vocabulary-quiz

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J. Additional Read the full text of the play “While the Auto Waits” on
activities for pages 352-358, English 9 Learners’ Material
application or
remediation
V. REMARKS

VI.REFLECTION
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
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
materials did I
use/discover
which I wish to
share with
other teachers?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 6 DAY 2

I.
OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-American
Standards literature and other text types serve as means of connecting to the
world; also how to use ways of analyzing one-act play and
different forms of verbal’s for him/her to skillfully perform in a one-
act play.

B. Performance The learner skillfully performs in one-act play through utilizing

Standards effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery, and
Dramatic Conventions
C. Learning Analyze the information contained in the material viewed.
Competencie EN9VC-IIIf4.3/5.3
s/
Objectives
II. CONTENT Analyzing information
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Page
2. Learner’s A Journey Through Anglo-American Literature, English 9
Materials 351-358
Pages
3.Textbook
Pages
4. Additional
Materials from
LR Portal
B.Other http://www.fao.org/3/x5307E/x5307e05.htm
Learning https://www.thoughtco.com/creative-ways-to-analyze-plays-2713055
Resources/
Materials
IV. ADVANCED AVERAGE
PROCEDURE
A. Reviewing Task 1. Remember Me. Task 1. Remember Me. Let us
previous lesson Let us have a recall of the have a recall of the topics
or presenting topics discussed yesterday discussed yesterday through a
the new lesson through a game. game.
a. The class will be (choices are provided and are
grouped into 5. written on the board or on color
b. Each group will be strips posted on the board)
provided by 1/8 black a. The class will be grouped
cartolina or recycled into 5.
illustration board, b. Each group will be
chalk, eraser (a piece provided by 1/8 black
of cloth will do) cartolina or recycled
c. The teacher will flash illustration board, chalk,
definitions of the

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 terms discussed in eraser (a piece of cloth
the previous lesson. will do)
d. Students will write c. The teacher will flash
their answers on the definitions of the terms
black cartolina discussed in the previous
e. At the count of five, lesson.
the group must show d. Students will write their
their answer. Every answers on the black
correct answer is cartolina
equivalent to 2 points e. At the count of five, the
group must show their
The group with the highest answer. Every correct
points wins the game. answer is equivalent to 2
points
The group with the highest
points wins.
B. Establishing Today, you will watch and analyze the information presented in a
a purpose for material viewed.
the lesson
Integration across Curriculum: Task 2. Look at the picture. Answer
C. Presenting Science/Health/Social the questions about it.
examples/insta Responsibility
nces of the new Task 2. Look at the
lesson editorial cartoon. What
message is depicted by
the picture?

1. Identify the place. What do you

think is happening?
2. Who do you think is the man
wearing a checkered polo?
How did you know?
3. What is he doing in the
picture?
4. How would you describe the
feelings of all the characters in
the picture?
https://www.manilatimes.net/editorial-
https://www.manilatimes.net/e cartoons/
ditorial-cartoons/

D. Discussing Task 3. Share What You Know Task 3. Have you heard right?
new concepts Watch the video clip found in this
and practicing link. Write T if the information below are
new skills #1 (https://www.youtube.com/watch?v=ZRTuslMz2 mentioned in the video and F if they
Rw). Then answer the questions: are not.

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 1. What is the video about? 1. A one-act play provides less
What does it tell us? challenge (T)
2. What tips are mentioned 2. The characters and their
in the video? List them roles do not contribute to
in the table below then the story (F)
indicate whether you 3. The main character is the
agree or disagree by focus of the story. (T)
ticking the appropriate 4. There is no need to
column. Explain you introduce the main
answer. character immediately. (F)
5. The purpose of the play
should be clear (T)
6. The main character should
have an objective to pursue.
Tips Agree Disagree
(T)
1. 7. Conflicts are always in a
2. form of fight or violence (F)
8. Conflict makes the story
3. interesting.(T)
4. 9. Writing a one-act play in
making a point for or against
5.
an issue is better than
writing a propaganda article
(T)
10. There is no need to assess
the script after writing.(F)
https://www.youtube.com/watch?v=ZRT
uslMz2Rw
E. Discussing
new concepts Task 4. Checking your Understanding
and practicing Watch the video of the stage adaptation of While The Auto Waits
new skills #2 (The text was given as a home-reading activity a day before). Answer
the following questions:

1. Who met at the park? How did they meet? Demonstrate how
they met and how they reacted during the first meeting.
2. What do you think are the true intentions of the characters for
not revealing their true status in life?
3. Would you consider the situations of the characters a “white
lie?” Why? Why not?
4. What does the last sentence of the story tell us about the young
man?
5. If you were the author, what part of the story would you
change? Why?
How would you categorize the play - a comedy or a tragedy

F. Developing Task 5. Do you have what it takes?

Mastery Analyze the While the Auto Waits using the checklist from the video
“How to Write a One-Act Play”

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 Important Points Yes No Comments
Is the playwright’s purpose clear?
Are the character’s traits clearly
revealed through their dialogues/
Are there scenes in the play that need
to be shortened?
Are there scenes in the play that need
to be played out more?
Did the playwright get his point across
immediately?
Are the stage directions/setting
descriptions clear and complete?
Is the conclusion realistic and
believable
Does the ending satisfactorily
wrapped up the story?
What is a one-act play?
G. Making Are the elements and information in a one-act play relevant to
generalizations the society?
and How does a playwright make use of the different information to
abstractions deal with the issues in the society?
about the
lesson Possible answers:
It depicts characters who are real and situations which are related
to everyday life.
It focuses on the problems of everyday life as relationship, values,
human acts and acts of man crimes, politics, divorce among
others)
H. Finding
practical What message does the one-act play While The Auto Waits
applications of impart to the readers/viewers?
concepts and
skills in daily What do you think is the implication of the story to human lives?
living
I. Evaluating Integration Across Curriculum: MAPEH
learning Creative Analysis of the information in the While the
Auto Waits:
Small group work (at least 5 members each)
You will be grouped into 5 with 5 members each to process and
present the given tasks below
Group 1- Perform the funniest scene in the play
Group 2 - Create a Comic Book for the most interesting scene
Groups 3 and 4- Drama Rap Battles – Choose scenes between
the young man and the girl; the girl, the waitress, the chauffeur
and the young man
Group 5 – Write a brief new ending of the story and present a
pantomime.
(Presentation will be rated using rubrics.)
J. Additional
activities for Come up with a plot diagram as to the presentation of the
application or character’s thoughts, feelings, and actions.
remediation

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V. REMARKS

VI.
REFLECTION
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 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
materials did I
use/discover
which I wish
to share with
other
teachers?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 6 DAY 3

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-American
Standards literature and other text types serve as means of connecting to
the world; also how to use ways of analyzing one-act play and
different forms of verbal’s for him/her to skillfully perform in a
one-act play.

B. Performance The learner skillfully performs in one-act play through utilizing

Standards effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery, and
Dramatic Conventions.

C. Learning Use verbals.

Competencies/ a. Use participles effectively.
Objectives EN9G-IIIf-21

II. CONTENT IDENTIFYING PARTICIPLES

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 179-180
Page
2. Learner’s pages 363-364
Materials Pages
3.Textbook Pages
4. Additional
Materials from LR
Portal
B.Other Learning
Resources/
Materials
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Task 1. Memory Lane
previous lesson or Do you love listening to a song? What kind of song do you listen
presenting the new to? What do you feel when you listen to your favorite song?
lesson
Today, you will listen to a classical song entitled the Impossible
Dream. Are you familiar with the song?
Say, I will distribute a copy of the lyrics of the song. Do the
following tasks:
1. Listen to the song. While listening, write the missing
words to complete the lyrics.
Processing
Checking

Task 2. Emotion Check:

What is the message of the song?
How will you describe the mood?
What do you feel while listening to the song?

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 Task 3 Remember Me
Here are the complete lyrics of the song. Have you noticed the
underlined words? What are these words based on our previous
discussion?

Verse 1]
To dream the impossible dream
To fight the unbeatable foe
To bear the unbearable sorrow
To run where the brave dare not go

[Verse 2]
To write the un-writable wrong
To be better far than you are
To try when your arms are too weary
The reach the unreachable star

[Verse 3]
This is my quest, to follow that star
No matter how hopeless
No matter how far
To fight for the right
Without question or pause
To be willing to march into hell
For a heavenly cause

[Verse 4]
And I know if I'll only be true
To this glorious quest
That my heart will be peaceful and calm
When I'm laid to my rest

[Verse 5]
And the world would be better for this
That one man scorned and covered with scars
Still strove with his last ounce of courage
To reach the unreachable star

Source:
https://www.google.com/search?ei=q9SSXZ7QENqmoASX7p_gAQ&q
=the+impossible+dream+lyrics&oq=the+impossible+dream+lyrics&gs_l
=psy-
ab.3..0i67j0l9.4441.6378..6672...0.2..0.165.1028.0j7....2..0....1..gws-
wiz.......0i71.9MaGN82Vu6I&ved=0ahUKEwje0cmsm_rkAhVaE4gKHRf
3BxwQ4dUDCAs&uact=5

These are called infinitives.

Ask what infinitives are and how are they formed.

B. Establishing a
purpose for the Today, you will know about participle, which is another type of
lesson verbal. After the discussion, you should use participles in
creating dialogues for comic strips.

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 Let us read the sentences:
The teacher will ask the students to analyze these sentences.
1. A large-meshed veil hangs over her face.
2. Suddenly, a waitress approaches, wearing a soiled, dirty
uniform – evidently just coming off her shift.
3. I come here to sit because here, only, can be near the
great, common, throbbing heart of humanity.
C. Presenting Let us read the sentences:
examples/instances The teacher will ask the students to analyze these sentences.
of the new lesson 1. A large-meshed veil hangs over her face.
2. Suddenly, a waitress approaches, wearing a soiled, dirty
uniform – evidently just coming off her shift.
3. I come here to sit because here, only, can be near the
great, common, throbbing heart of humanity.
D. Discussing new Note that the underlined words – meshed, soiled, and throbbing
concepts and describe the nouns that came after them. They function as
practicing new adjectives.
skills #1
Notice that meshed and soiled are the past participle forms of
mesh and soil while throbbing is the present participle of throb.

The underlined words belong to a special group of words called

verbals. There are three kinds of verbals:
a. Infinitive
b. Participles
c. Gerund

The verbals in the sample sentences are called participles.

Have a short discussion on participles.

Ask the students to underline the participle in each of the

sentences that follow.

1. The crying baby had a wet diaper.

2. A shouting crowd greeted us.
3. The cracked vase cannot be repaired.
4. The burning log fell off the fire.
5. Smiling, she hugged the panting dog.
6. We remind him of his forgotten promise.
7. The overloaded car gathered speed slowly.
8. We greeted the presiding officer.
9. He held out his bitten finger.
10. The captured rebel died after a few days.

Answers:
1. crying
2. shouting
3. cracked
4. burning
5. panting
6. forgotten
7. overloaded
8. presiding
9. bitten
10. captured

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E. Discussing new Ask students to work with a partner.
concepts and Ask them to choose five words listed below and change the
practicing new words to become participles.
skills #2 Use the selected words to form meaningful sentences.

Example: The pouring rain forced us to stay indoors.

pour laugh amuse invigorate

interest care learn prohibit
try dance sparkle play

F. Developing Below are dialogues from “While the Auto Waits.”

Mastery Underline the participles used.

Girl: Perhaps you noticed an automobile with a red running

gear?
Young Man: You’ve got to be the most stunning girl I’ve ever
seen.
Girl: Now tell me about the passing and crowding people.
Girl: The idea was originated by a visiting Prince of Tartary.
Girl: I can be near the great, throbbing heart of humanity.
(From the Text: The Auto Waits by O. Henry)
G. Making 1. What are participles?
generalizations and 2. What are the types of participles?
abstractions about 3. What are the functions of participles?
the lesson
Write five sentences to describe what you do in each of the
H. Finding practical following places using participles.
applications of
concepts and skills a. In the classroom
in daily living b. In the house
c. In the church
I. Evaluating Cartoon Talk
learning a. Have the students make a comic strip by filling out the
thought call outs.
b. Ask them to discuss the events in the comic strip.
c. Have them write a short paragraph about the story.
Remind the students to use participles in making comic strip.

Source: Almonte, Liza R. A Journey through Anglo-American Literature

9, Learner’s Material, page 365.

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J. Additional
activities for
application or
remediation
V. REMARKS

VI.REFLECTION
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
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
materials did I
use/discover
which I wish to
share with other
teachers?

136
Region V/Daily Lesson Plan/2019-2020
 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 6 DAY 4

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-
Standards American literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing
one-act play and different forms of verbals for him/her to
skillfully perform in a one-act play.

B. Performance The learner skillfully performs in one-act play through utilizing

Standards effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery, and
Dramatic Conventions.

C. Learning Compose forms of literary writing.EN9WC-IIIf-9

Competencies/ a. Write a character sketch.
Objectives Determine tone, mood, technique, and purpose of the author.
EN9LT-IIf-2.2.3
II. CONTENT Writing A Character Sketch
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 181-184
Page
2. Learner’s pages 368-370
Materials Pages
3.Textbook Pages
4. Additional
Materials from LR
Portal
B.Other Learning
Resources/ Character Sketch Worksheet
Materials
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Can you draw your friend in WORDS?
previous lesson or
presenting the new
lesson
B. Establishing a You are going to write a character sketch for someone you
purpose for the know. It could be a friend, family member, or anybody you
lesson know well.

Let the class read the sample character sketch below:

C. Presenting
My friend Liz
examples/instances
My friend Liz is the most amazing friend anybody could
of the new lesson
ask for. We’ve been through so much together, we’re basically
like sisters. We met on the first day of school in sixth grade, both
of us terrified by the massive size of the middle school. She had
the locker right above mine. I told her I didn’t know anybody in
our class and she said “You do now.” We’ve been friends ever
since.

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 Most boys think Liz is cute. She has long red hair,
cascading over her shoulders. She laughs about everything and
when she does, you see about a hundred white teeth – so bright,
you almost need sunglasses. When she laughs, her eyes grow
wide, glowing emerald green. Liz likes to dress kind of skater-
ish, in camouflage pants, sweatshirts, and wristbands. But, she’s
unpredictable, too.

Sometimes she’ll wear overalls of a fancy dress. She must

have three closets full of clothes, because she barely ever wears
the same outfit twice.

Liz is the liveliest, animated character I’ve ever known.

She’s always rushing around, trying to get the latest scoop on
everybody. It’s like she’s in the FBI. Right before she shares
important news, Liz tosses back her hair, takes a deep breath,
and quickly looks side to side, to be sure the coast is clear. She
never says anything mean about people, she just wants to know
what’s going on. She always supports me in everything I want to
do. Not many girls in our group of friends play sports, but when
I told Liz I wanted to go out for basketball, she said “Go for it.”
Now, she comes to see almost every game I play and cheer me
on.
Not only is Liz a tremendous supporter, she also trusts me
to give her my honest opinion and to say what I feel. Last year,
she thought Mrs. Jones gave her a lower math grade than she
deserved. I told her the truth – that Liz handed everything in late
and what did she expect? Next marking period, Liz got her work
in on time, and pulled off an A-. Thanks to me, she said. Liz is a
wonderful listener.

She lets me tell her all my problems and she never

diminishes the importance of my worried. I can tell she’s really
listening, too, because she looks directly in my eyes the whole
time, like she’s trying to see inside my head and figure me out.
We don’t always agree on everything, and sometimes we even
fight like sisters. But, in the end, we always stick together.

Source:
http://new.schoolnotes.com/files/egrahamj1/character%20sketch%20directions
%20with%20liz %20example.pdf
D. Discussing new Answer the questions based on the sample character sketch.
concepts and 1. Who is described in the character sketch?
practicing new 2. How does the author describe her?
skills #1 3. What is the relationship between the writer and the
character being described?
4. Do you think the writer knows well the person being
described? How can you say that?

Teacher’s Input:
 Writers need to describe people believably and
realistically. They need to describe characters in such
detail readers can actually feel they know them.

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  A character sketch is a way to put people on paper. It
goes beyond just describing a person’s physical
characteristics. Character sketches are most effective
when they reveal “telling” details that capture the
essence of someone’s personality.

E. Discussing new Here is a list of things to include in a character sketch.

concepts and  Opening – introduce the topic (your friend)
practicing new  Explain how you met
skills #2  Give a physical description – appearance, clothes, voice,
habits, mannerisms, etc.
 Personality trait #1, and supporting evidence
 Personality trait #2, and supporting evidence
 Personality trait #3, and supporting evidence
 Closing comment – try to reconnect to your friend

Task. Do you have what it takes?

Using the list, analyze if the sample character sketch includes
all the details enumerated. Use the table below. Report your
findings to the class.
List of things Yes No
Opening
Explaining how they
met
Personality trait
1/details
Personality trait
2/details
Personality
trait/details
Closing Comment

F. Developing Provide the information needed in the Character Sketch Worksheet

Mastery

Source: https://www.eadeverell.com/wp-content/uploads/character-
sketch1.png

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G. Making Elicit students’ responses for the following questions.
generalizations and 1. What is a character sketch?
abstractions about 2. What are the things to remember in writing a character
the lesson sketch?
3. How can one effectively write a character sketch?
H. Finding practical Think back of the tasks you have just finished and answer the
applications of following questions. Write your answers in your notebook.
concepts and skills 1. What did you find most interesting and enjoyable in this
in daily living lesson?
2. Which of the activities have helped you make a
connection with other people despite differences in
social class?
3. How does it influence you?
I. Evaluating Write a character sketch for someone you know. Choose from
learning any of the following:
a. a friend
b. family member
c. a teacher
d. someone you admire
Be guided by the list of things to be included in writing a
character sketch. Use the information in the Character Sketch
Worksheet.

J. Additional Present the character sketch to the class. Have the rest of the
activities for class evaluate the output. Evaluation may be done through
application or rubrics.
remediation
Trait Writing Model: Character Sketch Rubric
CATEGOR 4 3 2 1
Y
Word Writer uses Writer uses Writer uses Writer uses
Choice vivid words vivid words words that a limited
and phrases and phrases communicat vocabulary
that linger or that linger or e clearly, that does
draw draw but the not
pictures in pictures in writing lacks communicat
the reader’s the reader’s variety, e strongly or
mind, and mind, but punch or capture the
the choice occasionally flair. reader’s
and the words interest.
placement are used
of the words inaccurately
seems or seem
accurate, overdone.
natural and
not forced.
Introduction The The The There is no
(Organizatio introduction introduction introduction clear
n) is inviting; clearly states the introduction
states the states the main topic, of the main
main topic main topic but does not topic or
and and adequately structure of
previews the previews the preview the the paper.
structure of structure of

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 structure of the paper, the paper
the paper. but is not nor is it
particularly particularly
inviting to inviting to
the reader. the reader.
Sequencing Details are Details are Some Many details
(Organizatio placed in a placed in a details are are not in a
n) logical order logical not in a logical or
and the way order, but logical or expected
they are the way in expected order. There
presented which they order, and is a little
effectively are this distracts sense that
keeps the presented/in the reader. the writing is
interest of troduced organized.
the reader. sometimes
makes the
writing less
interesting.
Transitions A variety of Transitions Some The
(Organizatio thoughtful clearly show transitions transitions
n) transitions how ideas work well between
are used. are but ideas are
They clearly connected, connections unclear or
show how but there is between nonexistent.
ideas are little variety. other ideas
connected. are fuzzy.
Accuracy of All Almost all Most No facts are
Facts supportive supportive supportive reported or
(Content) facts are facts are facts are most are
reported reported reported inaccurately
accurately. accurately. accurately. reported.
Support for Supporting Supporting Supporting Supporting
Topic details give details and details and details and
(Content) the reader information information information
important are relevant, are relevant, are typically
information but one key but several unclear or
that goes issue or key issues not related
beyond the portion of or portions to the topic.
obvious or the storyline of the
predictable. is storyline are
unsupported unsupported
. .
Focus on There is one Main idea is Main idea is The main
Topic clear, well- clear but the somewhat idea is not
(Content) focused supporting clear but clear. There
topic. Main information there is a is a
idea stands is general. need for seemingly
out and is more random
supported supporting collection of
by detailed information. information.
information.
Pacing The pacing The pacing The pacing The pacing
(Organizatio is well- is generally is generally often feels
n) controlled. well- well- awkward to

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 The writer controlled controlled the reader.
knows when but the but the The writer
to slow writer writer elaborates
down and occasionally sometimes when there
elaborate, does not repeats the is little need,
and when to elaborate same point and then
pick up the enough. over and leaves out
pace and over, or necessary
move on. spends too supporting
much time information.
on details
that don’t
matter.
V. REMARKS

VI.REFLECTION
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
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
materials did I
use/discover
which I wish to
share with other
teachers?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 7 DAY 1-2

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-
Standards American literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing
one-act play and different forms of verbals for him/her to
skillfully perform in a one-act play.
B. Performance The learner skillfully performs in one-act play through utilizing
Standards effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery, and
Dramatic Conventions.
C. Learning Share personal opinion about the ideas listened to
Competencies/ EN9LC-IIIg-2.10
Objectives Provide critical feedback to the idea presented in the material
viewed.
En9VC-IIIg-24
Use effective and appropriate non-verbal communication
strategies
EN9OL-IIIg-2
II. CONTENT Non Verbal Communication Strategies in Sharing Personal
Opinion and Providing Critical Feedback
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Page
2. Learner’s A Journey through Anglo- American Literature Learner’s
Materials Pages Materials pages 375-378
3.Textbook Pages
4. Additional
Materials from LR
Portal
B. Other Learning https://learningenglish.voanews.com/a/how-to-express-your-
Resources/ opinions-in-english/4755937.html
Materials https://www.myenglishteacher.eu/blog/asking-giving-opinions-
agreeing-disagreeing/
https://www.cabrillo.edu/services/jobs/pdfs/giving-
feedback.pdf
https://www.dummies.com/business/human-
resources/employee-relations/giving-constructive-feedback/
https://2012books.lardbucket.org/books/beginning-human-
relations/s08-03-nonverbal-communication-strate.html
https://www.skillsyouneed.com/ips/nonverbal-
communication.html
https://artsfuse.org/147049/fuse-theater-review-driving-miss-
daisy-bypassing-the-deeper-resonance/
https://tc2.ca/pdf/T3_pdfs/WhoAmI.pdf
https://documents.uow.edu.au/content/groups/public/@web/
@stsv/@ld/documents/doc/uow195604.pdf

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IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing
previous lesson or
presenting the new
lesson

Photo credits: Google.com (British Council.sg)

a. What does the picture show?
b. How do the speakers share opinion and provide critical
feedback?

B. Establishing a Activity 1 Activity1

purpose for the 1. What is your personal Choose the correct
lesson opinion about the answer inside the box.
speakers in the picture? opinion
2. What is your critical verbal strategies
feedback to the idea non-verbal
presented in the material strategies
viewed? Are non-verbal feedback
communication strategies
used effectively?

Possible Answers: 1. A speaker gives

1. I think the speakers must personal view or
share personal opinion on a comment________ and
statement. __________.
2. The speakers compliment his 2. The body gestures are
opinion or feedback using non- referring to
verbal communication strategies. _____________.

Possible Answers:
1.opinion and feedback
non-verbal strategies
C. Presenting Activity1
examples/instances Listen and view this scene.
of the new lesson
Scene: In the dark we hear a car ignition turn on, and then a
horrible crash. Bangs and booms and wood splintering. When
the noise is very loud, it stops suddenly and the lights come up
on Daisy Werthan’s living room, or a portion thereof. Daisy, age
72, is wearing a summer dress and high heeled shoes. Her
hair, her clothes, her walk, everything about her suggest bristle
and feist and high energy. She appears to be in excellent
health. Her son, Boolie Werthan, 40, is a businessman, Junior
Chamber of Commerce style. He has a strong, capable air. The
Werthans are Jewish, but they have strong Atlanta accents.

Daisy: No!
Boolie: Mama!
Daisy: No!

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 Boolie: Mama!
Daisy: I said no, Boolie, and that’s the end of it.
Boolie: It’s a miracle you’re not laying in Enory Hospital- or
decked out at the funeral home. Look at you! You didn’t even
break your glasses.
Daisy: It was the car’s fault.
Boolie: Mama, the car didn’t just back over the driveway and
landed on the Pollard’s garage all by itself. You had it in the
wrong gear.
Daisy: I did not!
Boolie: You put it in reverse instead of drive. The police report
shows that.
Daisy: You should have kept my La Salle.
Boolie: Your La Salle was eight years old.
Daisy: I don’t care. It would never behaved this way. And you
know it.
Boolie: Mama, cars don’t behave. They are behaved upon.
The fact is you, all by yourself, demolished that Packard.
Daisy: Think what you want. I know the truth.
Boolie: The truth is you shouldn’t be allowed to drive car any
more.
Daisy: No.
Boolie: Mama, we are just going to hire somebody to drive
you.
Daisy: No, we are not. This is my business.
Boolie: You’re insurance policy is written so that they are
going to have to give you a brand new car.
Daisy; Not another Packard. I hope.
Boolie: Lord Almighty! Don’t you see what I’m saying?
Daisy: Quit talking so ugly to your mother.
Boolie: Mama you are seventy-two years old and you just cost
the insurance company twenty-seven hundred dollars. You
are a terrible risk. Nobody is going to issue you a policy after
this.
Daisy: You’re just saying that to be hateful.

Boolie: O.k. yes I am. I’m making it all up. Every insurance
company in America is lined up in the driveway waving their
fountain pens and falling all over themselves to get you to
sign on. Everybody wants Daisy Werthan, the only woman in
the history of driving to demolish a three week old Packard, a
two car garage and a free standing tool shed in one fell
swoop!
Daisy: You talk so foolish sometimes, Boolie.
Boolie: And even if you could get a policy somewhere, it
wouldn’t be safe. I’d worry all the time. Look at how many of
your friends have men to drive them. Miss Ida Jacobs, Miss
Ethel Hess, Aunt Nonie-
Daisy: They’re all rich.
Boolie: Daddy left you plenty enough for this. I’ll do the
interviewing at the plant. Oscar in the freight elevator knows
every colored man in Atlanta worth talking about. I’m sure in
two weeks I can find you somebody perfectly-
Daisy: No!

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 Boolie: You won’t even have to do anything, Mama. I told you.
I’ll do all the interviewing, all the reference checking, all the-
Daisy: No, Now stopping running your mouth! I am seventy-
two years as you gallantly reminded me and I am a widow,
but unless they rewrote the Constitution and didn’t tell me, I
still have the rights. And one of my rights is the right to invite
who I want- not who you want- into my house. You do accept
the fact that this is my house? What I do not want- an
absolutely will not have is some- (She gropes for a bad
enough word.) Some chauffer sitting in my kitchen, gobbling
my food, running up my phone bill. Oh, I hate all that in my
house!
Boolie: You have Idella.
Daisy: Idella is different. She’s been coming to me three times
a week since you were in the eighth grade and we know how
to stay out of each other’s way. And even so there are nicks
and chips in most of my wedding china and I’ve seen her
throw silver forks in the garbage more than once.
Boolie: Do you think Idella has the vendetta against your
silverware?
Daisy: Stop being sassy. You know what I mean. I was
brought up to do myself. On Forsyth Street we couldn’t afford
them and we did for ourselves. That’s still the best way, if you
ask me.
Boolie: Them! You sound like Governor Talmadge.
Daisy: Why, Boolie! What a thing to say! I’m prejudiced! Aren’t
you?
Boolie: I’ve got to go home. Florine’ll be having a fit.
Daisy: Y’all must have plans tonight.
Boolie: Going to the Ansleys for a dinner party.
Daisy: I see.
Boolie: You see what?
Daisy: The Ansleys, I’ m sure Florine brought another new
dress. This is her idea of heaven and earth, isn’t it?
Boolie: What?
Daisy: Socializing with Episcopalians.
Boolie: You’re a doodle. Mama. I guess Aunt Nonie can run
you anywhere you need to go for the time being.
Daisy: I’ll be fine.
Boolie: I’ll stop by tomorrow evening.
Daisy: How do you know I’ll be here? I’m certainly on
dependent on you for company.
Boolie: Fine I’ll call first. And still I intend to interview colored
men.
Daisy: No!
Boolie: Mama!
Daisy: (singing to end discussion) After the ball is over
After the break of morn
After the dancers are leaving
After the stars are gone
Many a heart is aching
If you could read them all-

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 Activity1 Activity 1
1. Divide the class in two groups. Divide the class in two
Group 1 shares personal opinion groups.
on questions 1 and 2 and Group Group 1 reads the opinion
2 provides critical feedback on and group 2 the
statements 3 and 4. feedbacks. Each group
observes the non-verbal
While sharing opinion and communication used in
providing feedback, each group delivering the opinions and
observes the non-verbal feedbacks.
communication used.
Underline the specific
Questions: opinion and color the
A. What personal opinion can specific feedback.
you share to the following 1. As Miss Daisy’s son, I
questions: think I have the right to
1. As a son, do you think stop my mother from
Boolie has the right to stop his driving a car because of
mother from driving after her car her old age her physical
accident? aspects have deteriorated.
2. As a mother, do you see >I think, I can stop Miss
it wrong to allow a driver to live Daisy my mother from
in your home? driving since the worst
B. What critical feedback can accident had happened,
you give to the following Driving is risky for her.
statements: 2. As a house owner, I see it
1.Boolie said ugly words to her wrong to live with a driver
mother after her car accident. because he is a stranger.
2.Daisy sang to end her >I see it right to live with a
conversation with Boolie. driver because in
3.What non-verbal strategy was emergency situations,
used by the speakers in sharing somebody will urgently
personal opinion and giving take her to destination.
critical feedback? 3. The dialog is sarcastic to
be said to a mother after
Possible Answers: such an accident.
1.As Miss Daisy’s son, I think I 4. The author is clever in
have the right to stop my mother using a song to end the
from driving a car because of her conversation.
old age her physical aspects 5.
have deteriorated. Possible Answers:
>I think, I can stop Miss Daisy 1.As Miss Daisy’s son, I
my mother from driving since the think I have the right to
worst accident had happened, stop my mother from
Driving is risky for her. driving a car because of
2. As a house owner, I see her old age her physical
it wrong to live with a driver aspects have deteriorated.
because he is a stranger. >I think, I can stop Miss
>I see it right to live with a driver Daisy my mother from
because in emergency driving since the worst
situations, somebody will accident had happened,
urgently take her to destination. Driving is risky for her.
3. The dialog is sarcastic to 2.As a house owner, I see
be said to a mother after such it wrong to live with a
an accident.

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 4. The author is clever in driver because he is a
using a song to end the stranger.
conversation. >I see it right to live with a
3.The speaker stands in front of driver because in
others, makes eye contact and emergency situations,
uses gesture of arms and hands. somebody will urgently
take her to destination.
3.The dialog is sarcastic to
be said to a mother after
such an accident.
4.The author is clever in
using a song to end the
conversation.
Questions:
Check if the non-verbal
communications are
observed from the
speakers in the sharing of
opinion and providing
feedback
_____1.Stand in front of
the class.
_____2.Makes eye
contact with the listeners.
_____3.Uses the hand
and arms to express his
point of view or comment.
_____4.Varies facial
expressions.
D. Discussing new Giving Personal Opinion is-forming a considered opinion
concepts and and presenting this in a logically developed argument.
practicing new skills >Opinion needs to be presented so that it appears to be
#1 objective. Another important aspect of expressing opinion and
attitude is the language feature of modality.

Phrases you can use to share your point of view:

Common phrases are suitable in everyday speech and some
types of writing, such as:
I think…
I believe…
I feel…
In my opinion… and
I would say…
To make the statement stronger, you can do it by adding an
adverb or adjective, for example:
I really think…
I strongly believe…
I truly feel… or
In my honest opinion…
In addition, giving reasons for your opinion adds strength to
the claim. Let’s hear the street food statement again:
Few phrases that are more common in formal situations:
From my point of view…
From my perspective…
In my view… or

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 It seems to me that…

How do the expressions in sharing opinion help in stating a

point?

Possible Answers
1. The expressions help in stating one personal opinion
by expressing the degrees of certainty or intensity.
https://learningenglish.voanews.com/a/how-to-express-your-
opinions-in-english/4755937.html
https://www.myenglishteacher.eu/blog/asking-giving-opinions-
agreeing-disagreeing/
https://documents.uow.edu.au/content/groups/public/@web/
@stsv/@ld/documents/doc/uow195604.pdf
E. Discussing new Providing Critical Feedback
concepts and It is quite possible to produce a piece of literature that reflects
practicing new skills everything that you could possibly know and demonstrates
#2 your utmost skill of writing. Consequently, without the input of
others and their response to a piece of work, there is no
effective way to make it better, as every piece of literature is
open to criticism and dispute, irrespective of the content or
context.
Guidelines in Providing Feedback:
1. Start by praising.
2. Try not to give more than two or three concise points.
3. Encourage about a part you liked.
4. Address specific questions.
5. Write down your impressions as a reader.
6. Try to give feedback on what could be changed.
7. Give examples of improvement.
https://www.cabrillo.edu/services/jobs/pdfs/giving-
feedback.pdf
https://www.dummies.com/business/human-
resources/employee-relations/giving-constructive-feedback/
1. What are the situations Check the class activities
that you provide where students provide
feedback? feedback
1.essay writing
Possible Answer: 2.output presentation
1. Feedback is provided 3.journal entries
when comments or 4.extemporaneous
constructive criticisms speaking
are asked. 5.debate

Possible Answers;
1./
2./
3./
4.X
5X

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F. Developing Non Verbal Communication Strategies
Mastery Space is between objects and people. Hall studied what he
called proxemics, or the study of the human use of space and
distance in communication. Time is a relevant factor of the
communication process in your speech. The best way to
show your audience respect is to honor the time expectation
associated with your speech. Body Movements complement,
repeat, regulate, or replace your verbal messages.
Paralanguage involves verbal and nonverbal aspects of
speech that influence meaning, including tone, intensity,
pausing, and even silence. Artifacts are forms of decorative
ornamentation that are chosen to represent self-concept.
Environment involves the physical and psychological aspects
of the communication context. Body movements can
complement the verbal message by reinforcing the main idea.

How does Non Verbal Communication enhance the point of

the speaker?

Possible Answers:
1. Non Verbal Communication Strategies used the body
behavior to convey the implicit meaning of the
speaker.
2. It reinforced or regulated the communication.

https://2012books.lardbucket.org/books/beginning-human-
relations/s08-03-nonverbal-communication-strate.html
https://www.skillsyouneed.com/ips/nonverbal-communication.html
G. Making Activity 1
generalizations and Listen and view the next the scene.
abstractions about
the lesson (Lights fade on her as she sings and come up on Bollie at his
desk at the Werthan Company, He sits at a desk piled with
papers, and speaks into an intercom.)

Boolie: Ok, Miss Mc Clatchey. Send him on in. (He continues

working at his desk. Hoke Coleburn enters, a black man of
about 60, dressed in somewhat shiny suit and carrying a
fedora, a man clearly down on his luck but anxious to keep up
appearances.) Yes, Hoke, isn’t it?
Hoke: Yassuh. Hoke Coleburn.
Boolie: Have a seat there. I’ve got to sign these letters. I don’t
want Miss Mc Clatchey fussing at me.
Hoke: Keep right on with it. I got all the time in the worl’
Boolie: I see. How long have you been out of work?
Hoke: Since back befor’ las November.
Boolie: long time.
Hoke: Well, Mist’ Wertnan, you try bein’ me and looking for
work. They hirin’ young if they hirin’ colored, an’ they ain’
even hirin’ much ypung seems like. (Boolie is involved with
his paper works.) Mist’ Werthan? Y’ all people Jewish, ain’
you?

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 Boolie: Yes we are. Why do you ask?
Hoke: I’d druther drive for Jews. People always talkin’ bout
they stingy and they cheap, but don’t say none of that’ roun’
me.
Boolie: Good to know you feel that way. Now, tell me where
you worked before.
Hoke: Yassuh. That’s what I’m getting at. One time I workin’
for this woman over near Little Five Points. What was that
woman’s name? I forget. Anyway, she president of the Ladies
Auxiliary over yonder to the Ponce De Leon Baptist Church
and seems like she always bringing up God and Jesus and
unto others. Yu know what I’m talkin ‘bout?
Boolie: I’m sure. Go on.
Hoke: Well, one day, Mist’ Werthan, one day that woman say
to me, she say ‘Hoke, come on back wid me. I got something
for you.” And we go on back yonder and, Lawd have mercy,
she have all these old shirts and collars be on the bed, yellow,
you know, and nasty like they been stuck off in a chiffarobe
and forgot about, Thass’ right. And she say “ain’ they nice?
They b’long to my daddy befo he passed and we fixin’ to sell
‘em to you for twenty five cents apiece.
Boolie: What was her name?
Hoke: Thass’ what I’m thinkin’. What was that woman’s
name? Anyway, as I was goin’ on to say, any fool see the
whole bunch of them collars and shirt together ain’ worth a
nickel! Them’s the people das callin’ Jew cheap! So I say
“Yassum, I think about it’ and I get me another job fas’ as I
can.
Boolie: Where was that?
Hoke: Mist’ Harold stone, Jewish gentlemen jes like you,
Judge, live over yonder on Lullwater Road.
Boolie: I know Judge Stone.
Hoke: You doan’ say! He done give me this suit when he
finish wid it. An’ this necktie too.
Boolie: You drove for Judge Stone?
Hoke: Seven years to the day nearabout. An’ I be there still if
he did’ die, and Miz Stone decide to close up the house and
move to her people in Savannah. And she say’ Come on
down to Savannah wid’ me, Hoke,” Cause my wife dead by
then and I say “No thank you.” I didn’t want to leave my
grandbabies and I don’t get along with that Geechee trash
they got down there.
Boolie: Judge Stone was a friend of my father’s.
Hoke: You doan mean! Oscar say you need a driver for yo’
family.What I be doin? Runnin’yo children to school and yo’
wife to the beauty parlor and like that?
Boolie: I don’t have any children. But tell me-
Hoke: Thass a shame! My daughter bes’ thing ever happen to
me. But you young yet. I wouldn’t worry none.
Boolie: I won’t Thank you. Did you have a job after after
Judge Stone?
Hoke: I drove a milk truck for the Avondale Dairy thru the
whole war-the one jes’ was.
Boolie: Hoke, What I am looking for is somebody to drive my
mother around.

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 Hoke: Excuse me for askin’ but how come she ain’ hire fo’
herself?
Boolie: Well it’s a delicate situation.
Hoke: Mmmm Hmm. She done gone ‘roun’ the bend a little?
That’ll happen when they get on.
Boolie: Oh no, Nothing like that. She’s all there. Too much
there is the problem. It just isn’t safe for her to drive any more.
She knows it, but she won’t admit it. I’ll be frank with you. I’m
a little desperate.
Hoke: I know what you mean’ bout dat. Once I was outta work
my wife said to me “Oooooh, Hoke, you ain’ gon get noun
nother job.” And I say “What are you talkin’ bout, woman?”
And the very next wek I go to work for that woman in Little
Five Point. Cahill! Ms. Frances Cahill. And then I go to Judge
Stone and they the reason I happy to hear you Jews.
Boolie: Hoke, I want you to understand, my mother is a little
high- strung. She doesn’t want anybody driving her. But the
fact is you’d be working for me, She can say anything she
likes but she can’t fire you. You understand?
Hoke: Sho’ I do. Don’t worry none about it. I hold on no matter
what way she run me. When I nothin’ but a little boy down
there on the farm above Macon, I use to wrestle bogs to the
ground at killin’ time, and ain’ no hog get away from me yet.
Boolie: How does twenty dollars a week sound?
Hoke: Sound’ like you got your Mama chauffer.

Activity 2 Activity 2
Exchange personal opinion. Differentiated Instruction
Group 1 shares supporting Group-1 Share supporting
opinion and group 2 opposite opinion to this statement
opinion to this statement “Miss “Miss Daisy can demean
Daisy can demean Hoke but she Hoke but she can’t fire
can’t fire him.” him.”
2. Write a critical feedback on 2. Check the possible
the following idea: comment on feedback to the following
the writer’s: writer’s ideas: use of slang
3. Note the non-verbal vocabulary and the fair
communication used. Is it used treatment of the master to
effectively and appropriately? his servant.

Possible Answers: 3. Check the non-verbal

1. I feel that Miss Daisy has no communication used by
privilege to demean someone the speakers.
lower than her in social class. It
is the right of a person to be Possible Answers:
treated with dignity. 1.I feel that Miss Daisy
2. In my honest opinion Miss does_________________
Daisy does not intentionally _____________________
demean Hoke, she failed yet to __________

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 accept that at her age now she 2. In my honest opinion
needed someone’s help. Miss Daisy does
3. Slang vocabulary is needed not__________________
though it is not standard English _____________________
language to make the _____________________
communication authentic. _______________
4. The fair treatment of a master
to his servant is a social Possible Answers:
transformation of valuing human 1. have no privilege to
dignity. demean someone lower
5. The non-verbal than her in social class. It
communication used in the is the right of a person to
presentation of personal opinion be treated with dignity.
and critical feedback are the use 1.did not intentionally
of space, the physical attributes, demean Hoke, yet she
body behaviour and the given failed yet to accept that at
time of speech observed by her age now she needed
opposing speakers. someone’s help.

__/_.1Slang vocabulary is
needed though it is not
standard English language
to make the
communication authentic.
__/_2.The fair treatment of
a master to his servant is
a social transformation of
valuing human dignity.
__/_3.Stand in front of the
class.
__/_4. Makes eye contact
with the listeners.
__/_5 Uses the hand and
arms to express his point
of view or comment.
__/_6. Varies facial
expressions.

Rubric on Non-Verbal Communication

Pre- Partial Basic Extended Sophisticated
recognition recognition(2 understandin understandin Understanding(
(1 point) Points) g (3 Points) g (4 Points) 5 Points)

Does not Understand Can non- Can non- Can non-

understand what is asked, verbally verbally verbally
what it but has communicat communicat communicate
means to difficulty non- e very e simple various pieces
communicat verbally simple pieces of of information
e communicating information information in a clear
information even very in relatively manner
using only simple clear manner
non-verbal information
cue with any clarity

https://artsfuse.org/147049/fuse-theater-review-driving-miss-daisy-
bypassing-the-deeper-resonance/
https://tc2.ca/pdf/T3_pdfs/WhoAmI.pdf

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 What instances do you share 1-3 Check the instances
personal opinion and provide that you share personal
critical feedback? Do you use opinion and and 4-5
the non-verbal communication situations that you provide
strategies appropriately? critical feedback and mark
X if not.
1. argumentative
Essay
H. Finding practical
2. critical essay
applications of
writing
concepts and skills
3. narrative essay
in daily living
writing
4. case study
5. research

Possible Answers:
1./
2./
3.X
4./
I. Evaluating 1. What is the importance of sharing one’s opinion to the
Learning ideas listened to?
2. How does providing critical feedback improve reasoning
ability?
3. Why is effective and appropriate non-verbal communication
strategies helpful in sharing opinion and giving critical
feedback?

Possible Answers:
1. Sharing personal opinion is a means of presenting one’s
argument on idea, objectively.
2. Providing critical feedback seeks to make clarification on
important ideas of the materials.
3. Non-verbal communication gives force to the delivery of
ideas. Audiences are more convinced and persuaded to listen
and understand the point made by the speaker.
J. Additional Write O if the statement is an opinion, F if it is a feedback and
activities for NVC if it is non- verbal communication.
application or
remediation 1. She cut him off in speech(hand gesture)
2. Hoke’s honesty draws Miss Daisy to accept his
services.
3. At the initial scene, Miss Daisy accept her
dependence to others with indifference.
4. I truly feel bad taking Mister Werthan’s money for
doing nothing.
5. It seems to me that the insurance company give you a
new car for nothing.

Possible Answers:
1.NVC
2. F
3. F
4. O
5. O

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V. REMARKS

VI.REFLECTION
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 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
materials did I
use/discover
which I wish to
share with other
teachers?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 7 DAY 3

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-
Standards American literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing
one-act play and different forms of verbals for him/her to
skillfully perform in a one-act play.

B. Performance The learner skillfully performs in one-act play through

Standards utilizing effective verbal and non-verbal strategies and ICT
resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Conventions.

C. Learning Determine tone, mood, technique and purpose of the author.

Competencies/ EN9LT-IIIg-2.11
Objectives Get familiar with the technical vocabulary for drama and
theatre.
EN9V-IIIg-29
II. CONTENT Determining tone, mood, technique and purpose of the author
Technical vocabulary for drama and theatre
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Page
2. Learner’s A Journey through Anglo- American Literature Learner’s
Materials Pages Materials pages 375-398
3.Textbook Pages English Expressways 3, pp 9-11
4. Additional
Materials from LR
Portal
B.Other Learning
Resources/
Materials
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing How much do you know about drama and theatre?
previous lesson or Complete the puzzle by filling in the boxes with the letters of
presenting the new the words defined below the puzzle.
lesson Across:
1. The actions of a play printed in the script by the
publisher
4. The stage representation of an action or a story
5. The conversation between actors on stage
7. A theatrical work that is intentionally humorous
Down:
1.The distinctive and unique manner in which a writer
arranges
words to achieve particular effects
2. A play that demonstrates a character’s fall from grace,
power, position, or moral standing through his/her own
actions

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 3.The main types of literary form
6. Printed words, including dialogue and the stage
directions for
a Script

1 2

4 5

Possible Answers:

Advanced: STAGE DIRECTION

STYLE
PLAY
DIALOGUE
TRAGEDY
COMEDY
GENRE
Average: Rearranged the jumbled letters to get the
answers in the puzzle.

GSTAE OCRDIETIN

STEYL
APLY
AUDILOGE
DTRAGEY
MCOEDY
B. Establishing a Motive Question: GNERE
purpose for the How can you determine the author’s tone and purpose?
lesson Possible Answer:
The author’s tone and purpose can be determined through
the words and details the author selects.

C. Presenting View the last scene from

examples/instances ‘’Driving Miss Daisy’’.
of the new lesson

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 While you are viewing the play, think about how the author
affects the reader and how he conveys/communicates the
message in the most effective way?

www.youtube.com

D. Discussing new Match the word with its meaning on the right column.
concepts and
practicing new A B
skills #1
1.TONE- A. in a text is written to persuade the authors

2.TECHNIQUE- primary purpose is to compel readers to take

3.PURPOSE- actions, convince them of idea through argument

or to re affirm their existing beliefs.

4.MOOD-
B. in a text is written to persuade the authors
primary

purpose is to compel readers to take actions,

convince them

of an idea through argument or to re affirm their

existing beliefs.

C. is the attitude of the narrator or viewpoint

character toward story events

and other characters. It is also atmosphere of the

story/play.

D. is the feeling created in the reader.

E. Discussing new Vocabulary terms for drama and theatre
concepts and
practicing new Stage directions- the actions of the play printed in the script
skills #2 by the publisher.

Play- the stage representation of an action or a story.

Dialogue- the conversation between actors on stage.

Comedy- a theatrical work that is intentionally humorous

Style- the distinctive and unique manner in which a writer

arranges words to achieve particular effects.

Tragedy- a play that demonstrates a character’s fall from

grace, power, position or moral standing through his/ her own
actions.

Genre- the main types of literary forms.

Text – printed words, including dialogue and the stage

directions for a script.

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 IMPORTANCE OF TECHNICAL VOCABULARIES FOR
DRAMA AND THEATRE
- It is important for us to know the technical
vocabularies for drama and theater so that we will be able to
understand the technicalities of drama and theater; thereby
appreciate drama and theater as one of our forms of
entertainment.
F. Developing Group task: Form groups of From the play, identify the
Mastery 4 choose dialogues or lines tone of the following
from the recently viewed play dialogue.
that show the following.
Confident
1.Mood of the writer Disappointed
2.Tone of the writer Teasing
3.Technique of the writer Furious
4.Purpose of the writer Worried
1.Daisy: Is that what you
and Idella talk about in the
kitchen?______
2.Daisy:My husband taught
me how to run a car.______
3.Daisy: I didn’t say speed. I
said get me away from
here.______
4.Boolie: you mean he stole
a can of salmon?_____
5.Boolie: Hoke I think we
have a talk._____

G. Making In what way does a literary piece such a play reveal about
generalizations and the writers tone and purpose?
abstractions about
the lesson
H. Finding practical Prepare a slogan that should center on the reason why the
applications of author or playwright created the play.
concepts and skills
in daily living

I. Evaluating DIRECTIONS: Identify both the tone and mood used in the
learning sentences below.
1.Johnrick was determined and focused he was going to
triumph in the pie eating contest.
TONE______________________
MOOD _____________________
2.It was Monday morning and Andrei had woken up on the
wrong side of bed.
TONE: ___________________
MOOD ____________________
3.Bursting through the door, the flustered mother screamed
uncontrollably at the innocent teacher who gave her child a
failing grade.
TONE ____________________
MOOD ____________________

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 4.She huddled in the corner, clutching her tattered blanket
and shaking convulsively, as she feverishly searched the
room for the unknown dangers that awaited her.
TONE ____________________
MOOD ____________________

Give your reaction…

B.What is the purpose of the author in writing the play

‘’Driving Miss Daisy’’ ?
J. Additional Think about what action or trait of the playwright can best
activities for help bridge the gap among different cultures, religion, race
application or or language. Explain your answer.
remediation
V. REMARKS

VI.REFLECTION
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
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
materials did I
use/discover
which I wish to
share with other
teachers?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 7 DAY 4

I. OBJECTIVES
A. Content The learner demonstrates understanding of sharing personal
Standards opinion about the ideas listened to, providing critical
feedback to the idea presented in the material viewed and
using effective and appropriate non-verbal communication
strategies.
B. Performance The learner transfers learning by sharing personal opinion
Standards about the ideas listened to, providing critical feedback to the
idea presented in the material viewed and using effective
and appropriate non-verbal communication strategies.
C. Learning Explain how a selection maybe influenced by culture, history,
Competencies/ environment or other factors.
Objectives EN9LT-3IIIg-3
Analyze literature as a means of connecting to the world
EN9LT-IIIg-16
II. CONTENT How a selection may be influenced by culture, history,
environment or other factors.
Literature as a means of connecting to the world
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Page
2. Learner’s A Journey through Anglo- American Literature Learner’s
Materials Pages Materials pp 375-398
3.Textbook Pages
4. Additional
Materials from LR
Portal
B.Other Learning
Resources/
Materials
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Think it over! Read the dialogue from “Miss Daisy”
previous lesson or
presenting the new Hoke; You is rich, Miss Daisy!
lesson Daisy: No I’m not and nobody can ever say I put on airs.
On Forsyth street we only had meat once a week. We made
a meal off grits and gravy, I taught the fifth grade at the
Crew Street School! I did without plenty of times. I can tell
you.
Hoke: And now you doin’ with. What so terrible in that?
Daisy: You! Why do I talk to you? You don’t understand me.
Hoke: Nome, I don’t. truly don’t. Cause if I ever was to get
ahold of what you got

What can you say about the play, Driving Miss Daisy? Did
you find information that helped you understand it?

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B. Establishing a 1. From the given scene can you tell the place where the
purpose for the story took place?
lesson 2. Describe the characters / what can you say about the
characters?
3. Why is literature a means of connecting the world?

Read the passage and answer the questions that follow

Hoke; You is rich, Miz Daisy!

Daisy: No I’m not and nobody can ever say I put on
airs. On Forsyth street we only had meat once a week. We
made a meal off grits and gravy, I taught the fifth grade at
the Crew Street School! I did without plenty of times. I can
tell you.
C. Presenting Hoke: And now you doin’ with. What so terrible in that?
examples/instances Daisy: You! Why do I talk to you? You don’t understand me.
of the new lesson Hoke: Nome, I don’t. truly don’t. Cause if I ever was to get
ahold of what you got I be shakin’ it around for everybody in
the to see.
Daisy: That’s vulgar. Don’t talk to me!(Hoke mutters
something under his breath,) What? What did you say? I
heard that!
Hoke: Miz Daisy, you need a chauffeur and Lawd know, I
need a job. Let’s jes leave it at dat.

1. How did Daisy describe the economic conditions in

which she grew up?
2. Did Daisy’s up bringing help explain her attitude
toward Hoke and the ideas of having a chauffeur?

D. Discussing new THE FIVE BASIC CHARACTERISTICS OF CULTURE

concepts and
practicing new skills https://Study.com
#1 Culture and traditions of people from Atlanta Georgia.
Georgian culture -is an exotic, mysterious and ancient
culture stretching back for millennia. Georgian culture is
world renowned for being accommodating and tolerant.
https://www.advantour.com

Cultural issues in ‘’Driving Miss Daisy’’

https://studymoose.com

Note :Open and watch the video clip

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E. Discussing new REASONS WHY LITERATURE IS IMPORTANT
concepts and
practicing new skills 1. Expanding horizons
#2 2. Building critical thinking skills
3. A leap into the past
4. Appreciation for other cultures and beliefs
5. Better writing skills
6. Addressing humanity

https://www.theodysseyonline.com

Note: Open and watch the video clip

F. Developing Group Differentiated task Group task: ROLE PLAY

Mastery Divide the class into four and
assign each to perform the Divide the class into four
following task by using and each group will:
different multi-media Depict a scene that shows
resources. the rich culture of Atlanta
Georgia.
Group-1
Choose a scene or excerpt
from Driving Miss Daisy” and
perform it in a radio play.

Group-2
Write an open letter to Hoke
persuading him to study even
if he is already old.

Group-3
Draw a picture showing the
most interesting scene of the
play.

Group-4
Choose a song depicting the
theme of the play.

G. Making
generalizations and Write about how your relationship with your elderly friend or
abstractions about relative changed over time
the lesson
1. Fold a clean sheet of paper into two columns. At
the top of the first column, write ‘’when I get
older’’…

2. Think about what you thought, felt or did with your

elderly friend of relative when you were younger
and now that you are older. Write these in both
columns and compare how they have changed.

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 Possible Answer

When I was younger … When I

get older…
I cried and ran to my I go to my
grandfather when I fell grandfather
down for advice
when I
need help
What is the significant connection of literature to culture,
H. Finding practical traditions and environment?
applications of Possible Answer:
concepts and skills Literature is a written representation of a culture highlighting
in daily living the significance of the various ideologies, behavior,
costumes, happenings in a creative and artistic way.

https://www.quora.com

I. Evaluating A. What connections can you make between the play ‘’Driving
learning Miss Daisy’’ and what is happening to the world?
B. Explain how a selection maybe influenced by culture,
history, environment or other factors

Possible Answer
Selection is influenced by culture, history, environment and
other factors since the manner in which a culture expresses
their own beliefs and ideas impacts in how a particular work
sample is revered or reflected.

https://www.enotes.com

J. Additional Use Verbals in your Hashtags

activities for
application or
remediation
V.REMARKS

VI. REFLECTION
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 with the
lesson

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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?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 7 DAY 5

I. OBJECTIVES
A. Content The learner demonstrates understanding of composing
Standards forms of literary writing, use literary devices and techniques
to craft a day synopsis; and using verbals
B. Performance The learner transfers learning by composing forms of literary
Standards writing, using literary devices and techniques to craft a day
synopsis; and using verbals
C. Learning Compose forms of literary writing. EN9WC-IIIg-9
Competencies/ Use literary devices and techniques to craft a play synopsis
Objectives EN9WC- IIIg-9.5
Use verbals. EN9G-IIIg-21
II. CONTENT Devices and Techniques and Verbals in Literary Writing
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Page
2. Learner’s A Journey through Anglo- American Literature Learner’s
Materials Pages Materials pp 398- 407, 415-419
3.Textbook Pages
4. Additional
Materials from LR
Portal
B.Other Learning https://www.wildbilly.dk/engelsk/dramavocabulary.html
Resources/ https://www.filepicker.io/api/file/eUhtLPyQjOMWN7UvgaU7
Materials https://blog.prepscholar.com/list-of-literary-devices-
techniques
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Activity 1
previous lesson or 1. Read the excerpt scene of Driving Miss Daisy.
presenting the new
lesson 1. (Lights fade on them and come up on Daisy who
enters her living room with the morning paper. She
reads with interest. Hoke enters the living room. He
carries a chauffer’s cap instead of his hat. Daisy’s
concentration on the paper becomes fierce when she
senses Hoke’s presence)
2. Hoke: Mornin’ Miz Daisy.
Miss Daisy: Good Morning.
3. Hoke: Nome, I jes sit there till five o’clock.
Daisy: That’s your affair.
4. Daisy; I don’t need you. I don’t want. And I don’t like
you saying I’m rich.
5. Daisy: Anything over seven dollars a week is
robbery. Highway robbery.

Ref. A Journey through Anglo- American Literature

Learner’s Materials, pp.381- 383

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 Activity 2 Activity 2
A. Identify the literary devices A. Write / if the literary
or techniques used in the device or technique is used
scene. in the scene and X if not.
1. scene
B. Write the verbals used in 2. dialogue
the scene. 3. hyperbole
4. verbal Irony
Possible Answers: 5. allusion
A.
1. scene B. Underline the verbals
2. dialogue used in the scene.
3. hyperbole
4. verbal Irony 6-7. You got a nice place
5. allusion back beyond the garage ain’
doin” nothin’ but sittin’ there.
B. I could put you in some
1. doing nothing butterbeans and some
2. sitting there tomatoes and even some
3. to do Irish potatoes could we get
4. dragging up the steps ones with good eyes.
5. lugging no grocery 8. She has work to do.
store bags 9. And my other opinion is a
fine rich Jewish lady like you
doan be’long dragging up
the steps of no bus, luggin’
no grocery store bags. I
come along and carry them
fo’ you.
10. My brother Manny
brought home a white cat
one day and Papa said we
couldn’t keep it because we
couldn’t afford to feed it.

Possible Answers:
A.
1. /
2./
3./
4./
5. /
B.
6. doing nothing
7. sitting there
8. to do
9. dragging up the steps
10. to feed
B. Establishing a Literary Devices and Techniques
purpose for the A dramatic device is a convention used in drama as a
lesson substitution for reality that the audience accepts as real
although they know them to be false. These techniques give
the audience information they could not get from
straightforward presentation of action.

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 The devices used are:
1. Imagery - the author’s attempt to create a mental
picture in the mind of the reader.
2. Motif - Recurring theme in a literary work
3. Symbolism - when an object is meant to be
representative of something or an idea greater than
the object itself.
4. Dramatic Irony – involves the reader (or audience)
knowing something about what's happening in the
plot, about which the character(s) have no
knowledge.
5. Tragic Irony - a character's actions lead to
consequences that are both tragic, and contrary to
the character's desire and intentions.
6. Juxtaposition - The arrangement of two or more
ideas, characters, actions, settings, phrases, or
words side-by-side or in similar narrative moments
for the purpose of comparison, contrast, rhetorical
effect, suspense, or character development.
Literary Techniques are used in literature for a variety of
purposes. Certain literary techniques are used to increase
the dramatic tension in a novel or short story. This can be
done by placing the characters in time-sensitive situations,
diverting the reader's attention or appealing directly to the
reader's emotion to elicit sympathy for the main character.
They are Cliffhanger, Foreshadowing, Pathos, Plot Twist,
Ticking Clock Scenario and Red Herring

Activity 1 Activity 1
Match column A Literary
How do you compose Devices or Techniques with
literary pieces using devices column B Examples. Write
or techniques? the letter of the correct
Column A Column B
Possible Answers: 1. Hoke: I cain’ read.
1. Devices or Daisy: I taught some of the
techniques are used stupidest children God ever
put on the face of the earth…
in literary writing.
2. The Ansleys. I’m sure
2. Verbals have special
Florine bought another new
uses and are used
dress. This her idea of
to construct literary
heaven and earth, isn’t it?
pieces.
3. I don’t need you, I don’t
want you…Now would you
please hurry up my burning
up here.
4. A 25-year friendship
between an elderly white
Jewish woman in Atlanta and
a black gentleman of similar
age whom her son hires as
his mother’s chauffeur in
1948.
5. At first Daisy wants nothing
to do with Hoke… She tries to

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 pick up her fork and eat her
pie. Hoke takes the plate and
the fork from her and feeds
her a small bite of pie.

Column B
A. Plot Twist
B.Motif
C.Juxtaposition
D. Imagery
E. Dramatic Irony

Possible Answers:
1. C
2. D
3. E
4. B
5. A
C. Presenting Activity 1
examples/instances View the scene.
of the new lesson Daisy: (calling offstage) I’m gone to the market, Idella.
Hoke; (also calling) And I right behind her! (Hoke puts on his
cap and helps Daisy into the car. He sits at the wheel and
backs the car down the driveway. Daisy in the rear, is in full
bristle.) I love a new car smell. Doan’ yu? (Daisy slides over
to the other side of the seat.)
Daisy: I’m nobody’s fool, Hoke.
Hoke: Nome.
Daisy: I can see the speedometer as well as you can.
Hoke: I see dat.
Daisy: My husband taught me how to run a car.
Hoke: Yassum.
Daisy: I still remember everything he said. So don’t you even
think for a second that you can-Wait! You’re spending! I see
it!
Hoke: We ain goin’ but nineteen miles an hour.
Daisy; I like to go under speed limit.
Hoke: Speed limit thirty five here.
Daisy; The slower you go, the more you save gas. My
husband told me that.
Hoke: We barely movin’. Might as well walk to piggly Wiggly.
Daisy: Is this your car?
Hoke: Nome.
Daisy: Do you pay for the gas?
Hoke: Nome.
Daisy: All right then. My fine son may think I’m losing my
abilities, but I am still in control of what goes on in my car.
Where are you going?
Hoke: To the grocery store.
Daisy: Then why didn’t you turn on Highland Avenue?
Hoke: Piggly Wiggly ain’ on High Avenue. It on Euclid down
there near-
Daisy: I know where it is and I want to go to it the way I
always go. On Highland Avenue.

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 Hoke: That three blocks out of the way, Miz daisy.
Daisy: Go back! Go back to this minute!
Hoke: We in wrong lane! I cain’ jes-
Daisy; Go back I said! If you don’t, I’ll get out of this car and
walk!
Hoke: We movin’! You cain’ open the do’!
Daisy: This is wrong! Where are you taking me?
Hoke: The sto’.
Daisy: This is wrong. You have to go back to Highland
Avenue!
Hoke: Mmmm. Hmmmm.
Daisy: I’ve been driving to Piggly Wiggly since the day they
put it up and opened it for business. This isn’t the way! Go
back! Go back! This minute!
Hoke: Yonder the Piggly Wiggly.
Daisy; Get ready to turn now.
Hoke: Yassum.
Daisy: Look out! There’s a little boy behind the shopping
cart!
Hoke: I see dat.
Daisy: Pull in nest to the blue car.
Hoke: We closer to the do’ right here.
Daisy; Next to the blue car! I don’t park in the sun! It fades
the upholstery.
Hoke: Yassum. (He pulls in, and gets out as Daisy springs
out of the back seat.)
Daisy: Stay right here by the car. And you don’t tell
everybody my business.
Hoke: Nome. Don’t forget the Dutch Cleanser now.

Ref. A Journey through Anglo- American Literature Learner’s

Materials, pp 383-384

Activity 1 Activity 1
1. Compose a play 1. Rewrite
synopsis of the chronologically the
scene. play synopsis.
2. Use devices or
techniques and She insists on maintaining
verbals. control, however telling him to
turn and how Hoke is driving.
Possible Answer: Daisy allows him to drive him
Daisy allows him to drive to drive her to the grocery
her to the grocery store. store.
She insists on maintaining 2. Underline the verbals
control, however she tells used.
him to turn and react how
Hoke is driving Possible Answers:
Daisy allows him to drive her
to the grocery store. She
insists on maintaining control,
however telling him to turn
and react how Hoke is driving

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D. Discussing new Composing a Plot Synopsis is essential as it will
concepts and demonstrate your understanding of the play.
practicing new Steps:
skills #1 1. Start with a hook.
2. Introduce the characters. Introduce the main
characters. Cite the motivation, conflict and goals.
Stay away from the detailed physical description.
3. Construct the body of your synopsis. Write the high
points of your story in chronological order. Keep
these paragraphs tight, don’t give every little detail.
Each scene should include action, reaction, and a
decision.
4. Use three or four paragraphs to write the crisis and
resolution. Keep this simple, but make sure you show
your main character’s reaction. Your synopsis must
include the resolution to your story.
5. Rewrite. Rewrite until each sentence is polished to
the point of perfection. Use strong adjectives and
verbs, and always write in the present tense.

Guidelines in Writing A Plot Synopsis

1. The time and place should be indicated at the
beginning of the synopsis, and end at the play’s
conclusion.
2. A brief description of the main characters should be
given as they appear in the story.
3. The synopsis should begin at the opening of the story
and told in the same order as the play, and end at the
play’s conclusion.
4. Dramatic scene that propel the story forward,
including climactic scenes should be described within
the synopsis.
5. The synopsis must be longer than 250 words long.
The story must be told in the present tense and in the third
person.

Ref. A Journey through Anglo- American Literature

Learner’s Materials pp 418-419
Activity 1 Activity 1
Give example of a plot Label the parts of the plot
synopsis. synopsis.
Possible Answers: The play Driving Miss
Daisy spans a period of
1. The play Driving
twenty five years in an
Miss Daisy spans a period
unbroken series of segments.
of twenty five years in an
At the beginning of the play.
unbroken series of
Daisy Werthan, a seventy-two
segments. At the beginning
year old, southern Jewish
of the play. Daisy Werthan,
widow, has just crashed her
a seventy-two year old,
brand new car while backing
southern Jewish widow, has
it out of the garage.
just crashed her brand new

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 car while backing it out of After her accident, her
the garage. son Boolie insists that she is
not capable of driving. Over
After her accident, her son
her protests, he hires a driver-
Boolie insists that she is not
Hoke Coleburn, an
capable of driving. Over her
protests, he hires a driver- uneducated African American
Hoke Coleburn, an who is sixty
uneducated African Possible Answers:
American who is sixty
1.Hook, Main Character is
introduced
Motivation/Goal/ Conflict is
cited.
E. Discussing new Verbals are verb forms which act as another part of
concepts and speech in a sentence (i.e. as adjectives, nouns, and
practicing new adverbs).
skills #2
Types of Verbal
Infinitives are verbals (often preceded by the particle to) that
function as nouns, adjectives, or adverbs.

Examples:

1. She has work to do.

2. My brother Manny brought home a white cat one day
and Papa said we couldn’t keep it because we
couldn’t afford to feed it.
3. You don’t know how to run the Oldsmobile!

Gerunds are verbals that end in -ing and function as nouns.

Participles are verbals that function as adjectives.
1. You got a nice place back beyond the garage ain’
doin’ nothin’ but sittin’ there.
2. And my other opinion is a fine rich Jewish lady like
you doan be’long dragging up the steps of no bus,
luggin’ no grocery store bags.
3. And I don’t like you saying I’m rich.
A participle is a verbal that acts as an adjective. There are
two kinds of participles: present participles (ending in -ing)
and past participles (ending in -ed or -en).
For example:
1. It’s a miracle you’re not laying in Enory Hospital- or
decked out at the funeral home.
2. The fact is you, all by yourself, demolished that
Packard.

https://penandthepad.com/dramatic-techniques-literature-
8618589.html
http://titilit10.blogspot.com/2011/09/literary-devices-of-drama.html
https://www.thoughtco.com/verbal-grammar-1692584
http://www.cws.illinois.edu/workshop/writers/verbals/

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 Activity 2 Activity 2

Copy sentences from the Underline the verbals used in

selection “Driving Miss the selection.
Daisy” where verbals were 1.Running yo’ children to
used. Then underline the school and yo’ wife to the
verbals. beauty parlor and like dat’?
2.Hoke, what I am looking for
Possible Answers: is somebody to drive my
1.Running yo’ children to mother around.
school and yo’ wife to the
3.And the very next week I go
beauty parlor and like dat’?
to work for that woman in
2.Hoke, what I am looking
for is somebody to drive my Little Five Points.
mother around. 4.She doesn’t want anybody
3.And the very next week I driving her.
go to work for that woman in 5.I use to wrestle hogs to the
Little Five Points. ground at killin’ time, and ain’t
4.She doesn’t want anybody no hog get away from me yet.
driving her. Possible Answers:
5.I use to wrestle hogs to 1. Running
the ground at killin’ time, 2. to drive
and ain’t no hog get away 3. to work
from me yet. 4. driving
5. to wrestle
F. Developing Activity 1
Mastery 1. View the scene
(She fixes him with a look meant to kill and exits. Hoke waits
by the car for a minute, then hurries to the phone booth at
the corner.) Hello? Miz Mc Clatchey? Hoke Coleburn here.
Can I speak to him? (pause) Mornin sir, Mist’ werthan.
Guess where I’m at? I’m at dishere phone booth on Euclid
Avenue right next to the Piggly Wiggly. I jes drove yo’ Mama
to the market. (pause) She flap a little on the way. But she all
right. She in the store. Uh oh, Miz Daisy look out the store
window and doan’ see me, she liable to throw a fit right there
by the checkout. (pause) Yassuh, only took six days. Same
time it take theLawd to make the worl’. (Lights out on him.
We hear a choir singing.
( Light up on Hoke waiting by the car, looking at a
newspaper. Daisy enters in a different hat and a fur piece.)
Hoke: How yo’ Temple this mornin’, Miz Daisy?
Daisy: Why are you here?
Hoke: I bring you to de Temple like you tell me. (He is
helping her into the car.)
Daisy: I can get myself in. Just go. (She makes a tight little
social smile and a wave out the window.) Hurry up out of
here! (Hoke starts up the car.)
Hoke: Yassum.
Daisy: I didn’t say speed. I said get me away from here.
Hoke: Somethin’ wrong back yonder?
Daisy: No.
Hoke: Somethin’ I done?
Daisy: No. (a beat) Yes.

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 Hoke: I ain’ done nothin’!
Daisy: You had the car right in front of the front door of the
Temple! Like I was queen of Romania! Everybody saw you!
Didn’t I tell you to wait for me at the back?
Hoke: I jes trying’ to be nice. They two other chauffers right
behind me.
Daisy: you made me look like a fool. A g.d.fool!
Hoke: Lawd knows you ain’ no fool, Miz daisy.
Daisy: Slow down. Miriam and Beulah and them. I could see
what they were thinking when we came out of the service.
Hoke: What that?
Daisy: That I’m trying to pretend I’m rich.
Hoke: You is rich. Miz Daisy!
Daisy: no I’m not! And nobody can ever say I put on airs. On
Forsyth Street we only had meat once a week. We made a
meal off of grits and gravy. I taught the fifth grade at Crew
Street school! I did plenty of times. I can tell you.
Hoke: And now you doin’ with. What a terrible in that?
Daisy: You! Why do I talk to you don’t You don’t understand
me.
Hoke: Nome. I don’t. I truly don’t. cause if ever was to get
ahold of what you got I be shakin it around for everybody in
the world to see.
Daisy; That’s vulgar. Don’t talk to me! (Hoke mutters
something under his breath,) What? What did you say? I
heard that!
Hoke: Miz Daisy, you need a chauffeur and Lawd know, I
need a job. Let’s jes leave it at dat. (Lights out on them and
up on Boolie, in his shirt- sleeves. He has a phone on his
ear.)

Ref. A Journey through Anglo- American Literature Learner’s

Materials, pp.384-386

Activity 2 Activity 2
Write a plot synopsis of the If the plot synopsis is correct,
scene using devices or write correct, if it is wrong,
techniques and verbal. rewrite the plot.

Possible Answer: 1. On another outing, Miss

On another outing, Miss Daisy praises Hoke as he
daisy gets upset when he parks in front of the temple to
parks in front of the temple pick her up.
to pick her up. Afraid that 2. Afraid that people will be
people will be thinking she thinking she is giving herself
is giving herself air air.

Possible Answers:
1. On another outing, Miss
Daisy gets upset when he
parks in front of the temple to
pick her up.
2. Correct.

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G. Making 1.What other forms of Activity 1
generalizations and writing do use literary Fill the bubble map with the
abstractions about devices, techniques and idea inside the box
the lesson verbals? literary forms
poetry
Possible Answer: drama
The other forms of literary novel
writing are fiction prose, story
poetry and drama

H. Finding practical How do you compose play synopsis?

applications of
concepts and skills Possible Answer:
in daily living
In composing play synopsis, the writer start with an
interesting statement, introduction of the characters, plot of
the drama, and rewrite.
I. Evaluating Mark / if the Plot Synopsis is derived from Miss Daisy and X
learning if not.
1. At the beginning of the play, Daisy Werthan, a
seventy-two-year old, southern Jewish window, has
just crashed her brand new car while backing it out of
the garage.
2. After the accident, her son Boolie insists that she is
not capable of driving. Over her protests, he hires a
driver-Hoke Coleburn, an uneducated African
American who is sixty.
3. I think, Miss Daisy has nothing to do with Hoke.
4. I would say Miss Daisy strongly values her
independence.
5. For the first week of Hoke’s employment, Daisy
refuses to let him drive her anywhere. He spends his
time sitting in the kitchen.
Possible Answers:
1./
2./
3. X
4.X
5. /
J. Additional Write the entire plot synopsis of Miss Daisy.
activities for
application or
remediation
V.REMARKS

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VI.REFLECTION
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
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
materials did I
use/discover
which I wish to
share with other
teachers?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 8 DAY 1

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-
Standards American literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing
one-act play and different forms of verbals for him/her to
skillfully perform in a one-act play.
B. Performance The learner skillfully performs in one-act play through utilizing
Standards effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery, and
Dramatic Conventions.
C. Learning Get familiar with the technical vocabulary for drama and
Competencies/ theatre (like stage directions) EN9V-IIIh-29
Objectives Explain how a selection may be influenced by culture, history
environment, or other factors. EN9LT-IIIh-3
II. CONTENT Transcending Differences
 Vocabulary Development
 Literature
III. LEARNING A Journey Through Anglo-American Literature
RESOURCES
A. References
1. Teacher’s Guide pages 194-198
Page
2. Learner’s pages 402 – 405
Materials Pages
3.Textbook Pages
4. Additional
Materials from LR
Portal
B.Other Learning https://www.thedailystar.net/news/mandela-icon-of-peace
Resources/ Projector/television, laptop, copy of the text, pictures
Materials
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Flash some jumbled letters on the screen to be arranged by
previous lesson or the students to come up with a term in theater. (e.g. yalp –
presenting the new play, elyts – style, regen – genre, ragedyt – tragedy, oguedial
lesson – dialogue)

After the words were guessed by the students, ask these

questions:

 To what are these words related?

 In what literary genre are these terms used?

B. Establishing a The competencies/objectives to be met will be presented to

purpose for the the students.
lesson
 Identify the technical terms for drama and theater.
 Explain the factors that influenced a selection.

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C. Presenting Distribute copies of newspapers.
examples/instances
Let students see the page where crossword puzzles are found.
of the new lesson
How many of you find time answering crossword puzzles? Do
you enjoy doing the activity?
D. Discussing new Small Group Activity
concepts and Activity Sheets are ready for use.
practicing new Remind students that the purpose of this activity is to test
skills #1 how much they know about THEATER VOCABULARY. Ask
the students to complete the puzzle by filling in the boxes
with the letters of the words defined below the puzzle. (good
for 5 minutes)

1 2
3
4

6 7

Across

1. Central or main figure of a story

5. Person or situation that opposes the protagonist’s goals or
desire
6. Oppositions of persons or forces giving rise to dramatic
action
8. Point of greatest dramatic tension in a theatrical work
9. Detailed information revealing the plots of a fact

Down

2. Part of a plot consisting of complications and discoveries

that create conflict
3. Clear and precise pronunciation of words
4. Ordered structure of a play as the action progresses
through the story
7. A desired point in the plot of a play on where the outcome
of the remaining action depends
Key to C

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 Across
1. protagonist
5. antagonist
6. conflict
8. climax
9. exposition

Down
2. rising action
3. articulation
4.plot
7.crisis
E. Discussing new Pair Work:
concepts and Listening and Reading activity
practicing new
skills #2 1. Let the students listen carefully as a recorded text of
“Mandela: Icon of Peace,” is being played. Students are
also given copies of the text.
https://www.thedailystar.net/news/mandela-icon-of-peace

Individual Task
2. While listening, students are to jot down interesting/striking
lines (at least three) from the text that captured their
attention.

Pair Work
Discuss with the partner how these lines are influenced by
culture, history, environment or other factors.

COMPREHENSION CHECK

Teacher asks students to answer the questions:

1. What does the text tell us about Nelson Mandela?
2. How did he influence you as a person?
3. What motivates the author to write the article?
F. Developing This rubric is designed to assess the presentation of the group
Mastery activity. The rubric should consider the performance of the
group as a whole, as well as individual contributions

Group Presentation Rubric

Excellent Good Fair Poor
5 pts 4 pts 3 pts 2 pts
Organization Excellent Good Fair Poor

Presentation Presentation Presentation Presentation

was very was fairly was not lacked
organized organized clearly organization.
and was very and pretty organized. Poor
easy to followable. Transitions transitions
follow. Transitions between between
Transitions might have members group
between been slightly were jumpy members
group discontinuous or awkward. individual
members but did not parts.
were well take away Presentation
planned and greatly from lacked order
executed overall and very
clearly. presentation. difficult to
follow.

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 Teamwork/ Excellent Good Fair Poor
Participation
The group The group Group Group did not
worked very worked well communicate work well
well with with each d relatively together.
each other other and well with a There were
and the communicate few lapses in obvious
presentation d well. Some the miscommunic
was shared members presentation; ations and
equally participated some lapses in the
among the slightly more students presentation.
group than others. dominated
members. the
presentation
and others
did not
participate
much.

Content Excellent Good Fair Poor

Group Most of the Group Group

members had group members had members had
a strong hold members has only a little to no
on the a solid superficial understandin
content and understandin understandin g of the
content was g of the g of content. content
thoroughly content. Several addressed in
addressed. Content mistakes the
No mistakes missing minor were made presentation.
were made elements or during the
with regard to contained presentation.
content minor errors.
knowledge.

Visual Aid(s) Excellent Good Fair Poor

Visual aids Visual aids Visual aids Visual aids

used were used were used did not were not
used somewhat support used at all.
effectively effective, but verbal
throughout weren’t used presentation.
presentation. consistently They lacked
Group throughout information,
members presentation. or groups
used visual members
aids as a read from
supplement, them.
not as a
crutch.
Source: Rcampus

The class will be divided into The class will be divided

four (4) groups with into four (4) groups with
considerations on gender, considerations on gender,
interests and
interests and characteristics
characteristics
Group 1 Task (Picture
Group 1 Task (Picture
Analysis)
Analysis)

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 Examine the picture and
relate a similar scenario Examine the picture
and give insights
observed or experienced regarding the
based on what is shown in sufferings of people
the picture. Relate it to the who attempted to live
class. as human beings.

Group 2 Task (React to the Group 2 Task (React to

quote) the quote)

Education is the most

Education is the most powerful weapon which
powerful weapon which you you can use to change
can use to change the the world.
world. --Nelson Mandela
--Nelson Mandela

Cite instances to prove that

Make a dialogue about the education is the most
importance of education in the powerful weapon which you
Philippine setting. can use to change the
world as practiced by the
Group 3 Task (Picture Filipino people
Analysis Group 3 Task (Picture
Analysis)

Analyze the editorial cartoon Analyze the editorial

cartoon

Group 4 Task (React to the Group 4 Task (React to

the Quote)
Quote)

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 Say something about
Have you experienced being the picture and share
bullied in school, at home or your personal opinion
in your community? Share about the topic
your stories. (bullying).

Presentation and processing of Presentation and

output. processing of output.
G. Making Can racism be regarded as a Can an individual fight
generalizations and mental illness? Why? Why not? against racism in everyday
abstractions about life? How?
the lesson Will racism ever disappear?

Teacher asks students to Teacher asks students to

answer the question: answer the question:
 Do we have here in our  Do we have here in our
community a kind of community a kind of
H. Finding practical
racial discrimination racial discrimination
applications of
against someone you against someone you
concepts and skills
know? know? How did they
in daily living
 If you were in their become successful
shoes, how would you despite their color?
feel about it? How will
you overcome and prove
your worth as a person?
I. Evaluating A. Given in column A are the descriptions of technical
learning vocabulary used in drama. Match them with the right term in
column B.

Column A Column B
1. Central or main figure of a a. antagonist
story
2. Person or situation Person or b. articulation
situation that opposes the
protagonist’s goals or desire c. climax
3. Oppositions of persons or
forces giving rise to dramatic d. conflict
action
4. Clear and precise e. exposition
pronunciation of words
5. Ordered structure of a play as f. plot
the action progresses through
the story g. protagonist

Key to Correction
1. g
2. a
3. d
4. b
5. f

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 B. Read the passage below. Answer each item below each
passage. Choose your answer from the options and be
able to explain your answer.

On 28 August 1963 Martin Luther King Jr. organized a

now historic March to Washington to show the importance of
solving the nation’s racial problems. About 250,000 people
gathered and listen to Martin Luther King Jr’s speech when
he uttered the immortal words: “I have a dream that my four
children will one day live in a nation where they will not be
judged by the color of their skin,but by the content of their
character.”

Martin Luther King, Jr. experienced segregation early

in life. When he was six years old, two white playmates told
him that they were not allowed to play with him any longer.
His mother explained to him that it was because they now
attended segregated schools, but assured him that he was
as good as anybody else. His father told him the story of the
father of the Reformation, Martin Luther, and said that both of
them now should have his name.

1. What form of discrimination did Martin Luther King, Jr.

experience in his lifetime?
2. What details in the selection influenced the subject to
deliver his famous line: “I have a dream that my four
children will one day live in a nation where they will
not be judged by the color of their skin,but by the
content of their character.”
3. Why did Martin Luther King, Jr. organize a historic
march to Washington?
4. Was he successful in letting the Americans realize the
negative effects of racial discrimination to the society?
5. How does culture affect the environment of Martin
Luther King, Jr.?

J. Additional Homework: Make a research of Homework: Make a

activities for famous celebrities that have been compilation of famous
application or victims of racial discrimination and people who were once
remediation explain how they overcome it. victims of racial
Write it in your notebook. discrimination. Explain
how they overcome it.
V. REMARKS

VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation

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B. No. of learners
who require
additional
activities for
remediation
C. Did the lesson
work? No. of
learners who
have 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
materials did I
use/discover
which I wish to
share with other
teachers?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 8 DAY 2

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-
Standards American literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing
one-act play and different forms of verbals for him/her to
skillfully perform in a one-act play.

B. Performance The learner skillfully performs in one-act play through utilizing

Standards effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery, and
Dramatic Conventions.

C. Learning Provide critical feedback to the idea presented in the material

Competencies/ viewed. EN9VC-IIIh-24;
Objectives Analyze the content and feeling levels of utterances in
persuasive texts. EN9LC-IIIh-12.1;

II. CONTENT Transcending Differences

 I Have a Dream by Martin Luther King, Jr.
III. LEARNING A Journey Through Anglo-American Literature
RESOURCES
A. References
1. Teacher’s pages 198-199
Guide Page
2. Learner’s pages 406-409
Materials Pages
3.Textbook Pages
4. Additional
Materials from
LR Portal
B.Other Learning https://youtube.com/watch?v=V57lotnKGF8
Resources/ Projector/television, laptop, copy of the text, pictures
Materials
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Simple recall of technical vocabulary related to drama and 2-3
previous lesson questions about Mandela: Icon of Peace as the
or presenting the listening/reading selection
new lesson
B. Establishing a Teacher presents the objectives of the lesson.
purpose for the
lesson
C. Presenting Dream Stations (5 minutes)
examples/instanc What is your greatest dream in life? Write it on a piece of
es of the new paper supplied by the teacher. Go to the assigned station
lesson according to the possibility of realizing your dream.

Red Station – If you think no one can stop you from realizing
your dream, you are ready to go for it.

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 Blue Station – If you think there are hindrances in achieving
your dream, 50/50 chance of realizing it.
Yellow Station- If you think there is no way or it is impossible
for you to realize your dream.
Processing of responses.
D. Discussing VIEWING ACTIVITY
new concepts and (Allotted time is 7 minutes)
practicing new
skills #1 Let the students watch the video clip of Martin Luther’s
Speech, I Have a Dream.
https://youtube.com/watch?v=V57lotnKGF8.

Teacher gives the Guide Questions prior to the playing of the

video clip.
1. What can you say about the video presented?
2. What is the issue in the video all about?

Likewise, while watching, students are to jot down words,

phrases and feelings that resonate.
Processing of the guide questions. (10 minutes)

E. Discussing A. On Viewing Comprehension

new concepts and
practicing new Task 1 – What Can You Say?
skills #2 Answer the following questions based on the material viewed.
1. In the video, what message did Martin Luther King Jr.
want to convey?
2. For whom was the speech intended? How did you
know? Cite details from the speech that would support
your answer.
3. What was the speaker trying to say about
discrimination?
4. Consider the reaction of the listeners/crowd, do you
think they are supportive of the speaker? How did you
know? Evaluate the crowds’ response through their
words and actions.
5. What do you think was the purpose of the speaker?
Was he successful in achieving the purpose? How can
you tell?
6. Which lines from the speech struck you the most?
Why?
7. How will you relate these lines to your life as a
student?

Task 2 – Responding to the Call

Small Group Work:
Group 1- Pretend that just like the speaker, you have been a
victim of unfair treatment too. Write a letter
expressing your support to him.
Group 2- Express the effect of the speech to you through a
drawing.
Group 3- Write a speech similar to the one in the video to
help students who also experience discrimination.
Have it published in your school paper.

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 B. On Level of Utterances

Utterance is the smallest unit of speech. It is a continuous

piece of speech beginning and ending with a clear pause.

6 Conceptually Distinct Levels of Utterances

Level 0 – is the speaker’s literal meaning – the conventional

meaning of the words as used by the speaker.
Level 1 – is the speaker’s occasion meaning – the
pragmatic, on-record intended meaning.
Level 2 – is the hint level – intended to be recognized as
intended, but off-record.
Level 3 – is the manipulation level – intended to be
understood by the hearer but not to appear as intended by
the speaker.
Level 4 – is the secret or deception level – meanings that
underlie an utterance yet are not meant to be recognized.
Level 5 – is the subconscious or self-deception level –
meanings that underlie an utterance but are not fully known
even to the speaker.
(10 minutes for the input)
F. Developing Speak it Out!
Mastery
Below are the lines lifted from Martin Luther’s speech, “I Have
a Dream” for student’s delivery.

(Teacher has a prepared Task Card for this activity).

The class is divided into five (5) groups. Each group will be
given complete set of task cards (lines 1 to 5). The group leader
assigns a speaker for every line. They will be given 2 minutes
to internalize the line; Then all members of the different groups
assigned to deliver line 1 will submit themselves for a contest.
The same scheme is followed for the remaining lines.

Line 1 – “I have a dream that one day even the state of

Mississippi, a state sweltering with the heat of injustice,
sweltering with the heat of oppression, will be transformed into
an oasis of freedom and justice.”

Line 2 – “I have a dream that my four little children will one day
live in a nation where they will not be judged by the color of their
skin, but by the content of their character.”

Line 3 – “I have a dream that one day this nation will rise up
and live out the true meaning of its creed: “We hold these truths
to be self-evident, that all men are created equal.”

Line 4 – “I have a dream than one day every valley shall be

exalted, and every hill and mountain shall be made low, the
rough places will be made plain, and the crooked places will be
made straight; “and the glory of the Lord shall be revealed and
all flesh shall see it together.”

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 Line 5 – “I have a dream that one day on the red hills of Georgia,
the sons of former slaves and the sons of former slave owners
will be able to sit down together at the table of brotherhood.”

(Preparation/Internalization/Delivery -15 minutes)

Criteria Level 1 Level 2 Level 3 Level 4

Knowledge/ Grammar Grammar Grammar Grammar
Understandin and and and and
g vocabulary vocabulary vocabulary vocabulary
show limited show some show show a high
(Grammar) accuracy accuracy considerabl degree of
and and e accuracy accuracy
effectivenes effectivenes and and
s s effectivenes effectivenes
s s
Communicati Speaks the Speaks the Speaks the Speaks the
on language language language language
with many with with with few or
(accuracy of errors in frequent occasional no errors in
oral pronunciatio errors in errors in pronunciatio
language; n and pronunciatio pronunciatio n and
pronunciatio intonation n and n and intonation
n, intonation) intonation intonation

(fluency and Limited Considerabl A high

expression) fluency and Some e fluency degree of
expression fluency and and fluency and
expression expression expression
Application Conveys Conveys Conveys Conveys
meaning meaning meaning meaning
(conveyance using non- using non- using non- using non-
of meaning verbal cues verbal cues verbal cues verbal cues
with non- with limited with with with a high
verbal cues; effectivenes moderate considerabl degree of
voice, s effectivenes e effectivenes
gestures) s effectivenes s
s
Thinking and Shows little Shows Shows Shows
Inquiry creativity some significant incredible
creativity creativity creativity
(Creativity)

Source: Doctoc, Oral Communication Dialogue Rubric,

http://www.docstoc.com/docs/26236458/, Public Domain

Those members who were not assigned to deliver a line will

interpret the feeling levels of utterances.

Feedback giving (3 minutes)

G. Making What are your thoughts and feelings after watching the video
generalizations of Martin Luther King’s “I Have a Dream”?
and abstractions
about the lesson What are the notable levels of utterances used?
( 3 minutes)

H. Finding
practical Do you experience shifting from one level utterance to
applications of another level? Cite these instances.
concepts and (3 minutes)
skills in daily
living

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I. Evaluating Draw a happy face if the line suggests positivity in life and
learning a sad face if it suggests negativity.

1. “It came as a joyous daybreak to end the long

night of their captivity.”
2. “With this faith, we will be able to work together,
to pray together, to struggle together, to go to jail
together, to stand up for freedom together,
knowing that we will be free one.”
3. “And this will be the day – this will be the day when
all of God’s children will be able to sing with new
meaning.”
4. “I am happy to join with you today in what will go
down in history as the greatest demonstration for
freedom in the history of our nation.”
5. “This momentous decree came as a great beacon
light of hope to millions of Negro slaves who have
been seared in the flames of withering injustice.”
6. “One hundred years later, the life of the Negro is
still sadly crippled by the manacles of segregation
and the chains of discrimination.”
7. “One hundred years later, the Negro lives on a
lonely island of poverty.”
8. “And if America is to be a great nation, this must
become true.”
9. “Let freedom ring from the mighty mountains of
New York.”
10. “With this faith, we will be able to transform the
jangling discords of our nation into a beautiful
symphony of brotherhood.”

(4 minutes)
J. Additional Copy lines with words ending in d, -ed and -en which you think
activities for are not actually used as verbs in the statements. Reference is
application or “I Have a Dream”.
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation

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C. Did the lesson
work? No. of
learners who
have 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
materials did I
use/discover
which I wish to
share with other
teachers?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 8 DAY 3

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-
Standards American literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing
one-act play and different forms of verbal’s for him/her
skillfully perform a one-act play.
B. Performance The learner skillfully performs in one-act play through utilizing
Standards effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery, and
Dramatic Convictions.
C. Learning Use verbals. EN9G-IIIh-21:
Competencies/ Determine tone, mood, technique, and purpose of the author
Objectives EN9G-IIIh-21:
II. CONTENT Transcending Differences
III. LEARNING
RESOURCES
A. References A Journey Through Anglo-American Literature
1. Teacher’s Guide
Pages 200-209
Page
2. Learner’s
Pages 410 – 412
Materials Pages
3.Textbook Pages
4. Additional
Materials from LR
Portal
B.Other Learning Participle & Participial phrases
Resources/ https://www.scribd.com/presentation/338584461/participles-
Materials and-participial-phrases-powerpoint
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Task 1. Thought sharing
previous lesson or
presenting the new Give what is asked inside the bubble thought.
lesson Let the students share their answers.

Who is MLK Jr.?

What was his
speech all about?

Processing… (random)

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B. Establishing a Direct students’ attention to the Direct students’ attention
purpose for the objectives for the day: to the objectives for the
lesson  Use verbals day:
 Know and determine the  Use verbals
tone, mood, technique,  Know and
and purpose of the determine the
author tone, mood,
Task 2. Revisit and Reconnect technique, and
 After reading the purpose of the
previous text about author
Nelson Mandela, you Task 2. Revisit and
probably thought about Reconnect
your family, friends, and  After reading the
people in your school. previous text
 To whom do you about Nelson
compare the advocacies Mandela, you
of Nelson Mandela? probably thought
 Give one example of a about your family,
person who became an friends, and
icon/famous in their own people in your
way of helping others in school.
overcoming  To whom do you
discrimination. compare the
 What connections can advocacies of
you make between the Nelson Mandela?
text and what is  What connections
happening to the world can you make
about racial between the text
discrimination? and what is
happening to the
Processing world about racial
discrimination?
Processing
Task 3. Writer’s Block
Read the short text. Answer the questions that follow:

Nelson Rolihlahla Mandela was a South African anti-apartheid

revolutionary, political leader, and philanthropist who served as President
of South Africa from 1994 to 1999. He was the country's first black head of
C. Presenting state and the first elected in a fully representative democratic election. His
examples/instances government focused on dismantling the legacy of apartheid by tackling
of the new lesson institutionalised racism and fostering racial reconciliation. Ideologically an
African nationalist and socialist, he served as President of the African
National Congress (ANC) party from 1991 to 1997.
https://en.wikipedia.org/wiki/Nelson_Mandela

1. What is the text about?

2. How did the writer describe the subject?
3. What does the description reveal about the attitude of the
writer towards the subject?
4. What atmosphere or feeling did the writer create in the text?
5. What do you think is the purpose of the author in writing the
text?

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 Give the author’s styles from the text about Nelson Mandela :

mood of the writer

tone of the writer

techniques of the writer

purpose of the writer

 Process students’ ideas (random)

 Tell students that some of the sentences taken from the
text use participles and participial phrases.

Ex. He was a founding member of ANC’S Youth league

D. Discussing new Author’s style:
concepts and 1. What is author’s style?
practicing new 2. What are the author’s style techniques?
skills #1 a. Tone
b. Mood
c. Word choice
1. Formal
2. Informal
d. Dialogue
e. Sensory images
f. Purpose (inform,
https://www.slideshare.net/tracygilmer/authors-style-26252033

Task 4. Try this!

Read the texts. Complete the table below.

1. In any Nelson Mandela interview you will find him to

be a man of humor, honesty and humility. These are
great attributes in any man, but Mandela can be
considered among the greats.
2. The alarm buzzed. Jordan smashed her fist down on
it--hard. It flew off the nightstand and bounced off her
cat, Armstrong. The cat yowled indignantly and
rocketed out the room.

text tone mood word purpose

choice
1
2

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E. Discussing new Task 4.Learn Grammar
concepts and Use of powerpoint presentation(ppt)
practicing new https://www.scribd.com/presentation/338584461/participles-
skills #2 and-participial-phrases-powerpoint

The participle/participial phrase is always used as an

adjective.

.
Task 5. Learn Grammar
Five Forms of Participle
1. Present Participle, active-ends in- ing . It is used when
we want to express an active action.
Ex. Her smiling face made everyone happy.
2. Present Participle, passive-uses being with the past
participle. It is often used when we want to express a
passive action.
Ex. Being frightened, the child cried loudly.
(Being frightened is the present participle passive
modifying child)
3. Past Participle- is the third principal part of a verb used
with a helping verb to make the perfect tenses in the
active voice and all the tenses in the passive voice.
Ex. The girl saw the broken glass.
(Broken glass is the past participle modifying glass)
4. Perfect Participle, active-uses having with the perfect
active participle.
Ex. Having read the book, the boy came out the
room.
(Having read the book is the participial phrase
modifying boy,with having read as the perfect active
form.

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 5. Perfect Participle, passive-uses having been with the
past participle.
Having been may be called the sign of the perfect
passive participle.
Ex. Having been fed, the dog settled down to sleep.
(Having been fed is the perfect passive participle
modifying dog.)

Please refer to LM’s pages 410-411.

Note: You can use other power point presentation or any

kind of learning resources.

F. Developing Task 6. Make it right! (Board Task 6.Make it right!

Mastery activity) (Board activity)

Rewrite the following sentences Rewrite the following

using the present participles in sentences using the
the verbs as adjectival modifiers present participles in the
before the subjects and adding verbs as adjectival
appropriate predicates and modifiers before the
complements or modifiers. subjects and adding
appropriate predicates
Examples: and complements or
The baby is crying. modifiers.
 The crying baby woke
his mother Examples:
The baby is crying.
1. The crowd is rushing.  The crying baby
2. The issue is confusing.
woke his mother
3. The plants are growing.
4. The water is running.
5. The political debate was 1. The crowd is rushing.
intriguing 2. The issue is confusing.
6. The children are playing. 3. The plants are
7. The talk show was amusing. growing.
8. The actress is laughing. 4. The water is running.
9. The bus is moving.
5. The political debate
10. The dogs are barking.
was intriguing.
 Call 5 students to
answer each item on the  Call 5 students to
board. answer each item
Checking will follow. on the board.
 Checking will
follow.

G. Making What are Participles /Participial phrases?
generalizations and
abstractions about (Expected answer of the students)
the lesson -make use of past participle of the verb or its present
participle
(-ing) form. Both present and past participles of a verb used
as adjectives.

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 -a participial phrase consists of a participle plus its modifiers
and it’s complements.

What is the difference between participles and participial

phrases?
(Expected answer of the students)
-participle has a structure :

a. present participle
-ing form of the verb.
b. past participle
-en or ed form of the verb.
Example:
This sewing machine is old.
-the participle is sewing, it describes about the noun machine.
-participial phrases may have a subject, an object and
adverbial modifiers.

Example: The girl wearing a red dress is my sister.

-the phrase, wearing a red dress is the participial phrase

because it has a participle wearing and it modifies a red
dress.

Task 8. Below are participles Task 8. Work with triads.

used before the noun. Convert  Below are
each participle into a phrase. participles used
H. Finding practical
 Then make 2 daily before the noun .
applications of
inspirational Convert each
concepts and skills
quotes/statements using participle into a
in daily living
the following participial phrase.
phrases.  Then make 1 daily
inspirational
Example: broken heart quotes/statements
A heart broken by a loved using the
one’s infidelity is eventually following
healed by time. participial
1.spoken language phrases.
2.fascinating voice Example: broken heart
3.cheering crowd A heart broken by a
4.frighthening dogs loved one’s infidelity is
5.tired farmer eventually healed by
time.
Note : Select only 1 or 2 triads 1.spoken language
to share their answers. 2.fascinating voice
3.cheering crowd

Note : Select only 1 or 2

students to share their
answers.

I. Evaluating Skill Building Skill Building

learning A. On participles A. On participles

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  Make 3-5 sentences  Make 2-3
using participle and sentences using
participial phrases. participle and
 Choose 1 from the given participial
situations : phrases.
 Choose 1 from
1. A friend’s mother baked the given
you cookies for your situations :
birthday and sent you
thoughtful card. 1. A friend’s mother
2. You have visited your baked you
best friend last week, cookies for your
because you missed her birthday and sent
for almost two weeks you thoughtful
she did not come to card.
school after her 2. You have visited
motorcycle accident. your best friend
3. You celebrated a movie last week,
–watching party at your because you
house. missed her for
almost two weeks
she did not come
to school after her
motorcycle
accident.
You celebrated a movie –
watching party at your
house.

B. On determining author’s styles

Read the passage then answer the questions .
1. My heart is like a singing bird whose NEST is a
weathered shoot; My heart is like an apple-tree whose
boughs are bent with thick-set fruit; My heart is like a
rainbow shell that paddles in a halcyon peaceful sea;
My heart is gladder than all these because my love
comes to me.(A Birthday by Christina Rossetti)

What mood do the details of the poem convey?

A.Sorrow
B.Happiness
C.Excitement
D. Nervousness

Which tone is represented in the passages below?

A. calm B. annoyed C. scared D. excited

2. Wow! With a top speed of one hundred fifty miles per hour,
that car can almost fly!

3.She delicately placed the cooing baby on a soft, freshly

cleaned blanket.

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 4. As that hurricane threatened, the wind's blast caused
angry fifteen-foot waves to crash over the small houses near
the shore.

5. Ugh! Do I have to sit through another boring lecture on data

entry again?

https://www.proprofs.com/quiz-school/story.php?title=mood-
tone-quiz

J. Additional Choose from the play dialogues/lines that used

activities for participle/participial phrases.
application or
remediation
V. REMARKS

VI.REFLECTION
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
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
materials did I
use/discover
which I wish to
share with other
teachers?

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 8 DAY 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how Anglo-
American literature and other text types serve as means
of connecting to the world; also how to use ways of
analyzing one-act play and different forms of verbal’s
for him/her skillfully perform a one-act play.
B. Performance The learner skillfully performs in one-act play through
Standards utilizing effective verbal and non-verbal strategies and
ICT resources based on the following criteria: Focus,
Voice, Delivery, and Dramatic Convictions.
C. Learning Use appropriate multimedia resources to accompany
Competencies/ the oral delivery.
Objectives EN9OL-IIIh 3.10:
Use literary devices & techniques to craft a play
synopsis.
EN9WC-IIIh-9.5:
II. CONTENT Transcending Differences
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Page pages 200-209
2. Learner’s Materials
pages 413 – 416
Pages
3.Textbook Pages
4. Additional Materials
from LR Portal
B.Other Learning Group conversation source: https://
Resources/ Materials youtube.be/uRUmYqPQ5E
Dialogue source : https://youtube.be/u-AUW72Rs1o
Multimedia ppt :
https://www.slideshare.net/mobile/shivam_Tuteja/multimedi
a-8114447
Dramatic Convention
ppt:https://www.slideshare.net/mobile/shabanjahan/drama-
convention-powerpoint
others : Activity Sheets, Graphics and pictures
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing previous Think it again!.Work with a partner. Share ideas
lesson or presenting the through the Balloon Main Idea Chart about participle
new lesson and participial phrase inside the main balloon, and
elaborate it by giving details in the other 4 balloons.
Processing (random)

use Participle / exampl

Participial e

examp
senten
le
ce

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B. Establishing a Watch out!
purpose for the lesson
 Watch the short video of a dialogue.

Share your
thoughts in class.
Processing…
(random)

https://youtube.be/u-
AUW72Rs1o

 Based on the previous activity, how is the

C. Presenting dialogue presented?
examples/instances of
 Is that an example of multimedia resources?
the new lesson
 What multi-media resources can we use to
perform a play or theatre?
 What theatrical style enhances the
performance?
D. Discussing new Discussion on Multimedia resources.
concepts and practicing
new skills #1 Multimedia is a broad term for combining multiple
media formats. Whenever texts, audio, still images,
animation, video and interactivity are combined
together, the result is multimedia. Slides, for example,
are multimedia as they combine text and images, and
sometimes video and other types.

Examples of Multimedia resources :

Images Photographs, prints, maps, manuscript,

(text and documents, drawings, paintings. movie
graphics) stills, posters…
Audio Songs, music, plays, interview, oral,
histories, radio programs, speeches,
lectures, performances, language
recordings…
Video/Film Full feature films, documentaries, news
clips, anthropological /expedition
footage, home movies, animation…
Graphics 3D models, simulated walk-thoughts of
buildings , archeological sites, VRML
others Moodle activities, blogs, interactive
content
 Why do we use the following multimedia
resources?
 In what particular school activity/activities do
we use multimedia resources to accompany
a certain performance?
 What multimedia resources do you think is
the most effective to use?

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  What is the importance of it in a theatre or
play?
E. Discussing new Recognizing Literary Device
concepts and practicing https://youtube.be/yEL2DPkUlyM
new skills #2

 Listen to the audio playback about dramatic

convention

Dramatic Conventions

Conventions are the established ways of working

in drama and are represent and organize dramatic
ideas. They assist in the telling of a story and offer
insight into character’s past, present, and even future.

Note: Dramatic Conventions are literary devices, the

established ways of working in a drama and are used
to represent and organize dramatic ideas.
F. Developing Mastery Let’s Talk !

 Read the model dialogues.

 Remember to use appropriate intonation and
pronunciation when you act the dialogue.
 Use appropriate multi-media
resources(audio/background music) to
accompany the oral delivery of line.

Please refer to LM’s page 415 for the dialogue

American woman,( minus one)

 https://www.youtube.com/watch?v=IF0QvoUKZ
P0
 Audio music Driving synthesia piano solo and
backing (Zone 6)
https://tempozone.com.au/driving-
missdaisy.com

Note: You can use any multimedia resources to

accompany the oral delivery of the students

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 1. Work in groups with five Task 10 Film Review
members. Recall and 1. Work in groups
G. Making choose a movie that you with five
generalizations and have seen in a theatre or members. Recall
abstractions about the on television and take and choose a
lesson turns in narrating the movie that you
stories. have seen in a
theatre or on
2. Make an outline of the television and
movie by completing the take turns in
form below. narrating the
stories.
3. Select a memorable
2. Make an outline
episode in the film
of the movie by
andwrite about your
completing the
feelings when you were
form below
watching it.
3. Select a
4. Share it with your memorable
members and consolidate
all your outputs
Title of the Movie

Characters: (Who)
Setting: Place (Where)
Time:When)

Problem : ( What?
Why?) episode in the
Resolution : How is the film and write
problem solved? about your
feelings when
you were
watching it.

H. Finding practical 1. If you will be one of the 1. If you will be the writer
applications of concepts directors of a certain play of a certain play in your
and skills in daily living that would be presented school, what multimedia
during the recital in your resources would be more
school, what dramatic effective to use?
convention you will apply
in the performance? 2. What Dramatic
convention will you give
2. What multimedia emphasis to have an
resources would be used impact to the audience?
and prepared to
accompany the whole
performance? 3. What Dramatic
Explain further. convention will you give
emphasis to have an
impact to the audience?
Prove your point.

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I. Evaluating learning Dramatic Conventions
 Let students answer the graphic organizer
about the one-act play ‘’ Grace ’’.
https://youtube/lAvk3jeFL1w?t=5

see answer sheet on the next page…

J. Additional activities for In your notebook.

application or  What is a one act-play?
remediation Is the play, Driving Miss Daisy an example of one
act-play?
V.REMARKS

VI.REFLECTION
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 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 materials did
I use/discover which I
wish to share with
other teachers?

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Name :____________________________________________ Score :___________
Year :________________________
I. Answer the following graphic organizer below.

Multimedia resources
________________________
________________________
________________________

Play : ‘’ Grace ’’

Dramatic Conventions
________________________
________________________
________________________
_

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Name :____________________________________________ Score :___________
Year:________________________
I. Answer the following graphic organizer and the questions that follow.

Multimedia resources
________________________
________________________
________________________

Play : ‘’ Grace ’’

Dramatic Conventions
________________________
________________________
________________________
_

II. Answer the following questions:

1.What are the multimedia resources used in the play?

2. How do plays use multimedia and dramatic conventions? Why?
Prove your point.

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 Oral Communication Dialogue
This rubric reflects performing the dialogue

Criteria Level 1 Level 2 Level 3 Level 4

Grammar and Grammar andGrammar and Grammar and

Knowledge/Understanding vocabulary vocabulary vocabulary vocabulary
(Grammar) show limited show some show show a high
accuracy and accuracy and
considerable degree of
effectiveness effectiveness
accuracy and accuracy and
effectiveness effectiveness
Speaks the Speaks the Speaks the Speaks the
Communication language with language with language with language with
(accuracy of oral many errors frequent occasional few or no
language; pronunciation, in errors in errors in errors in
intonation) pronunciation pronunciation pronunciation pronunciation
(fluency and expression) and and and and
intonation intonation intonation intonation

Limited Some fluency Considerable A high degree

fluency and and fluency and fluency and
expression expression expression expression
Conveys Conveys Conveys Conveys
Application meaning meaning meaning meaning
using non- using non- using non- using non-
(conveyance of meaning verbal cues verbal cues verbal cues verbal cues
with non-verbal cues; with limited with with with a high
voice, gesture) effectiveness moderate considerable degree of
effectiveness effectiveness effectiveness
Shows limited Shows some Shows Shows
Thinking and Inquiry creativity creativity significant incredible
(Creativity) creativity creativity

Source:Doctoc,OralCommunicationDialogueRubric,http://www.docstoc.com/docs/26236458/.P
ublic Domain

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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 9 DAY 1

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-
Standards American literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing
one-act play and different forms of verbals for him/her to
skillfully perform in a one-act play.
B. Performance The learner skillfully performs in one-act play through
Standards utilizing effective verbal and non-verbal strategies and ICT
resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Conventions.
C. Learning Get familiar with the technical vocabulary for drama and
Competencies/ theater.
Objectives EN9V-IVi-29
Analyze literature as a means of understanding unchanging
values in a changing world.
EN9LT-IVi-17
II. CONTENT Transcending Differences
III. LEARNING A Journey Through Anglo-American Literature
RESOURCES
A. References
1. Teacher’s Guide Pages 202-208
Page
2. Learner’s Pages 41-422
Materials Pages
3.Textbook Pages
4. Additional
Materials from LR
Portal
B.Other Learning Projector/television, laptop, copy of the text, pictures, video
Resources/ clip
Materials
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Ask the class the following questions:
previous lesson or What are the different examples of multimedia resources?
presenting the new Why do we use them?
lesson What is their importance in a theatre play?

B. Establishing a Let the students write the correct spelling of the following
purpose for the words.
lesson Use notebook as their answer sheet.
1. soliloquy
2. improvisation
3. conscience Alley
4. archetype
5. monologue
6. pantomime

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 Direct them that the given words are related to the topic to
be discussed later.
Match the Dramatic Convention with its meaning on the right
column. Write the letters only.

1. soliloquy a. a technique whereby one or more

performance speak directly to the
audience
to tell a story.
2. improvisation b. spontaneous invention and
development of
drama from within a role
3. conscience alley c. telling of a story without word
4. archetype d. technique for exploring any kind of
dilemma
faced by a character
5. stock character e. this is where the actor speaks to
C. Presenting another
examples/instances person who is not in the performance
of the new lesson space.
6. fourth wall f. relies heavily on cultural types or
Stereo types for its personality and
manner of
speech
7. interior g. this is where the actor speaks as if to
himself monologue or herself.
8. exterior monologue h. an act of speaking one’s thought
aloud
when alone or regardless of any
hearers.
9. narration i. the imaginary invisible wall at the
front of the
stage through which the audience
sees
the action
10.pantomime j. idealized model of a person or
concept from
which similar instances are copied or
emulated expressions

D. Discussing new Let the students watch the short video about dramatic
concepts and convention.
practicing new https://www.youtube.com/watch?v=BAGyX5hpW0o
skills #1
Dramatic Conventions
Conventions are the established ways of working in
drama and are represent and organize dramatic ideas. They
assist in the telling of a story and offer insight into character’s
past, present, and even future.
Note: Dramatic Conventions are literary devices, the
established ways of working in a drama and are used to
represent and organize dramatic ideas.

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E. Discussing new Divide the class into five and work together to accomplish
concepts and the graphic organizer presented below. Let them work for 15
practicing new minutes.
skills #2 (the outputs will be presented in their class)

DRAMATIC CONVENTIONS
Driving Miss daisy

F. Developing With the same group, let them make a dramatic convention
Mastery based from the title:

“The Effects of Playing Online Games to Students”

Give them 10-15 minutes to work with the task. Then let their
output be presented in the class.

What are the different dramatic conventions?

G. Making
Why is there a need for us to understand dramatic
generalizations and
conventions?
abstractions about
the lesson
How do dramatic conventions help the director? and the
actors and actresses?

Your teacher in MAPEH assigned you to be the director of

H. Finding practical
the play entitled…
applications of
“THE ILL EFFECTS OF DRUGS”.
concepts and skills
in daily living
What are the dramatic conventions you will use? Why?

I. Evaluating Let the students watch the one-act play “The Lottery”
learning https://youtu.be/aDs75qZNlmc

A. Determine the dramatic conventions used in the play.

B. Make a play review. (see the attached format/answer
sheet)

https://www.pinterest.at/pin/41658365284978765/
J. Additional Homework
activities for
application or 1. What is a play script?
remediation 2. Enumerate the parts of a play script?
V. REMARKS

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VI.REFLECTION
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
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
materials did I
use/discover
which I wish to
share with other
teachers?

210
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 211
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 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 9 DAY 2

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-
Standards American literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing
one-act play and different forms of verbals for him/her to
skillfully perform in a one-act play.
B. Performance The learner skillfully performs in one-act play through
Standards utilizing effective verbal and non-verbal strategies and ICT
resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Conventions.
C. Learning Use literary device and techniques to craft a play synopsis
Competencies/ and a play script.
Objectives Perform a one- act play with ease and confidence
EN9WC-IIIi:
II. CONTENT Culminating Activity/Performance Task Assessment
III. LEARNING
RESOURCES
A. References A Journey Through Anglo-American Literature
1. Teacher’s Guide P 202-208
Page
2. Learner’s
Materials Pages pp. 418-422
3.Textbook Pages
4. Additional
Materials from LR
Portal
B.Other Learning
Resources/
Materials
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Ask the class the following questions:
previous lesson or What are the types of literary devices?
presenting the new What are the different parts of a play script?
lesson

B. Establishing a Let the class watch the short video clip of the movie Driving
purpose for the Miss Daisy. Then, ask them to make a plot synopsis out of it.
lesson
https://youtu.be/TQ3wXC5jqKE
Have the class go over the example of a synopsis. Point out
the important details covered and how they make up the
C. Presenting
entire composition.
examples/instances
of the new lesson
Here are the steps that will help you craft a good synopsis.

1. Start with a hook

2. Introduce the characters
Introduce the main characters. Cite the motivation, conflict,
and goals.

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 3. Construct the body of your synopsis
Write the high points of your story in chronological order.
Keep these paragraphs tight, don’t give every little detail.

4. Use the three or four paragraphs to write the crisis and

resolution.
Keep this simple, but make sure you show your main
characters’ reactions.

5. Rewrite
Rewrite until each sentence is polished to the point of
perfection. Use strong adjectives and verbs, and always
write in the present tense.

Guidelines in writing Play Synopsis

1. The time and place should be indicated at the beginning

of synopsis.
2. A brief description of the main characters should be given
as they appear in the story.
3. The synopsis should begin at the opening of the story and
should be told in the same order as the play, and end at the
play’s conclusion.
4. Dramatic scenes that propel the story forward, including
climactic scenes should be described within the synopsis.
5. The synopsis must be no longer than 250 words long.
6. The story must be told in the present tense and in the
third person

(Refer to page 419 for details in making synopsis)

D. Discussing new Let the students make a play script out of the play synopsis
concepts and that they have made.
practicing new
skills #1

E. Discussing new Have a short discussion of a Play Script. script

concepts and A play script is a piece of writing written for the stage. It must
practicing new include the following details:
skills #2
 A play script will include a list of characters (at the
very beginning).
 It may be divided into acts which are then divided into
scenes.
 Each scene will have a description of the setting at
the start and then the characters' dialogue.
 Dialogue is set out with the character's name on the
left, then a colon, then the dialogue (without speech
marks).
 Stage directions for the actors are written every now
and again in italics and brackets.
https://www.theschoolrun.com/play-script

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 Students will be grouped into five. Then they will make a
synopsis and a one-act play script for the following fictional
story below. The flow of the script should not exceed five (5)
minutes.

Group 1: Cinderella
Group 2: Beauty and the Beast
Group 3: Frozen
Group 4: Alice in Wonderland
Group 5: Snow White and the Seven Dwarves

F. Developing Write the first draft of the script. Each member of the group
Mastery must help each other come up with an excellent script

G. Making Questions:
generalizations and 1. What is a synopsis?
abstractions about 2. What are the steps to follow in crafting play synopsis?
the lesson
3. What is a play script?
https://www.theschoolrun.com/play-script
What is your favorite movie? What is your favorite tv
(Students responses will show or teleserye?
H. Finding practical
vary) (Students responses will
applications of
Choose your most favorite vary)
concepts and skills
scene from your favorite Choose your most
in daily living
movie, then, make a synopsis remembered or favorite
and a short play script of it. scene from your favorite
teleserye, then, make a
synopsis and play script out
of it.
I. Evaluating Divide the class into 5 groups Divide the class into 5
learning with 5-8 members. groups with 5-8 members.

Let them do: Let them do:

Task 15 The Write and Act Task 15 The Write and Act
Stuff Stuff
GRASPS in a Flash GRASPS in a Flash
The task will make use of The task will make use of
what you’ve learned in the what you’ve learned in the
lesson in writing a plot lesson in writing a plot
synopsis and perform a one- synopsis and perform a one-
act play. act play.
G- your GOAL is to G- your GOAL is to
incorporate the elements, incorporate the elements,
features and style, and the features and style, and the
most appropriate language most appropriate language
forms in composing an forms in composing an
impressive play synopsis and impressive play synopsis
performing a one-act play and performing a one-act
using appropriate dramatic play using appropriate
conventions-multi-media dramatic conventions-multi-
resources, verbal and non- media resources, verbal and
verbal strategies. non-verbal strategies.

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 R- the ROLE that you will R- the ROLE that you will
assume is that of creative assume is that of creative
scriptwriter of urban theater. scriptwriter of urban theater.
A- The target AUDIENCE is A- The target AUDIENCE is
the urban theater avid the urban theater avid
viewers. viewers.
S- the SITUATION that S- the SITUATION that
provides the context is a one- provides the context is a
act playwriting conference. one-act playwriting
P-the PRODUCT is a play conference.
synopsis and presentation of P-the PRODUCT is a play
one-act play. synopsis and presentation of
S- the standard from which one-act play.
the product will be judged S- the standard from which
include organization, the product will be judged
creativity, structure, and, include organization,
dramatic convention. creativity, structure, and,
Direction: dramatic convention.
The group will make a Play Direction:
Synopsis based from the The group will make a Play
given topics or situations Synopsis based from the
below. Then, they will make a given topic or situation
script out of their synopsis so below. Then, they will make
that they can perform a One a script out of their synopsis
Act Play. so that they can perform a
Group 1: “A Day in a Life of One-Act Play.
a __________” “ A Day in a Life of a
Group 2: Friendship ______”
Group 3: On Social Media
Group 4: The Millennials ( Refer to the attached rubrics
youth of today) in evaluating PLOT
Group 5: The Vendor and the SYNOPSIS, SCRIPT, and
Customer ( market situation)

Refer to the attached rubrics

in evaluating PLOT
SYNOPSIS, SCRIPT, and
ONE-ACT PLAY
J. Additional
activities for
application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation

215
Region V/Daily Lesson Plan/2019-2020
B. No. of learners
who require
additional
activities for
remediation
C. Did the lesson
work? No. of
learners who
have 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
materials did I
use/discover
which I wish to
share with other
teachers?

216
Region V/Daily Lesson Plan/2019-2020
 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 9 DAY 3

I. OBJECTIVES
A. Content The learner demonstrates understanding of how Anglo-
Standards American literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing
one-act play and different forms of verbals for him/her to
skillfully perform in a one-act play.
B. Performance The learner skillfully performs in one-act play through
Standards utilizing effective verbal and non-verbal strategies and ICT
resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Conventions.
C. Learning Compose forms of literary writing.
Competencies/ EN9WC-IIIi-9
Objectives Use literary device and techniques to craft a play synopsis.
EN9WC-IIIi
Use appropriate multi-media resources to accompany the
oral delivery of lines.
EN9WC-IIIi-3.10
II. CONTENT Transcending Differences
III. LEARNING A Journey Through Anglo-American Literature
RESOURCES
A. References
1. Teacher’s Guide Pages 202-208
Page
2. Learner’s Pages 418-422
Materials Pages
3.Textbook Pages
4. Additional
Materials from LR
Portal
B.Other Learning Projector/television, laptop, copy of the text, pictures, video
Resources/ clip
Materials
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Ask the class the following questions:
previous lesson or
presenting the new What are the types of literary devices?
lesson
What are the different parts of a play script?

B. Establishing a Let the class watch the short video clip of the movie Driving
purpose for the Miss Daisy. Then, ask them to make a plot synopsis out of it.
lesson
https://youtu.be/TQ3wXC5jqKE

217
Region V/Daily Lesson Plan/2019-2020
 Have the class go over the example of a synopsis. Point out
C. Presenting
the important details covered and how they make up the
examples/instances
entire composition.
of the new lesson
Here are the steps that will help you craft a good synopsis.

1. Start with a hook

2. Introduce the characters

Introduce the main characters. Cite the motivation, conflict,
and goals.

3. Construct the body of your synopsis

Write the high points of your story in chronological order.
Keep these paragraphs tight, don’t give every little detail.

4. Use the three or four paragraphs to write the crisis and

resolution.

Keep this simple, but make sure you show your main
characters’ reactions.

5. Rewrite
Rewrite until each sentence is polished to the point of
perfection. Use strong adjectives and verbs, and always
write in the present tense.

Guidelines in writing Play Synopsis

1. The time and place should be indicated at the beginning

of synopsis.
2. A brief description of the main characters should be given
as they appear in the story.
3. The synopsis should begin at the opening of the story and
should be told in the same order as the play, and end at the
play’s conclusion.
4. Dramatic scenes that propel the story forward, including
climactic scenes should be described within the synopsis.
5. The synopsis must be no longer than 250 words long.
6. The story must be told in the present tense and in the
third person

(Refer to page 419 for details in making synopsis)

D. Discussing new Let the students make a play script out of the play synopsis
concepts and that they have made.
practicing new
skills #1

218
Region V/Daily Lesson Plan/2019-2020
E. Discussing new Have a short discussion of a Play Script. script
concepts and A play script is a piece of writing written for the stage. It must
practicing new include the following details:
skills #2
 A play script will include a list of characters (at the
very beginning).
 It may be divided into acts which are then divided into
scenes.
 Each scene will have a description of the setting at
the start and then the characters' dialogue.
 Dialogue is set out with the character's name on the
left, then a colon, then the dialogue (without speech
marks).
 Stage directions for the actors are written every now
and again in italics and brackets.
https://www.theschoolrun.com/play-script\

Students will be grouped into five. Then they will make a

synopsis and a one-act play script for the following fictional
story below. The flow of the script should not exceed five (5)
minutes.

Group 1: Cinderella
Group 2: Beauty and the Beast
Group 3: Frozen
Group 4: Alice in Wonderland
Group 5: Snow White and the Seven Dwarves
F. Developing Write the first draft of the script. Each member of the group
Mastery must help each other come up with an excellent script
G. Making Questions:
generalizations and 1. What is a synopsis?
abstractions about
the lesson 2. What are the steps to follow in crafting play synopsis?

3. What is a play script?

https://www.theschoolrun.com/play-script

What is your favorite movie? What is your favorite tv

(Students responses will show or teleserye?
vary) (Students responses will
H. Finding practical vary)
applications of
concepts and skills Choose your most favorite Choose your most
in daily living scene from your favorite remembered or favorite
movie, then, make a synopsis scene from your favorite
and a short play script of it. teleserye, then, make a
synopsis and play script out
of it.

219
Region V/Daily Lesson Plan/2019-2020
I. Evaluating Divide the class into 5 groups Divide the class into 5
learning with 5-8 members. groups with 5-8 members.
Let them do: Let them do:
Task 15 The Write and Act Task 15 The Write and Act
Stuff Stuff
GRASPS in a Flash GRASPS in a Flash
The task will make use of The task will make use of
what you’ve learned in the what you’ve learned in the
lesson in writing a plot lesson in writing a plot
synopsis and perform a one- synopsis and perform a one-
act play. act play.
G- your GOAL is to G- your GOAL is to
incorporate the elements, incorporate the elements,
features and style, and the features and style, and the
most appropriate language most appropriate language
forms in composing an forms in composing an
impressive play synopsis and impressive play synopsis
performing a one-act play and performing a one-act
using appropriate dramatic play using appropriate
conventions-multi-media dramatic conventions-multi-
resources, verbal and non- media resources, verbal and
verbal strategies. non-verbal strategies.
R- the ROLE that you will R- the ROLE that you will
assume is that of creative assume is that of creative
scriptwriter of urban theater. scriptwriter of urban theater.
A- The target AUDIENCE is A- The target AUDIENCE is
the urban theater avid the urban theater avid
viewers. viewers.
S- the SITUATION that S- the SITUATION that
provides the context is a one- provides the context is a
act playwriting conference. one-act playwriting
P-the PRODUCT is a play conference.
synopsis and presentation of P-the PRODUCT is a play
one-act play. synopsis and presentation of
S- the standard from which one-act play.
the product will be judged S- the standard from which
include organization, the product will be judged
creativity, structure, and, include organization,
dramatic convention. creativity, structure, and,
Direction: dramatic convention.
The group will make a Play Direction:
Synopsis based from the The group will make a Play
given topics or situations Synopsis based from the
below. Then, they will make a given topic or situation
script out of their synopsis so below. Then, they will make
that they can perform a One a script out of their synopsis
Act Play. so that they can perform a
Group 1: “A Day in a Life of One-Act Play.
a __________” “ A Day in a Life of a
Group 2: Friendship ______”
Group 3: On Social Media
Group 4: The Millennials ( Refer to the attached rubrics
youth of today) in evaluating PLOT
Group 5: The Vendor and the SYNOPSIS, SCRIPT, and
Customer ( market situation) ONE-ACT PLAY

220
Region V/Daily Lesson Plan/2019-2020
 Refer to the attached rubrics
in evaluating PLOT
SYNOPSIS, SCRIPT, and
ONE-ACT PLAY

J. Additional
activities for
application or
remediation
V. REMARKS

VI.REFLECTION
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
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
materials did I
use/discover
which I wish to
share with other
teachers?

221
Region V/Daily Lesson Plan/2019-2020
 DETAILED LESSON PLAN IN ENGLISH
GRADE 9
THIRD QUARTER WEEK 9 DAY 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how Anglo-
American literature and other text types serve as means
of connecting to the world; also how to use ways of
analyzing one-act play and different forms of verbals for
him/her to skillfully perform in a one-act play.
B. Performance The learner skillfully performs in one-act play through
Standards utilizing effective verbal and non-verbal strategies and ICT
resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Conventions.
C. Learning Present the one-act play by group in the class.
Competencies/ Follow the given rubrics for their rating
Objectives
II. CONTENT Transcending Differences
III. LEARNING A Journey Through Anglo-American Literature
RESOURCES
A. References
1. Teacher’s Guide pages 202-208
Page
2. Learner’s Materials pages 418-422
Pages
3.Textbook Pages
4. Additional Materials
from LR Portal
B.Other Learning
Resources/
Materials
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing previous Re-reading of the plot synopsis they have made as well
lesson or presenting as the script by group.
the new lesson

B. Establishing a Let the students practice the script with correct gestures,
purpose for the lesson feelings, and proper intonation.
C. Presenting
examples/instances of
the new lesson
D. Discussing new Teacher will read the rubrics in assessing plot synopsis
concepts and and one-act play.
practicing new skills
#1 Let them realize that they have to consider the criteria for
evaluating their performance.
E. Discussing new Each group should understand and memorize the script
concepts and so that they can deliver the lines with correct feelings,
practicing new skills gestures, and tone.
#2
F. Developing
Mastery

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G. Making Let the group prepare their costumes, backdrop, props,
generalizations and and the like.
abstractions about the
lesson
H. Finding practical Point out the importance of delivering the dialogue with
applications of correct feelings, gestures, and intonation.
concepts and skills in
daily living
I. Evaluating learning Presentation of One-Act Play by group
J. Additional activities
for application or
remediation
V. REMARKS

VI.REFLECTION
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 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 materials
did I use/discover
which I wish to
share with other
teachers?

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