A DETAILED LESSON PLAN IN ENGLISH

GRADE 9

Pre-service Teacher: Michelle B. Villarba

Course: Bachelor of Secondary Education- Major in English
Cooperating Teacher: Abigael V. Nalzaro
Quarter: Fourth
Date: May 23, 2022

I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of how Anglo-American literature and other
text types serve as means of preserving unchanging values in a changing world; also
how to use the features of a full-length play, tense consistency, modals, active and
passive constructions plus direct and indirect speech to enable him/her competently
performs in a full-length play.
B. Performance Standard
The learner competently performs in a full- length play through applying effective
verbal and non-verbal strategies and ICT resources based on the following criteria:
Focus, Voice, Delivery and Dramatic Conventions.
C. Learning Competency
Relate text content to particular social issues, concerns, or dispositions in real life
(EN9RC-IVe-2.18)
D. Learning Objectives
At the end of the lesson, the students shall be able to:
a. Analyze the article Death With Dignity ;
b. Appreciate the message of the article as means of understanding life choices;
and
c. Debate between the quality of life and quantity of life.

II. SUBJECT MATTER

Topic: Death With Dignity
Reference: English 9 Quarter 4 Module 5 Analyzing Critical Issues
Materials: Google meet, Power Point Presentation and Google Form
Learning Strategies: Reading Skill, Reading Comprehension, Critical Reading Skill and
Team work
III. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preparation
A1. Greetings
Good morning Section Gazetteer! May
I hear all your responses?
Good morning Ma’am! (All Students are
responding)
Wow! Everybody is responsive and I
love it, because of that I assume that
everybody is excited for today’s lesson.
A2. Prayer
May I request (name of a student) to
lead us the prayer. (The students are praying) Our heavenly
Father…
A3. Checking of Attendance
For the attendance, please type your full
name in the chat box. First is your family
name then followed by your given name. ( The students are typing for their attendance)

A4. Online Rules

May I request (name of the student) to read
our online class rules.
(One of the students will read)
Classroom Rules: Classroom Rules:
1. Be on Time. Sign in at least five
minutes before class. 1. Be on Time. Sign in at least five
2. Be prepared. All things must be minutes before class.
prepared before joining the class. 2. Be prepared. All things must be
3. Do not eat during class session. prepared before joining the class.
4. Mute your Microphone when not 3. Do not eat during class session.
talking. 4. Mute your Microphone when not
5. Be respectful and kind. talking.
5. Be respectful and kind.
B. Review
Who can still recall your previous lesson?
Anyone from the class?
(Answers of the students may vary)
C. Motivation
Our first activity today is called
Prediction. All you have to do is to make a
prediction based on the given title. Write your
answers in the chat box. Later on, after we
finished reading we will look and see all your
answers in the chat box if someone got the
correct answer. The students whose predictions
are correct will be given two points
automatically for the upcoming Quiz.
The title that you will going to predict is Death
with Dignity. Based from its title, what do you
think the text is all about?
D. Presentation
(The students are typing their answers)
May I request (name of a student) to read
the lesson objectives.
(Present the lesson objectives)
Objectives (The student is reading the lesson objectives)

At the end of the lesson, the students Objectives

shall be able to: At the end of the lesson, the students
a. Analyze critical issue of the article shall be able to:
Death With Dignity ; a. Analyze critical issue of the article
b. Appreciate the message of the article Death With Dignity ;
as means of understanding life choices; b. Appreciate the message of the article
and as means of understanding life
c. Debate between the quality of life and choices; and
quantity of life. c. Debate between the quality of life and
Before reading the article Death With quantity of life.
Dignity, let us unlock first the difficult words
by identifying the synonyms of the following
terms:
Unlocking of Terms
Column A Column B

For the word coma, please read the sentence

(name of a student) and give your answer.
1. A road crash left him in coma.
Very good, your answer is correct. For the
word dignity please read the sentence (name of
a student) and gives your answer.

2. The ceremony was conducted with great

dignity.
Very good, your answer is correct. For the
word heroic please read the sentence (name of
a student) and give your answer.

3. It was a heroic decision.

Very good, your answer is correct. For the
word high-spirited please read the sentence
(name of a student) and gives your answer.

4. The band struck up a high-spirited march as

Very good, your answer is correct. For the the President’s motorcade approached
word high-spirited please read the sentence
(name of a student) and gives your answer.

5. She experienced an epileptic seizure.

E. Raising of Motive Question
Before we proceed to reading of the article, I
would like to know if you have any questions
reading of the article “Death With Dignity”.
Anyone from the class would like to ask?

Interesting! We will answer your question right

after you are all done reading. Possible Answer: What is the article about?
F. Discussion
Reading of the Article
We will now proceed the reading of the
article “Death With Dignity” We will have a
Popcorn Reading. Let me start first.
DEATH WITH DIGNITY
Several years ago, my older cousin Torch
(born at home by the light of a flashlight, or
torch) had a seizure that turned out to be the
result of lung cancer that had gone to his brain.

(The students will continue the reading)

I arranged for him to see various specialists,
and we learned that with aggressive treatment,
including three to five chemo-therapy sessions
a week, he would live perhaps four months.
Ultimately, Torch decided against any
treatment and simply took pills for brain
swelling. He moved in with me.
We spent the next eight months
doing a bunch of things that he enjoyed,
having fun together like we hadn’t in decades.
We went to Disneyland, his first time. We’d
hang out at home. Torch was a sports nut, and
he was very happy to watch games and eat my
cooking. He even gained a bit of weight,
eating his favorite foods rather than hospital
meals. He had no serious pain, and he
remained high-spirited. One day, he didn’t
wake up. He spent the next three days in a
coma like sleep and then died. The cost of his
medical care for those eight months, for the
one drug he was taking, was about $20.
Torch was not a doctor, but he
knew he wanted life of quality, not just
quantity. Don’t most of us? If there is a state
of the art of end-of-life care, it is this: death
with dignity. As for me, my physician has
many choices. They were easy to make, as
they are for most physicians. There will be no
heroics, and will go gentle into that good
Thank you everyone. Now that we are night. Like my mentor Charlie. Like my
done reading the article, as I have promise, we cousin Torch. Like my fellow doctors.
will answer the question that (name of student)
given to the class and the question is, “What is
the article about?

The article is about the fundamental freedom

Let us find out how you understand the of choice in end-of-life option. The doctor
reading selection by answering the questions fulfill the desire of the patient to end his life
below. (Name of the student) please read and peacefully.
answer the question number 1.
 1. What are your insights from the
reading text?
Thank you (name of the student). That’s a (answer of the students may vary)
powerful message coming from you. The
article show how a person choices his own path
of living and choices his own destiny. (Name
of the student) please read and answer the
question number 2.

2. What reading strategy did you use to

get the insight of the text?
Identifying the persona talking in
Thank you (name of the student). Indeed the article characters by analyzing the
everyone we all have different strategy to get important details in the article.
the insight of the text and one of it is
determining importance which is one of our
topics before. Determining importance is a
strategy that readers use to distinguish between
what information in a text is most important
versus what information is interesting. (Name
of the student) please read and answer the
question number 3.

3. 3. When analyzing article, what question

Very good (name of the student) that is one of should you consider?
the most important things we must consider How the article ended and what is the
when we analyze a text. It also includes what is conclusion of the writer.
the main topic all about, what is the opinion of
the writer, what important insight I might get
from reading this article, how the writer come
up with his conclusion and etc. (Name of the
student) please read and answer the question
number 4.

Very good (name of the student) your idea 4. 4. How would you clarify the meaning of
is acceptable and so true the article Death with dying with dignity?
dignity implies living with quality and not Death with dignity implies living with
quality. Torch decided against any treatment quality and not quality.
and simply took pills for brain swelling and for
many months he’s doing a bunch of things that
he enjoyed and that are what we called quality
of life. He had no serious pain, and he
remained high-spirited. (Name of the student)
please read and answer the question number 5.
 5. Does the author’s message clearly
conveyed?
Yes the message is presented clearly.
The title itself clearly speaks the message of
the article. The ideas presented also are
Thank you (name of the student). Your answer clear.
is correct. I don’t need to expound your answer
because that’s what it is. Very good (name of
the student). Now let’s call on (Name of the
student) to read and answer the question
number 6.

6. Discuss the advantages and

disadvantages of the patient’s
decision?
The advantages of Torch decisions are
that he able to do whatever he want, eat
whatever he want and he will not suffer from
chemotherapy but disadvantage is that he
Precisely! Thank you (name of the student). won’t live longer and his end time is near.
Life is full of possibilities. In Torch decision
there are lot possibilities as well. What would
happened if Torch’s decision is different.
There might be a possibility that he will get
well and completely healed. Who knows what
will happened next only God knows! Now
let’s call on (Name of the student) to read and
answer the last question.

7. How does the article ended?

The article ended stating “? If there is a state
of the art of end-of-life care, it is this: death
with dignity.” It also revealed that the writer
of the article is a clinical assistant professor of
Thank you (name of the student). Your answer family medicine at the University of South
is correct. In the end of the article, it wasn’t California and he/she is Ken Murray.
mentioned what is the sexuality of the writer
but to omit gender bias we must use he/she. To
analyze any text or article we must be fair and
not to jump any conclusion. Now that we gone
discussing the article let us see all your
comments to know who got the correct
prediction.

(the teacher will read the comments to see who

got the correct prediction)
 Very good everyone we able to answer all
questions. Now let’s proceed to your activity.

G. Application
Group Activity
For our group activity today, we will
have a debate. We all know that debate usually
takes an hour to finish so this time, we will not
do how a formal debate should be. For this
debate each group must state their claim first
then after that the opposing team will asked
questions that you need to defend then the
rebuttal will take 5 minutes.
Group 1 and 4: Quantity of life (You will
choose to live a longer life but full of
medications and restriction.)
Group 2 and 3: Quality of life (You will
refuse medication but you can do whatever you
want to do.)
Group 1 versus Group 2
Group 3 versus Group 4

Criteria:
10 points- Claim
10 points- Defense
10 points- Evidence
30------ Total

(The students will leave the Google Meet to

meet with their group mates and prepare for
their activity. The students will be back after 5
minutes of preparations.)
Thank you everyone! I see that you really try
your best to stand of what you believe in and (The students are debating)
defended you claim. Give Yourself a round of
applause for a job well done.

(The students are clapping)

H. Generalization
The article Death With Dignity is actually a
 good article it taught us the other people’s
point of view and making a wise decision
because in the end of the day, your decision
can create a great impact to your life. Actually
the article doesn’t only talk our quality over
quantity but it also speaks decision making.
You, students are still so young and you
can do whatever you want because you only
live once but remember there are always
limitations or boundaries you need to consider.
You can explore, have fun and do different
adventure but in the end of the road your
decision now affects your future.
I. Valuing
(The teacher will call a student to answer.)

1. If you are in the shoes of Torch,

would you do the same? Why?

2. What moral lesson did you learn

from the article? (Answer of the student may vary)

Possible Answer: Value your life and make

most of it counts.

IV. EVALUATION
Directions: Write the word LIFE if the statement is correct and DEATH if the statement is
erroneous
__________1. Torch spent eight months doing a bunch of things
__________2. Torch had a seizure that turned out to be the result of lung cancer.
__________3. Torch spent the five days in a coma like sleep and then died.
__________4. Torch love cookies.
__________5. Ken Murray is clinical professor of family medicine

V. ASSIGNMENT
Direction: Using only your hand and art materials, make a quote that talks about choosing life.
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Prepared by:
MICHELLE B. VILLARBA
Student Intern-JRMSU

Reviewed by:
ABIGAEL V. NALZARO
SST III