Lesson Plan in English 9

I.

Objective: At the end of the lesson, the students will be able to:

a.
b.
c.
d.
e.
f.
g.
h.

analyze an editorial cartoon

judge the relevance and worth of ideas presented in the video
write a cycle map out of the material viewed
identify the meaning of the words taken from a literary text
discuss a short story and identify its features as a form of prose
understand how literary texts are influenced by ones culture, status, and environment
craft a synopsis using appropriate literary techniques and devices
use conditionals to complete the meaning of a sentence
i. use appropriate prosodic features of speech in delivering a readers theater.
II.

Subject Matter:
LM: Module Valuing Others and Their Circumstances
Lesson 6: Seeking Justice for Others
Materials: Computer, Internet, Manila Paper, Chalk, Black Board

III. Procedure
Day 1 (January 5, 2015)
Divide the students into two groups and let group 1 do the Task 1:

Task 1: BUNDLE OF JOY

Create a concept map of the word bundle and encourage students to share ideas.
Ask the students What can a bundle do?
Present the photos in the LM and ask them to express their thoughts about the photos and
explain why it is better if they come in a bundle or group.
Ask them to share their answers with the class.
Process the activity.

Let the group 2 do the Task 2:

Task 2. A MATTER OF PERSPECTIVE
Present an editorial cartoon about people helping each other.
Ask the students about their thoughts or interpretation of the editorial cartoon using the
following guide questions:
1. What issue is this political cartoon about?
2. What do you think is the cartoonists opinion on this issue?
3. What other opinion can you imagine another person have on this issue?
4. Did you find this cartoon persuasive? Why or why not?
5. What other techniques could the cartoonist have used to make this cartoon more
persuasive?
Process their answers.

Present the video entitled Life Vest Inside - Kindness Boomerang through this link
http://www.youtube.com/watch?v=nwAYpLVyeFU.
After viewing the video, process the activity using the following questions:
What is the video all about?
In what way does working with others shown in the video?
Why is it entitled Kindness Boomerang?
Do you believe that people nowadays can actually help and work with each other with
kindness?
Assignment: Based on the video, draw a cycle map about how kindness begets kindness.

Day 2
YOUR TEXT
Ask the students to answer the vocabulary development exercises in the LM.
Inform them that each of the numbered vocabulary words appears in Hughess story.
After checking their answers, ask them the motive question Who should be responsible for the
moral education of a child? Parents? Society? Schools? Or Everyone? before reading the text.
Welcome tentative answers

Read the short story entitled THANK YOU, MAAM by Langston Hughes.
Remind them to reflect on the questions in the boxes that break the text.
Allow them to find a partner to discuss the text using the following questions:

1. How does Mrs. Jones react when Roger tries to steal her purse?
2. Is her reaction believable? Why or why not?
3. When they arrive at the boarding house, what do you think Roger is thinking to do?
4. Does Mrs. Jones like the boy? Why?
5. How do you think Rogers encounter with Mrs. Jones alters his life?
6. Why does Hughes title the story, Thank You, Mam?
7. In what way did the characters show they worked with each other?
Ask some to share their responses with the class
Process the activity
Task 3: EXTENDING THE TEXT
Group the students into four (4).
Assign a particular task to each group.
The tasks are specified in the LM.
Allow each group to discuss among the members the task given.
Ask group representatives to share their answers with the class.
Elicit reactions from other groups.
Process the activity.
Task 4: OF CHOICES AND BASES
Present the stimulus presented in the LM.
Have the students accomplish the chart that follows.
Ask some students to share their responses with the class.
Elicit reactions from other groups.
Process the activity.
Task 5: STO-RETELLER
Ask the students to write their own synopsis of Thank you maam using any of the literary devices
mentioned in the LM.
Collect the outputs and provide feedback the next day.
Assign them to read the poem IF by Rudyard Kipling.
YOUR DISCOVERY TASKS
Task 1: CROSS OVER
Present the stimulus cited in the LM.
Ask the students to create a dialogue between Rudyard Kipling and Roger about helping other people
no matter what the consequences are.
Ask some students to share their responses with the class.
Elicit reactions from the other groups.
Process the activity.
Task 2: CONDITIONAL LOGIC
Ask the students to accomplish the grammar exercises in the LM.
Check their answers.
Task 4: HIPPITY-HOPPITY-TOE
Ask the students to read the synopsis of George Millers Happy Feet.
Ask them to accomplish the task that follows.
Process the activity using the following questions:
What makes the text prose?
What kind of prose is it?
Which part/s of the text is/are about working with others?
Task 5: ELEMENTALS
Ask the students to complete the chart in the LM using George Millers Happy Feet.
Ask some students to share their outputs with the class.
Process the activity.
Task 6: POSTER-N ITY
Ask the students to scan the posters of well known movies presented in the LM.

 Based on the images and details in each poster, ask them to share their thoughts about what could the
movie be all about.
Then ask the students to organize information about the movies listed above using the diagram
presented in the LM.
Ask some students to share their outputs with the class.
Ask others to provide feedback on their classmates presentation.
Process the activity.
Task 7: WORKING IN CONTEXT
Ask the students about their stand in the issues presented in the LM.
Ask them about how they can work with others to help support these concerns.
Ask some students to share their outputs with the class
Ask others to provide feedback on their classmates presentation
Process the activity
YOUR FINAL TASK
Inform the students that they now have to present their Readers Theatre.
Remind them to use the appropriate prosodic features of speech when delivering the lines.
Provide them copies of rubrics for grading.
After the performance, ask the audience to give feedback.
Do not also forget to provide your own feedback.
Process the activity.
Lesson Plan in English
I.

At the end of the lesson the students will be able to:

Analyze a one act radio play
Employ appropriate listening strategies suited to a one act play
Extract important information from argumentative/ persuasive texts
Produce the vowel sounds correctly
Analyze a radio play as a means of connecting to the world
Be familiar with the technical terms and stage layout for drama and theater
Recognize gerund and its uses
Identify features of a one act play
Explain how the elements specific to a one act play contribute to the development of its
theme
Enhance experience through the librarys information sources
II. Subject Matter
III.
IV.