Class Opening: Kauswagan National High School

Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XI
Division of Panabo City
KAUSWAGAN NATIONAL HIGH SCHOOL
LESSON PLAN
Subject English 9
Grade Level Grade 9
Sections Aries and Aquarius
Teaching Date June 3, 2019
Class Opening

Region XI
LESSON PLAN
Subject English 9
Grade Level Grade 9
I Learning Competency/Objectives:
At the end of the session, the students are expected to:
EN9V-Ia-1: Provide words or expressions appropriate for a given situation;
EN9RC-Ia-16: Share prior knowledge about a text topic;
EN9LC-Ia-3.6: Perform a task by following instructions
II SUBJECT MATTER
Topic: RECOGNIZING ROLES IN LIFE
Reference: A Journey Through Anglo-American Literature
Materials: chalk and board
Values Integration: appreciation and cooperation
Time Allotment: 60 minutes
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Preliminary Activities
a. Prayer and greetings. One student will lead the prayer.
(assign one student to lead the
prayer)
The students will then raise their hands after
b. Checking of Attendance. hearing their names.
c. Review. The students will have a short review of the

past lesson.
d. Motivation
The teacher will ask the students: The students are expected to share/give varied
 What role in life that you’ve possess right
answers.
now?
 In the view of life, how important each
one’s role in life?
III. LESSON PROPER
A. Activity
“Riddle Game”
The teacher will group the students Each group is expected to share their answer
into five groups. After which, they on what idea/word brought by the riddle.
will be informed by the following 1. R
instruction:
2. O
 Each group prepare 1/2 crosswise and
write your names 3. L
 They are to read each statement
4. E
closely and search for the missing
letter as suggested by each statement. 5. S
___1. I am the first letter of right.
___2. You’ll find me in boar but not in
bear.
___3. I’m in the middle of ceiling.
___4. You’ll find me in ore but not in ours.
___5. I have the sound of sea.
Put the letters together to come up with the
answer to this riddle.
What is it in life that I have to perform?
___ ___ ___ ___ ___
Consider the first one to give the correct
answer as the winner.
B. Analysis
“All For the BEST”
Still in small group of five, and take turns in
answering the following questions. Each group is expected to share their thoughts
1. What kind of role in life in front of the class.
a. interests you most?
b. helps put you into a happy mood?
c. you prefer/ enjoy doing? You like best?
2. What are your talents or things you can do
well?
Give reasons for your choices.
 Make a list of all of them in the table as
shown.
 Share and compare your lists with other
groups.
 Add items from others’ lists to yours.
 Keep your list for the future use.
Each group is expected to be graded by the
following criteria:
Organization – 10
Content – 20
Fluency – 10
Cooperation – 10
Total – 50 points
C. Abstraction
“INSPIRATION”
The teacher will give follow up
discussion regarding the given Students are expected to give reactions and
activity through asking the following feedbacks about the given questions.
questions:
 Who do you consider as a person who
inspires you because he/she is very
effective in performing his/her role in
life?
 What do you think are his/her qualities
that lead him/her to be successful in
performing his/her role in life?
D. Application
“EFFECTIVE?
Each group of students will interview five
PARTIALLY…INEFFECTIVE?”
classmates. They will note the responses and
Still on each group, they will do the
then later on they will share it in front of the
following task:
class.
 Interview at least five classmates,
and find out how they perform
their roles in life.
 Note their responses.
 Copy the chart, and plot it with
entries called for.
 Share their findings with the class.
Give feedback.
IV. EVALUATION
In ¼ sheet of paper, the students will answer
The students are expected to answer the
the following questions:
questions based on their understanding of the
1. What roles can I perform that will make a lesson.
difference in my life?
2. Why is it important to recognize my roles in
life?
3. How can I perform my roles in life
effectively?
On each answer they will be rated by the

following criteria:
Grammar – 2
Content – 3
Total – 5 points each
V. ASSIGNMENT The students are expected to read the poem.
 Ask students to do reading about the
poem entitled, The Seven Ages of
Man.
REMARKS:

Region XI
LESSON PLAN
Subject English 9
Grade Level Grade 9
EID’L FTIR
(HOLIDAY)

Region XI

LESSON PLAN
Subject English 9
Grade Level Grade 9
EN9VC-Ia-3.8: Infer thoughts, feelings, and intentions in the material viewed;
EN9LC-Ia-8: Process information mentioned in the text listened to;
II SUBJECT MATTER
B. Preliminary Activities
e. Prayer and greetings. One student will lead the prayer.
prayer)
f. Checking of Attendance. hearing their names.
g. Review. The students will have a short review of the

past lesson.
h. Motivation
The teacher will ask the students: The students are expected to share/give
 How would you appreciate a certain poem?
varied answers.
III. LESSON PROPER
E. Activity
“Ten minutes IMAGE Talk”
 The class will be paired and look closely to Each paired is expected to share their answer
the picture presented. on what idea/word brought by the picture and
 Each paired will talk/discuss about what the questions.
picture communicates.
 After which, they will be asked by the
following questions:
1. What do you think the drawing wants/
intends you to believe?
2. Does it suggest/ answer the question:
What roles can I perform that will make a
difference in my life?
3. How closely do you think/ believe the
drawing matches your mental image of
recognizing and performing roles in life?
Prove your point.
4. What details of the drawing tell you about
F. Analysis
“For SIGNIFICANT HUMAN
EXPERIENCES”
Reading a poem paves the way to making
meaning in life. It allows you to share certain
experiences.
 Listen to your teacher read the poem
“As You Like It” by William Shakespeare.
 As you listen to your teacher read the Each group is expected to share their
poem, read it silently and watch out for thoughts in front of the class.
words which are difficult for you to
understand.
 List them in your vocabulary notebook
and have them as entries in your word
bank.
G. Abstraction
“Reading them Aloud”
 In small groups of five, read the poem,
“The SEVEN AGES OF MAN” from the
comedy “AS YOU LIKE IT” by William
Shakespeare aloud.
 Decide who will be the first, second,
third, fourth and fifth readers.
 Try to make the meaning of the words
come alive through using good Each group are expected to read the poem in
expressions. front of the class.
 Remember to produce the correct critical
consonant sounds in words like: in /s/ -
s, z, sh, or zh. e.g sooth - /s/
zoo - /z/ shoe-/sh/ sure /zh/
 Watch out for words in the poem that
have the same sounds.
 Also think back on the importance of
using appropriate stress to words you’ll
read to convey meaning.
They will be graded using the following criteria:
Pronunciation – 10
Fluency – 10
Cooperation – 10
Each group of students will share their views
Creativity – 20
in front of the class.
Total – 50 points
H. Application
“How was the Experience?”
Still on each group, they will be asked by the
1. How well do you think/ believe the
imagery from the poem fit the value of
2. How does the poem make you feel about
VI. EVALUATION
SGDW (Small Group Differentiated
The students are expected to answer the
Works)
questions based on their understanding of the
Each group will have a draw lots of the
lesson.
assigned following tasks:
Group 1 Looking for Rhymes
Group 2 The Best CLUE
Group 3 A 2 & C (ALLITERATION,
ASSONANCE and CONSONANCE)
Group 4 IMAGERIES
Group 5 WORD Bank
Group 6 & 7 Meaningful Encounter
Group 8 Connect to Life
VII. ASSIGNMENT

REMARKS:
Region XI
LESSON PLAN
Subject English 9
Grade Level Grade 9
EN9LT-Ia-14: Analyze literature as a means of discovering the self
EN9LT-Ia-14.1: Identify the distinguishing features of notable AngloAmerican lyric
poetry, songs, poems, sermons, and allegories
II SUBJECT MATTER
C. Preliminary Activities
i. Prayer and greetings. One student will lead the prayer.
prayer)
The students will then raise their hands
j. Checking of Attendance. after hearing their names.
k. Review. The students will have a short review

of the past lesson.
l. Motivation
The teacher will ask the students: The students are expected to
 How would you appreciate a certain poem?
share/give varied answers.
III. LESSON PROPER
I. Activity
“For SIGNIFICANT HUMAN
EXPERIENCES” Each group is expected to share their
Reading a poem paves the way to making thoughts in front of the class.
meaning in life. It allows you to share certain
experiences.
 Listen to your teacher read the poem
“As You Like It” by William Shakespeare.
 As you listen to your teacher read the
poem, read it silently and watch out for
words which are difficult for you to
understand.
 List them in your vocabulary notebook
and have them as entries in your word
bank.
J. Analysis
“Reading them Aloud”
 In small groups of five, read the poem,
“The SEVEN AGES OF MAN” from the
comedy “AS YOU LIKE IT” by William
Shakespeare aloud.
 Decide who will be the first, second,
third, fourth and fifth readers.
 Try to make the meaning of the words
come alive through using good
expressions. Each group are expected to read the
 Remember to produce the correct critical poem in front of the class.
consonant sounds in words like: in /s/ -
s, z, sh, or zh. e.g sooth - /s/
zoo - /z/ shoe-/sh/ sure /zh/
 Watch out for words in the poem that
have the same sounds.
 Also think back on the importance of
using appropriate stress to words you’ll
read to convey meaning.
They will be graded using the following criteria:

Pronunciation – 10
Fluency – 10
Cooperation – 10
Creativity – 20
Total – 50 points
K. Abstraction
“How was the Experience?”
Each group of students will share their
Still on each group, they will be asked by the
views in front of the class.
1. How well do you think/ believe the
imagery from the poem fit the value of
2. How does the poem make you feel about
L. Application
SGDW (Small Group Differentiated
Works)
Each group will have a draw lots of the The students are expected to answer
assigned following tasks: the questions based on their
Group 1 Looking for Rhymes understanding of the lesson.
Group 2 The Best CLUE
Group 3 A 2 & C (ALLITERATION,
ASSONANCE and CONSONANCE)
Group 4 IMAGERIES
Group 5 WORD Bank
Group 6 & 7 Meaningful Encounter
Group 8 Connect to Life
VIII. EVALUATION The students will do the activity.
The SGDW will be evaluating activity. Each
group will be graded using the following criteria.
Content – 10
Cooperation – 10
Delivery – 10
Total – 30 points
IX. ASSIGNMENT

REMARKS:

Region XI

LESSON PLAN
Subject English 9
Grade Level Grade 9
EN9OL-Ia-1.15: Use the appropriate segmental (sounds of English) and the
suprasegments or prosodic features of speech when delivering lines of poetry and
prose in a speech choir, jazz chants and raps.
II SUBJECT MATTER
D. Preliminary Activities
m. Prayer and greetings. One student will lead the prayer.
prayer)
n. Checking of Attendance. hearing their names.
o. Review. The students will have a short review of the

past lesson.
p. Motivationis
 Do you agree with the persona’s description
answers.
of the last age of man in the last two lines
of the poem? Why?
 Do you agree when he says that the last
stage “second childhood without
everything”? Prove your point.
III. LESSON PROPER
M. Activity
“On Using Expressions Appropriate
to Situations”
The students will be instructed: The students are expected to share their
 Remember that there are many ways thoughts in front of the class.
you can express agreement or
disagreement. There are special
words/expressions that clearly indicate
the intention and their appropriateness
to the situation. These words can be
formal or informal.
 The students will engage on the two
possible responses:
Of course, I agree with the persona’s
description of the last seven age of man.
No, seriously, I believe otherwise.
Later on, the students will be asked by the
 Which words express agreement?
Disagreement?
 Can you give other example of
agreement? Disagreement?
N. Analysis
“Agree or Disagree”
The students will be selected randomly to read
the mini dialogs aloud and spot the presence of
words/expressions indicating agreement or
disagreement.
Each group are expected to read the poem in
front of the class.
O. Abstraction
“How?”
Still on each paired, they will be asked by the
following questions: Each paired is expected to give varied reason
1. How would you note that the statements about the questions.
deal about agreement or disagreement?
2. Why is it that we need to recognize the
statement do we have whenever we have a
conversation to someone?
P. Application
POSITIVE ROLES
Each pair of students will share their views in
The students will be instructed:
front of the class.
 Each paired will reread the poem “The
Seven Ages of Man”
 Each pair will find the lines that suggest
man has to perform roles in life.
 They will specify the lines that clearly
points out positive sign of performing
roles in life.
 Later on, each pair will talk about which
of them they are agree or disagree with.
 They will use words/expressions that
indicate their purpose.
 Each pair will share their ideas with the
class.
X. EVALUATION
The “POSITIVE ROLES” will be served as the
evaluation of this lesson.
XI. ASSIGNMENT The class is expected to do the activity.
 Search for “What is Informative
article”.
REMARKS:

Region XI
LESSON PLAN
Subject English 9
Grade Level Grade 9
EN10V-Ia13.9: Differentiate formal from informal definitions of words
II SUBJECT MATTER
E. Preliminary Activities
q. Prayer and greetings. One student will lead the prayer.
prayer) The students will then raise their hands after
hearing their names.
r. Checking of Attendance.
The students will have a short review of the

s. Review.
past lesson.
t. Motivation
 Among the sentences in the board, what is answers.
the difference between the two?
 In what situation you could use these
different form of sentences?
 Would you please pass me the chips?
 Gimme the potatoes.
III. LESSON PROPER
Q. Activity
“On Using Expressions Appropriate
to Situations”
The students will be instructed: The students are expected to share their
 Remember that there are many ways thoughts in front of the class.
you can express agreement or
disagreement. There are special
words/expressions that clearly indicate
the intention and their appropriateness
to the situation. These words can be
formal or informal.
 The students will engage on the two
possible responses:
Of course, I agree with the persona’s
description of the last seven age of man.
No, seriously, I believe otherwise.
Later on, the students will be asked by the
 Which words express agreement?
Disagreement?
 Can you give other example of
agreement? Disagreement?
R. Analysis
“Agree or Disagree”
The students will be selected randomly to read
the mini dialogs aloud and spot the presence of
words/expressions indicating agreement or
disagreement.
Each group are expected to read the poem in
front of the class.
Each paired is expected to give varied reason
S. Abstraction about the questions.
“How?”
Still on each paired, they will be asked by the
1. How would you note that the statements
deal about agreement or disagreement?
2. Why is it that we need to recognize the
statement do we have whenever we have a Each pair of students will share their views in
conversation to someone? front of the class.
T. Application
POSITIVE ROLES
The students will be instructed:
 Each paired will reread the poem “The
Seven Ages of Man”
 Each pair will find the lines that suggest
man has to perform roles in life.
 They will specify the lines that clearly
points out positive sign of performing
roles in life.
 Later on, each pair will talk about which
of them they are agree or disagree with.
 They will use words/expressions that
indicate their purpose.
 Each pair will share their ideas with the
class.
XII. EVALUATION
The “POSITIVE ROLES” will be served as the
evaluation of this lesson.
XIII. ASSIGNMENT The class is expected to do the activity.
 Search for “What is Informative
article”.
REMARKS:

Region XI

LESSON PLAN
Subject English 10
Grade Level Grade 9
Sections Aries and Anthurium
EN9VC-Ic-3.8: Infer thoughts, feelings, and intentions in the material viewed;
EN9LC-Ic-3.12: Paraphrase the text listened to
II SUBJECT MATTER
Topic: Enhancing the Self – Maximizing my Strength
Reference: Celebrating Diversity through World Literature
Values Integration: Resilience, Self-reliance
prayer)
b. Checking of Attendance. The students will then raise their hands after
c. Review.
d. Motivation
The teacher will ask the students:
past lesson.
 What is strength?
 In everyday living, in what way you
could maximize your strength?
 Have you evaluated yourselves on the
things that you have done in a day?
III. LESSON PROPER

B. Activity
“Hit the Hints”
The students will be grouped into five. Each Each group is expected to do the given
group will look into the following photos. Then,
activity.
they will list down all the traits of the following
common character.
Later on, each group will answer the following

questions to get to know better the following
characters.
1. Who among the characters do you like
most? Why?
2. Do you have what it takes to be like any of
them? Why do you say so?
3. Based the their characteristics and
intentions, what name could be associated with
them?
B. Analysis
“And there it hints”
Each group will share their answer. After sharing
their answer, they will process the significant of
each character in today’s 21st century. Then, the
Each group is expected to process their
students will lead into the discussion of
Paraphrasing. answer with the guide of the teacher.
C. Abstraction
“Say that Again”
The teacher will play a particular song that
relates into “Maximizing my Strength”. Each
group will listen and list at least three lines of Each group is expected to listen and list at least
the song that captured their attention. three lines of the lyric from song.
D. Application
“Paraphrase the given lines”
Each group is expected to write five sentence
Each group will be given eight minutes to write
and will do the paraphrasing.
at least five sentences. After which, each group
will exchange their written sentences and will do
the paraphrasing.
IV. EVALUATION
Paraphrase the following sentences.
V. ASSIGNMENT

REMARKS:

Region XI

LESSON PLAN
Subject English
Grade Level Grade 9
EN9LT-Ib-14: Analyze literature as a means of discovering the self;
EN9LT-Ib-14.2: Explain how the elements specific to a selection.
II SUBJECT MATTER
prayer)
b. Checking of Attendance.
c. Review. past lesson.
d. Motivation
The teacher will show three set of kenning The students are expected to give response.
words in the board, then the teacher will ask
the students:
 Bitterly poor
 Gold digger
 Sweet goodbye
 What do you think the meaning these
following group of words?
III. LESSON PROPER
B. Activity
“Attack those words”
The students will be grouped into five. Each Each group is expected to do the given
group will look for at least three kennings and activity.
explain what does it mean. They will be given
ten minutes to do the activity.
Later on, each group will proces their answer.

1. What is your basis in classifying the words
according to their category?
2. What is the modern equivalent meaning of
each word?
B. Analysis
“Read me”
The students will read the poem “The Battle of Each group is expected to read the poem and
Grendel” from Beowulf by Burton Raffel. As each list all the Kennings or word derivations to add
group will read, they will list down more to their vocabulary list.
examples of Kennings or words derivations from
Beowulf to add to their vocabulary list.
C. Abstraction
“Say Yes or No”
Tell whether the given statement is Yes or No.
The students will be instructed that in every
answer they should have a support details from Each group is expected to process their
the text. answer with the guide of the teacher.
Each group will have their explanation to

further lead their understanding of the theme
and message of the poem.
D. Application
“Illustrate the Creations”
Each group will describe each entity based on Each group is expected to do the given activity.
what is said in the text and based on how you
imagined each.
IV. EVALUATION
Fill out the Venn Diagram to show the
Each group is expected to fill out the Venn
similarities and differences of Beowulf and
Grendel. Diagram.
V. ASSIGNMENT

REMARKS:

Region XI

LESSON PLAN
Subject English 10
Grade Level Grade 9
EN9G-Ib-1.6/1.7: Use appropriate punctuation marks and capitalization to convey
meaning;
EN9RC-Ib-16: Share prior knowledge about a text topic
II SUBJECT MATTER
prayer)
past lesson.
c. Review.
III. LESSON PROPER
B. Activity
“Into the Hero”
The students will get to know the poem better. Each group is expected to answer the given
They will be grouped into five and they will questions.
answer the following questions:
After answering the given questions, the

students will proces their answers with the
guide of the students.
B. Analysis
“Epic or Lyric”
The students will read the poem “The Battle of
Each group is expected to read the poem and
Grendel” from Beowulf by Burton Raffel. As each
list all the Kennings or word derivations to add
group will read, they will list down more
to their vocabulary list.
C. Abstraction
“Spot the signals and
punctuation marks”
Each group will scan the poem “Beowulf”. Each
group will list the sequence signals they spot. Each group is expected to list the sequence
They will illustrate how these words how these signals they spot.
words use in the selection by filling out the grid
below.
Each group is expected to do the given activity.
D. Application
“Marks the Punctuations”
Each group will take note the punctuation marks
used in the stanzas. After which, they will
answer the following questons.
1. What punctuation marks are highlighted in

the given stanzas?
2. What is the meaning conveyed when these
punctuation marks are used?
3. When do we use them?
IV. EVALUATION
Complete the following sentences with its
The students are expected to complete the
appropriate punctuation marks and
capitalization. following sentences.
1. kyle loves to help his dad cook dinner
2. what do you think kyle and his dad will cook
tonight
3. “Oh no “ “Why didn’t you tell me I’m late “
4. Jeremy Won the game and shouted, “Horayyy
“
5. Let s go to the park and have a picnic
tomorrow.
V. ASSIGNMENT

REMARKS:
Region XI

LESSON PLAN
Subject English 10
Grade Level Grade 9
EN9WC-Ib-8: Distinguish between and among informative, journalistic, and literary
writing;
EN9OL-Ib-1.15: Use the appropriate segmentals (sounds of English) and the
suprasegmentals or prosodic features of speech when delivering lines of poetry and
prose in a speech choir, jazz chants and raps
EN9F-Ib-3.1: Produce the correct beat and rhythm in delivering jazz chants and
raps.
II SUBJECT MATTER
prayer)
past lesson.
c. Review.
III. LESSON PROPER
B. Activity
“Type the Text”
The students will identify the text type of the The students will identify the given articles.
following articles as journalistic, informative, or
literary given by the teacher. After doing the
task the students will write their ideas about the
features of literary text and how each should be
read.
B. Analysis
“Type the Text 2”
After doing the task the students will write their The students will write their ideas about the
ideas about the features of literary text and how features of literary and how each should be
each should be read. read.
Informative text: Serves to inform; provides
or discloses information; instructive;
instructional
Journalistic text: radio, print, television, and
online journalism that presents information
Literary Text: Literary text is defined as a
wide variety of imaginative and creative writing
that leads to the appreciation of the cultural
heritages of students. Literary is defined as
something related or associated with literature
or scholarly learning and writing.
C. Abstraction
“Ask ME”
 In what particular occasions or situation
The students are expected to answer the given
you could use these different type of
questions.
text?
 How each type of text differs between
one to another?
D. Application
“RAP a MESSAGE for your HERO
(SGD)”
The students will be grouped into five. Each Each group is expected to do the given activity.
group will write a meaningful sentences to
describe their hero. They will be given time to
convert sentences into rap. They will be rated
with their performance using the following
rubrics.
Content – 20
Couplet rhyming – 20
Beat/rhythm – 20
Volume/Projection/Annunciation – 20
Physical presentation – 20
Total 100 points
IV. EVALUATION
In ½ crosswise, the students will answer the
following questions.
1. Strength is everyone’s needed to face the day following sentences.
ahead, how would you intend to use your
strengths in order for you to improve yourself
physically, mentally and emotionally?
2. Take note some meaningful learnings that
you have learned in this particular lesson, tell
why is it meaning?
V. ASSIGNMENT
“Bring Out the Hero in You”
Write the things you value the most from the
week’s discussion. Or, you might want to
illustrate your most important learning from
this week’s lesson.
REMARKS:

Region XI

LESSON PLAN
Subject English 10
Grade Level Grade 9
Sections Aries and Anthorium
EN9RC-Ic-13.2: Take note of sequence signals or connectors to determine
patterns of idea development given in a text;
EN9VC-Ic-3.8: Infer thoughts, feelings, and intentions in the material viewed
II SUBJECT MATTER
Topic: Enhancing the Self – Living Legacy
prayer)
past lesson.
c. Review.
d. Motivation
The students will be asked: The students will give feedback to the following
 How would you like to be remembered? questions given by the teacher.
 What legacy would you like to leave
behind?
III. LESSON PROPER
B. Activity
“The H.O.M.E. (Harmony of Man and
Environment)” The students will watch a video “Harmony of
The students will watch video “Harmony of Man Man and Environment”.
and Environment” but before they watch they
will be asked by the following questions:
 How would you rise the challenges
presented?
 What do you think motivated them to
this video?
B. Analysis
“Lend Me an Ear” The students are expected to look into a picture
The students will look into a picture about about climate change and the students will give
climate change and they will take note their feedback.
important ideas from the video:
 What could be the cause of this
phenomenon?
C. Abstraction
“In a Capsule” The students will summarize its content from
As the students watch the video twice, it is now the material viewed.
time to summarize its contents using
appropriate sequence signals.
D. Application
“Our Living Legacy” Each group is expected to present a role play in
The students will be grouped into five. Each front of the class.
group will make a role play that shows “living
legacy” in this world. They will be rated using
the following criteria:
Accuracy and believability of role – 20
Clarity of speech – 10
Expression and body language – 10
Knowledge gained – 20
Total 60 points
IV. EVALUATION
The students will present their presentation in
The students presentation are expected to be
front of the class.
rated by the use of criteria.
V. ASSIGNMENT
REMARKS:
Prepared by: Ariehmar A. Bardoquillo Checked by: Carolyn N. Rubino

Teacher I Principal I
Region XI

LESSON PLAN
Subject English 10
Grade Level Grade 9
Teaching Date July 1, 2019
ARAW NG DAVAO DEL NORTE


Region XI

LESSON PLAN
Subject English 10
Grade Level Grade 9
EN9G-Ib-1.6/1.7: Use appropriate punctuation marks and capitalization to convey
meaning;
EN9RC-Ib-16: Share prior knowledge about a text topic
II SUBJECT MATTER
prayer)
past lesson.
c. Review.
III. LESSON PROPER
B. Activity
“Into the Hero”
The students will get to know the poem better. Each group is expected to answer the given
They will be grouped into five and they will questions.
answer the following questions:
After answering the given questions, the

students will proces their answers with the
guide of the students.
B. Analysis
“Epic or Lyric”
The students will read the poem “The Battle of
Each group is expected to read the poem and
Grendel” from Beowulf by Burton Raffel. As each
list all the Kennings or word derivations to add
group will read, they will list down more
to their vocabulary list.
C. Abstraction
“Spot the signals and
punctuation marks”
Each group will scan the poem “Beowulf”. Each
group will list the sequence signals they spot. Each group is expected to list the sequence
They will illustrate how these words how these signals they spot.
words use in the selection by filling out the grid
below.
D. Application
“Marks the Puntuations”
Each group will take note the punctuation marks Each group is expected to do the given activity.
used in the stanzas. After which, they will
answer the following questons.
1. What punctuation marks are highlighted in
the given stanzas?
2. What is the meaning conveyed when these
punctuation marks are used?
3. When do we use them?
IV. EVALUATION
Complete the following sentences with its
appropriate punctuation marks and
capitalization. following sentences.
1. kyle loves to help his dad cook dinner
2. what do you think kyle and his dad will cook
tonight
3. “Oh no “ “Why didn’t you tell me I’m late “
4. Jeremy Won the game and shouted, “Horayyy
“
5. Let s go to the park and have a picnic
tomorrow.
V. ASSIGNMENT

REMARKS:

Region XI

LESSON PLAN
Subject English 10
Grade Level Grade 9
writing;
raps.
II SUBJECT MATTER
prayer)
past lesson.
c. Review.
III. LESSON PROPER
B. Activity
“Type the Text”
read.
B. Analysis
instructional
that leads to the appreciation of the
cultural heritages of students. Literary is
defined as something related or
associated with literature or scholarly learning
and writing.
C. Abstraction
“Ask ME” The students are expected to answer the given
questions.
text?
one to another?
D. Application
(SGD)” Each group is expected to do the given activity.
The students will be grouped into five. Each
group will write a meaningful sentences to
rubrics.
Content – 20
Beat/rhythm – 20
Total 100 points
IV. EVALUATION
why is it meaning?
V. ASSIGNMENT
REMARKS:


Region XI

LESSON PLAN
Subject English 10
Grade Level Grade 9
II SUBJECT MATTER
prayer)
past lesson.
c. Review.
d. Motivation
behind?
III. LESSON PROPER
B. Activity
presented?
this video?
B. Analysis
“Lend Me an Ear” The students are expected to look into a picture
The students will look into a picture about about climate change and the students will give
climate change and they will take note their feedback.
 What could be the cause of this
phenomenon?
C. Abstraction
“In a Capsule” The students will summarize its content from
As the students watch the video twice, it is now the material viewed.
time to summarize its contents using
D. Application
“Our Living Legacy” Each group is expected to present a role play in
The students will be grouped into five. Each front of the class.
group will make a role play that shows “living
legacy” in this world. They will be rated using
Total 60 points
IV. EVALUATION
The students will present their presentation in
The students presentation are expected to be
front of the class.
rated by the use of criteria.
V. ASSIGNMENT
REMARKS:

Region XI

LESSON PLAN
Subject English 10
Grade Level Grade 9
OB @PANABO CITY CENTRAL ELEMTARY SCHOOL

NATIONAL DISASTER RESILIENCE MONTH CELEBRATION


Region XI

LESSON PLAN
Subject English 10
Grade Level Grade 9
writing;
raps.
II SUBJECT MATTER
prayer)
past lesson.
c. Review.
III. LESSON PROPER
B. Activity
“Type the Text”
read.
B. Analysis
instructional
that leads to the appreciation of the
cultural heritages of students. Literary is
defined as something related or
associated with literature or scholarly learning
and writing.
C. Abstraction
“Ask ME”
The students are expected to answer the given
questions.
text?
one to another?
D. Application
(SGD)”
group will write a meaningful sentences to Each group is expected to do the given activity.
rubrics.
Content – 20
Beat/rhythm – 20
Total 100 points
IV. EVALUATION
why is it meaning?
V. ASSIGNMENT
REMARKS:


Region XI

LESSON PLAN
Subject English 10
Grade Level Grade 9
II SUBJECT MATTER
prayer)
past lesson.
c. Review.
d. Motivation
behind?
III. LESSON PROPER
B. Activity
presented?
this video?
B. Analysis
“Lend Me an Ear”
The students will look into a picture about
The students are expected to look into a picture
climate change and they will take note
important ideas from the video: about climate change and the students will give
 What could be the cause of this their feedback.
phenomenon?
C. Abstraction
“In a Capsule”
As the students watch the video twice, it is now The students will summarize its content from
time to summarize its contents using the material viewed.
D. Application
“Our Living Legacy”
group will make a role play that shows “living Each group is expected to present a role play in
legacy” in this world. They will be rated using front of the class.
Total 60 points
IV. EVALUATION The students presentation are expected to be

The students will present their presentation in rated by the use of criteria.
front of the class.
V. ASSIGNMENT
REMARKS:


Region XI

LESSON PLAN
Subject English 10
Grade Level Grade 9
EN9LT-Ic-14: Analyze literature as a means of enhancing the self;
EN9LT-Ic-2.2: Explain how the elements specific to a genre contribute to the
theme of a particular literary selection;
EN9LT-Id2.2.1: Express appreciation for sensory images used.
II SUBJECT MATTER
prayer)
past lesson.
c. Review.
d. Motivation
The students will be asked:
The students will give feedback to the
 In your own opinion, what are some
qualification to be a hero? following questions given by the teacher.
 How could you consider someone as a
hero in your life?
III. LESSON PROPER
A. Activity
“A Hero in You!”
The students will watch movie entitled “King The students will watch a video “Harmony of
Arthur”. Man and Environment”.
B. Analysis
“Mull Over in Groups!”
group will answer the following questions in one Each group are expected to answer the given
whole sheet of paper. questions to them
1. How would you describe King Arthur as a
king? Locate a part in the story that will
support your answer.
2. What hope is given to people in his tomb
saying Arthur is the “once king and king that
will be?
3. Why do you think some men say in many
parts of England that King Arthur is not
dead, but carried by the will of our Lord Jesus
into another place; and that he shall
come again, and he shall win the Holy Cross?
4. What great deed did King Arthur as he
lived his life? What was his greatest legacy?
5. What pattern is used to develop the idea
of the text? Point out the sequence signals
or connectors in the text.
6. How do images or word pictures help you
experience a scene in the excerpt, The
Day of Destiny?
C. Abstraction
“Discuss it”
Then afterwards, each group will discuss their
answer in front of the class.
D. Application Each group will discuss their answer.
IV. EVALUATION
Each student will paint a word that appealed to
their senses of sight, sound, smell, taste and
touch in poetry and in prose composition. They Each student is expected to paint/write a word
will look for the images that they have located that appealed to their senses in their notebook.
in the text. They will copy the chart below on
their notebook and write down the details in the
appropriate column.
V. ASSIGNMENT
REMARKS:

Teacher I Principal
Region XI

LESSON PLAN
Subject English 10
Grade Level Grade 9
EN9WC-Ic-8: Distinguish between and among informative, journalistic, and literary
writing;
EN9V-Ic-15: Explain how words are derived from names of persons and places
II SUBJECT MATTER
c. Review. The students will have a short review of the
d. Motivation past lesson.
 What do you think the meaning of these The students will give feedback to the
following words? following questions given by the teacher.
infer infer
extrapolate conclude by reasoning
extrapolate
draw from specific cases for more general
cases
III. LESSON PROPER
A. Activity
“What’s in a Word?”
Each student will look for the meaning of the The students will look for the meaning of those
following words from the story “King Arthur”. words given to them, then they will write
After which, they will make a sentence using the sentences using those following words.
following words.
knight
knight
a person of noble birth trained to arms and
squire
chivalry
armor
squire
aristocrat
a man who attends or escorts a woman
sabotage
armor
noble
protective covering made of metal and used in
archbishop
combat
Excalibur
aristocrat
hilt
a member of the nobility
wizard
sabotage
steward
a deliberate act of destruction or disruption
evidence
noble
of or belonging to hereditary aristocracy
archbishop
a bishop of highest rank
Excalibur
the legendary sword of King Arthur
hilt
the handle of a sword or dagger
wizard
one who practices magic or sorcery
steward
someone who manages property or affairs for
someone else
evidence
knowledge on which to base belief
B. Analysis
Each group an article within ten minutes.
“Group Activity”
Each group will be given an article to read
within 10 minutes.
C. Abstraction
“Plotting them all” Each group will examine their assigned article.
Examine how the three (3) articles were written
using the following criteria:
D. Application
“Share what you’ve got”
Each group will share their examine articles in
front of the class. They will be rated the Each group is expected to share their assigned
following criteria: articles in front.
Content – 20
Voice – 20
Organization – 20
Delivery – 20
Presentation aids – 20
Tatol = 100 points
IV. EVALUATION
The students will be given a short quiz. They Each student will identify the text read by the
will identify the following text according to its teacher.
purpose read by the teacher whether it is
informative, persuasive, descriptive or literary.
V. ASSIGNMENT
REMARKS:


Region XI

LESSON PLAN
Subject English 10
Grade Level Grade 9
EN9G-Ic-1.6/1.7: Use appropriate punctuation marks and capitalization to convey
meaning;
II SUBJECT MATTER
prayer)
past lesson.
c. Review.
d. Motivation
 What punctuation mark do you observe questions given by the teacher.
in these word?
Aide-de-camp.
Merry-go-round
 How does it function?
III. LESSON PROPER
A. Activity
“Bite the dash—“
The students will study the following sentences The students will note the reasons why these
below. They will note why they are punctuated words are punctuated.
with a dash.
1. When in 1960 the stockpile was sold off --
indeed, dumped as surplus- natural rubber
sales were hard hit.-Barry Commoner
2. The presentations--and especially the one by
Ms. Ramos-impressed the audience.
3. Oil, steel, and wheat--these are the sinews
of industrialization.
4. My foot is on my native heath…--Sir Walter
Scott
5. Your question-it was your question, wasn’t
it, Mr. Jones?--just can’t be answered.
B. Analysis
“To be continued”
Each students will punctuate the following
sentences (--).
Each student will punctuate the following
sentences.
C. Abstraction
“Type the hype”
1. antiinflationary
Each student will type the correct hyphen of the
2. overthecounter
3. a comeasyouare party following words.
4. a six or eightcylinder engine
5. the ruling passion of his life
6. one hundred thirtyeight
7. a twothirds majority of the vote
8. pages 4098
9. the New YorkParis flight
10. good-for-nothing
D. Application
“How may I use”
The students will be by the following
questions:
 What are some situation that you need
to use hyphen? The students will respond from the following
 How hyphen may help use in writing? questions given to them.
IV. EVALUATION
The students will write sentences using the Each student will use the hyphenated words in
hyphenated words that they have done. writing sentences.
1. anti-inflationary
2. over-the-counter
3. a come-as-you-are-party
4. a six or eight-cylinder engine
5. the ruling-passion of his life
6. one hundred thirty-eight
7. a two-thirds majority of the vote
8. pages 40-98
9. the New York-Paris flight
V. ASSIGNMENT
REMARKS:

Region XI

LESSON PLAN
Subject English 10
Grade Level Grade 9
II SUBJECT MATTER
prayer)
past lesson.
c. Review.
d. Motivation
behind?
III. LESSON PROPER
B. Activity
presented?
this video?
B. Analysis
“Lend Me an Ear”
The students will look into a picture about The students are expected to look into a picture
climate change and they will take note
about climate change and the students will give
 What could be the cause of this their feedback.
phenomenon?
C. Abstraction
“In a Capsule”
As the students watch the video twice, it is now The students will summarize its content from
time to summarize its contents using the material viewed.
D. Application
“Our Living Legacy”
group will make a role play that shows “living Each group is expected to present a role play in
legacy” in this world. They will be rated using front of the class.
Total 60 points
IV. EVALUATION The students presentation are expected to be

The students will present their presentation in rated by the use of criteria.
front of the class.
V. ASSIGNMENT
REMARKS:


Region XI

LESSON PLAN
Subject English 10
Grade Level Grade 9
EN9LT-Ic-14: Analyze literature as a means of enhancing the self;
EN9LT-Ic-2.2: Explain how the elements specific to a genre contribute to the
theme of a particular literary selection;
EN9LT-Id2.2.1: Express appreciation for sensory images used.
II SUBJECT MATTER
prayer)
past lesson.
c. Review.
d. Motivation
The students will be asked: The students will give feedback to the
 In your own opinion, what are some following questions given by the teacher.
qualification to be a hero?
 How could you consider someone as a
hero in your life?
III. LESSON PROPER
A. Activity
“A Hero in You!”
The students will watch movie entitled “King The students will watch a video “Harmony of
Arthur”. Man and Environment”.
B. Analysis
“Mull Over in Groups!”
group will answer the following questions in one Each group are expected to answer the given
whole sheet of paper. questions to them
1. How would you describe King Arthur as a
king? Locate a part in the story that will
support your answer.
2. What hope is given to people in his tomb
saying Arthur is the “once king and king that
will be?
3. Why do you think some men say in many
parts of England that King Arthur is not
dead, but carried by the will of our Lord Jesus
into another place; and that he shall
come again, and he shall win the Holy Cross?
4. What great deed did King Arthur as he
lived his life? What was his greatest legacy?
5. What pattern is used to develop the idea
of the text? Point out the sequence signals
or connectors in the text.
6. How do images or word pictures help you
experience a scene in the excerpt, The
Day of Destiny?
C. Abstraction
“Discuss it”
Then afterwards, each group will discuss their
answer in front of the class.
D. Application Each group will discuss their answer.
IV. EVALUATION
Each student will paint a word that appealed to Each student is expected to paint/write a word
their senses of sight, sound, smell, taste and that appealed to their senses in their notebook.
touch in poetry and in prose composition. They
will look for the images that they have located
in the text. They will copy the chart below on
their notebook and write down the details in the
appropriate column.
V. ASSIGNMENT
REMARKS:

Teacher I Principal
Region XI

LESSON PLAN
Subject English 10
Grade Level Grade 9
EN9WC-Ic-8: Distinguish between and among informative, journalistic, and literary
writing;
EN9V-Ic-15: Explain how words are derived from names of persons and places
II SUBJECT MATTER

c. Review. past lesson.
d. Motivation
The students will give feedback to the
 What do you think the meaning of these
following questions given by the teacher.
following words?
infer
infer conclude by reasoning
extrapolate extrapolate
draw from specific cases for more general
cases
III. LESSON PROPER
A. Activity
“What’s in a Word?”
Each student will look for the meaning of the The students will look for the meaning of those
following words from the story “King Arthur”. words given to them, then they will write
After which, they will make a sentence using the sentences using those following words.
following words.
knight
knight
a person of noble birth trained to arms and
squire
chivalry
armor
squire
aristocrat
a man who attends or escorts a woman
sabotage
armor
noble
protective covering made of metal and used in
archbishop
combat
Excalibur
aristocrat
hilt
a member of the nobility
wizard
sabotage
steward
a deliberate act of destruction or disruption
evidence
noble
of or belonging to hereditary aristocracy
archbishop
a bishop of highest rank
Excalibur
the legendary sword of King Arthur
hilt
the handle of a sword or dagger
wizard
one who practices magic or sorcery
steward
someone who manages property or affairs for
someone else
evidence
knowledge on which to base belief
B. Analysis
“Group Activity” Each group an article within ten minutes.
Each group will be given an article to read
within 10 minutes.
C. Abstraction
“Plotting them all” Each group will examine their assigned article.
Examine how the three (3) articles were written
using the following criteria:
D. Application
“Share what you’ve got”
Each group will share their examine articles in
Each group is expected to share their assigned
front of the class. They will be rated the
articles in front.
following criteria:
Content – 20
Voice – 20
Organization – 20
Delivery – 20
Presentation aids – 20
Tatol = 100 points
IV. EVALUATION
The students will be given a short quiz. They Each student will identify the text read by the
will identify the following text according to its teacher.
purpose read by the teacher whether it is
informative, persuasive, descriptive or literary.
V. ASSIGNMENT
REMARKS:

Region XI

LESSON PLAN
Subject English 10
Grade Level Grade 9
EN9G-Ic-1.6/1.7: Use appropriate punctuation marks and capitalization to convey
meaning;
II SUBJECT MATTER
prayer)
past lesson.
c. Review.
d. Motivation
 What punctuation mark do you observe questions given by the teacher.
in these word?
Aide-de-camp.
Merry-go-round
 How does it function?
III. LESSON PROPER
A. Activity
“Bite the dash—“
The students will study the following sentences The students will note the reasons why these
below. They will note why they are punctuated words are punctuated.
with a dash.
1. When in 1960 the stockpile was sold off --
indeed, dumped as surplus- natural rubber
sales were hard hit.-Barry Commoner
2. The presentations--and especially the one by
Ms. Ramos-impressed the audience.
3. Oil, steel, and wheat--these are the sinews
of industrialization.
4. My foot is on my native heath…--Sir Walter
Scott
5. Your question-it was your question, wasn’t
it, Mr. Jones?--just can’t be answered.
B. Analysis
Each students will punctuate the following
sentences (--).
Each student will punctuate the following
sentences.
C. Abstraction
“Type the hype”
1. antiinflationary
Each student will type the correct hyphen of the
2. overthecounter
3. a comeasyouare party following words.
4. a six or eightcylinder engine
5. the ruling passion of his life
6. one hundred thirtyeight
7. a twothirds majority of the vote
8. pages 4098
9. the New YorkParis flight
D. Application
“How may I use”
The students will be by the following
questions:
 What are some situation that you need
to use hyphen? The students will respond from the following
 How hyphen may help use in writing? questions given to them.
IV. EVALUATION
The students will write sentences using the Each student will use the hyphenated words in
hyphenated words that they have done. writing sentences.
1. anti-inflationary
2. over-the-counter
3. a come-as-you-are-party
4. a six or eight-cylinder engine
5. the ruling-passion of his life
6. one hundred thirty-eight
7. a two-thirds majority of the vote
8. pages 40-98
9. the New York-Paris flight
V. ASSIGNMENT
REMARKS:


Region XI

LESSON PLAN
Subject English 10
Grade Level Grade 9
EN10WC-Ic12.2: Formulate a statement of opinion or assertion;
EN10OL-Ic-3.16: Describe the techniques in effective public speaking
II SUBJECT MATTER
prayer)
c. Review.
The students will review the three different
past lesson.
type of writing.
 Informative
 Journalistic
 Literary
III. LESSON PROPER

A. Activity
“One with Others”
Each group will be asked by the following Each group is expected to answer the given
questions: questions to them.
1. Do you consider Tubbataha Reefs as
nature’s legacy to mankind? What
connections do you share with Tubbataha
Reefs?
2. Do you consider cultural heritage as your
forefathers’ legacy? What is your role in
the preservation of culture in the
country?
3. What is your mother’s greatest legacy?
Do you consider this legacy worthy of
passing to your children?
B. Analysis
Each group is expected to share their answers
among questions. Each group will be given Each group is expected to share their answer.
enough time to answer the question. Also they
will be rated using the following criteria.
Content – 10
Organization – 10
Delivery – 10
Language use – 20
Total – 50
C. Abstraction
“My Legacies”
The students will be ask:
 What would be your own legacy?
Each student will choose their own legacy.
The students will choose their own legacy
below. They will do it in their English notebook.
D. Application
“Sharing Other’s People Perspective
SHOPP” The students will give their own opinion upon
The students will be informed that the final the issue.
presentation that they are going to do for this
lesson is the “Choral Reading”.
They will be grade using the following criteria:
Completeness – 10
Stand point – 10
Form – 10
Total – 30 points
IV. EVALUATION Each paired will do the Choral Reading.
The students will be paired choose their favorite
part of the text, “The Day of Destiny”. With a
partner, read the part aloud using the correct
pitch, juncture, stress, intonation, rate of
speech, volume and projection. The will be
graded using the following criteria:
Pitch – 10
Juncture –10
Stress – 10
Intonation – 10
Rate of speech –10
Volume – 10
Projection – 10
Total – 70 points
V. ASSIGNMENT
REMARKS:


Class Opening: Kauswagan National High School

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Republic of the Philippines

KAUSWAGAN NATIONAL HIGH SCHOOL

Republic of the Philippines

KAUSWAGAN NATIONAL HIGH SCHOOL

c. Review. The students will have a short review of the

On each answer they will be rated by the

Republic of the Philippines

KAUSWAGAN NATIONAL HIGH SCHOOL

Republic of the Philippines

KAUSWAGAN NATIONAL HIGH SCHOOL

g. Review. The students will have a short review of the

KAUSWAGAN NATIONAL HIGH SCHOOL

k. Review. The students will have a short review

They will be graded using the following criteria:

Republic of the Philippines

KAUSWAGAN NATIONAL HIGH SCHOOL

o. Review. The students will have a short review of the

Republic of the Philippines

KAUSWAGAN NATIONAL HIGH SCHOOL

The students will have a short review of the

Republic of the Philippines

KAUSWAGAN NATIONAL HIGH SCHOOL

III. LESSON PROPER

Later on, each group will answer the following

Republic of the Philippines

KAUSWAGAN NATIONAL HIGH SCHOOL

Later on, each group will proces their answer.

Each group will have their explanation to

Republic of the Philippines

KAUSWAGAN NATIONAL HIGH SCHOOL

After answering the given questions, the

1. What punctuation marks are highlighted in

KAUSWAGAN NATIONAL HIGH SCHOOL

Republic of the Philippines

KAUSWAGAN NATIONAL HIGH SCHOOL

Prepared by: Ariehmar A. Bardoquillo Checked by: Carolyn N. Rubino

KAUSWAGAN NATIONAL HIGH SCHOOL

ARAW NG DAVAO DEL NORTE

Prepared by: Ariehmar A. Bardoquillo Checked by: Carolyn N. Rubino

Republic of the Philippines

KAUSWAGAN NATIONAL HIGH SCHOOL

After answering the given questions, the

Prepared by: Ariehmar A. Bardoquillo Checked by: Carolyn N. Rubino

KAUSWAGAN NATIONAL HIGH SCHOOL

Prepared by: Ariehmar A. Bardoquillo Checked by: Carolyn N. Rubino

Republic of the Philippines

KAUSWAGAN NATIONAL HIGH SCHOOL

Prepared by: Ariehmar A. Bardoquillo Checked by: Carolyn N. Rubino

KAUSWAGAN NATIONAL HIGH SCHOOL

OB @PANABO CITY CENTRAL ELEMTARY SCHOOL

Prepared by: Ariehmar A. Bardoquillo Checked by: Carolyn N. Rubino

Republic of the Philippines

KAUSWAGAN NATIONAL HIGH SCHOOL

Prepared by: Ariehmar A. Bardoquillo Checked by: Carolyn N. Rubino

Republic of the Philippines

KAUSWAGAN NATIONAL HIGH SCHOOL

IV. EVALUATION The students presentation are expected to be

Prepared by: Ariehmar A. Bardoquillo Checked by: Carolyn N. Rubino

Republic of the Philippines

KAUSWAGAN NATIONAL HIGH SCHOOL

Prepared by: Ariehmar A. Bardoquillo Checked by: Carolyn N. Rubino

KAUSWAGAN NATIONAL HIGH SCHOOL