Holy Child College of Davao

HOLY CHILD COLLEGE OF DAVAO
E. Jacinto St., Davao City

Opus Deo Dignum
S.Y. 2019-2020
LESSON PLAN IN ENGLISH 9
Subject/Grade Level: English 9 Quarter: 2 Week: 11 Date: June 17-21, 2019
I. OBJECTIVES: At the end of the lesson, the learners will be able to:
a. read the short story “A Day’s Wait” by Ernest Hemingway;
b. understand what is informative text;
c. explain the nature of jargons, formal and informal words.
d. identify the context of argumentative essay; and
e. use appropriate Syllogisms through argumentative essay.
II. SUBJECT MATTER:
A. TOPICS/CONCEPTS: LESSON 6: A Day’s Wait, Pharmacology, Song: The Sound of Silence
B. VALUES INTEGRATED:
C. REFERENCES: Essential English 9 (Worktext in Literature and Language)
D. MATERIALS: Book, Pencil and Notebook, Laptop
III. PROCEDURE/LEARNING ACTIVITIES
DAY 1
A. Routine Activities
 Opening Prayer
 Checking of Attendance and Uniform
 Presentation of the Word of the Week
 Presentation of the Objectives
B. Pre-assessment
 The teacher will call some students to give examples of titles of short stories which
they find intriguing. How are they affected by such intriguing titles?
 The teacher will introduce the short story with the title “A Day’s Wait” and have the
students comment on the title.
C. Presentation of the Lesson

 Review/Motivation (Building Vocabulary)
Purgative (n.): medicine for cleansing
Influenza (n.): viral infection characterized by fever
Acid (adj.): sharp tasting
Pneumonia (n.) disease marked by the inflammation of lungs
 Lesson Proper (Discussion)
The teacher will introduce to the students the writer by reading them some of
his achievements and talk about his unique style in writing.
The teacher will present the story to the students and allot time for them to
read.
Discuss the Pharmacology.
Have the students learn some health jargons and formal and informal words.
 Formative Assessment (Seven Up, Stand Up)
Mechanics:
 The teacher will prepare a 7 questions and will choose 7 students from the
class and go in front of the room. The other students will put their heads on
the desk so they can’t see. The seven students will wander the room and
each of them will choose one person among the seated students and tap
their heads. As a student is tapped, he/she will raise his/her hand. When the
7 students return in front of the room, they say in unison, “Seven Up, Stand
Up!” Each student who has tapped will be given a question by the teacher
and answer/explain (2-3mins. each) to the class.
Guided Questions:
 How is jargon different from formal and informal words?

 Who are other groups of people who use jargon?
 Do people expect you to use jargon? Why or why not?
 What are the different names used by people to refer to their parents or
address them?
 Give an example of formal and informal sentence.
 Why do people use jargon words?
 Do you use the word “fridge”? What does it mean?
 Valuing
Why should we use jargons in a specific purposes?
D. Generalization
The main difference between Jargon and formal and informal language is,
Jargon is terminology that is used in relation to a specific activity,
profession, group, or event whereas informal is the use of slang words and
expressions that are not considered standard in the speaker's dialect or
language.
DAY 2
 Opening Prayer
B. Pre-assessment
 The teacher will divide the class with 3-4 members.

 Review/Motivation (Listening Activity)
The teacher will let the students listen an argumentative essay part by part.
After listening Part A, ask each group to identify the text and write their answer
in a sheet of paper.
As the students listen to Part A, Part B, and C, each group will jot down
important information about each.
The students will summarize each part based on their own notes.
Part A Part B Part C
 Lesson Proper
Summarize it.
Part A
Part B
Part C
Each will group analyze and identify the content of the whole text.
 What is the writer’s argument?
 What is your stand on the text?
 What are your reactions?
The teacher will discuss the Reader’s Theatre and the Prerequisite of
Reader’s Theatre (Body Movements and Posture, Gestures, and Space)
 Formative Assessment (Reader’s Theatre)
Let the students practice the /v/ and /b/ for English consonants sounds.
Then, they will practice Mark Twain’s “The War Prayer” and use the verbal
and nonverbal communication strategies.
 Valuing
Why is it important to use body movements and posture, gestures and
space in performing Reader’s Theatre?
D. Generalization
Body movements include gestures, posture, head and hand movements or
whole body movements. Body movements can be used to reinforce or
emphasise what a person is saying and also offer information about the
emotions and attitudes of a person.
DAY 3
 Opening Prayer
B. Pre-assessment (Picture Show)

 The teacher will show a picture to the class.
 Ask this to the class:

 Describe the picture.

 Review/Motivation (Buzz Session)
The teacher will divide the class into two (2) groups. Each group will be
discuss the Adverb and Adjective. Within each group, every student
contributes thoughts and ideas.
The teacher will give his/her feedback and thoughts.
 Lesson Proper (Discussion)
The teacher will discuss the Adverbs, Adjectives, Adverb Clauses and
Adverbial Phrases (Prepositional Phrases and Infinitive Phrases) and Adverb
as Intensifiers.
The teacher will discuss the Syllogisms and its basic elements.
The teacher will discuss the Literary Journalistic Essay.
 Formative Assessment (Quiz)

For each topic, write a syllogism about your stand. Discuss your arguments
using syllogisms.
 Social media networks
 Free education
 Corruption
 Valuing
Why should we study the uses of adverbs, adjectives, adverb clauses and
adverbial phrases in writing a literary journalistic essay?
D. Generalization
Adverbs help explain what the verb is doing, this helps the audience picture
how something was done. Adverbs also describe what and how things are
done in literature. Adverbs are great in writing because they help show
sophistication and can help expand your vocabulary.
DAY 4
 Opening Prayer
B. Pre-assessment
 What have you learn in lesson 6?

 SUMMATIVE TEST
D. Generalization
 An essay is, generally, a piece of writing that gives the author's own argument — but
the definition is vague, overlapping with those of a paper, an article, a pamphlet,
and a short story. Essays have traditionally been sub-classified as formal and
informal.
E. EVALUATION
Students will write a literary journalistic essay.
Guide on writing journalistic essay:
 Select a topic.
 Conduct a research.
 Write a dramatic story.
 Compose the lead, body, and ending of the essay.
F. ASSIGNMENT
The teacher will give the students a checklist for self-evaluation.
G. REMARKS
PREPARED BY: CHECKED BY:
Nina Angelica M. Lopez Karla Alyanna C. Villar Anilyn R. Olorvida

English 9 Teacher English Coordinator Acting Principal
Opus Deo Dignum
S.Y. 2019-2020
a. Understands the concept of structures of conditionals.
b. compare and contrast the formal and informal language;
c. identify the levels of formality;
d. determine the personal and professional registers;
e. explain what is persuasive text;
f. use diphthongs and pitch through practice reading;
g. create a monologue through the use of conditionals.
II. SUBJECT MATTER:
E. TOPICS/CONCEPTS: LESSON 7: Sonnet XVIII, Last Duchess, Mary Magdalene
F. VALUES INTEGRATED:
G. REFERENCES: Essential English 9 (Worktext in Literature and Language)
H. MATERIALS: Book, Pencil and Notebook, Laptop
DAY 1
 Opening Prayer
B. Pre-assessment (Sharing Prior Knowledge)

 What did you know about Shakespeare?

 Review/Motivation
Introduce one of Shakespeare’s sonnets by telling the class that a sonnet is a
poetic form, usually 14 lines, which originated in Italy and has become
famous all over the world.
Share something about Shakespeare’s life.
 Lesson Proper (Carousel Brainstorming)
Supplement the introduction by discussing Dramatic Poetry.
Group the class into five (5) and have them discuss the structure of sonnets,
dramatic monologue, soliloquy, character sketch, and dialogue.
The teacher will randomly ask the members of each group share their
understanding on their assign topic.
 Formative Assessment
With the same group, have the students learn about “register” (levels of
formality) and its two kinds: formal and informal and create a graphic
organizer. They will also discuss within their group the five levels of register
(their features and uses): frozen, formal, consultative, casual, and intimate.
Fill up the table below.
They will also study the expressions for “personal” and “professional” level
communication.
FORMAL VS. INFORMAL
Register Definition Examples

Frozen
Formal
Consultative
Casual
 Valuing
In communication, in what way should we use “register”?
D. Generalization
Language register is the level and style of your writing. Formal, Informal,
and Neutral.
DAY 2
 Opening Prayer
B. Pre-assessment
 The teacher will prepare the video about persuasive text and ask the students to
prepare their notebook.

o The students will listen to a persuasive text.
 Lesson Proper
In their notebook, they will write note about what each of the following items
asked for and discuss their answers in the class.
1. Write important information from the text you listened to.
2. What inferences can you make from what was said?
3. What is the speaker’s purpose in writing the text?
4. Write your reactions and personal opinions about the ideas listened to.
5. How relevant and worthy are the ideas presented?
The students will learn clarity, voice modulation, pitch change, and diphthongs.
They will practice diphthongs and words with diphthongs.
 Formative (Self-Assessment)
After practicing diphthongs, the teacher will provide a rating scale and students
will rate themselves using the scale of 1 to 5.
 Valuing
Why it is clarity, voice modulation, pitch change, and diphthongs is important in
reading?
D. Generalization
A persuasive text is any text where the main purpose is to present a point of
view and seeks to persuade a reader. A persuasive text can be an argument,
exposition, discussion, review or even an advertisement.
DAY 3
 Opening Prayer
B. Pre-assessment

o Have the students learn the first conditional (real possibility) and second
conditional (unreal possibility or dream)
 Lesson Proper
The students will analyse the conditions and structures of the conditionals.
Ask the class to form a triad and get them ready with their dialogues with the
use of the two basic conditionals.
The students in their groups of two or three members will analyse sentences
and judge whether the conclusion arrived at is correct or incorrect. Their
respective group will write syllogisms to state their group arguments about
given issues.
Students will undergo workshop steps in order to write their own monologue.
The students will perform these steps:
a. Learn the structure of monologue
b. Write the perspective plans related to the character in the monologue
c. Draft the parts of the monologue: beginning, climax, and ending.
 Valuing
Why should we use conditionals in performing a monologue?
D. Generalization
Monologue- It is a literary device that is the speech or verbal presentation given
by a single character in order to express his or her collection of thoughts and
ideas aloud.
DAY 4
 Opening Prayer
B. Pre-assessment
 What have you learn in Lesson 7?

 SUMMATIVE TEST
D. Generalization
 Language register is the level of formality with which you speak. Different situations
and people call for different registers. This is a concept I was talking about recently
with some of my graduate students who dislike the idea of writing with a formal
tone.
E. EVALUATION
F. ASSIGNMENT
G. REMARKS

Opus Deo Dignum
S.Y. 2019-2020
a. distinguish the difference between formal and informal language;
b. understands the key elements of essay through writing a journal;
c. compose a dialogue through the use of third conditionals.
II. SUBJECT MATTER:
A. TOPICS/CONCEPTS: LESSON 8: A Letter to a Friend, Stories from Caregivers, A Diary
Journal Entry about Howard
DAY 1
 Opening Prayer
B. Pre-assessment
 Ask the students about their unique ways of sharing their stories to their friends or
relatives.

 Review/Motivation (Activating Prior Knowledge)
Activate the students’ prior knowledge about the two types of prose and
have them give examples of each.
The students will read a paragraph of a journal entry. They will also compare
the main message of a poem with important messages of a poem with the
important messages found in a letter and a journal entry.
 Lesson Proper (Pair Up)
Find a pair and read the journal entry. Student 1 will read “Gloria’s Letter to
Nancy” and student 2 will read “Gloria’s Journal Diary”. Fill up the table
below.
Gloria’s Letter to Nancy Gloria’s Journal Diary
The teacher will help the students learn how to interpret nonlinear texts—
graphs and charts.
The teacher will discuss the key elements of an essay.
Key Elements of an Essay Gloria’s Letter Gloria’s Journal Entry

Introduction
Paragraphs of Detail
Evidence
Conclusion
Each pair will study the key elements of prose (introduction, paragraphs of
details, evidence, and conclusion), and the imagery found in the prose texts
and the poem, which the students have read and write it in a ½ sheet of
paper.
 Valuing
Why is it important for us to write a journal for our daily experiences?
D. Generalization
A journal is a record that can be used to detail everything from your feelings
about a particular situation in your social life to your thoughts on a current
event.
DAY 2
OBJECTIVES: At the end of the lesson, the learners will be able to:
 Opening Prayer
B. Pre-assessment
 The teacher will present to the class a formal and informal sentences.
Sample sentences:
 “As the price of one thousand pesos was reasonable, we agreed to
make the purchase without further thought.”
 “I gotta go! Mom is waiting.”
The teacher will ask the students what is the difference between the two
sentences.
 Lesson Proper
The teacher will discuss the formal and informal English and provide some
examples of each.
The teacher will let the students answer the following:
Directions: Use each of the listed word in your own sentences and indicate
whether it is formal or informal.
1. Chill out
2. You know
3. Nevertheless
4. To puke
5. Lemme go
6. Daunting
7. Getaway
8. Encounter
9. Sizeable
10. Upsurge
The students will reread the excerpt from Gloria’s Letter to Nancy and list
down the words and phrases that may seem new to them and classify if it is
formal or informal.
Formal Informal
D. Valuing
Why is it important to use formal and informal language?
E. Generalization
Formal English is used in “serious” text and situations – for example, in
official documents, books, news reports, articles business letters or official
speeches.
Informal English is used in everyday conversation and in personal letters.
DAY 3
 Opening Prayer
B. Pre-assessment (Sharing Prior Knowledge)

a. What is dialogue?
 Review/Motivation (Pair Up Activity)
Students will find a partner and they will read the sample dialogue on page
287.
Ask the students: Do you think the son agrees with his mother? Why or why
not?
 Lesson Proper
The teacher will discuss the Third Conditional and explain how it is used in
the sentences. Explain the rule and the students will be the one to give
their examples of conditionals.
The teacher will discuss about how to create a dialogue and how to
perform it.
 Formative
Each pair will compose a short dialogue by demonstrating the correct verbal
and nonverbal behaviours and correct pronunciation using vowel sounds.
 Valuing
How important nonverbal behaviours in having a dialogue?
D. Generalization
We make the third conditional by using the past perfect after 'if' and then
'would have' and the past participle in the second part of the sentence: if +
past perfect, ...would + have + past participle.
DAY 4
 Opening Prayer
B. Pre-assessment


 SUMMATIVE TEST
D. Generalization
 Dialogue is a written composition in which two or more characters are represented
as conversing. A conversation between two or more persons also a similar exchange
between a person and something else.
E. EVALUATION
F. ASSIGNMENT
G. REMARKS

Opus Deo Dignum
S.Y. 2019-2020
a. read the play for Reader’s Theatre “Temper, Temper” by Bruce Lansky through
PowerPoint Presentation;
b. understand the nature of tone units and tonic syllables;
c. demonstrate nonverbal behaviors games;
d. create journal entry through the use of third conditionals.
E. SUBJECT MATTER:
A. TOPICS/CONCEPTS: LESSON 8: The Fulfilment of One’s Ambition, The Raven
E. PROCEDURE/LEARNING ACTIVITIES
DAY 1
 Opening Prayer
B. Pre-assessment
 The students will listen to two different dialogues. Have them process the questions
about the two dialogues.

 Review/Motivation (Oral Recitation)
o After listening the dialogue, the students will prepare for the oral recitation.
Dialogue 1: May I ask who’s calling?
1. What is the situation?
2. Who are talking?
3. What communication style do the persons in the dialogue have? It is
formal, causal or intimate? Why do you say so?
4. What might be the relationship of the two persons talking?
Dialogue 2: I’m Sorry
1. What is the situation?
2. What communication style do the persons in the dialogue have? It is
formal, causal or intimate? Why do you say so?
3. What might be the relationship of the persons talking?
4. What was the talk mainly about?
5. How did you identify the main topic of the talk?
 Lesson Proper (Group Activity)
Have the students read the samples of word with vowel sounds. Then,
follow it up with the discussion of tone units and tonic syllables. Have them
read samples sentences.
The teacher will let the students read the play for Reader’s Theatre
“Temper, Temper” by Bruce Lansky through PowerPoint Presentation.
The teacher will divide the class and each group will practice reading their
assigned parts and apply the correct pronunciation of vowel sounds and
tonic syllables.
The students will be given 5 minutes to practice and afterwards, each group
will present their reading presentation.
 Valuing
Why is it that tone is important in pronouncing a word?
D. Generalization
A tonic syllable is the most important syllable in a tone unit; it is the syllable
that is the main stress of that unit. Tonic syllables and their placements can
vary across different languages, but in English there can be only one tonic
syllable per tone unit.
DAY 2
 Opening Prayer
B. Pre-assessment
 Recall the previous lesson about nonverbal communication and its type.
Call some volunteer to demonstrate facial expressions, gestures, body
language and postures, and eye gaze, and upon doing this, get some
feedback from the class about the appropriateness of the nonverbal
communication.
 Lesson Proper
The teacher will discuss the Non-verbal Cues and Behaviors and Types of
Non-verbal Communication.
 Formative Assessment (Charades)
Divide the class into three (3) groups and assigned a topic. Every group will
choose a player to start the game.
Topic:
1. Facial expression- smile or frown, happiness, sadness, anger, and fear.
2. Gestures- waving, pointing, and other hand gestures.
3. Eye gaze- looking, blinking, staring, and rate of blinking.
The first group to guess word gets a point.
The team player will act out without using his/her voice and other team will
guess word/answer.
 Valuing
Why is it that Non-verbal Cues and Behaviours is important in

communication?
D. Generalization
Nonverbal communication refers to gestures, facial expressions, tone of voice, eye
contact (or lack thereof), body language, posture, and other ways people can
communicate without using language.
DAY 3
Routine Activities
 Opening Prayer
Pre-assessment
 The teacher will present the sample dialogue in the class.
 Let the students read the dialogue.
Mother: I have told you time and again not to join fraternities. If you join
the fraternity’s hazing, you will be hurt.
Son: (Looks skeptical). Then, there is the news about the death of a
students caused by hazing.
Mother: You see, if you had joined such fraternity, you would have gotten
hurt. I told you so.
Do you think the son agrees with his mother? Why or why not?
Presentation of the Lesson
Ask the students to prepare their notebook and answer the following
questions:
1. Which sentence sounds more sure: a or b? Why?
2. What is the difference between c and d? Why?
a. “We’ll be home by ten.”
b. “We’ll be home by ten if there is no traffic in EDSA.”
c. “If Mary didn’t prepare the dinner, Tom had cooked it.”
d. “Tom cooked the dinner.”
 Lesson Proper
The teacher will discuss the Third Conditionals and its structures and let the
students make their own examples in their notebook.
The teacher will discuss on how to write a Journal Entry—how to get started
and how to create a draft.
 Formative
Let the students create their own Journal entry.
 Valuing
Why is it important to learn the third conditionals in creating a journal?
Generalization
A Journal Entry is simply a summary of your daily activities. Journal entries
are important because they allow us to sort our routines in a manageable
order.
DAY 4
 Opening Prayer
B. Pre-assessment
 What have you learned in Lesson 8?

 SUMMATIVE TEST
D. Generalization
 Communication without the use of spoken language. Nonverbal communication
includes gestures, facial expressions, and body positions (known collectively as
“body language”), as well as unspoken understandings and presuppositions, and
cultural and environmental conditions that may affect any encounter between
people.
E. EVALUATION
F. ASSIGNMENT
G. REMARKS

Opus Deo Dignum
S.Y. 2019-2020
a. read the of the act-one play “Fourteen” by Alice Gerstenberg;
b. understand the concept of Verbals—participle, gerund, and infinitive.
c. compose an essay through the use of verbal phrases;
d. perform public speaking through the use of Technical Vocabulary for Drama and
Theatre
II. SUBJECT MATTER:

 TOPICS/CONCEPTS: LESSON 9: Fourteen, Stage Fright
 VALUES INTEGRATED:
 REFERENCES: Essential English 9 (Worktext in Literature and Language)
 MATERIALS: Book, Pencil and Notebook, Laptop
DAY 1
 Opening Prayer
B. Pre-assessment
 Ask these questions to the students:
1. What is your favourite number?
2. What numbers mean?
3. Why there are numbers?
4. What is the value or significance of numbers in our lives?

 Review/Motivation (Brainstorming)
Divide the class into five (5) groups and let them talk about title of the act-
one play “Fourteen” and let them make inferences to the symbolism
behind the title or the significance of “Fourteen.”
Let them also read a few information about the life of Playwright Alice
Gerstenberg and the conditions of situations during her time.
Give them insightful questions which will encourage them to read the act-
one play:
1. How her life experience have affected her writing of the plot of the
play; and
2. The role of numbers in life, and so forth.
 Lesson Proper (Paper Rotation)
Ask the students to read the monologue in the act-one play “Fourteen.” Ask
the students to define and describe the monologue and they will also read
an excerpt about stage fright.
The teacher will discuss the Elements of Drama (tension, rhythm, mood,
conflict, climax)
Ask the each group to prepare a 1 whole sheet of paper. Assign on topic per
paper/group about the elements of drama (tension, rhythm, mood, conflict,
and climax).
After each group writes an answer, they rotate to the next group. Let them
go around the room until all the groups have answered the all the paper.
Study and answer the table below:
Direction: study column A and the write notes in column B on how you can
apply each of the drama terms in staging the play, “Fourteen” Discuss your
notes in class.
A B
1. Acoustic
2. Anti-timing
3. Audition
4. Backstage
5. Blocking
6. Body Language
7. Breaking-Up
8. Call Back
 Valuing
Why is it we need to know the elements of drama?
D. Generalization
Drama is a composition of prose or poetry that is transformed into a
performance on stage. The story progresses through interactions between
its characters and ends with a message for the audience.
DAY 2
 Opening Prayer
B. Pre-assessment
 The teacher will lead the students to perform a listening task.

The teacher will read a text, which will be read twice while the students
listen to the teacher. After which, the teacher will ask the students to react
and share personal opinions. The students will write their answers in tabular
presentation.
Questions:
1. What important information do you get from the listened to?
2. Do you agree or disagree with the speaker? Write your reasons for
agreeing or disagreeing below:
 Lesson Proper
The teacher will discuss the Communication Strategies, Communicating
Through Non-verbal Language, Establishing Eye Contact in Public Speaking,
Role of Eye Contact and How to Use Eye Contact.
The students will study the short and long vowel sounds and practice the
drills.
The teacher will teach the students about communication strategies: giving
opinions, agreeing, disagreeing, showing interest, giving suggestions, turn
taking, and speaking without words or the nonverbal language.
The class will be divided into five (5) groups. The teacher will assigned a
scene from the drama by Alice Gerstenberg.
Guide the students to study the role of eye contact in public speaking. Have
them prepare and perform 1-2 minutes speech and evaluate their “eye
contact.”
The teacher will have a brief check up on pronunciation of vowel sounds:
the lower high front vowel, which should be followed by the performance of
the phrase and sentence drills.
 Valuing
Why should we study the Communication strategies?
D. Generalization
Communication Strategies. Communication strategies can be verbal,
nonverbal, or visual. Communication strategies are strategies that learners
use to overcome these problems in order to convey their intended meaning.
Strategies used may include paraphrasing, substitution, coining new words,
switching to the first language, and asking for clarification.
DAY 3
 Opening Prayer
B. Pre-assessment
 The teacher will conduct a short quiz.

 Fill in the blank with any of these words: noun, adjectives, verb, or adverb.
1. She dances gracefully. “Dances” in this sentence is used as ________.
2. The dancing is graceful. “Dancing” in this sentence is used as ________.
3. The task to dance in the hall is too difficult to me. “To dance” in this
sentence is used as _____________.
4. They dance too well. “Dance” in this sentence is used as ____________.
 Lesson Proper
The teacher will discuss Verbals—participle, gerund, and infinitive.
The students will prepare their notebook and answer Practice Exercises.
Instruct the students to write a “one sheet” or one page treatment, which
means the words that will use in their paragraph is limited to 500 words.
 Valuing
How can we relate the use of verbals in our daily task in school?
D. Generalization
Technical vocabulary is words or phrases that are used primarily in a specific
line of work or profession. For example, people who work in the steel
industry often use words like "Rockwell", "Olsen", "cup test", and "camber".
These words have special meanings pertaining to the manufacture of steel.
DAY 4
 Opening Prayer
B. Pre-assessment

 SUMMATIVE TEST
D. Generalization
 Verbals are verb forms which act as another part of speech in a sentence (i.e. as
adjectives, nouns, and adverbs). Verbal phrases are verbals and any of the verb
form's modifiers, objects, or complements. The three types of verbal phrases are
participial, gerund, and infinitive phrases.
E. EVALUATION
F. ASSIGNMENT
G. REMARKS

Opus Deo Dignum
S.Y. 2019-2020
a. understand the Drama terms and their Application;
b. explains the logical fallacies through hot seat;
c. appreciate the nature of Guidelines in Writing a Good Plot Summary through video
presentation
d. create a brief synopsis through graphic organizer.
II. SUBJECT MATTER:
 TOPICS/CONCEPTS: LESSON 10: His Return, Home, Landscapes with Figures
 VALUES INTEGRATED:
 REFERENCES: Essential English 9 (Worktext in Literature and Language)
 MATERIALS: Book, Pencil and Notebook, Laptop
DAY 1
 Opening Prayer
B. Pre-assessment
 Ask the students about their prediction about the titles of the song and act-one
play. Ask them also about what they remember when every time they hear the
word “home”.
Present to the class the song “Home” and let them listen it.
Have the students read the lyrics of the song or ask anyone who can sing it.
 Lesson Proper (Group Activity)
The teacher will divide the class into five (5) groups.
Let the students analyze the themes presented in the song as well as in the
play, “His Return.” How are their themes similar? How are they different?
Write your answers on the table that follows.
Similarities between “Home” and Differences between “Home” and

“His Return” “His Return”
The teacher will discuss Drama terms and their Application.

The teacher will present two posters of stage plays. Let the students analyze and
interpret what the poster is trying to tell to the audience. Afterward, tell whether
you like the poster or not and give your reasons for saying so.
Poster 1: “Bona”
Ideas conveyed in the poster:
What I think in the poster:
Ideas conveyed in the poster:
What I think in the poster:
Present to the students the terms used in stage directions (Glossary Terms).
 Valuing
How can we connect drama terms in our daily activities?
 Generalization
Stage direction. Part of the script of a play that tells the actors how they are
to move or to speak their lines. Enter, exit, and exeunt are stage directions.
DAY 2
 Opening Prayer
B. Pre-assessment
 Let the students listen to a dialogue between a teenager and her mother.
 Review/Motivation (Sharing Insights)
Have them judge the worth of the listening text by sharing their insights.
Ask them:
 Can you recognize faulty logic, unsupported facts, and emotional appeal?
 Do you know how to give appropriate critical feedback/reaction to a specific
context or situation?
 Lesson Proper (Hot Seat)

 Split the class into two teams and have them sit together in teams. Let them discuss
and brainstorm about Logical Fallacies. Take an empty chair—one for each team—
and put it at the front of the class, facing the team members. These chairs are the
“hot seats.” Choose one volunteer from each team to come up and sit in the “hot
seat,” facing their teammates with their back to the board.
 The teacher will prepare a list of examples of Logical Fallacies to use for the game.
Choose one and write it clearly on the board. Each team will take turns trying to get
their teammate in the hot seat to answer the given fallacies by giving explaining and
give examples. Make sure team members work together so that each member has a
chance to provide clues.
 The student in the hot seat listens to their teammates and tries to answer. Once it is
successfully answered, a new student from each team sits in the hot seat, and a new
round begins with a question.
The teacher will choose 1 or 2 students per teams to sum up all their understanding
about the topic.
The teacher will give feedback about the activity and provide clarifications.
 Valuing
Why is it important to know the valid reasoning and fallacies?
D. Generalization
Fallacy is the use of invalid or otherwise faulty reasoning, or "wrong moves"
in the construction of an argument. A fallacious argument may be deceptive
by appearing to be better than it really is.
DAY 3
 Opening Prayer
B. Pre-assessment

o Present to the class the illustrated conversation (Page 349) and ask them to
identify the gerund and gerund phrase.
o Introduce what is Gerund and Gerund Phrases.
o Instruct the students to retell the story of the play, “His Return,” by Percival
Wilde using Gerunds and gerund phrases.
o The teacher will also share insights on how to write a paragraph using
gerunds.
 Lesson Proper (Video Presentation)
Discuss the importance of learning how to write a synopsis. This will include:
 Playwright skills- writing synopsis for a play.
 Summarizing the story for a drama play
 Writing an outline for a play
The teacher will discuss the Guidelines in Writing a Good Plot Summary.
 The teacher will discuss the 5 Steps in Writing a Synopsis.
 Let the student watch these plays: The Beggar and the King by Winthrop
Parkhurst and The Proposal by Anton Chenov
o Let the students write a brief synopsis for the play that they have watched.
Step 1:
Step 2:
Step 3:
Step 4:
 Valuing
Why we should the Guidelines in Writing a Good Plot Summary in writing a
Synopsis?
D. Generalization
Synopsis is a noun meaning summary. The ancient Greek word synopsis
means “general view.” Synonyms include abridgment, as in a shortened
version of a book, and brief, which is a legal word, and sketch, which is a
quick outline of a story.
DAY 4
H. Routine Activities
 Opening Prayer
I. Pre-assessment
J. Presentation of the Lesson

 SUMMATIVE TEST
K. Generalization
 A plot summary is a condensed version of a piece of literature; a brief retelling of
the story. A plot summary does not deal with the deeper meaning of the work.
Example of plot summary In Kate Chopin's short story, “The Story of an Hour,” the
main character learns that her husband died in a train accident.
L. EVALUATION
M. ASSIGNMENT
N. REMARKS


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HOLY CHILD COLLEGE OF DAVAO

E. Jacinto St., Davao City

LESSON PLAN IN ENGLISH 9

Subject/Grade Level: English 9 Quarter: 2 Week: 11 Date: June 17-21, 2019

III. PROCEDURE/LEARNING ACTIVITIES

C. Presentation of the Lesson

 How is jargon different from formal and informal words?

C. Presentation of the Lesson

Part A Part B Part C

B. Pre-assessment (Picture Show)

 Ask this to the class:

C. Presentation of the Lesson

 Formative Assessment (Quiz)

C. Presentation of the Lesson

PREPARED BY: CHECKED BY:

Nina Angelica M. Lopez Karla Alyanna C. Villar Anilyn R. Olorvida

LESSON PLAN IN ENGLISH 9

Subject/Grade Level: English 9 Quarter: 2 Week: 12 Date: June 17-21, 2019

III. PROCEDURE/LEARNING ACTIVITIES

B. Pre-assessment (Sharing Prior Knowledge)

C. Presentation of the Lesson

FORMAL VS. INFORMAL

Register Definition Examples

C. Presentation of the Lesson

C. Presentation of the Lesson

C. Presentation of the Lesson

PREPARED BY: CHECKED BY:

Nina Angelica M. Lopez Karla Alyanna C. Villar Anilyn R. Olorvida

LESSON PLAN IN ENGLISH 9

Subject/Grade Level: English 9 Quarter: 2 Week: 13 Date: June 17-21, 2019

III. PROCEDURE/LEARNING ACTIVITIES

C. Presentation of the Lesson

Key Elements of an Essay Gloria’s Letter Gloria’s Journal Entry

B. Pre-assessment (Sharing Prior Knowledge)

C. Presentation of the Lesson

PREPARED BY: CHECKED BY:

Nina Angelica M. Lopez Karla Alyanna C. Villar Anilyn R. Olorvida

LESSON PLAN IN ENGLISH 9

Subject/Grade Level: English 9 Quarter: 2 Week: 14 Date: June 17-21, 2019

C. Presentation of the Lesson

Why is it that Non-verbal Cues and Behaviours is important in

C. Presentation of the Lesson

PREPARED BY: CHECKED BY:

Nina Angelica M. Lopez Karla Alyanna C. Villar Anilyn R. Olorvida

LESSON PLAN IN ENGLISH 9

Subject/Grade Level: English 9 Quarter: 2 Week: 17 Date: June 17-21, 2019

II. SUBJECT MATTER:

III. PROCEDURE/LEARNING ACTIVITIES

C. Presentation of the Lesson

C. Presentation of the Lesson

C. Presentation of the Lesson

C. Presentation of the Lesson

Nina Angelica M. Lopez Karla Alyanna C. Villar Anilyn R. Olorvida

LESSON PLAN IN ENGLISH 9

Subject/Grade Level: English 9 Quarter: 2 Week: 18 Date: June 17-21, 2019

III. PROCEDURE/LEARNING ACTIVITIES

Similarities between “Home” and Differences between “Home” and

The teacher will discuss Drama terms and their Application.

Ideas conveyed in the poster: