Detailed Lesson Plan in English 9

School : STIP PACIFIC VIEW COLLEGE Grade level : 9

INC.
Pre-service : RHAIN LAURENCE PATAYON Learning Area : ENGLISH
teacher CONGAYO
Date : Quarter : 4TH
Section :
I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of how Anglo-
American literature and other text types serve as means of
preserving unchanging values in a changing world; also how
to use the features of a full-length play, tense consistency,
modals, active and passive constructions plus direct and
indirect speech to enable him/her competently perform in a
full-length play.
B. Performance Standards: The learner competently performs in a full-length play through
applying effective verbal and non-verbal strategies and ICT
resources based on the following criteria: Focus, Voice,
Delivery and Dramatic Conventions.
C. Learning EN9LT-IVb-17:
Competencies/Objectives Analyze literature as a means of understanding unchanging
values in a changing world
EN9RC-IVb-2.18
Relate text content to particular social issues, concerns, or
dispositions in real life

At the end of one-hour period, the students with atleast 80%

proficiency level are able to:

1. analyze the lyrics of a song to determine its underlying

meaning;
2. point out social issues and concerns in the song and
provide solutions on how to resolve them; and
3. relate the song to particular social issues in real-life
context.

II. CONTENT: Topic: The River of Dreams

Skill: Listening
Values integration: POSITIVITY
III. LEARNING RESOURCES:
A. References A Journey through Anglo-American Literature (English 9 LM)
1. Teacher’s Guide Pages pp. 209-210
2. Learner’s Materials pp. 425-427
Pages
3. Textbook Pages None
4. Additional Materials from None
Learning Resource (LR)
portal
B. Other Learning Resources Laptop, Speaker, TV Monitor, Pictures, Handouts
https://www.youtube.com/watch?v=hSq4B_zHqPM
IV. PROCEDURES:
Teacher’s Activity Students’ Activity
Preliminaries
Everybody please stand for Let us all remember that we
 Prayer the prayer. Please lead the are in the most holy presence
prayer, __________. of God. In the name of the
Father…

Best afternoon, class! Best afternoon, Sir!

 Greetings
 Please remain standing for an (Students will execute the
 Energizer energizer. I will play a video exercise)
and everybody shall execute
the exercise in the video
presentation.

Are you all energized now? Yes Sir!

That’s good to hear. (Students will take their

Everybody please take your seats)
seats.

(The class secretary will

 Checking of check the attendane)
attendance
Before we begin with a new
 Reading of Class lesson this afternoon, let us (Students will read-aloud the
Rules set first the rules that you Class Rules presented)
have to observe during class.
Altogether, let us read our
Class Rules…

Please keep in mind our class

rules. Can I expect for a full
participation from the class? I Yes! Yes! Yes!
want to hear a “Yes! Yes!
Yes!”

Very well.

Do you have an assignment

 Collecting and flast meeting?
Checking of (Students will either respond
Assignment If there is: with a “Yes” or a “No”)

Exchange your notebooks

with your seatmates. We will
check your work. Who wants
to answer number 1? 2? 3?
and so on.

If there is none:
(Checking of assignment)
 Recapitulation The teacher will proceed with
the recap.

 Word of the day de·sert (verb)

/dəˈzərt/ de•sert (verb)
/dəˈzərt/
-abandon (a person, cause,
or organization) in a way -abandon (a person, cause,
considered disloyal or or organization) in a way
treacherous considered disloyal or
treacherous

A. Establishing a Purpose for

the Lesson

 Reading of Before we begin with our first (The students will read the
 Objectives activity this afternoon, let us Objectives)
read first our objectives.

Objectives Objectives

At the end of the lesson, at At the end of the lesson, at

least 80% of the students are least 80% of the students are
able to: able to:

EN9LT-IVb-17: EN9LT-IVb-17:
Analyze literature as a means Analyze literature as a means
of understanding unchanging of understanding unchanging
values in a changing world values in a changing world
EN9RC-IVb-2.18 EN9RC-IVb-2.18
Relate text content to Relate text content to
particular social issues, particular social issues,
concerns, or dispositions in concerns, or dispositions in
real life real life

1. analyze the lyrics of a 1. analyze the lyrics of a

song to determine its song to determine its
underlying meaning; underlying meaning;
2. point out social issues 2. point out social issues
and concerns in the and concerns in the
song and provide song and provide
solutions on how to solutions on how to
resolve them; and resolve them; and
3. relate the song to 3. relate the song to
particular social issues particular social issues
in real-life context. in real-life context.

For your set of activities this

afternoon, we will be dividing
the class into four groups.

Please count off from one to 1… 2… 3… 4…

four.

Group 1 will stay here, Group

2 at the back of Group 1…
Group 3… Group 4…

Please move to your (Students will move to their

respective areas silently, respective areas by group)
without dragging the chairs.

Are you with your group now? Yes, Sir!

 Motivation This afternoon we will be

discussing a song by Billy
Joel.

But before I play the song to

the class, I want you to guess
the title of the song first by
studying carefully the picture
shown on the board.
 Title of the Song:
___ _____ __ _____
_

Hint letters:

EHT REVIR FO SMAERD

Everybody listen for the

instructions. (The teacher will
give the instructions for the
activity)

 Take a look at the

picture.
 Each group will receive
an envelope with cut-out
letters in it.
 You are going to guess
the title of the song
based on the picture and
the hint letters provided.
 The first group to post
the correct title on the
board will receive
5points. The rest of the
group who got the same
answer will be given
2points each.
Yes, Sir!
Are the instructions clear?

Okay, you may start.

(The students will do the
(The teacher will facilitate the activity)
activity)

So the first group to correctly

guess the title of the song is
Group __. They will be given
5points. The rest of the group
will still be given 2 points
each.

The title of the song that we

are going to listen to and
discuss this afternoon is “The
River Of Dreams.”
 Unlocking of (The students will read the
Terms/Presentin Before we proceed, let us definition of the following
g of the Words define first the following terms terms)
of the Day that you will encounter in
today’s lesson. Everybody
please read.
River(noun) \’ri-vәr\
River (noun) \’ri-vәr\ – a large natural stream of
– a large natural stream of water flowing in a channel to
 water flowing in a channel to the sea, a lake, or another
the sea, a lake, or another such stream
such stream
Dream(noun) \’drēm\
Dream(noun) \’drēm\ – an idea or vision that is
– an idea or vision that is created in your imagination
created in your imagination and that is not real
and that is not real

The words for today are

“River”, and “Dream.” Take
note of their meanings for you
to be guided throughout the
discussion.
 First Activity
Now, listen attentively as I
play to you the lyrics of the
song, “The River of Dreams.”
Try to determine the
underlying meaning behind it.
I will only play the lyric video
once.
(The students will listen to the
(The teacher will play the song)
song to the class)

B. Presenting How did you find the song? (Varied answers)

Examples/Instances of the
Lesson How did you feel about it? (Varied answers)

Based on the title, “The River About dreams or goals in

of Dreams”, what do you think life…
the song will be all about?

This time, I want you to read

the song silently then later I
will be asking questions about
it.

THE RIVER OF DREAMS

Lyrics by Billy Joel

In the middle of the night(middle of

the night)
I go walking in my sleep(I go
walking in my sleep)
From the mountains of
faith(moutains of faith)
To the river so deep(river so deep)
I must be looking for
something(looking for something)
Something sacred I lost(sacred I lo-
o-ost)
But the river is wide(river is wide)
And it's too hard to cross(too hard to
cross)

Even though I know the river is wide

I walk down every evening and I
stand on the shore
I try to cross to the opposite side
 So I can finally find out what I've
been looking for

In the middle of the night(middle of

the night)
I go walking in my sleep(i go walking
in my sleep)
Through the valley of fear(valley of
fear)
To a river so deep(river so deep)
I've been searching for
something(searching for something)
Taken out of my soul(taken out of
my so-o-oul)
Something I'd never lose(never
lose)
Something somebody
stole(something somebody stole)

I don't know why I go walking at

night
But now I'm tired and I don't want to
walk anymore
I hope it doesn't take the rest of my
life
Until I find what it is that I've been
looking for

In the middle of the night(middle of

the night)
I go walking in my sleep(I go
walking in my sleep)
Through the jungle of doubt(jungle
of doubt)
To the river so deep(river so deep)
I know I'm searching for
something(searching for something)
Something so undefined(so
undefined)
That it can only be seen(only be
seen)
By the eyes of the blind
In the middle of the night

I'm not sure about a life after this

God knows I've never been a
spiritual man
Baptized by the fire, I wade into the
river
That is running to the promise land

In the middle of the night(middle of

the night)
I go walking in my sleep(i go walking
in my sleep)
Through the desert of truth(desert of
truth)
To the river so deep(river so deep)
We all end in the ocean(end in the
ocean)
We all start in the streams(start in
the streams)
 We're all carried along(carried
along)
By the river of dreams(river of
dreams)
In the middle of the night

(repeat: I go walking in the middle of

the...)

C. Discussing New Concepts (The teacher will ask the

and Practicing New Skills #1 students the following
analysis questions)

Questions:

What do you think is the The speaker in the song is

underlying meaning behind looking for something that he
the song? himself has no knowledge
about. He has this feeling that
something is lost and that it
needs to be found and he
kept searching for something
that he has no idea what it is.

What issues about life are The speaker is confronted by

confronting the speaker in the the issue of uncertainty in life.
song? He/she feels that something
is missing yet he/she does
not know what is it despite
the great chances that life
has to offer he/she is
uncertain of what to do and
even think about life.

If you were him, how would If I were the speaker of the

you resolve the issue? song, I would absolutely stop
wondering. Instead, I would
make up my mind to do
something about the situation
and just accept the fact that
some things are just the way
they are and are not meant to
be solved nor be understood.

(The teacher will discuss the

song guided by the process
questions mentioned)

D. Discussing New Concepts To dig in deeper with the

and Practicing New Skills #2 meaning of the song, try to
analyze the given pictures
then discuss with your
groupmates your answers to
the questions that follow. You
will be given 3 minutes for the
brainstorming.

(The students will share their

thoughts with the group.)
 Possible Answers:

Questions: 1. Struggles, Challenges,

Obstacles, Differences,
1. What idea is presented by Discrimination
the pictures?
2. Struggles, challenges,
2. How would you relate the differences in men and
pictures to issues and emerging problems such as
concerns in our society? discrimination are still most
common in our society today
and these can be an obstacle
to one’s journey towards
his/her goal or destination.

(The students will brainstorm

with their groupmates and
Now based on your answers complete the task)
to the given questions above,
think of a problem or an issue
in our society that you can
relate to the pictures shown
then provide a solution on
how you will resolve such
problem.

E. Developing Mastery (Leads

to Formative Assessment 3)
Present a scenario depicting
 Role Playing this problem/societal issue
then show to the class how it
can be resolved.

You will be given three

minutes for the preparation.
And your performance will be
rated according to the given
criteria:

CRITERIA
Content 10
Creativity 10
Presentation 5
Teamwork 5
TOTAL of 30 points

(After three minutes of (Each group will present a

preparation, each group shall scenario about a particular
present their scenario in front) problem/societal issue
depicted in the song and they
First group to present… Next will show the class how they
group… and so on. will resolve such problem)

(After the presentation, the

teacher will rate performance
of each group)
 For your scores… Group 1…
Group 2… Group 3… Group
4…

(Giving of feedbacks and (The students will listen as

scores) the teacher gives her
feedbacks about the activity)

Let us give everyone a Good (The students will execute the

Job Clap! Good Job Clap)

Any questions/clarifications None so far.

about “The River of Dreams?”

Do you now understand the Yes!

meaning of the song?

F. Finding Practical What are the implications of Possible answer:

Applications of Concepts the song in real life?
and Skills in Daily Living
In people's lives, things will The song proves that even
happen, sometimes how many struggles or
unknowingly, and people will challenges you have
have to cope with it. encountered in your life, there
However, although the is a solution. Based on the
struggles that are faced, lyrics, the river is too wide
things such as instincts and and it is hard to cross It is a
the idea of just going along reminder for us, that in every
with the journey, will help one challenges we need to seek
to discover the ocean that the help of our dear Lord.
they're ultimately trying to
reach.

G. Making Generalizations and What is the underlying Possible answer:

Abstractions about the meaning behind the song and
Lesson what does this make you The speaker is looking for
realize? something he knows he lost
but cannot remember what it
The speaker in the song “The is. Though there was no
River of dreams" is looking for evidence that there was
something that he himself has something he lost, he felt that
no knowledge about. He has it was stolen from him. He
this feeling that something is wanted to search for it but the
lost and that it needs to be river is an obstacle that stops
found  and he kept searching him from searching for the
for something that he has no thing he feels and know he
idea what it is. lost through no choice of his
own.
Do you have any questions? None Sir!

H. Evaluating Learning Now, let’s see if you really

understood our lesson for this
afternoon.

Please get one and pass.

(The students will answer in

(The teacher will distribute their seats)
the answer sheets to the
class. They will do the quiz
in5 minutes.)

QUIZ ON “THE RIVER OF

DREAMS”

Name: __________________
Grade & Section:
__________

ANSWER KEY:
I. MULTIPLE CHOICE. Read
each question carefully then I.
encircle the letter of the
correct answer. 1. b
2. d
3. a
1. What does the song 4. d
tell us? 5. b
a. about the river so 6. a
deep 7. d
b. about the death of 8. d
Billie Joe McAllister
c. about homosexuality
d. about something
that is so undefined

2. What issues about life

are confronting the
speaker in the song?
a. uncertainty in life
b. issues on poverty
c. about homosexuality
d. about politics

3. What is the speaker’s

mood in the song?
a. Happy
b. Sad
c. Excited
d. Confused

4. What message is
conveyed in the song?

a. the nonchalant way

the family talks about
the suicide
b. to keep trying
always
c. the unconscious
cruelty
d. to value life

5. Which is NOT a key

theme of the song?
 a. Searching, fighting,
tiredness, and pain is
all what life is about.

b. The song is an ode

to a man on search for
meaning in his life.
c. While we are all
born in different places
and live different lives,
we all end in the same
place, and our dreams
and motivations get us
there.
d. The speaker is
having a bit of a midlife
crisis, something is
missing in his life, and
he's not sure what it is.
And, quite literally, it's
keeping him up at
night.

6. Which of the following

metaphors is NOT
found in the song?
a. valley of fear
b. river so deep
c. desert of truth
d. bed of roses

7. What does the title

suggest?
a. It suggests about
deep love.
b. It suggests about
perfection.
c. It suggests about
courage.
d. It suggests about
fulfilling ambition.

II. CLOZE TEST. Write in the

missing words. The images
may help.

II.
In the middle of the   
9. night
10. walking
11. valley
12. river
I go     in my 13. searching
sleep 14. lose
15. stole
Through the     
of fear

To a     so deep

I’ve been     for

something
 Taken out of my soul

Something I’d never   

Something somebody   
 

Are you done? Exchange

your papers with your
seatmates…

Let us check your answers…

The passing score is 4 and

the target proficiency rate is
80% of the class.

Who got 5? 4? How about 3

and below?

Based on your scores, __ of

the class have passed and __
need remediation.

This time, let us go back

through our objectives and
see if we have achieved
them.

Everyboy please read…

Objectives

At the end of the lesson, at Objectives

least 80% of the students are
able to: At the end of the lesson, at
least 80% of the students are
EN9LT-IVb-17: able to:
Analyze literature as a means
of understanding unchanging
values in a changing world EN9LT-IVb-17:
EN9RC-IVb-2.18 Analyze literature as a means
Relate text content to of understanding unchanging
particular social issues, values in a changing world
concerns, or dispositions in EN9RC-IVb-2.18
real life Relate text content to
particular social issues,
4. analyze the lyrics of a concerns, or dispositions in
song to determine its real life
underlying meaning;
5. point out social issues 1. analyze the lyrics of a
and concerns in the song to determine its
song and provide underlying meaning;
solutions on how to 2. point out social issues
resolve them; and and concerns in the
6. relate the song to
 particular social issues song and provide
in real-life context. solutions on how to
resolve them; and
Did we achieve Objective 3. relate the song to
number 1? particular social issues
in real-life context.
How about Objective
numbers 2 and 3? Yes!

Well done everyone!

Yes!
Let us give each other a
Standing Ovation clap.

(The students will execute the

Standing Ovation clap)

I. Additional Activities for Enhancement: To those who

Application or Remediation got a score of 4 or 5, answer
the following questions in two
to three sentences each.
Write it on a ½ sheet of paper
(crosswise).

1. What is your general

impression of the
song, “The River of
Dreams?” / What is the
message being
conveyed in the song?
2. Point out one issue
conveyed in the song
then tell how you can
resolve it in your own
little way.

Remediation: To those who

got a score of 3 and below,
replay the song and try to
answer the following
questions again. Write it on 1
whole sheet of paper.

1. What do you think is

the underlying
meaning behind the
lyrics of the song?
2. What issues about life
are confronting the
speaker in the song?
3. Among the issues,
what do you think he
values the most? Why
do you say so?
4. If you were him, how
would you resolve the
issue?

Additional task for everyone:

Read in advance the poem,
“Dreams Deferred” and the
 story, “A Raisin in the Sun” on
pages 430-431 of your book
in English 9.

Anymore questions? None so far…

If none, arrange your chairs, (The students will do as the

pick up pieces of paper and teacher says)
make sure your area is clean.
Let’s call it a day.

Good bye class! See you next Good bye, teacher!

meeting.

VI. REMARKS

VII. REFLECTION

A. No. of learners who earned

80% in the evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

D. No. of learners who

continue to require
remediation

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

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

G. What innovations or
localized materials did I
use/discover which I wish to
share with other teacher?
Checked or Observed by:

MARITESS B. LAMELA
Cooperating Teacher
Date: