DETAILED LESSON PLAN

School Northeastern College Grade Level Grade 9

Teacher Jolina Velasco Learning Area English
Time & 9:00am-10:00am Quarter 1
Dates July 27,2022

I. Learning Target/Specific
Objectives
A. Content Standards The learner demonstrates understanding of how Anglo-American
literature and other text types serve as means of valuing other
people; also how to use processing information strategies, different
forms of adverbs and conditionals for him/her to play an active part
in a Chamber Theatre presentation.
B. Performance Standards The learner proficiency plays an active part in a Chamber Theatre
presentation through employing effective verbal and non-verbal
strategies based on the following criteria: Focus, Voice, Delivery,
Facial Expressions, Style and Body Movements or Gestures.
C. Learning Use conditionals in expressing arguments
Competencies/ EN9G-IIe-20
Objectives At the end of the lesson, at least 80% of the students should be
able to:
1. Define conditional sentences;
2. Distinguish between the various types conditional
sentences; and
Write a “first and zero” conditional sentence base on the story.
II. Learning Content Using conditionals in expressing arguments
Topic: A Rose for Emily
Author: William Faulkner
III. Learning Resources
A. References English 9 Quarter 1 Module 4 - ENGLISH QUARTER 1- MODULE 4
Conditional Sentences (Zero Conditional - StuDocu

A-Rose-for-Emily.docx.pdf
1. Teacher’s Guide Pages K-12 MELC
2. Learner’s Materials Pen and paper
3. Textbook Page
4. Additional Materials from
LR Portal
B. Other Learning Materials PowerPoint presentation
IV. Procedure
A. Engage: PRELIMINARY ACTIVITIES
Reviewing (The activities
previous in this section a. Greetings
lesson or will stimulate “ Good morning ma’am”
presenting their thinking “ Good morning class!”
the new skills, help
lesson them access
and connect b. Prayer
prior “Father God, As we start
this new learning, we ask
knowledge as a “So before we start, Student A kindly for you guidance. Lead
jumpstart to the lead us the prayer” us all the way. May you
present let us see through your
lesson.) eyes, listen through your
ears, and speak with your
mouth. Be with us as we
explore the world. Give
us the heart to love and
be kind to one another.
Please watch over all our
c. Presentation of Class Rules teachers and families. In
Jesus name. Amen.
Class Rules:
1. Arrange properly your chairs and
check your surrounding if there is
unnecessary trash.
2. Be ready to learn
3. Listen and follow directions.
4. Raise your hand to speak.
5. Always do your best.
6. Believe in yourself
7. Work hard and have fun.
“Yes ma’am.”
d. Checking of Attendance

“ For the class secretary, kindly check

the attendance for today and report it to
mea after class”

Student’s Activities
TASK 1:What I know! (Correct answers)
1. If you heat water 100 degree 1. A
Celsius , it ______. 2. B
a. boils 3. C
b. boil 4. A
c. will boil 5. A
2. My mother will buy me a new
computer if she_____ enough
money.
a. is having
b. has
c. will have
3. Ice ____ if you heat it.
a. is melting
b. will melt
c. Melts
4. I __ good the next day if I ___ to
bed early.
a. feel/ go
b. will feel/ go
5. She ____ dinner if you ____ to
the supermarket.
 a. will cook/ go
b. cook/go

(The teacher will check the answers of

the students and will introduce the new
lesson which is Use conditionals in
expressing arguments using the given
reading selection which entitled, “A
Rose for Emily.)
PRESENTATION OF THE NEW
LESSON

“Okay, now, after answering the task 1,

are you familiar with the story of “ A
Rose for Emily”?” “No, Ma’am” “Yes,
ma’am”

“Okay, I guess , you have different

familiarization about the story while the “Sort of, Ma’am and I
others are not. How about the previous think the given task has
task? Do you find it difficult?And can you something that we called
determine what has something about “ conditions” on the
the given sentences and choices?” situations.”

“Very good!, so the given questions to

the task has something to do with the
word “conditions” which is related to our
lesson for today.”
B. PRESENTATION OF LESSON
Establishing OBJECTIVES
a purpose
for the At the end of the lesson, at least 80% of
lesson the students should be able to:
1. Define conditional sentences;
2. Distinguish between the various (The students will read
types conditional sentences; and the lesson objectives.)
3. Write a “first and zero” conditional
sentence base on the story.
C.  The teacher will now introduce
Presenting the conditional sentence and its
examples/ basic types.
instances of
the new “Okay class, I have here a 2 incomplete
lesson sentence and I want you to answer it.”

“Who wants to volunteer and answer the

first one?”

“Yes, student A?”

“If you add salt to the
 If you add salt to the water,
___________________.
a. it will taste sweet
b. it would taste salty
c. it tastes salty
d. it becomes solid

“Very good!, that’s correct”

“Another one, who wants to volunteer

again?”

“Yes, Student B?”

water, it tastes salty.”
I_____ (not come) with you if you_____
(not bring) your dog!

“That’s correct! Very good Student B”

 The teacher explains the “I will not come with you if

definition of conditional sentences you don’t bring your dog!”
and its two basic types , which is
the zero and first conditional
sentences.

Conditionals are extremely important in

the English language because they help
us express things that may happen in
the present and future.

BASIC TYPES OF CONDITIONALS

Zero (0) Conditionals,
First (I) Conditionals

D. Explore: Okay, let’s now proceed and read the

Discussing (In this section, story entitled, “A Rose for Emily” by
new students will be Wiliam Faulkner.
concepts & given time to
practicing think, plan, Let's read it paragraph by paragraph,
new skills #1 investigate, and but with a gimmick, so that we may have
organize an interactive reading and dialogue.
collected (The students briefly
information; or cooperate with the
"CALL A FRIEND" is the name of the instruction.)
the
 performance of reading activity. Every paragraph in this
the will have a reader, and I'll start by
planned/prepar reading the first one. Then I'll call
ed activities
someone to read the next paragraph,
from the
students’ and after they've completed, they'll call a
manual with friend or someone else to read the next
data gathering paragraph, and so on until we've
& Guide finished.
Questions) (The teacher will lead and read the first
paragraph.)

 Guide Questions

1. What is important about the title

of the short story, "A Rose for
Emily"?
2. What are the multiple meanings
for the "rose"?
3. What are the conflicts in "A Rose
for Emily"?
(The students will read
4. What types of conflict (physical,
the guide questions.)
moral, intellectual, or emotional) do
you see in this story?
5. How essential is the setting to the
story? Could the story have taken
place anywhere else?

E.  The teacher will ask questions to 1.  As a part of the title,

Discussing motivate and monitor the the rose serves as an
new students’ comprehension while important symbol, and
concepts reading the story. understanding the
&practicing symbolism of the title is
new skills #2  Guide Questions necessary for analyzing
the text.
1. What is important about the title 2. The rose is also
of the short story, "A Rose for generally viewed as a
symbol of love, intimacy
Emily"?
and heartbreak.
2. What are the multiple meanings
3. Emily’s conflicts within
for the "rose"? herself and the
3. What are the conflicts in "A Rose communities conflicts
for Emily"? towards her are the two
4. What types of conflict (physical, main conflicts in this
moral, intellectual, or emotional) do story. The conflicts within
you see in this story? herself is more prominent
5. How essential is the setting to the than what she had with
story? Could the story have taken the community she lived
in.
 place anywhere else? 4. Conflict within a
character can deal with
inner morals.
5. Setting does provide
more to the events in the
story than just a simple
background. It is probably
the most significant stage
in creating a story. Both
the town and the
environment in this story
serve as mirrors for the
characters. This short
story's important aspects
include the geographical
setting, the time setting,
and the cultural setting.

F. Explain: In this activity, students will distinguish

Developing (In this section, between the various types of zero and
Mastery students will be first conditional sentences.
involved in an
analysis of their
exploration.
Their
understanding
is clarified and
modified
because of
reflective
activities)/Analy
sis of the
gathered data
and results and
be able to
answer the
Guide
Questions
leading to the
focus concept A. Directions: Choose the letter of the Correct Answers:
or topic for the correct verb to complete the sentences A.
day.) below. Write your answers on a 1. d
separate sheet of paper.
2. a

1. If you drink your medicine, you 3. b

____________________well soon 4. b
a. gets b. got c. gotten d. will get 5. a
2. During summer season, if you do not B.
 drink more water, you
_____________.
a. thirst b. thirsty c. thirsting d. will thirsty
3. If you keep rubbing two sticks for a
long time, it _______ fire.
a. create b. creates c. created d.
creating
4. If you do not relax and feel stressed
all day, you _________ sick.
a. became b. become c. becomes d.
becoming
5. You _____ nervous if you take in too
much caffeine every day.
6-10 Answers may vary.
a. feel b. feels c. feeling d. felt

B. Directions: Complete the following

sentences by providing a probable
result/ condition. Use a separate sheet
for your answers.
6. If children are loved, they will
_______.
7. If you have the money now, you may
________.
8. I will _____if you give me what I want.
9. If it rains tonight, I will ___________.
10. I will give you a chance if _______.

G. Finding Elaborate:  The teacher will facilitate a group

practical (This section or collaborative activity for 10
applications will give minutes.
of concepts students the
and skills in opportunity to "Listen very carefully, students. I want
daily living expand and you to form four groups for this task. (The students will find
solidify/concreti Then, using the story we just read as their group mates then do
ze their your basis, write at least 10 "zero and the activity)
understanding first" conditional sentences. You have 10
of the concept minutes to complete it.”
and/or apply it
to a real-world
situation)
H. Making  The teacher will ask the students
generalizatio in order to know if they
ns and understand the lesson.
abstraction
“Okay class, can you define a
“Conditionals serve many
conditional sentence in your own
words?” purposes and take
several different forms.
“Yes, Student A?” They can be used to give
advice, express regret
and discuss facts, among
other things, ma’am”.

“Okay,very good answer!”

“It also has 2 parts: the if clause and the

result clause.

“And there are two basic types of a

Conditional sentences. Zero (0)
Conditionals and First (I) Conditionals.”
“Zero (0) conditionals is the type of
conditional sentence talks about things
that are always, or
generally true. It is also used to talk
about scientific facts. While, first (I)
conditional is the type of conditional
talks about future events that are likely
to happen.

“Did you understand and get it?”

“Yes, Ma’am”
I. Evaluating Evaluation: "All right class, please bring out a 1/2
Learning (This section sheet of crosswise paper and complete
will provide this quiz if you have no questions.”
opportunities
for concept A. Direction: Choose the correct (Correct answers)
check test conditional form in the sentence. A.
items and 1. We can leave when you 1. b and c
answer key __________ dinner. Choose TWO 2. A
which are correct options 3. C
aligned to the 4. b and c
learning a. will finish
5. A
objectives – b. have finished correct
content and B.
performance c. finish correct 1. have worked/have
standards and been working
address
misconceptions 2. When you cross that door, I 2. will let
-if any. __________ my homework.
3. will have studied
a. will have finishedcorrect
4. are
b. finish
5. is having / arrive
c. have finishedwrong

3. When you arrive, we __________ in

the garden.
a. play
b. are playing
c. will be playing

4. I’ll send you the composition as

soon as I __________ it. Choose
TWO correct options
a. will finish
b. finish correct
c. have finished correct

5. If you feel tired tomorrow, you

__________ enough sleep.
a. won't have had correct
b. haven't had wrong
c. aren't going to have

Direction: Complete these sentences

with the correct forms of the verbs in
brackets. Do NOT use contracted forms
1. Next year, when I  _____ (work)
here for two years, I’ll ask for a rise.
2. As soon as I hear from him, I 
_____ (let) you know.
3. I've studied a lot for this exam. If I fail
it, I  _____ (study) a lot for nothing.
4. I’ll be ready as soon as you   
 _____(be).
5. If he _____ (have) a meeting when
you ____ (arrive), wait outside.
V. Remarks
TEACHING STRATEGIES:
COLLABORATIVE APPROACH
READING AND LISTENING APPROACH
SCAFFOLDING APPROACH