ILONGBUKID NATIONAL HIGH

9
School SCHOOL Grade Level
ANGELIE CRISTINE A. POMADO ENGLISH
Teacher Learning Area
Teaching Dates and Time Quarter 2

SECTIONS
GRADES 1 to 12
DAILY LESSON PLAN
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
I. OBJECTIVES remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance a nd jo y inlearning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how Anglo-American literature serves as a means of enhancing the self through using strategies in
summarizing, assessing, and processing information in texts listened to and viewed; word derivation and formation strategies; distinctions
A. Content Standards
between and among informative, journalistic, and literary writing; and appropriate and creative use of word order, punctuation marks, and
interjections.
B. Performance Standards The learner transfers learning by composing and delivering lines of poetry and prose in a speech choir, jazz chant, or rap with appropriate and
creative use of word order, punctuation marks, and interjections and effective use of verbal and non-verbal strategies.
The learner:
Make connections between texts to particular social issues, concerns, or dispositions in real life
Objectives:
C. Learning Competencies / a. share prior knowledge about the topic The objectives show
Objectives b. relate the poem to particular social issues in the Philippines
learner-centered
c. analyze literature as means of valuing other people and their various circumstances in life.
instruction.
d. create a collage depicting social issues in the Philippines

Write the LC Code for each

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
“England in 1819” by Percy Bysshe Shelly
II. CONTENT Value Focus: Care, Respect
Skill Focus: Literature

List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as
III. LEARNING RESOURCES well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
Material: Teacher-Made Module
4. Additional Materials from Learning Resource (LR)
portal

B. Other Learning Resources .Junior High School Grade

9, English Learning Kit- Second Quarter MELC
 Online References, www.google.com
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the tudents which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and
draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
IV. PROCEDURES
TEACHER ACTIVITIES STUDENTS ACTIVITIES Annotations

Pre-Activities
Class before we start, please stand and let us pray. Class Prayer
Prayer
Good morning class. Oh God, Almighty, behold
us thy loving children,
You may take your seats. offering thee tocalday, our
works and

studies.

Help us dear Lord, to be

obedient to our teachers,
kind to our companions,
diligent in our works and
studies. So that we may
merit thy blessings to
ourselves, to our school
and our beloved country,

the Philippines.

Amen.
None
Checking of Attendance
Who is absent today? Good morning Ma’am!

Good morning class!

May I remind you to maintain one-meter physical distancing, make sure to

Observing Proper Health Protocol properly wear your facemask at all times, and sanitize your hands more
often. INDICATOR 4
 Identify what social issue is present in the pictures provided to you. Share
A. Reviewing previous lesson or your thoughts about it by writing 2-5 sentences on the space provided.
presenting the new lesson CORRECT RESPONSE

1. POLITICAL DYNASTY INDICATOR 1

2. OPPRESSION
3. POVERTY
4. SOCIAL INJUSTICE
5. DISCRIMINATION
6. EXTRAJUDICIAL KILLING
 Today we are going to discuss “England in 1819” by Percy Bysshe Shelly.
The Objectives of our lesson for today are the following:
B. Establishing a purpose for the a. share prior knowledge about the topic
lesson b. relate the poem to particular social issues in the Philippines
c. analyze literature as means of valuing other people and their various
circumstances in life.
d. create a collage depicting social issues in the Philippines
Identify the meaning of the words by matching column A with column B.
No erasure is allowed.
A B
CORRECT RESPONSE:
1. dregs a. similar to leech
1. I
2. dull race b. a victim of oppression
2. H
3. public scorn c. emerge
3. G
4. leechlike d. spirit 4. A

5. liberticide e. violent 5. K
C. Presenting examples/ instances of
the new lesson (Elicit)
6. prey f. bloody 6.B

7. F
7. sanguine g. contempt of the public
8. J
8. statute unrepealed h. inactive legacy
9. D
9. phantom i. the most useless part
10. C
10. burst j. unreformed law passed by an official ruling body
11. E

11. tempestuous k. killing liberty, suppressing freedom

D. Discussing new concepts and
practicing new skills #1 (Engage)

PERCY BYSSHE
SHELLEY
 born Aug. 4, 1792, Field Place, near Horsham, Sussex,
Eng.
 died July 8, 1822, at sea off Livorno, Tuscany, Italy
 English Romantic poet whose passionate search for
personal love and social justice was gradually channeled
from overt actions into poems that rank with the greatest in
the English language.
E. Discussing new concepts and Read the poem “England in 1819” on their own. (a copy of the poem will be provided)
 England in 1819
By Percy Bysshe Shelley

An old, mad, blind, despised, and dying King;

Princes, the dregs of their dull race, who flow
Through public scorn,—mud from a muddy spring;
Rulers who neither see nor feel nor know,
But leechlike to their fainting country cling
practicing new skills #2 (Explore) Till they drop, blind in blood, without a blow.
A people starved and stabbed in th' untilled field;
An army, whom liberticide and prey
Makes as a two-edged sword to all who wield;
Golden and sanguine laws which tempt and slay;
Religion Christless, Godless—a book sealed;
A senate, Time’s worst statute, unrepealed—
Are graves from which a glorious Phantom may
Burst, to illumine our tempestuous day.

F. Developing mastery (Leads to Reflect and answer the following questions.

Formative Assessment 3) (Explain) 1. The poet described the
1. How did the poet describe the king? king as “old, mad, blind,
despised, and dying.”

2. The king is despised

because he has no true
2. Why is the king despised?
human emotions. He relies
on the labor of the country’s
poor to provide for the
ruling class.

3. This means that the prince

3. What does this line “Princes, the dregs of their dull race,” mean? is as useless as the king,
i.e., the same type of
leadership will be endured
for the next generations.
As a successor to the
throne, nothing by
necessity is going to
change when the king
dies.
 4. What kind of leader is highlighted in line 4? 4. A ruthless and decadent
leader who is oblivious to
the cries of the people

5. It represents a leadership
that feeds off from others,
5. The poet describes the princes and all those or royal blood as that is, the rulers are
parasites on their people.
“leechlike” What does a “leech” represent?
6. England is a fainting
country for the poet
6. What makes England ‘fainting country’ for the poet? because it is living
under poor conditions
due to the madness and
blindness of the King,
the muddied genetic
line that includes the
Prince, the ignorance of
the nation’s rulers, and
the lack of moral
standing of law and
religion.

7. What situation is captured in line 7? 10? 7. Line 7 - Poverty, Social

Injustice, and Oppression
Line 10 - Repression, Social
Injustice

8. The issue of poverty

reminds me of the time
8. Based on your answer in number 7, what similar situation does it when community lockdown
due to Covid 19 started.
remind you in the present world? Many lost their jobs and
people were scrambling to
find means to secure food
on their table.

G. Finding practical applications of MOST COMMON SOCIAL ISSUES IN THE WORLD INDICATOR 1
concepts and skills in daily living AND 2
(Elaborate) 1. Oppression refer to relations of domination and exploitation-economic, social
and psychological- between individuals; between social groups and classes within
and beyond societies; and, globally, between entire societies ( Gil, 1994, p.233)
 2. Political Dynasty refers to traditional political families or the practices by these
political families of monopolizing political power and public offices from
generation and treating the public elective office almost as their personal
property.

3. Extrajudicial killing is the killing of a person by governmental authorities or

individuals without the sanction of any judicial proceeding or legal process.

4. Poverty is a state or condition in which a person or community lacks the

financial resources and essentials for a minimum, standard of living.

5. Social injustice is described as a situation in which dominant population is

made known of the inequity that leads for others due to their relative position in
the structure of power (Maus n.p). Social injustice is also the way unjust actions
are done in the society. Social injustice occurs in a situation where the equals are
treated unequally and the unequal is treated equally. Three common examples of
social injustice include: discrimination, ageism, and homophobia (Farooq n. p)

6. Discrimination is the unfair or prejudicial treatment of people and groups

based on characteristics such as race, gender, age or sexual orientation (APA,
2020)

In three minutes, accomplish one of the following.

 Poster
 Song/rap
 Poem INDICATOR 7
 Slogan AND 8
 Dance

H. Making generalizations and

abstractions about the lesson Double-Entry Journal
Accomplish the double-entry journal below. In the left hand column, write lines from the
poem that speak of social issues and which struck you the most. Enclose in parenthesis the
particular social issue associated with the lines from the poem. In the right hand column,
 write your reaction to the passage by reflecting your personal responses to the lines on the
left. The entry may include a comment, a connection made, or an analysis. You may use
this sentence prompt for your entry:
-This reminds me of…
-This is similar to…
-This is different from…

Lines from the poem (that speak of social Reaction/Connection

issues)
ANSWERS MAY VARY.
Example: Example:
Rulers who neither see nor feel nor know This reminds me of the patriarch of the
Ampatuan political family during the
(Extrajudicial Killing, Social Injustice) Maguindanao massacre which claimed the
lives of at least 34 journalists.
This is similar to the holocaust that killed
millions of Jews and other dissidents in
concentration camps. Behind these killings
was Adolf Hitler, one of the notorious
dictators in the 20th century.
1.

2.

3.
Respect life and individual INDICATOR 5
As a student, what can you do to minimize/address these social issues? differences and
humanitarian rights; help
those in need.
I. Evaluating learning (Evaluate)
Below is a list of different social issues in the Philippines. Choose one issue and give your reaction or
analysis by writing a short essay about the issue you have chosen and what will you do to address it.
Write it in a short bond paper. Be guided by the rubrics provided.

INDICATOR 9
 Make a collage of pictures depicting any social issue in the Philippines today. You may use anything
J. Additional Activities for application or that is present in your homes like an old magazine, newspaper, tabloid or the likes. Use a short bond
remediation (Extend)
paper for your output. Be guided by the rubrics provided.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% on the

formative assessment
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 worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I use/
discover which I wish to share with other teachers

Prepared by:

ANGELIE CRISTINE A. POMADO

Teacher
Noted:
JENNIFER P. BALUME
Head Teacher I
 ESSAY WRITING RUBRICS
Criteria 5 4 3 2

Description Clearly addresses all parts of the writing Addresses all parts of the writing task; Addresses only parts of the Fails to address the writing task;
task; maintains a clear purpose and a maintains a general demonstrates no
consistent point of view and writing task; demonstrates
understanding of the purpose and mostly understanding of the purpose;
focus; all ideas are on topic, not consistent point of view and limited understanding of the purpose and lacks point of view, focus, and
extraneous; essay logically flows from an unclear point of view and unity between paragraphs; little
one focus; ideas are on topic; essay flows from
one paragraph to focus; lacks unity between or no paragraph development
paragraph to another; paragraphs; weak paragraph development;
another; paragraphs build and develop the
Paragraphs fully elaborate and develop thesis lacks sufficient support for the thesis
the thesis.

Intro Engaging, appropriate lead; general Appropriate lead; some general Weak, inappropriate, or missing lead; little Inappropriate or missing lead; no
information introducing the topic; clear information; introducing the topic; thesis or no general information introducing the general information introducing
thesis and a statement of the main and a statement of the main points topic; weak, insufficient, or missing thesis the topic; missing or irrelevant
points and statement of the main points thesis and main points

Body Well-developed topic sentence; in- Topic sentence; relevant facts, concrete Insufficient or missing topic sentence; Missing or irrelevant topic
depth, accurate, and relevant details, and supporting comments; minimal limited or irrelevant; facts, concrete details, sentence; few or no facts, concrete
facts/concrete details; relevant redundancy; concluding sentence and comments; redundant information or details, or support; redundant
comments without redundancy; comments; insufficient or missing information; missing or irrelevant
effective concluding sentence that concluding sentence concluding sentence
restates the topic sentence

Conclusion Restates the thesis statement and the Restates the thesis statement and the main Confusing or missing restatement of thesis, Missing or inappropriate
main ideas; expands upon the general ideas; may include some general main ideas, and general information;
information provided in the information; ends with a final thought missing final thought
introduction; ends with a final thought,
but does not give any new information

Language Effective transitions throughout the Includes appropriate transitions; may Ineffective, awkward, or missing No transitions; simple, confusing,
essay; employs a variety of sentence employ various sentence patterns; transitions; simple sentence patterns; may or fragmented sentence patterns
patterns to enhance the writing; sentences may vary in beginnings and include confusing or incorrect vocabulary
sentences vary in beginnings, length, length; uses accurate vocabulary
and complexity; precise and engaging
vocabulary