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School SOUTHVILLE 8B NATIONAL HIGH SCHOOL Grade Level GRADE 9

Teacher CAROL MAE V. AGUNDIS Learning Area ENGLISH
Teaching Dates and Time FEBRUARY 12-16, 2024 Quarter 3RD QUARTER- WEEK 3
Monday Tuesday Wednesday Thursday Friday
Time Sections Time Sections Time Sections Time Sections Time Sections

6:30-7:30 6:30-7:30 6:30-7:30 6:30-7:30 6:30-7:30

DAILY LESSON 7:30- 8:30 G9- Lauan 7:30- 8:30 G9- Lauan 7:30- 8:30 7:30- 8:30 G9- Lauan 7:30- 8:30 G9- Lauan
LOG 8:30- 9:30 G9 Mahogany 8:30- 9:30 G9 Mahogany 8:30- 9:30 G9 Mahogany 8:30- 9:30 G9 Mahogany 8:30- 9:30

10:00 – 11:00 G9 Balete 10:00 – 11:00 G9 Balete 10:00 – 11:00 G9- Balete 10:00 – 11:00 G9 Balete 10:00 – 11:00

11:00- 12:00 G9 Banaba 11:00- 12:00 11:00- 12:00 G9- Banaba 11:00- 12:00 G9 Banaba 11:00- 12:00 G9 Banaba

12:00 – 1:00 G10 Copernicus 12:00 – 1:00 G10 Copernicus 12:00 – 1:00 G10 Copernicus 12:00 – 1:00 12:00 – 1:00 G10 Copernicus

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5

The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to use ways of analyzing one-act play
Content Standards
and different forms of verbal for him/her to skillfully perform in a one-act play.
The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice, Delivery, and
Performance Standards
Dramatic Conventions.
Learning Competencies
with MELC Code MELC 6: Differentiate biases from prejudices.

Objectives At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
students are expected to: students are expected to: students are expected to: students are expected to: students are expected to:
1. Identify the two main techniques 1. Identify the two main techniques 1.Create a presentation of your 1.Create a presentation of your
of reflecting; and of reflecting; and chosen topic relative to biases to chosen topic relative to biases to
prejudices. prejudices.
2. Reflect on the ideas of the 2. Reflect on the ideas of the
speaker. speaker.

II. CONTENT

A. Topic REFLECTING REFLECTING PERFORMANCE TASK NO. 1 PERFORMANCE TASK NO. 1 CATCH-UP FRIDAY
 ON THE IDEAS OF THE ON THE IDEAS OF THE
SPEAKER SPEAKER
III.LEARNING
RESOURCES
A. References
 -K-to-12-MELCS-with-  -K-to-12-MELCS-with-  -K-to-12-MELCS-with-  K-to-12-MELCS-with-CG-
CG-Codes P. 40 CG-Codes P. 40 CG-Codes P. 40 Codes P. 140
 RM-No.-306-S.-2020-
 RM-No.-306-S.-2020- MELC-PIVOT-4A-
RM-No.-306-S.-2020- MELC- RM-No.-306-S.-2020- MELC-
1. Teacher’s Guide pages MELC-PIVOT-4A- BUDGET-OF-
PIVOT-4A-BUDGET-OF- PIVOT-4A-BUDGET-OF- WORKSBOW-IN-ALL-
BUDGET-OF-
WORKSBOW-IN-ALL-LEARNING- WORKSBOW-IN-ALL-LEARNING- LEARNING-AREAS
WORKSBOW-IN-ALL-
AREAS AREAS
LEARNING-AREAS

2. Learner’s Materials pages

3. Textbook pages
4. Additional Materials
(LR) portal

B. Other Learning
Resources

IV. PROCEDURES
A. ACTIVITY A. ACTIVITY A. ACTIVITY A. ACTIVITY A. ACTIVITY-
PRELIMINARIES PRELIMINARIES PRELIMINARIES PRELIMINARIES PRIMING
 Prayer  Prayer  Prayer  Prayer  Prayer
 Greetings  Greetings
 Checking of Attendance  Greetings  Greetings  Greetings
 Checking of Attendance
(assigned secretary)  Checking of Attendance (assigned secretary)  Checking of Attendance  Checking of Attendance
(assigned secretary)  Classroom Rules (assigned secretary) (assigned secretary)
Directions: Using the “Wheel of
Life.” Rate from 1-10 how   Classroom Rules  Classroom Rules
happy/contented are you. Directions: Using the “Wheel of
Life.” Rate from 1-10 how
happy/contented are you.
 B. ANALYSIS B. ANALYSIS B. ANALYSIS B. ANALYSIS B. ANALYSIS
Reflecting is the process of Reflecting is the process of
paraphrasing and restating both paraphrasing and restating both
Bias is a natural inclination for or Bias is a natural inclination for or
the feelings and words of the the feelings and words of the against an idea, object, group, or against an idea, object, group, or
speaker. The purposes of reflecting speaker. The purposes of reflecting individual. The action of supporting individual. The action of supporting
are: are: or opposing a particular person or or opposing a particular person or
thing in an unfair way. thing in an unfair way.
●To allow the speaker to 'hear' ●To allow the speaker to 'hear' -A tendency to present a partial -A tendency to present a partial
Classroom-Based their own thoughts and to focus on their own thoughts and to focus on viewpoint. viewpoint.
Activities what they say and feel. what they say and feel.
Prejudice refers to a preconceived
●To show the speaker that you are ●To show the speaker that you are judgment, opinion, or attitude
Prejudice refers to a preconceived
trying to perceive the world as they trying to perceive the world as they directed toward certain people
judgment, opinion, or attitude
see it and that you see it and that you directed toward certain people based on their membership.
are doing your best to understand are doing your best to understand based on their membership. in a particular group without an
their messages. their messages. in a particular group without an actual experience as a basis.
actual experience as a basis.
●To encourage them to continue ●To encourage them to continue
talking. talking.

Understanding the Process of Understanding the Process of

Reflecting Through Its Two (2) Reflecting Through Its Two (2)
Main Techniques: Main Techniques:

1. Mirroring 1. Mirroring
Mirroring is a simple form of Mirroring is a simple form of
reflecting and involves repeating reflecting and involves repeating
almost exactly what the speaker almost exactly what the speaker
says. says.

2. Paraphrasing 2. Paraphrasing
Paraphrasing involves using other Paraphrasing involves using other
words to reflect what the speaker words to reflect what the speaker
has said. Paraphrasing shows not has said. Paraphrasing shows not
only that you are listening, but that only that you are listening, but that
you are attempting to understand you are attempting to understand
what the speaker is saying. what the speaker is saying.

C. ABSTRACTION C. ABSTRACTION C. ABSTRACTION C. ABSTRACTION C. ABSTRACTION

Directions: Share the importance of Directions: Share the importance Directions: Directions:
identifying the purpose or the main of identifying the purpose or the
idea of the speaker in writing. main idea of the speaker in
writing.
D. APPLICATION D. APPLICATION D. APPLICATION D. APPLICATION D. APPLICATION
Mirror, Mirror on the Wall Mirror, Mirror on the Wall Directions: Directions:
Directions: Read and reflect on the Directions: Read and reflect on the
ideas of the speaker found in the ideas of the speaker found in the
speech of Martin Luther King Jr. speech of Martin Luther King Jr.
during his fight for social justice during his fight for social justice
using Mirroring Technique. using Mirroring Technique.
Listen to the link: I Have a Dream Listen to the link: I Have a Dream
(1963), Martin Luther King, Jr. (1963), Martin Luther King, Jr.
https://www.americanrhetoric.com/ https://www.americanrhetoric.com/
speeches/mlkihaveadream.htm speeches/mlkihaveadream.htm

Processing Questions:
1. How do you contribute to an
equitable, respectful and just
society for everyone?
2. Do you have any idea how it
feels to be an exile in your own
Processing Questions: land?

1. How do you contribute to an 3. Can you imagine what could

equitable, respectful and just possibly happen if their efforts for
society for everyone? change would generate physical
2. Do you have any idea how it violence in the process?
feels to be an exile in your own
4. How can you make justice roll
land?
down like waters, and
3. Can you imagine what could righteousness like a mighty
possibly happen if their efforts for stream?
change would generate physical
5. Have you been mistakenly
violence in the process?
judged before because of your
4. How can you make justice roll physical appearance? 6. Can you
down like waters, and say you are free? How does it feel
righteousness like a mighty to be free?
stream?
5. Have you been mistakenly
judged before because of your
physical appearance? 6. Can you
say you are free? How does it feel
to be free?
E. ASSESSMENT D. ASSESSMENT D. ASSESSMENT D. ASSESSMENT D. ASSESSMENT
Directions: Fill out the graphic Directions: Fill out the graphic Directions: Create a presentation Directions: Create a presentation
organizer below to enable you to organizer below to enable you to of your chosen topic. Presentation of your chosen topic. Presentation
journey through your own journey through your own may through poster, may through poster,
dreams and aspirations in life. dreams and aspirations in life. digital/slideshow/ digital/slideshow/
graphic organizer, role playing or graphic organizer, role playing or
Things to Through Things to Through song writing. Do this with your song writing. Do this with your
ponder… significant ponder… significant groupmates. Present this task with groupmates. Present this task with
experiences… experiences… minimum of 1 minute and minimum of 1 minute and
1. What is 1. What is maximum of 3 minutes to your maximum of 3 minutes to your
your dream for your dream for classmates/teacher. classmates/teacher.
you? you?
2. What is 2. What is 1. Here are examples of 1. Here are examples of
your dream for your dream for biases/prejudices. Please choose biases/prejudices. Please choose
your school? your school? (1) one. (1) one.
3.What is your 3.What is your • Jeepney drivers cause too much • Jeepney drivers cause too much
dream for your dream for your problem to the commuters and to problem to the commuters and to
community? community? the government. the government.
• Men are better than women. • Men are better than women.
• Public servants those who are • Public servants those who are
mayors mayors
and governors are corrupt. and governors are corrupt.
 • Indigenous tribes are • Indigenous tribes are
uneducated. uneducated.

2. When you are done to choose, 2. When you are done to choose,
make a presentation on how you make a presentation on how you
SECTIONS 5 4 3 2 1
will STOP this bias/prejudice that is will STOP this bias/prejudice that is
G9- Lauan
happening in your community happening in your community
G9- Banaba SECTIONS 5 4 3 2 1 (Southville 8B). (Southville 8B).
G9- Balete G9- Lauan
G9- Mahogany G9- Banaba
G9- Balete
G9- Mahogany

ACTIVITY ACTIVITY ACTIVITY ACTIVITY ACTIVITY

Home-Based Activities Directions: Directions: Directions: Directions: Directions:

Remarks

4 Prepared: Checked by: Noted by:

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6 CAROL MAE V. AGUNDIS DAISY M. DANZALAN MARIBEL A. BULALAYAO

7 Subject Teacher, English 9 Subject Leader, English Principal I
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