NOTRE DAME OF SALAMAN COLLEGE, INC.

Founded in 1965 by the Oblates of Mary Immaculate (OMI)

Owned by the Archdiocese of Cotabato
Administered by the Diocesan Clergy of Cotabato (DCC)
“Service for the Love of God through Mary”
(B.E.S.T)
Amare EstServire
K to 12 Learning Plan
Grade 9 English

TOPIC: “The Whistle” by Benjamin Franklin DURATION:1 meeting only

LEARNING MATERIALS: Laptop, Smart Tv, Visual aids, DATE: November 7, 2024
Application and Printed materials
REFERENCES: English Communication Arts and Skills through Anglo – American and
Philippine Literature by Milagros G, Lapid and Josephine B. Serrano, page 178-179
LEARNING ACTIVITIES: Recitation, Quiz, Mini Performance task, and Short discussion
INTEGRATION: B.E.S.T
The Learner demonstrate communicative competence through his/her
PROGRAM STANDARD understanding of literature and other text types for a deeper appreacition of
Philippine Culture and those of others countries.
The Learner demonstrate communicative competence through his/her
GRADE LEVEL understanding of British – American literature and other text types for a deeper
STANDARD appreacition of Philippine Culture and those of others countries.

The learner demonstrates understanding of how Anglo – American and other text
types serve as means of valuing other people; also how to use processing
CONTENT STANDARD information strategies, different forms of adverbs and conditionals for him/her to
play active part in a Chamber Theatre presentation.

The learner proficiently plays an active part in a Chamber Theatre presentation

PERFORMANCE through employing effective verbal and non-verbal strategies based on the
STANDARD following criteria: Focus, Voice, Delivery, Facial expression, Style and Body
movement or Gesture.

MAKING MEANING
Essential Questions Enduring Understandings
Students will keep considering the following Students will understand that:
Questions
 How can we cultivate mindfulness in our Cultivating mindfulness in decision-making involves
decision-making to prevent emotional and consistently reflecting on our true needs and values
financial distress caused by impulsive before making choices, helping us avoid impulsive
choices? purchases and actions.
 In a consumer – driven society, What Genuine needs and unnecessary words, individuals can
strategies can help individuals distinguish consider whether a purchase is truly essential and if it
between genuine needs and unnecessary will provide lasting satisfaction. Creating budget and
wants? waiting before buying can also help make more
intentional choices.

LEARNING COMPETENCIES:
 EN9VC-IIb-21: Summarize the information contained in the material viewed.
 EN9LT-IIb-15: Analyze literature as a means of valuing other people and their various circumstances
in life.

LEARNING OBJECTIVES:
At the end of the lesson the learners should be able to…
 infer the message of the story,
 share ideas and reflect about the questions and relate it to real scenario of life, and,
 create and perform varied activities based on the theme of the story through one(1) line slogan,
two (2) stanza couplet poem, symbol, mnemonics and jingle.
Preliminary Activities:
The teacher will start the class with a
 Prayer
 Greetings
 Checking of attendance
 Classroom Rules
 Recap or Review

EXPLORE:
Activity 1: “WATCH AND SHARE”
 The teacher will present a short video clip through powerpoint, allowing students to observe the
content closely. After the video, she will provide process question related to what they have
been watched.
 She will use a name picker app to determine who will answer process question.
 In the same manner, she will repeat the said activity until all the process questions will be
answered.
 The teacher will process/follow up the students’ answer.
 In a read-a-loud strategy, she will present the objectives for today’s lesson as well as the guided
questions and essential questions.

PROCESS QUESTIONS:
1. What did you notice in the video?
2. Can you relate to a time when you made a similar impulsive decision? How did that make you feel
afterward?

FIRM –UP:
Activity 2: “FILL ME UP”
 The teacher will group the students into five(5) groups.
 Each group will receive a piece of paper indicating their designated number for their task.
 She will present sentences through visual aids, and let her students’ to collaborate with their
groups to discuss and choose appropriate vocabulary words from the box.
 The students’ have one minute to come up with their answers.
 After the activity, she will display the correct answers on the powerpoint slides and facilitate a
discussion by asking process questions.
 Through powerpoint presentation, the teacher will let her students’ to read the short biography of
Benjamin Franklin, the author of the story.
 Then, she will present and discuss the story of “The Whistle” by Benjamin Franklin in a read-
a-loud and picture analysis strategies.

PROCESS QUESTIONS:
1. What strategies did your group use to decide on the answer?
2. Were they any words that were particularly challenging? Why?

DEEPEN:
Activity 3: “MERRY RACEMAS”
 The teacher will use an online games called “Merry Racemas” to know the name of the
students’ who will answer the questions.
 In the same manner, she will repeat the said activity until all the guided questions will be
answered.
 The teacher will process/follow up the students’ answer.
Guided Questions:
1. What is the main message of the story? Can you relate to a time when you regretted a
purchase? What lesson did you learn from it?
2. How can we cultivate mindfulness in our decision-making to prevent emotional and financial
distress caused by impulsive choice?
3. In a consumer-driven society, What strategies can help individuals distinguish between
genuine needs and unnecessary wants?
4. What does the whistle symbolizes in life?

TRANSFER:
 Activity 3: “SHOW YOUR TALENTS”
 With the same group, each group will select one(1) representative to pick their assign tasks.
 The teacher will present the rubrics for the learners to know the criteria of judging their
performances.
 In their respective groups, the students will be given five (5) minutes for creating/ composing
and two (2) minutes for performing their task.
 The student’s performance will be rated based on the rubrics given below.
Criteria for Differentiated Tasks (15 pts.)
Excellent Good Poor
Criteria
( 5 points) (3 points) (2 points)
The content is not related to
The content is related to The content has a little
Content the topic.
the topic. connection to the topic.
Most members are
Some members are not Most of the members are
Collaboration participative and master
participating. not participating.
the performance.
The presentation is
The presentation is good The presentation is poor and
Presentation outstanding and very
and creative. lack of creativity.
creative.

VALUES INTEGRATION:
A valuable lesson in personal growth emphasizes the importance of self-reflection and critical thinking
when making choices. It is essential to regularly assess the worth of our pursuits, ensuring that our efforts align
with our true values and goals. The necessity of assessing the worth of our pursuits, urging us to avoid
overvaluing superficial things that lead to regret.

EVALUATION: Paper and Pencil

Questions Answer Key
Test I: True or False
Instruction: Write T if the statement is true and F if the state is false. Write Test I: True or False
your answer on the space provided before the number. 1. T
_____1. Franklin regretted buying the whistle because he realized he overpaid 2. F
for it. 3. F
_____2. Benjamin Lockin is the author of the the story “Whistle”. Test II: Identification
_____3. The Whistle brought Franklin more joy than frustration after he 4. Whistle
purchased it. 5. His brothers, sisters and
Test II. IDENTIFICATION: Write the correct answer on the space provided. cousins
____4. What item did Franklin impulsively buy with all his pocket money? 6. Don’t give too much for
____5. Who pointed out to Franklin that he had overpaid for the Whistle? the whistle
____6. What phrase did Franklin use to remind himself not to make foolish Test II: Identification
purchases in the future? 7. B
Test III: Multiple Choice 8. C
Instruction: Encircle the letter of your answer. Test IV: Short Discussion
7. What lesson did Franklin learn from his experience?
A. The importance of impulse buying
B. The true value of things
C. The joy of material possessions
D. All of the above
8. How did Franklin view the actions of those who pursued superficial desires?
A. He admired them
B. He thought they were wise
C. He believed they were paying too much for their Whistle
D. None of the above
Test IV: Short Discussion
9-10. Discuss how Franklin’s experience with the Whistle relate to the concept
of critical thinking in decision making.
Criteria 2 1
Content The idea is clearly The idea is not clearly
stated stated

HOME DELIGHT:
Answer this in a one whole sheet of paper that needs to be submitted in our next meeting. In what ways can the
lesson from “The Whistle” be applied to modern life?

Criteria for Home Delight (15 pts)

Criteria 5 3
Content The idea is clearly stated The idea is not clearly stated
Support your answer with reliable Support your answer with some reliable
Credibility sources if applicable sources
Relevance Address the main point of the question Did not address the main point of the
question

Prepared by: GABRIEL L. KIM IVY M.

MACAILING PALOMAR
Student Student

KAREN TACKUBUY KATHERINE

Student MELODY BORON
Student

Checked by: ROSALIE M.

BLANCA,LPT
Teacher