ENGLISH LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
9 SECOND/ ANGLO-AMERICAN 1st / 2nd 1
LITERATURE (August 20, 2019)

I. OBJECTIVES
A. Program Standard
B. Grade Level Standard
C. Content Standards
D. Performance Standards
E. Learning Competencies/
Objectives
Write the LC code for
each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
The learner demonstrates communicative competence through his/ her
understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/her
understanding of British-American Literature, including Philippine Literature and
other text types for a deeper appreciation of Philippine Culture and those of
other countries.
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.
The learner proficiently 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.
The learners should be able to:
1. Use adverbs in narration. (EN9G-IIa19)
2. Distinguish the features present in poetry and in prose. (EN9WC-IIa-10)
“Auld Lang Syne” by Lea Michelle
“I Think Continually of Those Who Were Truly Great” by Stephen Spender
Infographic; Adverbs of Time and Place
Pages 123-127
pages 77-78
A Journey through Anglo-American Literature (English 9)
none
 Learner’s module; visual aid

IV. PROCEDURES
Routine:
• Opening Prayer
A. Reviewing previous • Greetings
lesson or presenting the • Checking of Attendance
new lesson • Classroom Management
 Word for the Day (assigned students)

Task 3: Finding Similarities and Difference

Let the students copy and study the statements in their module on page 123. Ask
them to check the statement that refers to both poems. If the statement refers to
the first poem, write 1. Otherwise, write 2.
B. Establishing a purpose for 1. Nature pays tribute to persons of valor.
the lesson 2. The persona recounts old memories of friendship.
3. The text is marked with vivid imagery.
4. Personification is utilized by the author.
5. The text talks about what endures through time.

C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills
#1
Ask the students to read the poems again and let them note the similarities and
differences between the two in terms of the use of figurative language and its
content. Create a Venn Diagram to note answers.
Let the students think about this question: Dramatic poetry is marked by the expression
of feelings or emotions. Do the two poems fall under this genre? Justify your answer.
 ENGLISH LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
9 SECOND/ ANGLO-AMERICAN 1st / 2nd 2
LITERATURE (August 20, 2019)

E. Discussing new concepts Task 6: Uncovering Greatness

and practicing new skills
#2
F. Developing mastery
(leads to Formative
Assessment 3)
Have the students read the infographic excerpt in their module on page 125 and pay
attention to the highlighted words.
Questions to answer:
1. What elements are used in the infographic?
2. Is knowledge easily understood when represented in an infographic? Why?
3. Take note of the word, Later. What does it signify as used in the sentence in
Infographic A?
4. Observe how the phrase, in the White House, is used in Infographic B. What does
the phrase signify?

G. Finding practical Language in Focus: Adverbs of time and adverbs of place

applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
The teacher will give inputs on these.
Task 7: Controlled Practice
Students will determine whether or not sentences in their module on page 126 use the
adverbs correctly.
Give students time to rewrite the sentences in their module on page 127 with the
adverb/s in its/their correct position.

V. REMARKS

VI. 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 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: Lenilyn A. Robles

English 9 Teacher, MAYSAN NHS
MR. AMADO T. ABIOG
Checked by: English HEAD, MAYSAN NHS