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LESSON PLAN
English 9
WEEKS 1-2 (August 9 – 16, 2019)
Note: August 7- Getting-to-Know Activity
August 8- English Proficiency Test
I. Subject Matter:
Narratives
II. Content Standard
The learners demonstrate understanding of how Anglo-American literature
serves as a means of enhancing the self through strategies in summarizing,
assessing, and processing information in texts listened to and viewed; word
derivation and formation strategies; distinction between and among informative,
journalistic, and literary writing, and appropriate and creative use of word order,
punctuation marks, and interjections.
I. Subject Matter:
Basic Sentence Composition
II. Content Standard
The learners demonstrate understanding of how Anglo-American literature
serves as a means of enhancing the self through strategies in summarizing,
assessing, and processing information in texts listened to and viewed; word
derivation and formation strategies; distinction between and among informative,
journalistic, and literary writing, and appropriate and creative use of word order,
punctuation marks, and interjections.
B. Delivery/Instruction
1.Review/ Recall (Processing)
a. Process the activity by asking the class about the purpose of each signs and
signals. Develop lesson on signal words.
2.Lesson Presentation (Discussion)
a. Discuss signal words through a PowerPoint presentation. Provide ample
examples or practice activity for learners to better understand.
LESSON PLAN
English 9
I. Subject Matter:
Basic Sentence Composition
Descriptive Writing
Main Idea
II. Content Standard
The learners demonstrate understanding of how Anglo-American literature
serves as a means of enhancing the self through strategies in summarizing,
assessing, and processing information in texts listened to and viewed; word
derivation and formation strategies; distinction between and among informative,
journalistic, and literary writing, and appropriate and creative use of word order,
punctuation marks, and interjections.
B. Delivery/Instruction
1. Review/Recall (Question and Answer)
a. Recall the different signal words and its kind.
2. Lesson Presentation (Discussion)
a.Discussion on Sentences and Fragments through a PowerPoint presentation
b.PowerPoint Game on Sentences and Fragments
The students will determine whether the group of words is a sentence or a
fragment. Each slide is timed for only five seconds before proceeding to the
next slide.
E. Generalization (Dictogloss)
Question and Answer
Why is it important to learn the basic rules of composing grammatical
sentences?
Day 2 (September 17, 2019)
A. Introduction/Motivation (Picture Communication)
1.The students will work in pairs to describe the character to the other and they will
draw that character based on the descriptions given.
B. Delivery/Instruction
1. Review/Recall (Sentence Completion)
a. Divide the class into two groups. One person from each group will state a
fragment, then another person from the other group with complete the fragment
into a sentence.
b. Process the task as a recall.
2. Lesson Presentation (Discussion)
a. Discussion on Descriptive Writing through a PowerPoint presentation. Present
some tips or techniques on how to write an effective descriptive essay.
C.Generalization (Inspiration)
a. On a ¼ sheet of pad paper, the learners will create a one paragraph essay
describing their inspiration, without mentioning any name. Ask from some learners
to share. Conclude the day’s lesson.
E. Generalization (Strategy)
Question and Answer
How can you effectively compose an effective descriptive essay?
G. Delivery/Instruction
1. Review/ Recall (concept map)
a. Recall the components of what makes a sentence, and paragraph.
Develop lesson on identifying the main idea.
2. Lesson Presentation (Paragraph Analysis- inductive)
a. Discuss ways on how to identify the main idea. Provide ample examples on
paragraph analysis.
I. Practice (Worksheet)
1. Ask learners to answer the worksheet provided about identifying the main
idea. Check and process the answers after.
J. Generalization (Question and Answer)
How does one identify verbal and nonverbal cues in order to locate the
main idea?
LESSON PLAN
ENGLISH 9
Jazz Chants
Speech Choir
Interpreting Imagery, Metaphor, and Symbolism
II. Content Standard
The learners demonstrate understanding of how Anglo-American literature serves
as a means of enhancing the self through strategies in summarizing, assessing,
and processing information in texts listened to and viewed; word derivation and
formation strategies; distinction between and among informative, journalistic, and
literary writing, and appropriate and creative use of word order, punctuation
marks, and interjections.
G. Delivery/Instruction
1. Review/Recall (Question and Answer)
a. Recall how the Anglo-Saxons transmit their culture and tradition during their
period. From their responses, extract oral lore/ literature. Develop lesson by
asking the relation of oral lore to jazz music/ chants.
2. Lesson Presentation (Brainstorming: Delivering Jazz Chants/Dictogloss)
a. Students will brainstorm about the characteristics of Jazz Chants. From
that, they will give a definition for Jazz Chants.
b. Discuss Jazz Chants through a PowerPoint presentation. Provide sample
videos for students.
I. Generalization (Processing)
How does having rhythm in language improve message transfer, promote
fluidity in speech, and emphasize thoughts?
LESSON PLAN
English 9
I. Subject Matter:
Speech Choir (Major Performance Task)
B.Delivery/Instruction
1. Review/Recall (Compare/Contrast)
a. Recall Jazz Chants and Speech Choir as a class. Ask some learners to differentiate
the two. List their responses through a spider map.
2. Lesson Presentation (Discussion)
a. Discuss the criteria for the Speech Choir.
b. Provide some tips on how to effectively deliver a speech choir.
C. Practice (Groupings)
1. Designate three groups for the class through count-off. Assign places for them to
practice.
2. Designate points for each day for the group with the most progress.