Division LANAO DEL NORTE

School Grade Level 9

Teacher Learning Area English
Time & Dates Week 1 – Day 3 Quarter THIRD

I. OBJECTIVES
The learner demonstrates understanding of how Anglo- American literature
A. Content and other text types serve as means of connecting to the world; also how to
Standards use ways of analyzing one- act play 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
B. Performance
verbal and non-verbal strategies and ICT resources based on the following
Standards
criteria: Focus, Voice, Delivery, and Dramatic Conventions.

EN9OL-llla-3.7
C. Learning/
Employ varied verbal and non-verbal strategies while performing in a one-
Competencies/
act play.
Objectives(Write
EN9F-llla-3.11
the code for each
Produce the English sounds correctly and effectively when delivering lines
LC)
in a one-act play.
WEEK 1 Oral Language Fluency ( DAY 3)
1. Identify varied verbal and non-verbal strategies while performing in a
one-act play.
2. Produce the English sounds correctly and effectively when delivering
lines in a one-act play.
3. Appreciate the value of using verbal and non-verbal strategies.

II. CONTENT

Employing varied verbal and non-verbal strategies/ Producing English

Subject Matter
sounds correctly and effectively

III.LEARNING
RESOURCES

A. References

1. Teacher’s
pp. 137-138
Guide Pages

2. Learner’s
A Journey through Anglo- American Literature pp. 252-253
Material Pages

3.Textbook
pp. 252-253
Pages

B. Other Learning
Resources
III. PROCEDURES Teacher’s Activity/ies Learner’s Expected Response/s
Task 12. Sounding Words Correctly The students produce the
A. Reviewing
A. These are some critical vowel English sounds correctly.
previous lesson
sounds. Pronounce the words
or presenting the
correctly.
new lesson
(a) (ae) (e) (£)
Ebb,
Art, arc, clam, At, ask, accent, Age, acre, Elbow,
guardian, sardine, attic, badge, gas, alias, fame, Says,
 father, hard, olive, patch, hang, jade, matrix, Bread,
lobby, bachelor, cabin, chaos, Weather,
Bond, barter, lass, baffle, ash atrium, Weapon,
locket maze, Peasant,
pathos Meant
Heavy,
Steady,
Send,
Check,
pepper

Play the taped audio of the one-act Students listen.

radio play and have the students listen
and read the text silently and
simultaneously.
B. Establishing a
purpose for the Statement of the purpose:
lesson This morning you will focus on the
delivery of lines, tone of voice of the
characters, and the sound effects, and
how they contribute to the quality of the
play.

Forms group of 5 and work on any of 1 2 3 4 5

the given task below:
a. She accidentally overheard
C. Presenting A. Tracking events: Arrange the a conversation between
examples/ events according to their two men planning a
instances of the occurrence in the play. Enter murder.
new lesson your answer in the box, then b. Desperate to prevent the
explain the acceptability of your crime, she began a series
arrangement. of calls to the operator, to
the police, and others.
c. Mrs. Stevenson is an
invalid confined to her bed
and her only life line was
the telephone.
d. One night, while she was
waiting for her husband to
return home, she picked
up the phone and called
his office.
e. Her conversation with Sgt.
Duffy made her realize the
description of the crime
scene and victim.

D. Discussing Discovering traits. Describe the Students complete the web

new concepts characters by putting traits on the diagram below.
and practicing strands.
new skills #1
Mrs. Stevenson

Sgt. Duffy

E. Discussing Gathering leads to suspense Students’ possible answers

new concepts Based on the script, point out the parts  Mrs. Stevenson: (shocked)
and practicing in the play that help build tensions, oh-hello! What number is
new skills #2 including the pace. this please?
  First Man: Make it quick .
As the little blood as
possible. Our client does
not wish to make her long
suffer.
 Mrs. Stevenson: Oh! How
awful! How unspeakably..
 Mrs. Stevenson: Why- It
was supposed to be
Murray Hill4-0098, but it
wasn’t. Some wires must
have crossed- It was cut
into a wrong number-and –
I’ve just heard the most
dreadful thing- a- a
murder-and-Operator,
you’ll simply have to
retrace that call at once.

F. Developing Differentiated Activities:

Students’ do as told
mastery Group 1- describe the situation of Mrs.
Stevenson.
Group 2. Present a sample one-act
play to the class using the character of
Mrs. Stevenson, the telephone
operator.
Group 3. Focus on the features of a
one act radio play- delivery of the lines,
the tone of voice of the characters and
the sound effects used. Explain their
importance to the play.

G. Making Task 11 Firming Up

Students do as told
generalization Answer the following questions:
and 1. Which Part in the story can you
abstractions find heightened tension and
about the suspense?
lesson What is its effect on you?
2. Was Mrs. Stevenson able to
connect to get help? How?
3. Would you willing enough to
face danger just to help
somebody in trouble? Explain
your answer.

H. Finding Cite a sample experience in your life

Students’ answer may vary.
practical where you have experienced a tragic
applications of event.
concepts and Cite learnings or personal reflection
skills in daily based on what you have shared.
living

I. Evaluating 1. How an actor dresses to express the Answers:

learning personality, era, and type of character 1. A
that is being portrayed is called the: 2. D
3. A
a. Props
4. B
b. Propaganda
5. A
 c. Costumes
6. C
d. Customary
6. A
2. The setting of the play is called____
7. C
a. set
8. B
b. stage
9. B
c. setting
d. location
3. Instructions that tell the actors what
actors what they are supposed to do
during acting.
a. scene
b. teleprompter
c. stage director
d. director
4. What is an act?
a. Hyperbole
b. Main section of the play
c. Live at Morgan State
d. Live at Jackson state
5. A monologue is..
a. a conversation between
characters
b. small movable objects
c. private thoughts said out
loud by one character
d. The hero’s goal or job
6. A drama where the main character
dies is called a…
a. sad story
b. Drama
c. Tragedy
d. Coincidence
7. Person telling the story.
a. Narrator
b. clown
c. Monologue
d. dialogue
8. Conversation between two
characters is called…
a. a monologue
b. a discussion
c. a dialogue
d. a quotation
9. Describe the characters and help
you understand what the characters
are thinking or feeling.
a. props
b. movements
c. rules
d. stage directions
10. How are drama and other forms of
literature similar?

a. They contain the same structure and

point of view
b. They contain characters, plot,
setting, themes conflicts, and literary
devices
 c. They contain a cast of characters
and dialogue

d. They are published in a newspaper

format.

J. Additional
activities for
application or
remediation

V. REMARKS

VI. REFLECTION

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?