School: SULTAN NAGA DIMAPORO MIS Grade Level: 9

Teacher: JULIEN ANN A. TAYONE Learning Area: English

Teaching Dates and Tuesday
Time: (Week 2) 8:30 - 9:30 Quarter: 4TH

I. OBJECTIVES MONDAY
A. Content Standards: The learner demonstrates understanding of how Anglo-American
literature and other text types serve as means of enhancing the self;
also how to use processing, assessing, summarizing information, word
derivation and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her to participate
actively in a speech choir..

B. Performance Standards: The learner competently performs in a full-length play through applying
effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery and Dramatic Conventions.

C. Learning Competencies/Objectives: At the end of the lesson, 75% of the learners are expected to:
Write the LC Code for each  EN9VC-Ih1.5/2.5: Draw generalizations and
conclusions from the material viewed

 analyze and evaluate text evidence supporting

conclusions and generalization through
explanation

 value the importance of making generalization

and conclusion through reading and
understanding text

II. CONTENT Drawing Generalizations and Conclusions

III. LEARNING RESOURCES
A. References Hughes, Langston. (1994). “Mother to Son.” The
Collected Poems of Langston Hughes.

“Generalization” Retrieved from

https://youtu.be/RHQlVcqBsqU on May 9 2019.

“Activity Drawing Conclusion” Retrieved from

https://youtu.be/mtHxW6CgSSMon May 9,
2019.

“Conclusion and Generalization” Retrieved from

https://youtu.be/rjKVES1gdoE on May 9,2019.

“Song We Draw Conclusion”

https://youtu.be/MPLZ_HsnJTI on May 9,2019.

1. Teacher’s Guide Pages P 36-37

2. Learner’s Materials Pages N/A
3. Textbook Pages N/A
4. Additional Materials from Learning N/A
Resource (LR) portal
B. Other Learning Resources Activity Sheets, powerpoint, manila paper, marker, tag boards
IV. PROCEDURES
Preliminaries Prayer
Monitoring Cleanliness
Checking of Attendance

Reviewing Previous Lesson or Presenting the Guess the Word Using Context Clue (4minutes) Tag board
New Lesson

A. Presenting Examples/Instances of the Describe what you see on the picture. (2minutes)
Lesson (Analysis)
What can you say about these figures?

(Lead the students to the concept of generalization and conclusion)

Possible answers: * They are all three-sided figures.

 They are all triangles.
 Not all triangles have the same length in
sides.

Unlocking of Difficulties through Spelling (tag boards) (5minutes)

Each group are given 10s to raise their tag boards

1. Crystal- a special type of glass that is very clear.

2. tacks – a small short sharp-pointed nail usually having a
broad flat head.
3. splinters – a thin, sharp piece of something( such as wood,
glass, etc.) that has broken off a larger piece.
4. torn – past form of the verb tear which means breaking to
pieces.
B. Establishing a Purpose for the 5. bare – not having a covering or the sense of lacking.
lesson
The teacher will process the answers of the students to lead them to the
reading of the objectives or establishing the purpose of the day’s lesson.

C. Abstraction (20 minutes) The teacher will facilitate the discussion content:

What is Generalization?
How to make a generalization?

What is Conclusion?
How do you conclude?

Task 1(Manila Paper) (2minutes)

The teacher will show pictures of trees and students will draw generalization
and conclusion out from the picture

D. Application Do Task 2. Generalize and Conclude (5 minutes)

Students will be grouped with the same groupings and do the task by
answering the worksheets. A poem “Mother to Son” by Langston
Hughes

Title of the Poem:

Part of the poem which Supporting lines from the poem

shows… (Lines which talk about it)
(Prevailing themes of the
poem)

E. Finding Practical Applications of
Concepts and Skills in Daily Living
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Assessment (10 minutes)
Hardships 1-7
Responses to hardships 8-13
Mother’s advice to keep. 14-20
GENERALIZATIONS CONCLUSIONS
(What generalization can (What conclusion can you
you draw in the poem?) draw in the poem)
Life is not easy. There are Therefore, we should get up
difficulties in life. when we stumble and fall.
- Process the groups’ answers
Instruct students to relate the generalization and conclusion they made from
the poem “Mother to Son” with their own experiences.
How does drawing generalization and conclusion help us in getting the
message of the text Mother to Son?
Paper- pencil test (1/4 sheet of paper)
Direction: Read and analyze each statement. Write only the
letter of your answer.
1. Costa Rica is a tropical country with warm weather all year long. It
rains a lot there, but it never snows. Some people have reported
seeing snow falling on the tops of the mountains, but the Costa Rican
weather service has always dismissed these reports. Costa Rican
meteorologists say that when people in Costa Rica think they see
snow, it's usually hail. There's no need for skis or other cold weather
gear in Costa Rica, so people do not have to worry about buying
them.
Which statement is a generalization about what you just read?
A. If you go to Costa Rica, it's a good idea to take a raincoat.
B. People in Costa Rica do not need to own snow boots.
C. People in Costa Rica often try to go skiing in the mountains.
D. Being a meteorologist in Costa Rica is easy because it never
snows.
2. Jessie is going to read a story about a hungry lion and a hungry lamb
who become friends. While reading, Jessie concludes that the lion is going to
eat the lamb because the text says that the lion is hungry.
What do you think Jessie ALREADY KNEW that helped her to draw that
conclusion?
A. Lambs like to eat lions.
B. Lambs are fast runners.
C. Lions like to eat lambs.
D. Lions are fast runners.
3. Sam and his brother Tim each have their own rooms. Sam likes to
make his bed every morning, but Tim never makes his bed. Sam folds all his
clothes before putting them away, but Tim leaves all of his clothes on the
floor.
After reading the sentences above, I can conclude that Sam is very messy.
Which clues from the story most likely helped me draw that conclusion?
Check ALL that apply
A. Sam and Tim have their own rooms
B. Tim leaves all of his clothes on the floor
C. Sam likes to make his bed every morning
D. Tim never makes his bed
 "I saw Mrs. Perez through her window asking for help."

4. What would you conclude after reading this statement?

A. Her house was on fire and she was trying to go out.

B. There was a party in her house.
C. She was just trying to get my attention.
D. Her dog was out of the house

5. What two things are needed to draw a conclusion?

A. Main idea and details

B. Clues and prior knowledge
C. Paper and pencil
D.Comparing and contrasting

H. Additional Activities for Application or Research an article that talks about the importance of family
Remediation
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 work

well? Why did these work?

F. What difficulties did I encounter which

my principal or supervisor can help me
solve?

G. What innovations or localized materials

did I used/discover which I wish to share
with other teachers?

Prepared by Checked by

JULIEN ANN A. TAYONE RONA R. NACUA

T1 PRINCIPAL