School Camarin High School Grade Level Grade 9

Teacher Gladys S. Matias Learning Area English

Teaching Dates and Time M T W TH F Quarter 4th Quarter
7:00-8:00 Lithium Lithium Lithium Lithium
Time
8:00-8:20 Break
8:20-9:20 Hydrogen Hydrogen Hydrogen Hydrogen
9:20-10:20
DAILY 10:20-11:20 Excellence Excellence Excellence Excellence
LESSON
11:20-12:20 Oxygen Oxygen Oxygen Oxygen
LOG
12:30-1:30
Day 1 Day 2 Day 3 Day 4 Day 5
Feb. 17, 2020 Feb. 18, 2020 Feb. 19, 2020 Feb. 20, 2020 Feb. 21, 2020
I. OBJECTIVE Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objective support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objective shall be delivered from the curriculum guides.
A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in a changing world;
also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect speech to enable him/her
competently performs in a full-length play.
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/ EN9G-IVb-22: Use active and EN9G-IVg-1: Change direct EN9OL-IVf-1.14: Use the EN9WC-IVc-11: Compose EN9WC-IVc-11: Compose a
Objective. Write the LC code passive constructions to indirect speech and vice appropriate suprasegmentals: a play review play review
for each versa pitch, stress, juncture, EN9G-IVi-25: Observe EN9G-IVi-25: Observe tense
intonation, etc.) tense consistency in writing consistency in writing an
an evaluation evaluation
EN9G-IVh-24: Use words EN9G-IVh-24: Use words to
to express evaluation express evaluation

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Module 4 Unchanging Values in a Module 4 Unchanging Values Module 4 Unchanging Values Module 4 Unchanging Module 4 Unchanging Values
Changing World in a Changing World in a Changing World Values in a Changing World in a Changing World
Lesson 1 Holding on to a Dream Lesson4. Discerning Future Lesson 3.Learning from Lesson 3.Learning from
in a Changing World Opportunities Others Others
Task 8. The Voice Task 17. Times To Review Task 17. Times To Review

Strategy/ies: Strategy/ies: Strategy/ies: Strategy: Strategy:

Discussion Listening Game Viewing Discussion Discussion
ICT Integration Discussion Discussion ICT Integration ICT Integration
Paper Pencil Test ICT Integration ICT Integration Outlining and Drafting Outlining and Drafting
Paper Pencil Test Paper Pencil Test
Group Game
III. LEARNING List the materials to be used in different days. Varied resources of materials sustain student’s interest in the lesson and in learning. Ensure that there is a mix
RESOURCES of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. Reference A Journey Through Anglo- A Journey Through Anglo- A Journey Through Anglo- A Journey Through Anglo- A Journey Through Anglo-
 American Literature American Literature American Literature American Literature American Literature
1. Teacher’s Guide Page
2. Learner’s Materials Page 439 520
3.Textbook pages
4. Additional Material from Learning
Resources (LR) portal
B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experience and previous knowledge. Indicate the time allotment for each step.

A. Reviewing previous lesson Checking of assignment Checking of assignment *Checking of assignments Checking of assignments Checking of assignments
or presenting the new lesson
B. Establishing a purpose for At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
the lesson students should be able to: students should be able to: students should be able to: students should be able to: students should be able to:
*differentiate active from passive *differentiate direct speech * define pitch, stress, juncture, *define play review *define play review
voice from indirect speech intonation *identify the parts of a play *identify the parts of a play
*identify the voice of verbs in *identify the rules in *identify the stressed syllable review review
given sentences converting direct speech to of given words *draft a play review on Death *draft a play review on
*convert active sentences to indirect speech and vice versa *identify the intonation of of a Salesman using Death of a Salesman using
passive sentences and vice versa *convert direct speech to given sentences appropriate verbs and words appropriate verbs and words
indirect speech vice versa *use appropriate juncture to for evaluation for evaluation
given sentences

C. Presenting examples/ The students will be asked to read Listening Game: *The students will be asked to Recap on the play Death of a Recap on the play Death of a
instance of the new lesson pairs of sentences and will be The students will be asked to read the informative post Salesman Salesman
asked to explain the differences in retell the statements they will about current and relevant
meaning of the given pairs hear. global concerns they searched
in Facebook and Twitter.
*After reading, they will be
asked to focus on the way they
read the information they
shared with the class
D. Discussing new concepts *Discussion on the differences of *Discussion on the differences *The students will watch a *The students will watch a *The students will watch a
and practicing new skills # 1 passive and active voices between direct speech and video on suprasegmental. video on play review video on play review
*Exemplification of sentences indirect speech *Discussion on the definitions *Discussion the definition of *Discussion the definition of
with passive and active voice *Exemplification of direct of pitch, stress, juncture, play review and its parts. play review and its parts.
speech and indirect speech intonation
*Exemplification of pitch,
stress, juncture, intonation
E. Discussing new concepts Discussion on the rules and format Discussion on the rules in *The students will be asked to Identify the parts of a play Identify the parts of a play
and practicing new skills #2 followed in converting active to converting direct speech to do each of the following: review being described in the review being described in
passive and vice versa. indirect speech and vice versa A. identify the intonation of given sentences. (10 items) the given sentences. (10
 -declarative given sentences items)
-interrogative
-exclamatory
-mood, time, pronouns
F. Developing mastery Students will be asked to identify The students will be asked to B. identify the stressed *The teacher will give *The teacher will give
the voice of verb in the given identify whether the given syllable of given words students the guidelines in students the guidelines in
sentences sentences are direct or indirect writing a play review. writing a play review.
speech.

G. Finding practical Why do we use different voices of When do we usually use direct C. use appropriate juncture to Why do we review a play? Why do we review a play?
application of concept and verbs in sentences? speech and indirect speech? given sentences What are the purposes of What are the purposes of
skills in daily living Can you think of real life writing a play review? writing a play review?
situations where you need to Assume that you are going to
use direct and indirect speech? deliver a speech on Filipino
Farmers, place the appropriate
juncture to your script.

H. Making generalizations *A volunteer student will deduce *A volunteer student will *A volunteer student will *A volunteer student will *A volunteer student will
and abstractions about the the lesson. deduce the lesson. deduce the lesson. deduce the lesson. deduce the lesson.
lesson
I. Evaluating learning Students will answer a 10-item Students will answer a 10-item *The students will be asked to Draft a play review on Death Draft a play review on Death
quiz on transforming active to quiz on transforming direct to do each of the following: of a Salesman using of a Salesman using
active sentences and vice versa. indirect speech and vice versa. A. identify the intonation of appropriate verbs and words appropriate verbs and words
given sentences for evaluation. for evaluation.
B. identify the stressed
syllable of given word
C. use appropriate juncture to
given sentences
J. Additional activities for A. Copy the lecture posted in the A. Copy the Lecture posted in A. Do the tasks about Death A. Finish the draft and submit A. Finish the draft and
application or remediation portal the portal of a Salesman posted in the the final play review on submit the final play review
B. Do the tasks posted in the B. Search Facebook and portal Monday. on Monday.
portal. Twitter for informative posts B. Copy the Lecture posted in B. Do the group tasks on B. Do the group tasks on
about current and relevant the portal Death of a Salesman posted in Death of a Salesman posted
global concerns. You may the portal. in the portal.
write, print, or download a C. Bring a printed copy of the C. Bring a printed copy of
softcopy of the posts you group tasks output. the group tasks output.
found.
V. REMARKS
VI. REFLECTION Reflect on your teaching assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? What help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored
below 80 %
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 innovational or localized
materials did I use/ discover which I wish
to share with other teachers?

Checked by: JONALIE C. JIMENEZ JONALIE C. JIMENEZ JONALIE C. JIMENEZ JONALIE C. JIMENEZ JONALIE C. JIMENEZ
Day 1 Day 2 Day 3 Day 4 Day 5
Date Checked:
Feb. 17, 2020 Feb. 18, 2020 Feb. 19, 2020 Feb. 20, 2020 Feb. 21, 2020