English Grade 9

Semi-detailed lesson plan

I. Learning Objectives
At the end of the lesson, the students are expected to;

 Identify the evidences present in a text

 Understand the importance of using evidences in supporting an argument
 Determine strategies on finding evidences in a reading text; and
 Make and prove a claim or argument using the evidences found in a reading text.

II. Subject Matter

a. Topic: Identifying text evidences present in a text

b. Learning competency: EN9RC-IVF-2.22: Judge the relevance and worth of ideas, soundness of author’s
reasoning, and the effectiveness of the presentation.
c. Materials: Laptop, Power point presentation
d. Reference: USLeM (Quarter 4, Week 3)

III. Strategies
A. Before the lesson
 Opening prayer
 Greetings and classroom conditioning
 Checking of attendance
 Simple recall of the past lesson
 Motivation/pre-activity

Task 1.

The teacher will be dividing the class into two groups. Each group will be given an assigned
statement in which they are going to take as their stand or claim about a certain given topic. Each
group will be supplying those assigned statements with their own reasons to make each statement
as convincing as possible. The group that can better supply or support their given position or
statement will earn five recitational points.

Example:

Group 1 statement:

Pineapple on pizza is the best.

Answer:
Pineapple on pizza is the best. Pineapples makes the pizza taste more delicious and healthier. Adding
pineapple to your pizza will complete the package by adding the fruit. This fruit is packed with vitamin C
as well as other minerals. It aids digestion and is a great way to satisfy ones sweet tooth.

Group 2 Statement:

Pineapple on pizza is the worst.

Answer:

Pineapple on pizza is the worst. Pineapple ruins the taste of the pizza. It makes the crust soggy and
doesn’t make it any healthier. Pineapple is an acidic fruit and shouldn’t be mixed with other ingredients
such as those with the ingredients of a pizza.

Given statements:

For group 1:

Having face-to-face classes is better.

For group 2:

Having on-line classes is better.

B. Presentation of the lesson

The teacher will make use of the output of the students from the motivation activity. The
topic will be introduced through analyzing what they did in the first task.

Lesson proper

C. Explicit instruction/Teacher modelling

The teacher discusses evidences, what are some strategies on finding evidences in a text, and how it can
support your claim and understanding of a text.

Evidence are the concrete facts and gathered data used to support claims or topic.

Gathering evidences when reading any form of literary works is vital and essential for readers to make a
strong argument or claims about their understanding of the read text.

What are some strategies or ways in finding evidence in texts?

Steps in identifying evidence in a text.

 1. Analyze the statement which could be supported with evidence.
2. Read the text closely to find answers to the questions.
3. Jot down important inferences, details, and quotations (if any) from the text that support the
answer or claim.
4. Study the evidence. How does this evidence support the claim or main idea from the text? What
makes the evidence strong?

Note: In citing the evidence and including quotations of the excerpted text, use the following statements:

According to the text_____

One example from the text is _____

On page ____, the author stated ____

Example:

1).

I talk about how I did not plant the seeds too deeply, how it was the fault of the earth, our land, our town.
I even think now that the land of the entire country was hostile to marigolds that year. This soil is bad for
certain kinds of flowers. Certain seeds it will not nurture, certain fruit it will not bear, and when the land
kills of its own volition, we acquiesce and say the victim had no right to live.

-The Bluest Eye, Tony Morrison

In this text, it is evident that Morrison analyzes the environment and how it affects people. She provides
strong proof that the Earth itself is not fertile for the marigold seeds. Moreover, people also cannot
survive in an unfriendly environment.

2).

Thinking globally means being aware of the earth’s big problems. It is like looking at a whole forest and
seeing beyond the beauty of the trees. It means thinking about the forest’s history—its wildlife, the
resources it provides, and the people it supports. When you think globally, you think about the forest’s
effect on the climate around it, about overlogging, acid rain, and soil erosion. You think about worldwide
action to preserve forests and provide jobs for people who depend on them for a living.

- Thinking Globally, English Expressways (2012)

According to the text, everyone must be aware on earth’s big problems and that we need to think globally.
The author stated the ways how to think globally such as thinking about forest’s effect on the climate
around it, over- logging, acid rain, soil erosion, thinking actions to preserve forests and provide jobs for
people around them.

Task 2.

Read each paragraph carefully and then look for major and minor evidence that support the main idea.
Paragraph #1:

Every metal possesses certain properties or characteristics which can be found by experiments. According
to the experts, these properties make the metal suitable or unsuitable for any particular purpose. A metal
may have fluidity, that is, it flows easily when it melts. It may also be pulled out of shape without
breaking. This is plasticity of a metal. A metal may also have elasticity, that is, it always returns to its
original shape. When it can be stretched without breaking, it has ductility. A metal is said to have
malleability if it can be hammered out of shape without breaking. However, all these properties cannot
cope with the needs of technology. Designers of high-speed aircraft need new materials with special
properties such as heat- resistance at strength at high temperature.

-Gabriel, 2004

Claim/main idea:

Every metal possesses certain properties or characteristics which make it suitable or unsuitable for any
particular purpose.

Evidences:

Paragraph #2:

Filipino women before the coming of the Spaniards enjoyed a unique position in society (Titgemeyer,
1997). Customary laws gave them the right to be the equal of men. They could own and inherit property,
engage in trade and industry and succeed to the chieftainship of the barangay in the absence of a male
heir. They had the exclusive right to give names to their children.

-Agoncillo & Alfonso

Claim/main idea:

Filipino women before the coming of the Spaniards enjoyed unique position in society.

Evidences:

D. Abstraction (Listening activity)

Let the students watch the video about text evidences.

Link: https://www.youtube.com/watch?v=paHZIssmi20

Let’s Review!
 a. What is evidence?
b. Why is it important?
c. Why is it needed to support your claim with evidences?
d. What are the steps in finding and citing evidences in a text?

E. Generalization

Task 3.

Let the students read and analyze the poem “Out in the Fields with God” by Elizabeth Barrett Browning.
Answer the following questions. The answers should be supported by evidence from the text.

Out in the Fields with God

Elizabeth Barrett Browning

The little cares that fretted me,

I lost them yesterday
Among the birds above the sea,
Among the winds at play;
Among the lowing of the herds
The rustling of the trees,
Among the singing of the birds,
The humming of the bees.

The foolish fears of what might happen,

I cast them all away
Among the clover- scented grass,
Among the new- mown hay
Among the hushing of the corn,
Where drowsy poppies nod,
Where ill thoughts die and good are born
Out in the fields with God.
Source: https://hellopoetry.com/poem/375017/out-in-the-fields-with-god/

1.Why did the speaker find peace in the fields?

2. Did the speaker emphasize her captivation in nature? Pick out a phrase that describes the beauty of
nature.
3. The line “I Lost them yesterday in the first stanza” means.
4. Based from the text, what could be the little cares that fretted the speaker?
5. Guided by the evidence found, what is the message of the poem?
 F. Assessment
Read the article and answer the questions below.

Helplines: The well-being lifeline amidst pandemic.

The ongoing COVID-19 pandemic had a great impact on the lives of people. It changed
not just the way people live but also the way they think, affecting their mental and emotional
capacity and plunging their mental health. According to the World Health Organization (WHO),
the rapid spread of the pandemic "induced a considerable degree of fear, worry, and concern in
the population at large and among certain groups." This is mainly due to the lack of time to cope
with the changes and problems people experienced as a result of the pandemic. "As new
measures and impacts are introduced – especially quarantine and its effects on many people’s
usual activities, routines, or livelihoods – levels of loneliness, depression, harmful alcohol and
drug use, and self-harm or suicidal behaviour are also expected to rise," WHO added.

In the data provided by UNICEF, they found that at least 1 in 7 children suffered from
lockdowns and more than 1.6 billion children suffered from loss of education. Many young
people are terrified, furious, and worried about their future due to the impact of the pandemic on
their daily routines, education, and recreation, as well as concerns about family income and
health. We can come to the same conclusion locally as well. People feared they may not cope
up with the current situation and cannot handle the pressure of being functional amidst the
pandemic. According to the head of the Department of Health’s National Mental Health
Program, Frances Cuevas, "Many Filipinos are grappling with stress, anxiety, and other mental
health issues." The disruption brought by the pandemic has really caused psychological distress
and taken its toll on people's mental and emotional well-being, especially to students who are
still under a lot of stress due to the difficulties they have been facing in the new normal setting of
education. Not all of them had the capability and the capacity to probably at least survive a year
of learning in the new normal setting. Some had already stopped and begun working, while
others had chosen to continue but were secretly struggling emotionally, which in some cases
led them to resort to suicidal attempts. 

According to the National Center for Mental Health (NCMH), the number of calls received by
their crisis hotlines has increased fourfold since the start of the coronavirus pandemic, with
people young and old hit by depression arising from their isolation at home and other
disruptions brought about by the health crisis. Dr. Agnes Joy Casiño, a psychiatrist and
Department of Health (DOH) consultant, said that it was ‘alarming’ that the calls were
continuously increasing, with more calls coming from adolescents complaining about school-
related stress. So, in an attempt to provide assistance to students and teachers experiencing
mental distress amid the coronavirus pandemic, the department of education has launched
various initiatives, including boosting its mental health helpline system. "We prioritize the
promotion and protection of the mental health and general welfare of our personnel and
learners, especially amidst the challenges we face due to the crisis," said Education Secretary
Leonor Briones. The Department of Education (DepEd) also issued Memorandum No. 072
instructing its offices to include and promote the helplines of groups providing mental support.
These organizations include Circle of Hope Community Services, Inc., COVID-19 Mental Health
Responders from Masters Psychological Services, as well as Hopeline PH and the 700 Club
Asia, to name a few.
1. What is the claim of the article?
2. Write three citations of lines from the text that support the claim.
3. Explanation: Explain how your citations or lines support the claim.

IV. Assignment

Read the essay “Stand against racism” by Alexandria M. and find its claim. Cite at least 3 or 4
evidences that support its claim and explain how your cited evidences supports the text’s claim.
Link: https://www.ywcaglbr.org/stand-against-racism-essay-by-alexandria-m/

Prepared by: Checked by:

DANE EDWARD C. ATACADOR MS. GIRLIE F. SANTIAGO