Republic of the Philippines

Department of Education
Region II - Cagayan Valley
School Division of Nueva Vizcaya
Solano High School
Solano, Nueva Vizcaya

DAILY LESSON PLAN IN ENGLISH 9

Return Demo
QUARTER 2
Making Connections

School SOLANO HIGH Grade Level GRADE 9

SCHOOL
Quirino, Solano, Nueva
Vizcaya
Teacher Jhoe Mae Kah C. Inaldo Learning ENGLISH
Pre-service Teacher Area
Date/Time December 7, 2023 Quarter SECOND
I. OBJECTIVES
A. Content/ The learner demonstrates communicative competence
Grade Level through his/her understanding of Afro-Asian Literature
Standards and other text types for a deeper appreciation of
Philippine Culture and those of other countries.
B. Learning Competency Make connections between texts to particular social
(MELC) issues, concerns, or dispositions in real life.
EN9G-IIe-20
C. Specific Objectives Cognitive:
Identify and explain the different types of connections
Psychomotor:
Apply the three types of connections in analyzing various
literary texts and give real-life examples using Text-to-
Self, Text-to-Text, Text-to-World Connections
Affective:
Recognize the relevance of connections in enhancing
reading comprehension skills
Approach and Strategy * Constructivist Approach
* Reflective Approach
* Inquiry-Based Approach
* Collaborative Approach
II. CONTENT
(Subject Matter that the Teacher Making Connections
aims to teach)
III. LEARNING RESOURCES
A. References
1. Learner’s Materials
pages
2. Other Materials
IV. PROCEDURES
Preparatory Activities  Greetings
(5 minutes)  Prayer
 C-O-D-A
Checking of the
Cleanliness of the Room
Orderliness of the Room
Daily Attendance
Assignments
Setting of Standards

-Good afternoon, class. -Good afternoon, ma’am!

-Please remain standing. Let us -Dear Heavenly Father,

pray.
As we gather in this classroom today, we invite your
presence among us. Grant us wisdom and understanding
as we embark on this learning journey. May our minds be
open, our hearts be receptive, and our efforts be fruitful.
Guide our thoughts, words, and actions throughout this
time of study. Bless our teachers, classmates, and
everyone present here. Let this classroom be a space of
knowledge, growth, and respect.
In your name, we pray.
Amen.

-Okay class before taking your

seats, kindly pick up any trash you (Students pick trash inside the classroom and arrange
see inside our classroom, and their chairs properly.)
please arrange your chairs
properly.

-If you’re done, you may now take

your seats. (Students take their seats)

-Are you on your proper seat

class? You might mark absent if
not. -Yes, ma’am, we’re on our proper seat.

-Miss Secretary, may I have the

attendance sheet.
-Yes, ma’am. I already checked the attendance ma’am.
-Okay, thank you.

-Okay class, here are our class

rules that you need to follow
during our English time. -STAR APPLE
Everyone, please read. S-Show respect
T-Take responsibility
A-Always be prepared
R-Raise your hand
A-Appreciate diversity
P-Practice Kindness
P-Promote a positive environment
L-Listen to instructions
-Okay, so, did you understand our E-Engage actively
class rules?
-Yes, ma’am!
-Today, we’re going to have a new
lesson in English. But before
anything else, let’s have a short
review on our previous topic.
A. Review of Previous
Lesson/Presentation of
the New Lesson (5
minutes)

-What was our topic last meeting? -Our topic last meeting ma’am is all about
communicative style.
-What are the types of
communicative styles? -Intimate communicative style, casual communicative
style, consultative communicative style, formal
communicative styles, and frozen communicative style.

-Okay class, I have here 5 paper

strips containing example of the (Students raised their hands.)
different types of communicative -Ma’am, me!
styles, what you will do is to paste
where these examples belong. Is it
under intimate or casual, or etc.?
Okay, so who wants to go first?

- Great work, everyone. I'm

pleased that you grasped our
lesson so well last week.
B. Establishing the purpose of
the lesson
-Okay class, I want to ask a (Students raise their hands)
question. Who is your favorite
character? It can be the character
from your favorite story, books, or
movies. Why is he or she your
favorite?

-If you don’t mind class, I also

have my favorite character from -That’s great, ma’am! We love the movie Coco too.
the movie Coco. My favorite
character is Miguel. I remember
the time when I defied my parents
in choosing my course. They
wanted me to enroll in the College
of Nursing, but my dream was to
become a teacher, so I followed
my own preference. Just like
Miguel, his whole family wanted
him to become a shoe maker, but
he loves music so much, he
wanted to become a musician just
like his great-great grandfather so
he disobeyed his family and
follow his dreams.

C. Presenting Guess the Tale!

examples/Instances of the new Direction: Guess the title of the story for the pictures I
lesson provided.
Twist: We will use the trending “Duck Race”. Each duck
has a name of the student, and they will race to reach the
finish line. The first duck to step on the finish line will be
the one to recite.
-Okay class moving on, let’s have
an activity! So, our activity is -Ma’am, we’ve heard about it.
entitled “Guess the Tale!” I have
here some pictures, all you need to
do is guess the title of the story for
the pictures I provided. Class, who
among you have heard the
trending “Duck race”?

-Okay, we will be using the duck

race for this activity. Are you
ready?
-We’re ready, ma’am!

-Okay, let’s start!

Harry Potter

Moana

Coco

Cinderella
-Wow! I’m impressed. You were
able to guess the title of the story Mulan
correctly just by pictures. So, who -Ma’am, me! My favorite is Moana
among you has a favorite among
the guessed titles of the stories?

-Why is it your favorite? What do

you think class? Why do we have
a favorite story or movie?
Anyone? -Ma’am, my favorite is Moana because I somehow relate
-Exactly! Very good. So, do you to her.
have a guess on what will be our
topic today?

-Very good!
-Ma’am, I think our topic for today is making
connections.
D. Discussing new concepts or
practicing new skills #1

- The competency which we will (Power Point Presentation)

be giving focus today is making
connections. Today, we will
discuss about these connections.

-Okay class, please read our

Learning Objectives. -At the end of the lesson, the students should be able to;
a. Identify and explain the three types of connections
b. Apply the three types of connections in analyzing
various literary texts and give real life examples using
text-to-self, text-to-text, and text-to-world connections
c. Recognize the relevance of connections in enhancing
reading comprehension skills

-Class, what idea came to your (Students raise their hands)

mind when you saw this picture?

-Yes, miss. -Ma’am, in my view, these pictures have connections to

one another.

-Very well said!

These are the types of
connections. Class, please read.

-Okay, so, the first type of making

connection is the text-to-self
connections. Please read.

-Okay class, so, text-to-self

connections are actually personal
connections that you make
between yourself and the selection
you are dealing with. Previous
experience, emotions, or opinions
may be similar to the ones present
in the material. Here is an example
of text-to-self. Let’s read.

-Let’s proceed to the second type

of making connections, the text-
to-text connections.

-In text-to-text class, you relate

one material to another that you
have read or have already come
across. Texts might be from a
similar author, same theme, same
genre, and the like. Here is the
example. Everyone.

-And for the last type of making

connections, we have text-to-
world connections. Please read.

-Class, text-to-world connections

are the larger connections that a
reader brings to a reading situation
including our perception of the
world which might vary since we
have various sources of learning
things beyond personal
experiences. Example; television,
radio, magazines, articles, movies,
etc.

-Okay class, I will group you into

2, column 1,2,3, and 4 will be the
group 1 and column 5,6,7, and 8
will be the group 2. So, I have
here your Score board, your points
will be added on your summative
test score later on.

-Form a circle by group. I will

provide you manila paper and
marker. There is a paper here
containing word, phrases, or
sentences. Your task is simply to
copy the content onto the Manila
paper and indicate whether it
pertains to text-to-self, text-to-
text, or text-to-world.
F. Developing mastery (Leads to The learners will read the story, “Mulan” and point out
Formative Assessment) the theme of the story which displays “Obedience”.
The learners will relate the story, “Mulan” to their
personal experience, another story they have read, and to
a news or events they encountered.
-For your next activity, we will (Students read the story)
read the story of Mulan, and later
on we will discuss about its theme.
Please pass.

-Did you understand the story, -Yes ma’am!

class?

-What is the theme of the story? -Ma’am, the theme of the story are gender roles, courage,
determination, equality and social justice, friendship, and
self-discovery.

-Very good, class! What else -Yes ma’am!

class? Can we also add obedience
to the theme?

- Yes, the theme of obedience can -Yes, ma’am! We will not disobey our parents, ma’am.
be explored in the story of Mulan.
Mulan's actions directly challenge
the traditional expectations and
norms of her society. Instead of
obediently accepting her role as a
woman confined to domestic
duties, she disobeys conventions
to take her father's place in the
army. But I am not saying that you
can disobey your parents. In the
story Mulan, she disobeyed her
father in a positive way.

-So, for your next activity, you (Students quietly answer)

have to give real life examples on
the story Mulan using the three
types of connections. You write it
on a one whole sheet of paper.

(After 15 minutes)

-Class, please pass your paper in (Student pass their papers)

front.
G. Finding practical application
of concepts and skills in daily
living

-Okay class, give the importance -Ma’am, it helps us make meaning of what we are
of making connections in reading reading. It helps us to make sense of what we read.
a story. How does it help you in
understanding the story you’re
reading?

-Exactly! If you can’t relate to the

story, you will not understand its
meaning, and it will definitely be
boring to you. That’s why making
connections is very important in
enhancing our reading
comprehension skills.
H. Making generalizations and Think-Pair-Share
abstractions about the lesson The learners will share what they have learned with their
seatmates
-Now, I want you to pair with (Students share what they have learned with their
your seatmate and share what you seatmates)
have learned in our lesson. I will
give you 5 minutes to discuss.
I. Evaluating learning Quiz Time
The learners will have a simple quiz on the topic.

-Okay class, we still have time

left, let’s have a short quiz. Bring
out ¼ sheet of paper.

TRUE OR FALSE
Write T if the statement is TRUE
and F if the statement is FALSE.

1. In text-to-world
connection, you connect
what you are reading to
real events, and other
people.
2. Text-to-text connection is
when you connect what
you’re reading to your
personal experience.
3. “This story reminds me of
a vacation that I took to the
ocean, just like the main
character.” Is an example
of a text-to-self
connection.
4. Text-to-text connection is
 when you connect what
you are reading to other
books that you have read.
5. In text-to-self connection,
it doesn’t include the
emotions you have felt at
that time.

-Let’s check. Exchange papers

with your seatmate.

-Who got a perfect score?

(Students raised their hands)
-Very good! It just means that you
understand our lesson. And to -Yes, ma’am.
those who didn’t get a perfect
score, try again next time, okay?
And I will send the Power Point
on your GC.
J. Additional activities for The learners will have their creative output on the topic
application or remediation making connections.
They will give an example to each types of connections
using their favorite story.
-For your assignment, I want you
to make a creative output on our
topic. Please include the definition
of each types of making
connections in your own words
and give examples to each. I’ll
send an example on our GC.
-That’s all for today. Thank you -Good bye, ma’am!
for your cooperation! Good bye,
class.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation (those who scored
below 80%)
C. Did the remedial class 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
this work?
F. What difficulties did I
encounter that my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover that
I wish to share with other
teachers?

Prepared by: Checked:

JHOE MAE KAH C. INALDO NOVIE SANTIAGO-NAGUIT, EdD

Pre-service Teacher Head Teacher III, English