Teacher Brendy Leigh Eloiza A.

Echavia Subject English

Grade & Section Grade 9 Date
Topic Formulate Predictions

I. OBJECTIVES
Content Standard 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.
Performance Standard 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.
Learning Competency 1. Define what is prediction;
2. Formulate predictions on materials viewed through making an ending
of a story; and
2. Express yourself by making sentences showing predictions.

II. CONTENT
Topic Formulated Predictions
Integration/Skill Reading
Strategies Class Discussion, Writing Activity and Providing Feedback.
Materials Laptop and PowerPoint Presentation

III. LEARNING RESOURCES

References Grade 9, A Journey through Anglo-American Literature Learners
Material. Page 448

IV. PROCEDURE
A. Reviewing Prayer -
Previous - The teacher will ask a volunteer student
Lesson or to lead the prayer.
Presenting the Checking of Attendance
New Lesson - The teacher will ask the class beadle to
(Preparatory) check the attendance and ask if anyone is
absent.
Review
- The teacher will ask random students
about what they learned from the
previous topic they discussed.
B. Establishing Motivation
a Purpose for
the Lesson Task 1. “Who am I?”
(Motivation)
(5 minutes) The teacher will show pictures of the two famous
psychic.
Jean Piaget: A Swiss
1. Nustradamus psychologist who believed
that new knowledge is
constructed from old,
emphasizing the
importance of connecting
new learning with students’
prior experiences.
 2. Rudy Baldwin

Do you know these people?

What do you think is the connection of these two
in our topic today?
Do you know any of their predictions?
What do you think about predictions?

C. Presentation Task 2. “KWL Chart”

of the Lesson
(20 minutes)
What I What I want What I
Know to Know Learned
1.
2.
3.
What is a prediction?
- A prediction is a guess of what you think
will happen in the reading based on what
you know and the clues you see.
- “Predictions are the connecting links
between prior knowledge and new
information in the book. It’s the
interaction of these process that coalesce
– much like sparks firing before the
bright flame ignites…”
Gillet and Temple 1990

What prediction can you make about this picture?

Good readers support their predictions with

evidence from the text.

- It’s not enough to just make a guess

- Proving a prediction to be true calls for
careful reading of the text.
- How can you support your predictions
and prove they’re true?
= Try to look on clues that give hints on what will
be the next to happen.

How do readers make predictions:

 - Summarizing what has been read so far.
- Identifying clues and events in the text.
- Making connections to prior knowledge
and personal events to make inferences
about what will happen next.
= Predictions are never wrong, just confirmed or
disconfirmed.

What readers usually ask before making

prediction:
- What are the clues in the text?
- What do I already know that will help me
know what will happen next.

Discussing new Task 3. “Hi, Detective”

concepts and
practicing new The teacher will show a video where students
skills. write their predictions in the appropriate column
(15 minutes) in the table.

http://www.youtube.com/watch?
v=KGno7xlOrAA

Prediction Reason(s)
1.
2.
3.

1. What do you think will happen to the father and

daughter?
2. Do you agree with how the daughter treated
her father? Why?

Developing Task 4. “Change Me”

Mastery
(5 minutes) The teacher will show 3 movie covers and let
students predict what the story is about.
I think The Impossible is
about
____________________
1. ________________.

My Reasons are
____________________
___________.

I think Daddy’s Little

Girls Impossible is about
____________________
________________.

My Reasons are
____________________
2. ___________.

I think The Quiet Place is

3. about
____________________
________________.

My Reasons are
____________________
___________.
Finding Task 5. “Think”
Practical
Applications of The teacher will show a video showing a real-life
Concepts and scenario. Let students predict the future by writing
Skills in Daily an ending showing their predictions.
Living.
(5 minutes) http://www.youtube.com/watch?
v=KGno7xlOrAA

Making Task 6. “Fill Me”

generalizations Metacognitive Approach -
and KWL Chart This approach helps
Abstractions learners become more
What I What I want What I
about the effective by allowing them
Know to Know Learned
Lesson. to take charge of their own
1.
(5 minutes) learning, leading to better
2.
problem-solving skills and
3. deeper understanding. It’s
like having an inner coach
that guides you through the
learning process, helping
you to think about how you
think.

Evaluating Task 7. “What’s in a Pic?”

Learning.
(10 minutes) The teacher will show a series of related pictures
where students make their predictions every after
the picture showed and will confirm and
disconfirm if their predictions are right.

Additional Task 8. “Direct Me”

Activities for
Application or The teacher will group the class into 6 and present Integrated approach -
Remediation a video where students decide their own ending of encourages meaningful
(10 minutes) the story showed. connections and helps
students see the relevance
“The Big Silly Crocodile” of their learning across
different domains.

John Dewey: He
advocated for learning
through experience and the
importance of connecting
classroom learning to real-
world situations.