Division of City Schools

PAOPAO HIGH SCHOOL

Sinawal, General Santos City
paopaohighschool@gmail.com

LESSON PLAN FOR GRADE 9

I. OBJECTIVE
A. Content Standard:
The learner demonstrates understanding of how Anglo-American literature and
other text types serve as means of connecting to the world; also how to use ways of
analyzing one-act play and different forms of verbals for him/her to skillfully perform in a
one-act play.

B. Performance Standard:
The learner skillfully performs in one-act play through utilizing effective verbal and
non-verbal strategies and ICT resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Conventions.
C. Learning Competency:
Get familiar with the technical vocabulary for drama and theatre (like stage directions)
EN9V-IIIh-29:

II. CONTENT: One-Act Play

III. LEARNING RESOURCES
Literature: One-Act Play “While the Auto Waits by O. Henry adapter for a stage by
Walter Wykes”
Grammar:
A. Reference: A Journey: Through Anglo-American Literature
1.Pages in Teaching Guide: 174-177
2.Pages in Teacher’s Manual:
3.Pages in Learners Manual: 348-362
4.Additional Resources from DepEd portal of learning resource:
5.Other resources in teaching: video clip from youtube.com
 https://www.youtube.com/watch?v=ZRTuslMz2Rw-
 https://www.youtube.com/watch?v=VwWl1jgFzWM

III. ACTIVITIES

A. Establishing as purpose for the lesson: What is a one-act play?

B. Motivation
Activity 1: ACTIVATE YOUR MIND
A. Show pictures of influential people who have touched and made a difference in the lives of others
with their determination, selflessness and commitment to serve.
B. Ask students to identify some of them.
C. Ask them to share what they know about them and mention famous people they admire.
D. Process the students’ answers.

C. Presenting examples/instances of the new lesson:

The teacher lets the students do the following activities:
Activity 1: “PHOTO REACT”
A. Show pictures of the two masks associated with drama representing the traditional generic division
between comedy and tragedy.
B. Ask the students to share their thoughts about the photo based on their prior knowledge and state
the difference between comedy and tragedy.
C. Have the students guess the right words from the jumbled words that will lead them to arrive the
definition of a one-act-play.

Activity 2: “FROM MIND TO PICTURES: SHARE WHAT YOU KNOW”

A. Have the students watch the video clip titled One-Act Play.
B. Ask the students to enumerate some of the tips mentioned in the video.
C. Allow them to share their thought whether they agree or disagree.
D. Elicit students’ responses based on the video presented.
 D. Discussing new concept and practical new skills:
Concept # 1: “PRE-VIEWING TASK”
Introduce the text by asking the following questions:
1. Have you ever been tempted that you were someone else?
2. Do you think people will respect you more if you are rich?
3. Can you judge people by their appearance?

Concept # 2: “THE ONE-ACT PLAY”

Have students watch the video clip.

E. ABSTRACTION/ DEVELOPING MASTERY

Concept # 3: “WHAT’S THE WORD?”
A. Introduce the technical vocabulary terms for a drama text by allowing students to guess the words
hidden in the constellation of letters.
B. Have students use the description as a clue.

F. EVALUATION
“PLOT DIAGRAM”
Direction: Come up with a plot diagram as to the presentation of the character’s thoughts, feelings,
and actions. Present the plot diagram to the class.

 Print the Plickers card

 Once the cards are printed, it is time to distribute them to the students.
 Each side represents an answer choice. The letter or multiple choice option the student
thinks is correct should be placed up when you scan the classroom with your mobile
device. In this example, student 1 thinks option B is the correct answer and places the
letter B at the top of the card.
 Scan the responses of the students, you can see that all of their responses are being
scanned by looking at the numbers in the upper right corner.
 The screen will provide the classroom results, which includes the percentage of
students who correctly answered the question, along with students’ individual responses.

VI. REMARKS
________________________________________________________________________________________
________________________________________________________________________________________

VI. REFLECTION
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 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? __________________
What innovation or localized materials did I use/ discover which I wish to share with other
teachers?________________________________________________________________________________

Prepared by:

BLYTH LANE B. SUYAO

English Teacher

Checked and Verified:

RONNIE G. CORNELIA
Principal 1