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Our Lady of Mt. Carmel Montessori, Inc.

16–22 Camdas Subdivision, Baguio City

LESSON PLAN
English 9
WEEKS 1-2 (August 9 – 16, 2019)
Note: August 7- Getting-to-Know Activity
August 8- English Proficiency Test
I. Subject Matter:
Narratives
II. Content Standard
The learners demonstrate understanding of how Anglo-American literature
serves as a means of enhancing the self through strategies in summarizing,
assessing, and processing information in texts listened to and viewed; word
derivation and formation strategies; distinction between and among informative,
journalistic, and literary writing, and appropriate and creative use of word order,
punctuation marks, and interjections.

Given varied activities, the learners are expected to:


(C) identify features of narratives;
(A) express their appreciation to one’s culture through stories; and
(P) deliver a narrative.
III. Performance Standard
The learner transfers learning by composing and delivering lines of poetry and
prose in a speech choir, jazz chant, or rap with appropriate and creative use of
word order, punctuation marks, and interjections and effective use of verbal and
nonverbal strategies.

IV. Teacher-Learner Activities


Day 1 (August 9, 2019)
A. Introduction/Motivation (Self-reflection)
1.Kokology
 The students will picture a particular scenario with an interpretation
about their personality.

2.My Ideal Characters


 The students will relate themselves to fictional characters.

Day 2 (August 15, 2019)


Note: August 13-14- No classes due to inclement weather
B. Delivery/Instruction
1. Review/ Recall (Processing)
a. Process or relate the past activity about ideal characters as a reflection of the
inner self to transition for the lesson proper.
2. Lesson Presentation (Inductive Approach)
 Creative Writing (Individual) about their ideal characters and/ or animated things
which reflects their personality
 Review the purpose of why people tell stories.
 Discussion: Narratives (Word Web)
 The students will identify words that are related to the term “narratives.”

C. Values Integration (Sharing)


 Reflection: How do narratives preserve one’s culture and integrate morals?
Day 3 (August 16, 2019)
D. Practice (Brainstorming)
 Composing a Narrative (Group)
-Students will select one story to adapt or to improve from the individual narratives
which they have created. They will brainstorm on how to improve that narrative
for their story telling performance.
E. Generalization (Question and Answer)
 How can you tell narratives effectively?

Our Lady of Mt. Carmel Montessori, Inc.


16–22 Camdas Subdivision, Baguio City
LESSON PLAN
English 9
WEEKS 3-5 (August 19-September 6, 2019)
I. Subject Matter
Beowulf: Excerpt
II. Content Standard
The learners demonstrate understanding of how Anglo-American literature
serves as a means of enhancing the self through strategies in summarizing,
assessing, and processing information in texts listened to and viewed; word
derivation and formation strategies; distinction between and among informative,
journalistic, and literary writing, and appropriate and creative use of word order,
punctuation marks, and interjections.

Given varied activities, the learners are expected to:


(C) determine the features of Anglo-American Literature;
(A) value and actualize the importance of heroism; and
(P) create their ideal characters.
III. Performance Standard
The learner transfers learning by composing and delivering lines of poetry and
prose in a speech choir, jazz chant, or rap with appropriate and creative use of
word order, punctuation marks, and interjections and effective use of verbal and
nonverbal strategies.

IV. Teacher-Learner Activities


Day 1-2 (August 19-20, 2019)
A. Introduction/Motivation
1.Anatomy of a Hero (Group)
 The students will draw the main character/ hero from the narrative
which they have created earlier. Then, they will label the parts of its
anatomy by identifying how they will use it to become a hero). One
to two representative/s shall present their works in class.
Criteria:
Content- 10 pts.
Creativity- 5 pts
Characterization- 10 pts.

B. Values Integration (Processing of Group Activity)


 Processing Questions
 Which body part is the most important for your anatomy of a hero?
 What traits do you have?
 Reflect on the character’s traits
 Reflection: True Heroism
 What is true heroism?
Note: August 21, 2019- Ninoy Aquino Day (No Classes)

Day 3 (August 22, 2019)


C.Delivery (Discussion)
 Through a PowerPoint presentation, discuss the features of Anglo-Saxon poetry,
and provide excerpts from poems as an example for the different features.
D Generalization (Strategy)
 Question and Answer
 What makes Anglo-Saxon literature unique?

Day 4 (August 23, 2019)


E.Practice (Delivering a Narrative- Group)
 Ask the learners to restructure the narratives which they have adapted/ developed
earlier. Their narratives should contain the features/ characteristics of the Anglo-
Saxon literature. They have to develop a narrative which they will be performing to
an audience.
Note: August 26, 2019- National Heroes Day (No Classes)

Day 5-7 (August 27, 29, & 30, 2019)


Note: August 28, 2019- No Classes due to inclement weather
August 30, 2019- Shortened (30 minutes)- in preparation for
Friendship Day
F.Practice (Group Practices)
 Each group is tasked to practice for their performance task on delivering a
narrative of their own developed stories, which they will perform on Monday
(September 2, 2019). They will be evaluated based from the following criteria:

Criteria Developing Satisfactory Proficient


-The story/content does -The story/content makes -The story/content is complete and
not make sense and the sense; however, it lacks follows a structure. The story is
Content or Story structure is not clearly structure or it is not clearly clearly developed.
defined. defined.
(6 pts) (8pts) (10pts)
Voice Mechanics Phrasing is a little choppy. Phrasing is fluent. Voice -Speaks with an appropriate volume
of Story Teller Voice difficult to hear even could be heard with some for the audience to hear. Employs
with teacher cueing. teacher cueing. clear enunciation.
-Uses monotonous vocal -Uses animated vocal -Uses non-monotonous, animated
expression expression but tends to be and compelling vocal expression.
(6 pts) monotonous. (8pts) (10pts)
Characterization/ Everyone in the group The group stayed in Every member of the group stayed
Acting of stayed in character, but character for the most part. in character, and it was clear that
characters some members didn't seem roles were taken seriously.
to really be "into" what (8pts) (10pts)
they were doing. (6 pts)
Pacing The story is not The story is presented The story is presented efficiently
appropriately presented to efficiently but listeners and keeps listeners' interest
the interest of listeners. could not catch up to the throughout.
Listeners did not maintain pace: too slow or too fast.
interest for the most part (4pts) (5pts)
of the story. (3pts)
Overall -Story was not well -Story was creatively -Story was creatively presented.
Presentation presented. With long presented but with pauses
pauses from transition per from transition per scene.
scene.
(6 pts.) (8pts.) (10 pts.)
Audience Impact The group received no The group received varying The group received positive
feedback from the feedback from the feedback from the audience.
audience (3 pts) audience.
(4 pts) (5 pts)

Day 8 (September 2, 2019)


G. Evaluation
Presentation of Performance Task: Delivering a Narrative (50 pts.)

Day 9 (September 3, 2019)


H.Delivery/ Instruction
1. Review/ Recall (Feedback)
a. Process the group performance of the learners. Provide constructive criticism
about their presentations. Announce the best performing group in each
section who will be performing to younger learners during the Library Month.
b. Recall the characters/ main protagonist on each of the stories and relate it to
the characteristics of an epic hero.

I.Practice (Silent Reading)


a. Ask the learners to silently read the story of Beowulf on pages 5-8. Then, as
they are reading, they have to encircle or highlight the Kennings which they
can find in the poem. Using a dictionary, they have to identify and take note
of the meanings of each kennings which they have identified.

Day 10 (September 4, 2019)


J.Delivery/ Instruction
1. Review/ Recall (Listing)
a. Divide the class into two groups. In a limited time, each group has to list all
the kennings which they have found and its definition on the board. The group
with the most number of kennings will be given credit.
b. Check the kennings listed on the board. Recite the words and their definitions
as a class.

2. Lesson Presentation (Discussion)


a. Introduce Beowulf as a literature, its provenance and role in history, setting,
and characters.

K. Generalization (One-word impression)


a. Ask each student to give one word as their general impression about Beowulf
based from the context of discussion. Conclude the day’s lecture.

Day 11 (September 5, 2019)


L.Delivery/ Instruction
1. Review/ Recall (Question and Answer)
a. Recall the characters of Beowulf based from the previous discussion through a
question and answer.

2. Lesson Presentation (Film Viewing)


a. Present a 30-minute classic film of Beowulf. Provide comprehension questions
for them to answer after the show.

M. Generalization (Sentence Completion)


a. Students will complete the statement, “Beowulf teaches us __________.”

Day 12 (September 6, 2019)


N. Values Integration (Group Discussion)
1. Divide the class into four groups. Each group has to think of a modern day issue
that concerns bloodthirst, greed, and power. They have to think of an issue which
the modern day community face that stand today’s “Grendels”, and identify who
are the modern day “Beowulfs”. They have to present their answers/ opinions
through a concept map.

Day 13 (September 9, 2019) carry over on September 12


O. Evaluation
1. Quiz (30 pts.)

Our Lady of Mt. Carmel Montessori, Inc.


16–22 Camdas Subdivision, Baguio City
LESSON PLAN
English 9

WEEK 6 (September 9- September 12, 2019)

I. Subject Matter:
Basic Sentence Composition
II. Content Standard
The learners demonstrate understanding of how Anglo-American literature
serves as a means of enhancing the self through strategies in summarizing,
assessing, and processing information in texts listened to and viewed; word
derivation and formation strategies; distinction between and among informative,
journalistic, and literary writing, and appropriate and creative use of word order,
punctuation marks, and interjections.

Given varied activities, the learners are expected to:


(C) identify signal words or transitional words;
(A) actualize and value the importance of heroism; and
(P) compose a recipe utilizing signal words and transitions.
III. Performance Standard
The learner transfers learning by composing and delivering lines of poetry and
prose in a speech choir, jazz chant, or rap with appropriate and creative use of
word order, punctuation marks, and interjections and effective use of verbal and
nonverbal strategies.

Day 1 (September 9, 2019)


A. Introduction/Motivation (Charades)
1. Divide the class into two groups. One representative per round will have to act
out the signals or signs given by the teacher.
> Men at work >Slippery when wet
>Pedestrian crossing >No Jaywalking
>No loitering

B. Delivery/Instruction
1.Review/ Recall (Processing)
a. Process the activity by asking the class about the purpose of each signs and
signals. Develop lesson on signal words.
2.Lesson Presentation (Discussion)
a. Discuss signal words through a PowerPoint presentation. Provide ample
examples or practice activity for learners to better understand.

C. Values Integration (Reflection)


1. On a 1/8 sheet of paper ask the learners to reflect upon the question:
‘Why should we follow signs and signals?’

D. Practice (Book Activity)


a. Ask the learners to answer their seatwork on Signal Words (Page 10-11)
b. Check and process the answers after.

Day 2 (September 10, 2019) Library Orientation- Carry-over on Sep. 11


D. Practice (Seatwork)
1. On a one whole sheet of paper, learners are tasked to answer an activity on
transition/signal words. Check and process the answers after.

Day 3 (September 11, 2019)


D. Practice (Composition)
1. On a one whole sheet of paper, learners are tasked to create an argumentative
essay on a relevant social issue (i.e. No Homework Policy Bill)

Day 4 (September 12, 2019)


E. Evaluation
Quiz on narratives, Anglo-Saxon literature, Beowulf(30 pts.)

Note: September 13, 2019- Commemoration of the Sipat Agreement


(Special Non-working Holiday-No Classes)
Our Lady of Mt. Carmel Montessori, Inc.
16–22 Camdas Subdivision, Baguio City

LESSON PLAN
English 9

WEEK 7 (September 16 – September 23, 2019)

I. Subject Matter:
Basic Sentence Composition
Descriptive Writing
Main Idea
II. Content Standard
The learners demonstrate understanding of how Anglo-American literature
serves as a means of enhancing the self through strategies in summarizing,
assessing, and processing information in texts listened to and viewed; word
derivation and formation strategies; distinction between and among informative,
journalistic, and literary writing, and appropriate and creative use of word order,
punctuation marks, and interjections.

Given varied activities, the learners are expected to:


(C) differentiate sentences from fragments;
(C) identify the main idea in the paragraph;
(A) express their goals through descriptive writing; and
(P) write a descriptive essay about their experience or sensation.

III. Performance Standard


The learner transfers learning by composing and delivering lines of poetry and
prose in a speech choir, jazz chant, or rap with appropriate and creative use of
word order, punctuation marks, and interjections and effective use of verbal and
nonverbal strategies.

IV. Teacher-Learner Activities


Day 1 (September 16, 2019)
A. Introduction/Motivation (Message Relay)
1.The students will memorize a lengthy sentence or lengthy phrase and pass the
message to the next student. The student who is able to write the sentence on
the board completely will win the game.
Example: King Hrothgar of Denmark, a descendant of the great
king Shield Sheafson, enjoys a prosperous and successful reign.

B. Delivery/Instruction
1. Review/Recall (Question and Answer)
a. Recall the different signal words and its kind.
2. Lesson Presentation (Discussion)
a.Discussion on Sentences and Fragments through a PowerPoint presentation
b.PowerPoint Game on Sentences and Fragments
 The students will determine whether the group of words is a sentence or a
fragment. Each slide is timed for only five seconds before proceeding to the
next slide.

C.Practice (Book Acitivity)


1. Learners will answer the activity on their books (pp. 12-13)

D. Values Integration (Analysis of Passage)


 Analysing the Passage : Importance of Determination
 Process the meaning or theme of the passage from the activity through a
class sharing.

E. Generalization (Dictogloss)
 Question and Answer
 Why is it important to learn the basic rules of composing grammatical
sentences?
Day 2 (September 17, 2019)
A. Introduction/Motivation (Picture Communication)
1.The students will work in pairs to describe the character to the other and they will
draw that character based on the descriptions given.

B. Delivery/Instruction
1. Review/Recall (Sentence Completion)
a. Divide the class into two groups. One person from each group will state a
fragment, then another person from the other group with complete the fragment
into a sentence.
b. Process the task as a recall.
2. Lesson Presentation (Discussion)
a. Discussion on Descriptive Writing through a PowerPoint presentation. Present
some tips or techniques on how to write an effective descriptive essay.

C.Generalization (Inspiration)
a. On a ¼ sheet of pad paper, the learners will create a one paragraph essay
describing their inspiration, without mentioning any name. Ask from some learners
to share. Conclude the day’s lesson.

Day 3 (September 18, 2019)


D. Practice (Descriptive Article)
 The students will write an article about a memorable experience or
sensation, or a calming scenery through a descriptive article. Then, they will
highlight the sensory images used in their essays.

E. Generalization (Strategy)
 Question and Answer
 How can you effectively compose an effective descriptive essay?

Day 4 (September 19, 2019)


F. Introduction/Motivation (Picture Analysis)
1. The students will identify the main idea from the images presented (4 pics one
word).

G. Delivery/Instruction
1. Review/ Recall (concept map)
a. Recall the components of what makes a sentence, and paragraph.
Develop lesson on identifying the main idea.
2. Lesson Presentation (Paragraph Analysis- inductive)
a. Discuss ways on how to identify the main idea. Provide ample examples on
paragraph analysis.

H. Values Integration (Question and Answer)


 Why must we not jump to conclusions?

Day 5 (September 20, 2018)

I. Practice (Worksheet)
1. Ask learners to answer the worksheet provided about identifying the main
idea. Check and process the answers after.
J. Generalization (Question and Answer)
 How does one identify verbal and nonverbal cues in order to locate the
main idea?

Day 6 (September 23, 2019)


K. Evaluation
1. Quiz on signal words, sentences and fragments, descriptive writing, and main idea
(40 pts.)
Our Lady of Mt. Carmel Montessori, Inc.
16–22 Camdas Subdivision, Baguio City

LESSON PLAN
ENGLISH 9

WEEK 8 (September 24-27, 2019)


I. Subject Matter:

Jazz Chants
Speech Choir
Interpreting Imagery, Metaphor, and Symbolism
II. Content Standard
The learners demonstrate understanding of how Anglo-American literature serves
as a means of enhancing the self through strategies in summarizing, assessing,
and processing information in texts listened to and viewed; word derivation and
formation strategies; distinction between and among informative, journalistic, and
literary writing, and appropriate and creative use of word order, punctuation
marks, and interjections.

(C) differentiate jazz chant, speech choir, and choral reading;


(C) interpret the literary devices in the selection
(A) express their ideas through jazz chants;
(P) share the importance of dedication from the selection; and
(P) perform a unique jazz chant.

III. Performance Standard


The learner transfers learning by composing and delivering lines of poetry and
prose in a speech choir, jazz chant, or rap with appropriate and creative use of
word order, punctuation marks, and interjections and effective use of verbal and
nonverbal strategies.

IV. Teacher-Learner Activities

Day 1 (September 24, 2019)


A. Motivation (Riddles Quiz Bee)
1.The students will be grouped into six groups and they will need to answer a
series of riddles.
B. Delivery/ Instruction
1.Review/ Recall (Brainstorming/Listing)
a. From the motivation, recall Kennings as a class through brainstorming of
definitions.
2. Lesson Presentation (Literary Appreciation: The Seafarer translated by George K.
Anderson)
a. Present the following guide questions/ subtopics through a PowerPoint
presentation:
 What is the importance of sailors in Anglo-Saxon society?
 What are the hardships experienced by the sailors in the sea?
 Describe the joys of seafaring.
b.Divide the class into three groups and let them discuss and/or identify the
following elements in the poem: Imagery, Metaphor, and Symbolisms.
c. Process the group discussion/ presentation.

Day 2 (September 25, 2019)


C. Values Integration (Determination/ Processing)
1. Divide the class into two groups. One representative from each group will
represent as the sailor, and one will represent as the peril.
2. Prepare one long string and an empty cup. Assign two people to hold the
string at both edges. The sailor has to blow the cup to reach the finish line,
while the peril will blow the sail the other way. The person who will succeed
within one minute will win the game.
3. Process the symbolisms in the activity. Ask for people to share about their
insights on determination based from the activity.
 What do you think makes the main character love seafaring despite its
perils?
 How similar could his reason be to your own reason for keeping the
activity you love despite the probable pains of giving other activities?

D. Practice (Interpreting Imagery, Metaphor, and Symbolism)


 The students will interpret lines from the poem.

E. Generalization (Question and Answer)


 From the interpretations of the poem, what are qualities of people during
the Anglo-Saxon period?

Day 3 (September 26, 2019)


F. Introduction/Motivation (Video Presentation: Jazz Music and Jazz Chants)
1. The students will observe what is similar between jazz music and jazz chants.

G. Delivery/Instruction
1. Review/Recall (Question and Answer)
a. Recall how the Anglo-Saxons transmit their culture and tradition during their
period. From their responses, extract oral lore/ literature. Develop lesson by
asking the relation of oral lore to jazz music/ chants.
2. Lesson Presentation (Brainstorming: Delivering Jazz Chants/Dictogloss)
a. Students will brainstorm about the characteristics of Jazz Chants. From
that, they will give a definition for Jazz Chants.
b. Discuss Jazz Chants through a PowerPoint presentation. Provide sample
videos for students.

H. Values Integration (Question and Answer/Sharing)


 What is the importance of unity when performing Jazz Chants?

I. Generalization (Processing)
 How does having rhythm in language improve message transfer, promote
fluidity in speech, and emphasize thoughts?

Day 4 (September 27, 2019)


J.Evaluation
1. Quiz on Imagery, Metaphor, and Symbolism
Our Lady of Mt. Carmel Montessori, Inc.
16–22 Camdas Subdivision, Baguio City

LESSON PLAN
English 9

WEEK 9 (September 30, 2019- October 4, 2019)

I. Subject Matter:
Speech Choir (Major Performance Task)

II. Content Standard


The students demonstrate an understanding of how world literature serves as a
way of expressing and resolving one’s personal conflicts by linking, textual
information, repairing or enhancing communication, crafting formal and informal
word definitions, employing the ethics and strategies of public speaking; and using
appropriate emphasis markers in persuasive texts.

Given varied activities, the learners are expected to:

(C) identify strategies in presenting a jazz chant;


(A) share the importance of dedication from the selection; and
(P) present a jazz chant.

III. Performance Standard


The students transfer learning by composing short persuasive texts using a variety
of techniques/ devices and word and expressions that emphasize a point, a
particular modals and reflexive and intensive pronouns.

VI. Teacher-Learner Activities


Day 1 (September 30, 2019)
A. Introduction (Picture Analysis)
1.Present the three themes from the literary pieces through a picture analysis which
the class will use for the speech choir, namely:
 Desiderata
 Peace Not War
 Bring Me to Life

B.Delivery/Instruction
1. Review/Recall (Compare/Contrast)
a. Recall Jazz Chants and Speech Choir as a class. Ask some learners to differentiate
the two. List their responses through a spider map.
2. Lesson Presentation (Discussion)
a. Discuss the criteria for the Speech Choir.
b. Provide some tips on how to effectively deliver a speech choir.

C. Practice (Groupings)
1. Designate three groups for the class through count-off. Assign places for them to
practice.
2. Designate points for each day for the group with the most progress.

Day 2-5 (October 1-4, 2019)


D.Practice (Preparation and Practice for Speech Choir)
1. Ten minutes before the time, check each group’s progress. Allot additional points
each day for the group with the most progress.

Day 6 (October 7, 2019)


E.Evaluation
1. Presentation of Speech Choir (Major Performance Task)- 100 pts.
Criteria: Mastery- 20 Voice Projection-10 Enunciation- 10
Emotional Connection-10 Choreograpy-30 Costume-10 Audience Impact-10

Note: October 8, 2019- Review Lesson


October 9-11, 2019- First Grading Examination