1. LESSON PLAN IN ENGLISH 9
School MARILOG HIGH
SCHOOL OF
AGRICULTURE
Grade Level & Section 8
Teacher MARY ANN T. LOPEZ Quarter Quarter 2
Learnin
g Area
English Teaching Dates & Duration 60 minutes
I. LEARNING OBJECTIVES
Content Standards The learner demonstrates understanding of: East Asian literature as an art form
inspired and influenced by nature; relationship of visual, sensory, and verbal
signals in both literary and expository texts; strategies in listening to long
descriptive and narrative texts; value of literal and figurative language; and
appropriate grammatical signals or expressions suitable to patterns of idea
development.
Performance Standards
The learner demonstrates communicative competence through his/ her
understanding of Afro-Asian Literature and other texts types for a deeper
appreciation of Philippine Culture and those of other countries.
Learning Competencies/Code Compare and contrast the presentation of the same topic in different multimodal
texts (EN8SS-IIe-1.2)
Objectives At the end of the lesson, the learners would be able to:
● Knowledge The learner demonstrates understanding of:
Recall and identify opinion-marking signals;
● Skills
Use opinion-marking signals to share ideas through POV activity.
● Attitude Explain the importance of distinguishing facts and opinion in the
different dispositions in real life.
I. CONTENT OPINION MARKING-SIGNALS
II. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
Grade 8 MELCS
Quarter 2
2.Learner’s Materials pages Quarter 2 Module 2
3.Textbook pages
4.Additional Materials from
Learning Resource (LR) portal
https://www.youtube.com/watch?v=8Zfgfyg3tKU
https://www.montgomerycollege.edu/_documents/academics/supp
ort/learning-centers/writing-reading-learning-ctr-
rockville/student-resources-tech/fact-vs-opinion.pdf
B. Other Learning Resources
Activity Sheets, Handouts, Projector, Laptop
C. Supplies, Equipment, Tools, etc.
2. IV. PROCEDURES
A. Review/Introd
uctory Activity ● Prayer
● Greetings
● Checking of Attendance
● Review on the previous lesson
Review:
Ask the students to recall the previous lesson
(They may answer any of the following expressions)
OPINION-MARKING
SIGNALS
EXAMPLES
1. I think… I think he will be included in the top list since he
studied well.
2. In my opinion, … In my opinion, the main responsibility of the
media is to tell the truth.
3. Some people think… However, some people think that it is already
safe to travel even the COVID threat is still there.
4. I believe that… I believe that we should be extra careful in
posting pictures in our social media accounts.
5. In my view… In my view, books will always be needed.
6. I feel… I feel bad after watching the movie; it is not a good
story.
7. Based on what I know, … Based on what I know, President Duterte is
the best Philippine president.
8. In my experience, … In my experience, the road is muddy and
difficult to pass by.
9. I agree… I agree to his point of view.
10. From my perspective… From my perspective, the curfew is effective
in minimizing the number of COVID-19 positive in
the city.
B. Activity/
Motivation GAME: FACT OR BLUFF
Instructions: The students are asked to stay with their groups and answer the
questions to be presented through power point presentation.
C. Analysis/Prese
nting
examples of
the new lesson
where the
concepts are
clarified
Scrambled Words:
Ask the students to form words that relate to the picture that they have answered
on the first activity
1. ILAOSC SSUISES
Answer: SOCIAL ISSUES
3. SOCIAL ISSUES are topics or subjects that impact many people. They often reflect current events
but also represent longstanding problems or disagreements that are difficult to solve. Beliefs, opinions,
and viewpoints can be strong, and debate on these topics is a natural outcome of public discourse.
Globally, subjects including climate change, immigration, and women’s rights impact people around the
world. Social issues are important research topics because they help people understand that there are
many ways to think about and approach the same problem, and they teach essential critical thinking
skills.
D. Abstraction I. Discussion:
A.
Watch a video about bullying
Source: https://www.youtube.com/watch?v=g0Orfsggolo
B. BULLYING
Bullying is an offensive activity involving a real or perceived power
imbalance among children or adolescents. There could be serious
permanent problems for all children who are bullies and who bully others.
Another definition of bullying is an ongoing and deliberate misuse of power
in relationships. This could be through repeated verbal, physical, and/or
social behavior that intends to cause harm. It can involve an individual or
a group of people misusing their power or perceived power over people who
are unable to stop it from happening (National Centre against Bullying,
2020).
Types of Bullying
There are three types of
bullying:
Verbal bullying is saying or writing mean things. Verbal bullying includes:
oTeasing o Name-calling
oInappropriate sexual
comments o Taunting
oThreatening to cause
harm
Social bullying is sometimes referred to relational bullying, which involves
hurting someone’s reputation or relationships. Social bullying includes:
o Leaving someone out on
purpose
o Telling other children not to be friends with someone
o Spreading rumors about someone o Embarrassing someone in public
Physical Bullying involves the body’s body or possessions. It Includes:
Hitting/ kicking/ pinching
Spitting
Tripping/ pushing
Taking/ breaking someone’s things
Making rude hand gestures
4. J. Applications
of Concepts
and Skills in
Daily Living
Let’s look at the example text below from your previous activity:
1. What is the song all about?
2. What type of bullying is being described by the song?
3. What do you mean by the 6th and 7th line “ But thank you for the pain, it
made me raise my game:?
4. What are the possible effects of bullying to a person?
K. Generalizatio
n Answer the following questions:
1. What is bullying?
2. What are the types of bullying?
L. Assessment Individual Work:
Directions: Watch the following video on the cause and effect of bullying.
After that, create a graphic organizer that shows cause and effect.
https://www.youtube.com/watch?v=iFlrCuSyhvU
The following wholistic rubric will be used in rating your work
Skills 5 pts. 4 pts. 3 pts. 2 pts. 1 pt.
Depth of
Reflection
Demonstrate a
conscious
and thorough
understanding
of the subject
matter. This
reflection can
be used as an
example for
other students.
Demonstrate a
thoughtful
understanding
of the subject
matter.
Demonstrate a
basic
understanding of
the subject
matter.
Demonstrate a
limited
understanding of
the subject
matter. This
reflection needs
revision.
Demonstrate
little or no
understanding of
the subject
matter. This
reflection needs
revision.
Relevance Use specific and
convincing
examples
from the texts
studied to
support
claims in your
own writing,
making
insightful and
applicable
connections
between texts.
Use relevant
examples
from the texts
studied to
support
claims in your
own writing,
making
applicable
connections
between texts.
Use examples
from the text to
support most
claims in your
writing with some
connection
made between
texts.
Use incomplete
or vaguely
developed
examples to only
partially
support claims
with no
connections
made between
texts.
No example from
the text are used
claims made in
your own
writing are
unsupported
and irrelevant to
the topic at
hand.
Line #: 5
Hey Jessica, you're so funny,
You've got teeth just like Bugs Bunny
Oh, so you think you know me now?
Have you forgotten how, https://tinyurl.com/y8m4
mabj
You would make me feel when you drag my spirit down?
But thank you for the pain,
It made my raise my game,
And I'm still rising, I'm still rising, yeah.
-
Look who’s laughing Now by Jessie J.
U
https://www.youtube.com/watch?v=Ksx
SxF3JKe
5. Language Use Use language
that is precise
and engaging,
with notable
sense of
voice,
awareness of
audience and
purpose, and
varied
sentence
structure.
Use language
that is fluent
and original,
with a sense of
voice,
awareness of
audience and
purpose, and
the ability to
vary sentence
structure.
Use basic but
appropriate
language, with a
basic sense
of voice, some
awareness of
audience and
purpose and
some attempt to
vary
sentence
structure.
Use language
that is vague or
imprecise for the
audience or
purpose, with
limited
awareness of
how to vary
sentence
structure.
Use language
that is
unsuitable for the
audience
and purpose,
with little or no
awareness of
sentence
structure.
Conventions Demonstrate
control of the
convention with
essentially no
errors, even
with
sophisticated
language.
Demonstrate
control of the
convention,
exhibiting
occasional
errors only
when using
sophisticated
language.
Demonstrate
partial control of
the
conventions,
exhibiting
occasional
errors that do not
hinder
comprehension.
Demonstrate
limited control of
the
conventions,
exhibiting
frequent errors
that make
comprehension
difficult.
Demonstrate
little or no
control of the
conventions,
making
comprehension
difficult.
Total Points 20 16 15 10 5
M.Additional
Activities for
Application or
remediation if
Needed
Assignment: Draw a picture on a long bond paper that represent your
stand about bullying and how you could help in solving this problem.
You will be graded according to the rubric below.
Here’s the example
An example of a poster against discrimination among Muslims, Immigrants,
Women, Black and LGBTQ Community.
https://www.afsc.org/resource/poster
s-resistin
g-racis
m-and-bigotr
y
6. III.
REMARKS
IV .
REFLECTIONS
A. No.of learners who learned 80% on
the formative assessment
B. No.of learners who require
additional activities for remediation.
C. Did the remedial lessons 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 these work?
F. What difficulties did I encounter
which my principal or supervisor can help
me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers?
Prepared by Noted by
MARY ANN T. LOPEZ MIRASOL O. FABUNA
Subject Teacher Principal I
