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(Grade 9).docx

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(Grade 9).docx

  1. 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. 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. 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. 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. 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. 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

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