Lesson Plan-in-English-Grade-9-MELC 2 Quarter 3

1. LESSON PLAN IN ENGLISH GRADE 9
THIRD QUARTER
I. OBJECTIVE:
Competency: Determine the relevance and the truthfulness of the ideas presented in the materials viewed
(EN9VC-Iva-10)
Determine the relevance of the ideas presented in the material viewed
II. SUBJECT MATTER:
Viewing Comprehension: Determine the relevance of the ideas presented in the material
viewed
Materials: Video clips showing a) kindness & b) resiliency, Powerpoint Presentation,
Pictures, Laptop, Speaker, TV, Module
Value Focus: Kindness
Reference: RO English 9 Activity Sheet Quarter 3 MELC 2
III. PROCEDURE:
A. PRELIMINARY ACTIVITIES:
1. Prayer
2. Checking of attendance
3. Review: Let’s have a short review of the lesson we had last week. What was our lesson/topic
last week?
B. LESSON PROPER:
1. ACTIVITY
a. Motivation
Class, are you a kind person? Do you show kindness to your family, classmates, friends or
other people?
b. Presentation
This lesson will introduce you to real life-experiences, and in your journey to work well with
others, you will be guided to determine the relevance of the ideas presented in the material viewed to
the materials read.
To know the relevance of something is to know why it matters or how it is important.
Relevance is the concept of one topic being connected to another topic in a way that makes it
useful to consider the second topic when considering the first. The concept of relevance is studied in
many different fields, including cognitive sciences, logic and library and information science. Most
fundamentally, however, it is studied in epistemology (the study of knowledge). Different theories
of knowledge have different implications for what is considered relevant and these functional views
have implications for all other fields as well.
An information is relevant when it helps you to answer the questions. In addition, relevant
information supports the topic.
The use of videos in a subject can be effective to enrich your learning experiences as students.
Videos can also spark discussions, supplement key concepts, provide real-life examples,
demonstrate problem-solving or being in the views of outside experts.
In this lesson, not only that you will know how relevant the word kindness is to the lives of
others, but most importantly how the materials you are going to view present ideas that surround
around the topic.
How will you determine if the topic in the material viewed relevant? Consider these
questions:
 Is the material viewed organized?
 What is the goal of the material?
 Is there a central theme?
 Is there narrative structure?
 Does it make linear sense? (Some items may be designed to be deliberately obtuse,
but others are flat out badly made.)

2. Is it relevant? Ask these questions?
 How is the information useful to you? How does it answer the questions?
 What details are provided that specifically answer the questions?
 Relevance is intermixed with all other evaluation criteria: What is the purpose of this
source? Is it to sell a product, educate, advocate, persuade or to entertain? Who is the
intended audience? Are political, ideological, cultural, religious, institutional, or
personal biases evident?
2. ANALYSIS
a. Activity 1. Kindness Begets Kindness
Before we go further with this lesson, I want you to view the video titled Life Vest Inside –
Kindness Boomerang through this link http://www.youtube.com/watch?v=nwAYpLVyeFU.
Guide Questions:
1. What is the video all about?
2. In what way is “working with others” shown in the video?
3. Why is it entitled Kindness Boomerang?
4. Do you believe that people nowadays can help and work with each other with kindness?
Support your answer.
5. Do the ideas presented on the video focus on the topic? Support your answer.
6. Is the content of the video relevant to the title itself? Support your answer.
3. ABSTRACTION
Now, let’s go back to the questions that you have to consider on how to determine if the topic
in the material viewed is relevant. If each of these questions get yes for an answer, then the material you viewed is
relevant.
 Is the material viewed organized and focused on a topic or story?
 What is the goal of the material?
 Is there a central theme?
 Is there narrative structure?
 Does it make linear sense? (Some items may be designed to be deliberately obtuse,
but others are flat out badly made.)
4. APPLICATION
b. Activity 2. Fun In Acrostic
One way also to determine relevance is to associate words to the given topic. Create an
acrostic poem featuring your own version of “kindness”.
K
I
N
D
N
E
S
S

3. WRITING AN ACROSTIC POEM RUBRIC
CRITERIA Exceeding standards
4 pts
Meeting standards
3 pts
Approaching standards
2 pts
Meaning and
originality
Poem is creative and
original. It is evident
that the poet put
thought into their
words and uniquely
conveyed their ideas
and emotions.
Poem is thoughtful and
creative. A couple of
phrases or ideas may
be revised, but the
overall product is
carefully written.
Most of the poem is
creative but appears to
be rushed. This is
evident in the poet’s
redundancy or use of
clichés.
Sensory details Vivid, detailed images
and intensely felt
emotion make the
poem come alive.
Clear sensory images
are used to portray
ideas or emotions.
Some use of image,
idea or emotion.
Form The poem is complete
and follows its
intended form.
The poem is written in
its proper forms with a
few mistakes.
The poem is somewhat
written in its proper
form.
Grammar Proper use of English
spelling and grammar
is used consistently
throughout its poem.
Punctuation is utilized
when necessary.
A couple of spelling or
grammar mistakes are
evident, but do not
diminish the meaning
of the poem.
Punctuation is utilized
when necessary.
The poet’s intended
meaning is confusing
by several spelling or
grammar errors.
Punctuation may be
misused.
Source: http://www.rcampus.com/rubricshowc.cfm$sp=yes&code=J23598
IV. EVALUATION
Direction: View another video clip, “Teens Can”, produced by the Durham Region Health
Department, then try to determine the relevance by answering the questions.
Source: https://www.youtube.com/watch?v=1v9XeApSYNY
Questions:
1. What is the video clip all about?
2. What is the main point of the material you have just viewed?
3. What is the relevant information that supports the main point?
4. Are the data presented in the material viewed relevant to the whole video? Support your
answer.
V. ASSIGNMENT
Write a reflection on this. Lord Alfred Tennyson once said, “I am part of all I have met. What you
are and what you will become, therefore, is significantly linked with the people you worked with.
It made me realized that...
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_______________________________________________________________________

4. I therefore commit to…
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
________________________________________________________________
Prepared by:
MA. RHODA C. PLAZA
Teacher 1
Checked by:
RAZEL T. SERIOS
Master Teacher 1
MARIA LIWANAG G. TACDORO, PhD
Department Head, ENGLISH

5. LESSON PLAN IN ENGLISH GRADE 7
THIRD GRADING
I. Objectives:
Competency: Link sentences using logical connectors that signal chronological and logical
sequence and summation. Eng7G-III-a-1.
A. Use appropriate connectors that signal chronological and logical sequence and
summation in the paragraph. (Cognitive)
B. Demonstrate a procedure in preparing a menu/dish using chronological connectors.
(Psychomotor)
C. Write a narrative experience containing logical connectors. (Affective)
II. Subject Matter: Grammar: Logical Connectors
Reading: Where’s the Patis? By Carmen Guerero-Nakpil
Theme: Setting Aside Differences
Materials: Lap top, Module, Pictures
Value Focus: Patronizing our Filipino food, Adaptability to any culture/situation
Integration: T.L.E. , Aral Pan, Math, Values Education, Filipino
Reference: English Learner’s Material 7, pp. 322-324.
III. Procedure:
A. Preliminary Activities:
1. Prayer
2. Checking of Attendance
3. Review: In the previous text that you read, “Pliant like a Bamboo, what Filipino
attitude was implied? Do you think those traits are admirable? Why?
B. Discussion Proper:
1. Activity:
Work with pairs. Task 1 (Deliciously different). Group the following pictures of
food according to their origin. Use the three major islands of the Philippines as your
guide. Write your answer in the cans below the pool of words. (Indicator #4-
Classroom Structure)
dried mangoes lechon mangosteen
Buko pie strawberries yemma cake
La paz batchoy Chicken Inasal tuna
durian marang bagnet
Cassava cake kinilaw Durian tart
Luzon Visayas Mindanao

6. After categorizing the words, ask the students these questions:
1. What foods do people from Luzon usually have?
-bagnet, Buko pie, yemma cake, strawberries, cassava cake
2. What foods originated from Visayas?
-dried mangoes, La paz Batchoy, chicken inasal, lechon, kinilaw,
3. How about foods from Mindanao? Anong bahagi ng pananalita ang mga
salitang inyong ibinigay?
-durian, durian tart, tuna, marang, mangosteen/ Pangngalan
(Indicator #1-Integration in History/Filipino)
4. Which area do you think are most populous, more populous, and less
populous? Luzon, Visayas or Mindanao? What do you mean by
populous? How much is the estimated population percentage of
Luzon, Visayas, and Mindano?
Populous means a place or an area having a large population.
Luzon with 50%, Visayas with 30% and Mindanao with 20%
5. Combining the population of the three, what is the total population of the
Philippines as of the present?
Answer: 108, 559, 809 total population
(Indicator #2-Literacy and Numeracy, Indicator #1-Integration in Math)
6. Why do you think foreigners like Filipino foods?(Answers may vary)
2. Analysis:
Instruct the students to do the skimming skill of the text “Where’s the Patis?
“by Carmen Guerero Nakpil in Task 2, Different but Delicious on page 322-324 of
the module. Discuss the connectors that are chronological, logical sequence and
summation using power point presentation. This also includes its examples of a
paragraph utilizing charts in presenting the sequential order.
(Indicator #8-ICT Integration) (Indicator #2 Literacy-Skimming)
After which, give the following instruction to the students and let them answer
the process questions.
Prepare 1/8 sheet of paper. Write your name on it. Wait for the teacher to
collect them Listen to the teacher as he/ she calls a student by picking from the 1/8
sheet of paper. If you are called, get a card from your teacher and answer the
question written on it. The following are the possible questions.
A. Which countries did the person in the selection visit? Say something about
each country? Hongkong, Tokyo, Rome, Paris, London, France
(Indicator #1-Integration in Aral. Pan.)
B. What are some of the international foods mentioned in the story? Where did
they originate? Bouillabaisse from France, Russian caviar on ice
C. If you will be given the chance to travel another country, where will you go?
Why?- Answers may vary. (Indicator #1-Integration in Aral. Pan)
D. Why do you think the person in the selection misses things from the
Philippines? Because of its unique and simple ingredients
E. Do you think food can be a way to settle differences among people? Why?
Why not? Answers again may vary according to student’ explanation.
(Indicator #3-HOTS)
3. Abstraction:
1. How did the author arrange the details in the text?
- The author arranged the details by using connectors.
2. What are connectors? What are examples of logical connectors that
sequence the events in the text?

7. - Connectors show the relationship between the ideas in sentences.
Logical connectors are used to join or connect two ideas that have a
particular relationship. Examples of logical connectors that show
chronological order are: First, second, then, next, afterwards, at that precise
moment, now, finally.
React to the student’s answer by telling him/her, “Very good!, Yes, all
are correct!, That’s great, you got it!, Very well said.” (Indicator #5- Positive
discipline)
4.Application:
Group the students with 10 members into 4 groups. Instruct them to do the
following tasks: (Indicator #6-Differentiated Instruction)
Group 1- Think of a menu/dish that you know. List down the procedure in
preparing and cooking it.Be able to use 10 chronological/sequence
connectors. Demonstrate it in class. Indicator #1-T.L.E Integration
Group 2- Write a common experience during a visit to another place. Narrate
the incidents in a sequential manner using logical connectors. Refer to the
rubric on page 333 of the module.
Group 3- Read the recipe given. There is something wrong with it. Find out
these mistakes and correct them. Clue: You need to change the location of
the italicized words for you to correct the paragraph.
Group 4- Pick out 10 important events from the selection. Arrange them in
order.
IV.Evaluation: Complete the given paragraph by adding the appropriate logical connectors.
(Indicator #9- Formative Test)
The Patis and I
We can compare people with patis. ____(1)the patis is the ideal condiment for many
food. It goes well with pork, chicken, beef, and even vegetables. _____(2)the patis is widely
used all around the Philippines and even in some countries.
Humans should be like the patis. It tastes delicious in any food. Like it, we should be
able to bend on any kinds of situation______(3) people. The patis can also make many
foods tastier. We need to be like it so that we can build “delicious” relationship with other
people______(4) the whole community.
____(5) the patis should be our inspiration to become better person who can live
with others harmoniously.
V.Assignment: Read and understand the paragraph carefully. Rewrite it using at least five connectors.
Jess and Cyrine’s “dream vacation” didn’t go off as planned at all. Their flight was
delayed unexpectedly. They had to wait for six hours at the airport. During the flight, there
was a lot of turbulence and Cyrine got sick. When they landed, they found that the rental
car agency didn’t have a car ready for them. They were able to rent a car from another
company. The weather was rainy and cold in Paris.They had to spend more money than
they’d planned because everything was so expensive. They were very disappointed. There
were many enjoyable moments.
Indicator #8- Developmentally sequenced from the previous lesson to the present integrating all
the teaching and learning processes.
Prepared by:

8. RAZEL T. SERIOS
Master Teacher 1
Bata National High School
Checked by:
LEOPOLDO B. MANOLO
Principal III
Bata National High School