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ST.

THOMAS ACADEMY
Sto. Tomas, Batangas
SY 2015-2016

DAILY LEARNING PLAN


English Area (Grade 9)

Quarter: Enhancing Connection through Communication


Unit Title: Communicating Through Poems, Songs, Jazz Chants, Parables and Short Stories
Lesson: Poems and Songs – Man’s Expression of Thoughts and Sentiments
Date: June 25-26, 2015

Content Standards
The learner demonstrates understanding of how literature serves as a means of enhancing the self through
using strategies in summarizing, assessing, and processing information in texts listened to and viewed; word
derivation and formation strategies; distinctions between and among informative, journalistic, and literary
writing; and appropriate and creative use of word order, punctuation marks, and interjections.

Performance Standards
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 non-verbal strategies.

I. Learning Competency:
Listening : Process information mentioned in the text listened to
Perform a task by following instructions
Speaking: Use appropriate stress in delivering lines of poetry and prose

Objectives:
At the end of the lesson, the students should be able to:
a. listen attentively to an informative text
b. process important information mentioned in the text listened to
c. answer questions comprehensively
d. use appropriate stress in delivering lines of poetry and prose
e. facilitate the use of segmental (English vowel sounds) and suprasegmentals (intonation, stress,
when delivering lines of poetry and prose

II. Subject Matter


Topic: Listening Text Longfellow’s Life)
Ref: TM p. 5 , textbook pp. 16-17
Materials: books, power point presentation
III. Learning Tasks
Activity
In Express Your Ideas, make students read an incident Longfellow’s life (July 9, 1861) and
discuss how Longfellow was able to cope with stress. They will listen to an informative text and
process it as they listen to it.

Analysis
Process information in a text that you listened to by answering the given questions.
1. What is the topic and gist of the text?
2. Is the text suggesting something to you?
3. Do you see any value in the ideas you listened to?
4. What ideas have value and which one’s don’t have?
5. Does the text give you a chance to make decisions related to yourself or people
close to you?
6. What generalization can you make based on the ideas you listened to?

Abstraction
Follow up with the oral fluency activities. Facilitate the production of the vowel sounds in
focus. Make students:
a. Produce the vowel sounds:
/i/ - (long-e), /l/ - (short-e), /e/ - (/ey/), and /E/ as they practice the words and read the
prose excerpt about Longfellow’s life.
b. Ask you students the key to being understood, aside from the correct production of sounds.
Stress the importance of correct intonation and stress.
c. Lead them to focus on the differences between content words and function words
d. Let them do the activity in which they read sentences and observe and record the length of
time in reading the sentences

Application
a. Let them do the activity in which they read sentences and observe and record the
length of time in reading the sentences

IV. Assignment
Spot the difference in the way Filipinos (whose mother tongue is Filipino or any of the other
Philippine languages) and native speakers of English speak English and pronounce English
sounds. Write your thoughts in your notebook.