Division/School: DIVISION OF LANAO DELNORTE/ Grade 9

MAIGO NATIONAL HIGH SCHOOL Level:

Teacher: ANALYN C. PALAHANG Learning ENGLISH
Area:
Time & Dates: Quarter: 3, LESSON 2, Week
4,day 2

I. OBJECTIVES
The learner demonstrates understanding of how Anglo-American
A. Content literature and other text types serve as means of connecting to the
Standard world; also how to use ways of analysing one-act play and different
forms of verbals for him/her to skilfully perform in a one-act play.
The learner skilfully perform in a one-act play through utilizing
B. Performance effective verbal and non-verbal strategies and ICT resources based
Standard on the following criteria: Focus, Voice, Delivery and Dramatic
Conventions.

EN 9 RC-III-a-20;
C. Learning EN 9LC-III-a-6; EN9OL-III-a-3.7
Competencies/ At the end of the lesson, the students are expected to:
Objectives A. Analyze a one-act play
(Write the code B. Employ appropriate listening strategies suited to the types of
for each LC) texts.
C. Extract information from argumentative/persuasive texts,
D. Value the means of connecting to the world (technology);
E. Value good communication between parents and teenagers.

II. CONTENT
Reader’s Theater
A. Subject Matter “Through Technology, Looking up, Linking Together, The Telephone,
Extracting information”
Integration: Science, Social Studies, ICT, Values
III. LEARNING
RESOURCES
A. References
P 135
1. Teacher’s Guide
Pages

2. Learner’s Material Pp 237-239

Pages

Pp 237-239
3. Textbook Pages

4. Additional
Materials from
LR Portal

B. Other Learning
Resources
IV. PROCEDURES Teacher’s Activity/ies Learner’s Expected
 Response/s
A. Reviewing previous Yesterday, we had witnessed
lesson or presenting Group activities on “How humans
the new lesson Connect to the World”. Today, as
a continuation, we will have
another activity on the use of one
important gadget in our lives---
telephones/cell phones. Student: Yes, teacher. (Starts to
share his/ her experience when
Have you used your the use of the cell phone is
telephones/cell phones to call for important to “rescue” someone or
help? him/herself while on a
troublesome situation.
B. Establishing a Today, we will have activities on
purpose for the the importance of using the
lesson telephone/ cell phone in
emergency situations.
On your book, on page 236,
answer the activity on
“Synonyms”. The word maze
contains three sets of
synonymous words. Beside each
vocabulary word, write the
meaning of the word or the word
which has similar thought as the
words at the left portion. We will
check your activity right after 5
minutes. The first one to
complete the chart will get 10
points.
Student: Yes,teacher.
Are you done? Student 2: I’d like to volunteer,
Teacher. Answer for number 1
Great! Now,let’s check your (for the word injury) is “wound”.
answers. (Students continue to raise their
answers.)

C. Presenting Class, the telephone is human’s Group 1

examples/ “modern take” on the can and
instances of the string.
new lesson According to
https://bebusinessed.com/history/h
istory-of-the-telephone/
there were six inventors who can
be attributed to the discovery
and later on use of the
telephone. The six inventors
typically credited with invented
some type of electrical telephony
device include: Alexander
Graham Bell: Bell received the
first US patent for the invention
of the telephone in 1876. ...
Elisha Gray: In 1876, Gray used
 a water microphone to create a
telephone in Highland Park,
Illinois.

Now, read the Text: “The

Telephone” by Edward Field.
After reading the poem, in pairs,
D. Discussing new answer these questions:
concepts and 1. What is the theme of
practicing new skills the poem the telephone
#1 by Edward Field?
2. What literary device is
used in the poem the
telephone by Edward
Field?
3. What is the
predominant feeling of
the speaker in the
telephone by Edward
Field?

Students are requested to share Pair1: The theme of the poem is

E. Discussing new their insights orally or the “happiness cannot be bought.”
concept and answers to the questions above. The persona is happy in using
practicing new skills the telephone as he shares
#2 gossips around to other people.
Pair 2: The literary device used is
Simile because the persona used
the words or phrases “as”or
“like”in the poem.
Pair 3: The predominant feeling
of the speaker in the poem
is serious in his declaration that
telephone is the source of
his happiness. According to the
speaker, friends
are disconnected because of
distance
Now, work in groups of 7 to10 to Students report in class their
F. Developing mastery discuss the message of the insights on the message of the
poem.(5 minutes) poem.
The telephone/cellphone is not
G. Finding practical only a gadget or an equipment,
applications of but also something that is useful
concept and skills in and important to communication.
daily living Activity:
Go to your Cleaners group and
follow instructions.
Group 1: Do a dramatic skit on
an accident that needs
immediate attention. Make use of
the telephone/cellphone to call
on someone to help you out.
 Group 2: Do a comical skit on
“heartbeaks and telephone
convos with BFF”
Group 3: Do a “radio’’ scenario
wherein the reporter does not
have any camera around and
uses cellphones to record his/
her report.
Group 4: Perform a dramatic
monologue on this situation:
“You are alone and a burglar/
thief is violently looking for things
to steal in your house. You are
on the second floor of your
house and the burglar is in the
next room. You only have your
cellphone to rescue you from the
situation.”
What was the scenario in group Students are raising their
H. Making 1’s presentation? Did you find answers orally.
generalization and the scenario similar to your own
abstractions about experience? How was the
the lesson cellphone being used in Group 1
Presentation?

For group 2 Presentation. Can

you relate to the scenario/ do
you do this when you are
heartbroken? What is the
importance of using the
cellphone in this situation
presented?

For Group 3 presentation: How

useful is the cellphone in
reporting certain “news- worthy”
scoops? What are the
advantages in using the
cellphone in reporting? What are
the disadvantages in using the
cellphone in reporting?
For Group 4: How would you feel
if you were faced with this
situation? How would a
cellphone help you in trying
times like having a burglar in
your house to harm you?
After your presentations, what
I. Evaluating learning are your thoughts on the
importance of using the
telephone/cellphone?
Write this in your Journal
notebook. Report in class your
insights about the poem’s theme
and message.
J. Additional activities
for application or
remediation

IV. REMARKS

V. REFLECTION

A. No. of learners who

earned 80% on the
formative
assessment

B. No. of learners who

require additional
activities for
remediation

C. Did the remedial

lesson 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 used / discover
which I wish to
share with other
teachers?
Rubrics for Dramatic presentations

Criteria Scores
20 15 10 5
Enunciation Audience could Audience could Audience could What did you
hear each word hear most of the hear some say?
spoken. words spoken words spoken.
Projection Audience could Audience could Audience could Did not project
hear each word hear each word hear each word to audience at
spoken and spoken and spoken and all.
projection is projection is projection lacks
perfect. nearly perfect. style.
Concentration Maintained Maintained Maintained Maintained
character character character character only
through whole through most of through some when speaking
play even when play even when parts of play or lost track or
not speaking. not speaking. even when not place.
speaking.
Cooperation Always worked Mostly worked Sometimes Refused to
well with others. well with others. worked well work well with
Resolved Resolved with others. others/ group
conflicts conflicts Resolved members/
respectfully. respectfully. conflicts group mates
respectfully. actively or
passively.