Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Batangas
District of Agoncillo
CORAL NA MUNTI NATIONAL HIGH SCHOOL
Coral na Munti, Agoncillo, Batangas
School ID 301095

Demonstration Lesson Plan in English Grade 9

I. OBJECTIVES

A. Content Standards
The learner demonstrates understanding of how Anglo-American literature and other
text types serve as means of valuing other people; also how to use processing
information strategies, different forms of adverbs and conditionals for him/her to play
an active part in a Chamber Theatre presentation.

B. Performance Standards
The learner proficiently plays an active part in a Chamber Theatre presentation
through employing effective verbal and non- verbal strategies based on the following
criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or
Gestures.

C. Learning Competencies

1. EN9LT-IIf-15: Analyze literature as a means of valuing other people and their

various circumstances in life
2. EN9VC-IIf-23: Share personal opinion about the ideas presented in the material
viewed

II. CONTENT

Topic: By the Railway Side by Alice Meynell

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages – pp.124-125

2. Learner’s Materials Pages-pp.202-2014
3. Additional Materials – Teacher-made visual aids, laptop, speaker,
Power point presentation

IV. PROCEDURES
Priming
1. Prayer
2. Greetings
3. Checking of attendance

A. Reviewing Previous Lesson

1. What is the difference between present real conditional and the present unreal
conditional?
2. Give your own examples.

B. Establishing a Purpose for the Lesson

* UNLIKELY RAFFLE
Approach: Inquiry-Based
Strategy: Knowledge Building Community Model (EIBU Activity) Experience,
Inform, Build Knowledge, Understand
Direction: Life is no longer possible on Earth. A rocket ship has been built to carry six people to
another planet and start a new life. A raffle was done to select the final ten people whom you can
choose the final six from. Which six would you take and which four would you leave behind and
why?

C. Presenting Examples/Instances of the New Lesson

c.1. Unlocking of difficulties

*READY, SET, WORD!

Approach: Constructivism
Strategy: Direct Instruction (TGA activity)

Tell- The teacher will divide the class into 2 groups.

Guide- Each group will be given same sets of 5 words from the essay that they are
about to read. Each member of the group will hold one word while
standing in a horizontal line.
Act- The teacher will read the definition of the word and the member holding
the word defined should step forward and yell the “Word!” The group
with most correct answer wins!

Infiltrate Bourgeoisie Stagnated

Fester
Scruples

1. To say that God doesn't exist is blasphemous according to Christianity.

a. disrespectful b. religious c. godly
2. The audience ignored the man‘s clamor for change on social injustice.
a. silence b. cry c. agreement
3. They were spoken by a man who had false ideas as to what is convincing in
elocution.
a. inarticulation b. mispronouncement c. delivery
4. My signature is extremely hard to counterfeit.
a. imitate b. authentic c. valid
5. The lady was wearing a bourgeois dress just like any other woman in their
locale.
a. imaginative b. traditional c. adventurous
6. He can never forget the entreaties made which was agreed upon for quite
some time.
a. command b. demand c. request

c.2. Introduction of the Author (Alice Meynell)

D. Discussing New Concepts and Practicing New Skills #1

* DRAIN IN A TRAIN!
Approach: Constructivism
Strategy: Thinking skills (RMFD Activity)

Read “By the Railway Side” by Alice Meynell with

your group. The teacher will assign “train stations”
in the text – which means your group will stop
reading when you reach the assigned station and
discuss the answer to the question assigned in
each station.

What would you do if you were in the train?

What would you feel if you were in that

woman‘s shoes?

E. Discussing New Concepts and Practicing New Skills #2

*IN LINE WITH THE TEXT
Approach: Constructivism
Strategy: Direct Instruction (TGA activity)
The students will form 4 groups then they will answer the following questions:

Group 1:
What is implied by these lines found in the first paragraph – ―the sea was burning
blue and there were somberness and a gravity in the excesses of the sun?
How is the setting described?

Group 2:
Why was the man speaking at the top of his voice In the station? What was his
purpose?
How do you think people reacted to him? What do they feel and why?

Group 3:
Why do you think was the woman trying to stop the man from talking nonsense?
What can you say about the man‘s character based on his actions?

Group 4:
If that man was a known person, for example, he is a politician, a priest, or a
teacher, do you think people would listen to him? Why?
If you were one of the passengers on that train who saw the incident, how
would you react? Explain your answer.
How was indifference shown in the news article?
How can your group help change the indifference of the people in the text?

F. Developing Mastery
WHAT A FEELING!
Scan the text once again and list at least three (3) people in the train. Analyze how the
author described and felt as they witnesses what happened. Write your answers in your
notebook by copying the chart below.
Character Description of how they felt Analysis in terms of
implications
to real life

G. Finding Practical Applications of Concepts and Skills

H. MUCH ADO ABOUT WHAT TO DO!

*Small Group Differentiated Activities

Approach: Constructivism
Strategy: Activity-Based (3A’s Activity)

Act- The learners will form in groups of four to work on the activities below.
They will be given only ten minutes to prepare.
Analyze- Brainstorming of the members on the assigned task.
Apply- Group presentation.

What would you do if you got witnessed any of the situation below? With your
group, create a skit depicting the situation which will be assigned to your group.
Show how you will react or what you will do in the given condition.

 Group 1:Two students beating up a classmate


Group 2: A classmate cheating in the periodical examinations
Group 3: A classmate stealing another person’s purse
Group 4:A gang smoking inside the school premises

Rubric in Judging a Group Presentation

CRITERIA Excellent (4pts) Good (3pts) Fair (2pts) Poor (1pt)

Presentation had an Presentation had Presentation had Presentation had no
exceptional ideas good ideas about the lack of ideas ideas at all
Content about the topic topic
Presentation was Presentation was Presentation was Presentation was not
very much almost connected to somehow connected connected
connected to the the lesson
Relevance lesson
Students used Students used Volume & clarity Students’ voice
excellent volume adequate volume, were difficult to hear could not be heard &
clarity of voice, clarity, enunciation and understand presentation was not
enunciation, & & appropriate clear
Clarity of appropriate movements
Expression movements
Students were Students were Students attempted Students were not
Creativity creative somewhat creative to be creative creative
All the group Most members Some members Not all members
Maximum members contributed contributed to the contributed to the participated
Participation equally to the presentation presentation
 presentation.

I. Making Generalizations and Abstractions about the Lesson

Approach: Reflective
Strategy: Self- Evaluation and Self- Reflection
I discovered that.....

I realized that......

I learned that......

J. Evaluating Learning

V. ASSIGNMENT

How can your character affect others? Write a short essay about your insights on how
one‘s character can affect others. Create a title that best suits the theme of the essay.

Prepared by:

MARY GRACE R. MOGOL

Student-Teacher
Agoncillo College Inc.
Checked by:

ABEGAIL S. CABINGAN
Cooperating Teacher

Noted by:

MELANI L. HIGUIT, Ed.D.

Principal I
 CRITERIA POINTS TEACHER'S RATING

Group Group Group Group

1 2 3 4
Content 4
Relevance 4
Clarity of Expression 4
Creativity 4
Maximum Participation 4
TOTAL 20