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Detailed Lesson Plan in English 9 Sto Niño Integrated School 9-Rizal

This detailed lesson plan outlines an English lesson for 9th grade students focusing on communicative styles. The objectives are for students to understand how literature serves as a means of valuing others and to proficiently perform a chamber theatre presentation using appropriate communicative styles. The lesson includes priming activities to introduce the topic, a lesson proper with activities to match pictures to scrambled words of different styles and analyze the styles, and an application activity where students create sample situations using assigned styles. Students are assessed by writing examples of situations for each style.

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jellian alcazaren
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1K views3 pages

Detailed Lesson Plan in English 9 Sto Niño Integrated School 9-Rizal

This detailed lesson plan outlines an English lesson for 9th grade students focusing on communicative styles. The objectives are for students to understand how literature serves as a means of valuing others and to proficiently perform a chamber theatre presentation using appropriate communicative styles. The lesson includes priming activities to introduce the topic, a lesson proper with activities to match pictures to scrambled words of different styles and analyze the styles, and an application activity where students create sample situations using assigned styles. Students are assessed by writing examples of situations for each style.

Uploaded by

jellian alcazaren
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Detailed Lesson Plan in English 9

SCHOOL: STO NIÑO INTEGRATED Grade Level: 9- Rizal


SCHOOL
GRADE 9
DETAILED LESSON
PLAN
TEACHER: JANE D. ALCAZAREN Learning ENGLISH
Area:
Teaching Date September 12, 2019 Quarter: SECOND
& Time: 10:50-11:50 AM
I. OBJECTIVES
A. CONTENT STANDARD 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 STANDARD 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 EN9V-IId-27:
COMPETENCIES/OBJECTIVES Give the appropriate communicative styles a situation (intimate, casual,
(WRITE THE LC CODE FOR EACH) conversational, consultative, and frozen).
II. CONTENT Communicative Styles
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher's Guide Page P103-111
2.Learner's Material Page P169-183
3.Textbook Pages P169-183
4.Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources Copy of the text
IV. PROCEDURES
a. Preparatory Activities
1. Daily Routine
a. Prayer Let the learners stand up for a prayer.

b. Greetings Good morning class, how are you?


c. Checking of Attendance Let the assigned class secretary checked the attendance.

Give plus points if there’s no absent.


d. Checking of Assignment Let the learners submit their assignment.
2. Priming “Find Words”
Hint---Communicative Style---
C O N S U L T A T I V E L K
A A S S G H J O I N U F G N
S D S X Z F R O I T D R H B
F G Q U L X R T R I Y Y B O
W V F H A Z T R E M T H N F
S R T L D L Y U W A W M M R
L J J P P O R E Q T Z N I E
P P E D L F R O Z E N O T D
C O N V E R S A T I O N A L
Mechanics:
 Every time the students will answer they will incorporate body
movements in answering.

Follow-Up Questions:
1. What are the words formulated?
2. What do you call it?
(The teacher will introduce the topic to be discussed and will give a short
background knowledge)
b. Lesson Proper
a. Activity “Activity 2: Hunt the words”
“Match Pictures with the given Scrambled Words”
 After analyzing the pictures form the scrambled words

Pictures:

Words:
EIVATLCOSUNT
NZEOFR
EIMNTIAT
LANCONSVERONAILT
LACUAS
(Verbal-Linguistic & Bodily Kinesthetic)
In answering let the learners do a short rap to indicate short description about
their answer with corresponding body movements.
(Note: Additional points will be given to the liveliest group)
b. Analysis Process Questions:
1. What did you feel during and after the activity?
2. What have you done with your group in order to participate?
3. What can you say about the different communicative style?
4. How will you distinguish each type? What will be your basis?
5. How important is learning the different communicative style as a student?
c. Abstraction Highlight the key ideas to the learners:
Communicative Style:
1. Consultative- is an adjective that describes giving advice or assistance.
2. Frozen- also known as fixed speech. The most formal communicative style
that often used in respectful situation or formal ceremony.
3. Intimate-it shows closeness, very close relationship, very warm and friendly.
4. conversational-is a semantic process; it is the way the meaning is encoded in
and derived from speech.
5. Casual- is a way of talking that you use with people that you are close to and
trust. There are different words, phrases, and way of speaking that you can use
with your friends, your family members, and with people who are similar age,
social status, and personality to you.
d. Application (Interpersonal, Bodily Kinesthetic and Verbal-Linguistic Activity)
The teacher will assign specific communicative style to the learners.
Task:
 They will create sample situation on the assigned communicative style in
a very active and creative way. Applying the knowledge they have
acquired.

e. Assessment Intrapersonal Assessment


The students will give the appropriate communicative styles a situation
(intimate, casual, conversational, consultative, and frozen) through writing on
the table below or through making a comic strip.
Consultative Casual Intimate Conversational Frozen

(Situation) (Situation) (Situation) (Situation) (Situation)

f. Additional activities for application or Read the text entitled, “The time to help is now.”
remediation
V- Closure
VI. REMARKS
VII. REFLECTION
A. No. of learners who earned 80% in the
evaluation
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 to require
remediation
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?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

Prepared by:
Noted by:
JANE D. ALCAZAREN MARIO B. TAMAYO
Secondary School Teacher I T-III/ School Head

Prepared by:

JANE D. ALCAZAREN
Secondary School Teacher I

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