Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
DIVISION OF CAVITE
NAIC INTEGRATED NATIONAL HIGH SCHOOL
HALANG, NAIC, CAVITE
IDEA LESSON EXEMPLAR
ENGLISH 9
WEEK 7

School Naic Integrated National High School Grade Level 9

Teacher Ms. Jolina Joy N. Anico Learning Area English
Date & Time February 24, 2021 Quarter Second

I. OBJECTIVES At the end of the lesson, learners are expected to:

a. retell the story using a 5-finger retell activity
b. jot down initial and final perspectives concerning other
people’s circumstances
c. cite examples in which the future is anticipated and the
cooperation to come up with better solutions to
problems and challenges are strengthened during this
time of pandemic
d. develop analytical mind while acquiring new vocabulary
by analyzing its usage from the given sentences

A. Most Essential Learning Analyze literature as means of understanding unchanging

Competencies values in the VUCA (volatile, uncertain, complex, ambiguous)
world

B. Enabling Competencies Explain how a selection may be influenced by culture, history,

environment, or other factors

Analyze literature as means of valuing other people and other

various circumstances in life

II. CONTENT Lesson 2: Unchanging Values in the VUCA world

We are not the Virus: “Health workers speak to UNICEF about

their struggles” by Jacques Gimeno

III. LEARNING RESOURCES

A. References
Teacher’s Guide Pages Grade 9 English Teacher’s Guide pp. 209-212

Learner’s Material Pages A Journey through Anglo-American Literature: Learners

Material pp. 423-445

Textbook Pages English Grade 9 PIVOT IV-A Learner’s Material pp. 30-32

Additional Resources from DepEd Commons

Learning Resources https://commons.deped.gov.ph/

Other Learning Resources https://www.unicef.org/philippines/stories/we-are-not-virus

B. List of Learning Resources for COVID-19 Reading Comprehension Guidance: Tips for
Development and Engagement Parents and Caregivers
Activities https://www.globalreadingnetwork.net/sites/default/files/media/
file/Reading%20Comprehension%20Guides%20GRN-
English.pdf

IV. PROCEDURES

A. Introduction What I need to know?

 The learning objectives will be introduced to guide
learners on the learning expectations for the day.
 After presenting the learning objectives, a short video
clip will be shown.

What’s new?

Cry in the Medical Frontline

Directions: Supply the given circles with words associated in

the struggles of Frontline Health Workers.
Struggles of Frontline Health Workers

B. Development What I know?

Is it True or False?

Directions: Tell whether each statement is TRUE or FALSE.

_________ 1. COVID-19 pandemic hit the Philippines in early
January.
_________ 2. Despite public adulation for their heroic
sacrifices, frontline health workers fear for their lives as the
risk of stigmatization weighs almost as heavy as their
exposure to the virus.
_________ 3. One of the first to provide support as COVID-19
broke, UNICEF responded to requests from the Department of
Health (DOH) and delivered tents to hospitals to help manage
the triage and isolation of suspected cases and to increase the
 overall capacity for the response.
_________ 4. Recently, the government enacted the
Bayanihan to Heal as One Act, a law improving support to
health workers. The City of Manila followed suit with an
ordinance prohibiting discrimination against health workers.
_________ 5. Jose, Sanita and Sarah have been away from
home since January. Their families do not worry about the
attacks and the news of over 1,000 medical personnel sick
with COVID-19.

What’s in?

COVID-19 Updates in our Area

The learners will have a look in the COVID-19 report

for Naic, Cavite as of February 21. Then, they will analyze
each sentence to find the meaning of underlined words.
Directions: Choose the letter of the correct meaning of the
underlined words.
1. As the number of COVID-19 positive cases increased, there
must be additional considerations for triage during periods of
community transmission.
a. The sorting of patients according to the urgency of their
need for care.
b. This is another term for celebrating recovery of a COVID-19
patient.
c. The process of gathering information about the pandemic.
2. Medical front liners deserve adulation, not ridicule and
harassment.
a. the act of making fun of someone or something in a cruel
way or harsh way.
b. to make repeated attacks against a person
c. excessive or slavish admiration or flattery
3. Most health workers are facing the fear of stigmatization
and discrimination during this time of pandemic.
a. excessive and insincere praise, given especially to further
one’s own interest
b. the act of treating someone or something unfairly by publicly
disapproving a person
c. expression of warm approval or admiration of

What is it?

The learners will watch a video version of the reading

selection entitled “We Are Not the Virus: “Health workers
speak to UNICEF about theirs struggles.”

C. Engagement What’s more?

After watching the video, they will answer the following

questions.
Directions: Answer the following questions.
1. What does the article say about the medical frontliners'
situation in the country?
2. How can the situation influence the Filipino medical
frontliners?
3. How should this situation be addressed?
4. What Filipino values can be gained from the given text?

What I can do

5-Finger Retell

Directions: Use your hand to retell the story. Use one finger to
tell the characters, one for the setting, one for the problem,
solution, one for key events and the palm for favorite part of
the story.

Guide Questions:
1. Who are the people in the story?
2. When and where does the story take place?
3. What was the problem that needs to be resolved?
4. How was the problem fixed and resolved?
5. What happened in the beginning, middle, and end of
the story?
6. Tell us your favorite part of the story.

The performance task is to be assessed with the following

guidelines:
Criteria Advanced Proficient Instruction Interventi
5 4 al on
3 2
Accuracy The The The The
of storyteller storyteller storyteller storyteller
Retelling includes includes includes forgets
a Story all major all major all major major
points and points and points of points of
several 1-2 details the story the story
 details of of the he/she is he/she is
the story story reading. retelling.
he/she is he/she is
retelling. retelling.
Vocabular Uses Uses Uses Uses
y important language some general
language from the language terms or
from the text; basic from the labels;
text; good understan text; some limited
understan ding of understan understan
ding of most key ding of ding of
key words/con key key
words/con cepts words/con words/con
cepts cepts cepts
Sequence Retells a Retells Retells Retells
story in story with story with story out
correct a couple several of
sequence omissions omissions sequence.
leaving . but
out no maintains
important sequence
parts of of those
the story. told.

D. Assimilation What I have learned ?

Cite examples of providing better solutions to problems

and challenges during this time of pandemic. Read each
question carefully. Choose the letter of the correct answer.
1. What support did UNICEF give as a response to the request
of the Department of Health when the COVID-19 first broke in
the country?
a. UNICEF sent additional medical personnel.
b. UNICEF gave vaccines for free.
c. UNICEF gave tents which were delivered to hospitals.

2. How did the government support the health workers and

help to cease discrimination against them?
a. The government enacted the Bayanihan to Heal as One Act
and the City of Manila followed suit with an ordinance
prohibiting discrimination against health workers.
b. The government gave cash assistance for those who were
not able to come home for 3 months.
c. The government ensures scholarship for every child of a
health worker.

3. What are the additional supports of UNICEF to the

Philippines in its COVID-19 response?
a. It gives free meals every day and transportation allowance
for those health workers who commute to go to the hospital.
b. It sends military forces to protect health workers from
 attacks that resulted in discrimination.
c. It has provided 72,000 sets of PPEs, 64 multi-purpose tents,
and 200 mobile handwashing facilities to the Bangsamoro
Autonomous Region in Muslim Mindanao (BARMM).

4. How did UNICEF help the frontliners in their professional

development to aid the situation?
a. UNICEF disseminated informative leaflets to frontliners that
will be distributed to the people to raise awareness of the
situation.
b. UNICEF initiated and provided various training activities for
the COVID-19 essential workforce, such as infection,
prevention and control training for community health workers
reaching 2,800, and 719 health workers and sanitary
engineers and inspectors.
c. UNICEF gathered specimens to help lab scientists identify
COVID-19 positive patients.

5. What answer did health workers tell UNICEF when asked

why they continue to work despite the risks?
a. They’re serving in very trying times, but every patient they
send home alive and well far outweighs the negativity.
b. They do their job just for the sake of compensation.
c. They work despite the risks to become entitled.

V. REFLECTION Observing Others’ Circumstances

Directions: In your notebook, jot down your initial and final
perspective about the circumstances of medical frontliners.

Observing Other’s
Circumstances

Initial
Perspectives

Final Perspectives
Prepared by: Jolina Joy N. Anico
Teacher I

Checked by: Wilbert A. Soriano

Master Teacher I

Noted by: Vilma D. Peliña

Principal IV