School: TUNGAWAN NHS Grade Level: NINE

Teacher: GLORELY V. CAPARIDA Learning Area: ENG 9

GRADES 1 to 12 MAY 25, 2023 (THURSDAY)

DAILY LESSON Teaching Dates 7:30-8:30AM/11:00-
LOG and Time: 12:00AM/2:00-3:00PM Quarter: FOURTH
THURSDAY
Objectives must be met over the week and connected to the curriculum standards. To
meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content
I. OBJECTIVES knowledge and competencies. These are using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literatures and other text types
serve as vehicles of expressing and resolving conflicts among individuals or groups;
also how to use strategies in critical reading, listening, and viewing, and affirmation
and negation markers to deliver impromptu and extemporaneous speeches.
B. Performance The learner demonstrates understanding of how Anglo-American literature and other
Standards: text types serve as means of connecting to the world, also how to use ways of
analyzing once-act play and different forms of verbal for him/her to skillfully perform in
a one-act play.
C. Grade Level Standards The learner skillfully performs in one-act play through utilizing effective verbal and
non-verbal strategies and ICT resources based on the criteria: Focus, Voice, Delivery,
and Dramatic Conventions.
D. Learning MELC: Judge the relevance and worth of ideas, soundness of author’s reasoning, and
Competencies/Objecti the effectiveness of the presentation. (ENG9RC-IVf-2.22)
ves: Enabling Competencies:
Write the LC Code for a. Define and understand evaluation of information
each b. Evaluate the relevance, author’s reasoning and effectiveness of the
presentation based on the material viewed or read.
c. Foster a sense of personal and social responsibility in evaluating the
correctness of data and information in various texts and materials and on the
day-to-day dealings
NOTE:
The competencies, lesson, and activities prepared and designed for today may
possibly be not attainable, so remaining activities shall be continued the next day,
making the lesson be covered for 2-day sessions (2hours).
Content is what the lesson is all about. It pertains to the subject matter that the teacher
II. CONTENT aims to teach. In the CG, the content can be tackled in a week or two.
EVALUATING VIEWS
Lists the materials to be used in different days. Varied sources of materials sustain
III. LEARNING children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning
promotes concept development.
A. References
1. Teacher’s Guide DepEd SLM Quarter 4: Judge the relevance and worth of ideas, soundness of author’s
Pages reasoning, and effectiveness of the presentation, pp. 1-12
LeaP Grade9, Quarter 4, Week 3
2. Learner’s Materials
Pages

3. Textbook Pages

4. Additional Materials DepEd ADM Quarter 4: Judge the relevance and worth of ideas, soundness of
from Learning author’s reasoning, and effectiveness of the presentation, pp. 1-12
Resource (LR) portal
B. Other Learning IMs, activity sheets, reading materials
Resources

These steps should be done across the week. Spread out the activities appropriately so that students will
learn well. Always be guided by demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by providing students with multiple
IV.PROCEDURES ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
 Always INSERT
RAPID thru SIKAP (10 Minutes READING TIME)
Say: Before we proceed, let us some reading first.
(Let them read the selection for the day. Process what they read and how they read)
A. Reviewing Previous The teacher asks:
Lesson or Presenting the  What is inference?
New Lesson  How do your infer?
B. Establishing a Purpose Learning Activity 1: Fair and Square
for the Lesson Directions: Write Fair if the action is reasonable and Unfair if it is not.

(Insert sentences)

_____1. The mother abandoned her newly-born baby in the garbage area.
_____2. John admitted that it is all right to lie for someone’s convenience.
_____3. Linda and Happy assured Willy that Biff loves him as always.
_____4. Bernard did not brag of his achievement to his father.
_____5. Charley constantly lent Willy an amount of money every week to cover up for
the latter’s inability to earn a living.

C. Presenting Say: Today, we will read text materials to test the relevance and worth of ideas
Examples/Instances of the present.
Lesson 3. Present the competencies and the objectives.
4. Lesson Content
The teacher discusses the following important contents:
 Evaluation
 Logical Points to make evaluation
 Points to consider in determining the worth of ideas
 Basis in evaluating the relevance and validity of an idea
D. Discussing New Concepts Learning Activity 2: Taking a Stand
and Practicing New Skills Directions: Study the pictures below and then decide whether you will be in favor or
#1 against a particular issue being raised. Answer the questions that follow.

(Insert Photos/Images)

Learning activity sheets are provided.

E. Discussing New Concepts Learning Activity 3: Standing Up for a Reason
and Practicing New Skills Directions: Analyze the pictures and then answer the questions that follow.
#2
(Insert Photos/Images)

Questions:
1. What is your stand in the issue raised in the first picture? In the second
picture?
2. What helped you to arrive at your stand?
3. What did you use as basis in your decision making?

Learning activity sheets are provided.

F. Developing Mastery Learning Activity 5: Poetry Connect
(Leads to Formative Directions: Read the poem “Life is Fine” written by Langston Hughes below and
Assessment 3) answer the questions that follow.

(Insert Poem)

Questions:
1. What does each picture suggest?
2. Using one of the pictures, what commitment as a person were you able to
come up with? Start your statement with
My commitment: I stand up to commit myself in
_________________________

Learning activity sheets are provided.

G. Finding Practical Learning Activity 6: Justify Ideas
Applications of Concepts Directions: Read the news article below. Then, accomplish the worksheet.
and Skills in Daily Living
(Insert learning material, worksheet and rubrics)

A. Let us find out how you understood the reading selection. Do this by
answering the questions below.
 1. What is/are the issue/s presented in the text?
2. Do you agree with the doctor’s preference of dying with dignity? If yes or
no, why?
3. What life lesson/s did you learn from the story?
B. If you are to share your views on the text Medical Overtreatment: A Broken
System, would you prefer to die with dignity or to go on medical
overtreatment to prolong life? Write your own evaluation below. Use the
rubrics as a guide in writing.
Learning activity sheets are provided.
H. Making Generalizations The teacher asks:
and Abstractions about  How is evaluation of ideas done?
the Lesson  Why do we need to consider important points when we evaluate data and
information?
I. Evaluating Learning Directions: Choose the letter of the correct answer. Write your answers on the space
provided before each number.
______ 1. Which of the following best defines evaluation?
A. Evaluation is the determination of the value, nature, character, or quality of
something.
B. Evaluation is the process of conducting a systematic investigation of
something.
C. Evaluation is reading extensively and planning the sequence.
D. Evaluation is the process of presenting the information.
______ 2. Which of the following points is used to determine the worth of ideas?
A. Ideas are based on opinions.
B. Arguments may not be based on facts.
C. Discussions must be free of discrepancies.
D. Conclusions may be illogical.
______ 3. Which of the following statements tells about what evaluations do?
A. To assist readers/listeners in rewriting and revising the whole text.
B. To create false emotions and relay personal experiences about the text.
C. To present to readers/listeners the irrelevant issues that the society is
experiencing.
D. To guide readers/listeners to confirm, extend, or change personal views of
the text.
For items 4 and 5, recall the text, Medical Overtreatment: A Broken System.
______ 4. If you are to evaluate the text, is the author’s message clearly conveyed?
A. No, message is of no relevance at all.
B. No, message is ambiguous and vague.
C. Yes, message is presented clearly.
D. Yes, message is presented yet insufficient.
______ 5. Is the text relevant to you?
A. Not sure if it has something to do with me.
B. I never had experience it in my life.
C. No, because I do not care about it.
D. Yes, because I may/have experience/d it.
For items 6-10, read and understand the poem. Then, circle the letter of the correct
answer.

A Time To Talk
Robert Frost

When a Friend calls to me from the road

And slows his horse to a meaning walk,
I don’t stand still and look around
On the hills I haven’t held
And shout from where I am, “What is it?”
No, not as there is a time to talk.
I thrust my hoe in the mellow ground,
Blade-end up to the stone wall
For a friendly visit.

______ 6. What value is expressed in the poem?

A. Loyalty
B. Honesty
C. Generosity
D. Respect
______ 7. If you are to give an opinion, which would be better to do when someone
comes to visit?
 A. Stop working to talk.
B. Just call out from where you are.
C. Do not mind the person at all.
D. Just wave or make hand signals.
______ 8. With the speaker’s action in the poem, do you think it is justifiable? Why?
A. Yes, because he has a lot of time to talk.
B. No, because he needs to finish his work.
C. No, he doesn’t need to waste his time for a talk.
D. Yes, because it shows an act of respect.
______ 9. If you are to evaluate the poem, is the author’s message clearly conveyed?
A. No, message is of no relevance.
B. No, message is not clear.
C. Yes, message is presented clearly.
D. Yes, message is presented yet insufficient.
______ 10. Do you find the poem relevant?
A. Relevant, because I usually experience it.
B. Irrelevant, because I never had visitors in my life.
C. No, because I do not mingle with people.
D. Yes, because it just happened once to me.
A. Additional Activities for Closing/ Routinely Activities
Application or Checking of evaluation
Remediation Computing of ML and MPS
Feed backing
*Give an Enrichment Activity as assignment if the formative assessment is below 80%.
 Enrichment Activity
*Give an advance assignment if the formative assessment is or above 80%.
*Dismiss the class.

IV.REMARKS

V. 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 lessons
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 work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other teachers?

Prepared by:

GLORELY V. CAPARIDA
English Teacher III

Checked by:
ANACLETO P. VILLACERAN JR.
English Master Teacher I