Our Lady of Assumption College of

Laguna, Inc.
Main Road Villa Olympia Subdivision, Brgy. Maharlika, City of San
Pedro, Laguna
LESSON PLAN IN ENGLISH 4023
9 (4 A’s Approach)

October 2 - 6, 2023

I. OBJECTIVES

1. CONTENT STANDARD
The learner demonstrates an understanding of the subject Bilegual Educational
Policy (BEP)

2. PERFORMANCE STANDARD
The learner actively participates in a speech choir using effective verbal and non-
verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial
Expressions, Body Movements/Gestures, and Audience Contact.

3. LEARNING COMPETENCIES
At the end of this lesson, the learners should be able to:
1. Provide words or expressions appropriate for a given situation
2. Use appropriate punctuation marks and capitalization to convey meaning
3. Use interjections to convey meaning
EN9V-Ia-1
EN9G-Ia-1.6/1.7
EN9G-Ia-18

II. SUBJECT MATTER

Topic: The Comma, Colon, and Semicolon; Capitalization Rules; Identifying the subject
of a Sentence; Word Order and Sentence Structure in English; Expression of Emotions
and Sentiments; Composing a Poem
References: Essential English (A Relevant Worktext for the 21 st-Century World) 9 by
Carolina T. Gonzales, Ed.D, pages 28 – 42
Instructional Materials: Book, Whiteboard marker, Whiteboard Eraser, Laptop
Values: Competency and Collaboration
Strategies: 4 A’s Approach (Activity, Analysis, Abstraction, Application)

III. PROCEDURES

I. Preliminaries

Prayer
Greetings
Checking of Attendance
Review
Motivation
STRUCTURE WORD RELAY
“The teacher will divide the class into two groups. Each group will have a
representative. The teacher will flash a sentence on the board with missing
punctuation, capitalization, interjection, and inverted sentences. At the signal, the
representative will run towards the board and fill in the missing punctuation,
capitalization, interjection, and inverted sentences. The first group to finish
correctly gets a point.”

“what a beautiful day it is today exclaimed john as he walked out of his house
birds were chirping flowers were blooming and the sun was shining brightly in
 the sky oh how i wish every day could be like this he thought to himself on the
table was a cup of coffee waiting for him made by his loving wife mary”

Expected answer:

"What a beautiful day it is today!" exclaimed John as he walked out of his house.
"Wow, birds are chirping, flowers are blooming, and the sun is shining brightly in
the sky. Oh, how I wish every day could be like this," he thought to himself.
Waiting for him on the table was a cup of coffee, made by his loving wife, Mary.

II. Lesson Proper

A. Activity

The teacher will ask the students to open their books and turn on page 28,
Build Your Style (Grammar Workshop). The student will answer the
activity.

A student reads a letter with a puzzled look. A part of the letter is shown
below.

Dear Anne,
I write this letter because I like to make it clear to you what happened to
my sister who is your friend Susan my sister has been dizzy for a weck her
teacher advised her to see the doctor and she did the doctor gave her
medicine she took the medicine and has recovered a bit she asks me to see
you and tell you about her

B. Analysis

The teacher will ask the students the following questions.

1. What is the problem of the student?

2. What caused this situation?
3. Rewrite this part of the letter.

Expected answer:

1. The problem of the students is that they are puzzled or confused by the
letter they are reading. The letter lacks proper punctuation and sentence
structure, which makes it difficult to understand.

2. This situation is caused by the poor grammar and lack of punctuation in

the letter. The sentences run on without clear breaks or structure, making it
hard to discern the different pieces of information being conveyed. This
can lead to confusion and misunderstanding of the message.

3. Here's the corrected version of the letter:

Dear Anne,

I am writing this letter because I would like to clarify what happened to

my sister, Susan, who is also your friend. Susan has been feeling dizzy for
a week. Her teacher advised her to see a doctor, and she followed that
advice. The doctor prescribed her some medicine, which she has been
taking. She has recovered a bit since then. She asked me to meet you and
tell you about her situation.
 Best,
[Your Name]

C. Abstraction

The teacher will instruct the following:

1. In Build Your Style, help the students understand the punctuation rules,
the importance of punctuation in
meaning-making, and the capitalization rules.
2. The students will study the rules and uses of the comma, colon,
and semicolon. After which, they will perform Practice Exercises 1
(punctuation) and 2 (capitalization).
3. The students will also do preparatory activities for the lesson on
inverted sentences.
a. Underlining the subject of each of the listed sentences
b. Completing sentences by supplying the missing predicate of each
of the incomplete sentences
Let the students analyze the "fronting" structures or inverted word order
through the following:
a. Reading and analyzing quotations and sentences which show the
inverted word order
b. Examining the examples of fronting structures used in sentences given
to them. They will then make their own sentences that use fronting structures
or inverted sentence structures.
5. The last lesson in language awareness is interjections.
a. The students will read the definition of interjection and the detailed
description and examples from Mark Nichol.
b. Give a short list of interjections with their respective meanings.

D. Application

The students will perform the following:

 Practice Exercises 1 (punction) and Practice Exercises 2

(capitalization).
 Make their own sentences that use fronting structures or inverted
sentence structures.
 Practice Exercises 1 (completion sentence activity: fill in the
blanks) and Practice Exercises 2, where they will use interjections
in their own sentences.

IV. EVALUATION

The student will engage in the two writing workshops.

A. Writing Workshop 1 is a guided writing activity for each student to compose a poem by
following a series of steps:
1. Study of the basic features of poetry (rhythm versus unrhymed, imagery, punctuation and
format, meter, figures of speech, and sound devices)
2. Decisions/Ideas related to the poem format
3. Decisions/Ideas related to the poem's content
4. A composition that considers the format and the content

B. Writing Workshop 2 begins with an individual activity in which the students have to. review
the features of the poems that may be used for an advertisement or a campaign. Then, it is
followed by collaborative group work in which the students have to complete the Poetry-Turned-
Ad Pandemic-related Campaign Group Project.

1. The students will talk about advertisements or campaigns and their purposes.
The students will discuss the features of a poem/ poetry and select the ones they can use in their
group advertisement or campaign about health protocols during the pandemic.
3. The students will make an ad or campaign using poetry features. They will use visual aids and
audio to present their group output.
Each student will write a reflective paper about the experiences, knowledge, skills, and
dispositions during the individual and group poetry composing tasks.

V. ASSIGNMENT

The teacher will ask the students to answer in Checkout, they will accomplish this self-
assessment by checking how well they can perform the listed learning competencies.

Prepared by:

Jener A. Bernabe
Subject Teacher

Checked by: Approved by:

Edwin T. Vergara, MA. Ed DR. MYRA ACIERTO-GENTICA, MD

Asst. Principal School Registrar/Principal