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School SOUTHVILLE 8B NATIONAL HIGH SCHOOL Grade Level GRADE 9

Teacher CAROL MAE V. AGUNDIS Learning Area ENGLISH
Teaching Dates and Time FEBRUARY 19-22, 2024 Quarter 3RD QUARTER- WEEK 4
Monday Tuesday Wednesday Thursday Friday
Time Sections Time Sections Time Sections Time Sections Time Sections

6:30-7:30 6:30-7:30 6:30-7:30 6:30-7:30 6:30-7:30

DAILY LESSON 7:30- 8:30 G9- Lauan 7:30- 8:30 G9- Lauan 7:30- 8:30 7:30- 8:30 G9- Lauan 7:30- 8:30 G9- Lauan
LOG 8:30- 9:30 G9 Mahogany 8:30- 9:30 G9 Mahogany 8:30- 9:30 G9 Mahogany 8:30- 9:30 G9 Mahogany 8:30- 9:30

10:00 – 11:00 G9 Balete 10:00 – 11:00 G9 Balete 10:00 – 11:00 G9- Balete 10:00 – 11:00 G9 Balete 10:00 – 11:00

11:00- 12:00 G9 Banaba 11:00- 12:00 11:00- 12:00 G9- Banaba 11:00- 12:00 G9 Banaba 11:00- 12:00 G9 Banaba

12:00 – 1:00 G10 Copernicus 12:00 – 1:00 G10 Copernicus 12:00 – 1:00 G10 Copernicus 12:00 – 1:00 12:00 – 1:00 G10 Copernicus

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5

The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to use ways of analyzing one-act play
Content Standards
and different forms of verbal for him/her to skillfully perform in a one-act play.
The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice, Delivery, and
Performance Standards
Dramatic Conventions.
Learning Competencies
with MELC Code MELC 7: Determine the relevance and truthfulness of the ideas presented in the material viewed.

Objectives At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
students are expected to: students are expected to: students are expected to: students are expected to: students are expected to:
1.Create a presentation of your 1. Identify viewing and its three 1. Identify viewing and its three 1. Identify viewing and its three
chosen topic relative to biases to types. types. types.
prejudices. 2. Respond to a critical situation 2. Analyze the given situations and
2. Respond to a critical situation and come up with a lifesaving share your decisions/opinion into
and come up with a lifesaving solution. it.
solution.

II. CONTENT

A. Topic Presentation of the performance Determine the relevance and Determine the relevance and Determine the relevance and CATCH-UP FRIDAY
 truthfulness of the ideas presented truthfulness of the ideas presented truthfulness of the ideas presented
task no. 1 in the material viewed. in the material viewed. in the material viewed.
Focus: Viewing Focus: Viewing Focus: Viewing

III.LEARNING
RESOURCES
A. References
 -K-to-12-MELCS-with-  -K-to-12-MELCS-with-  -K-to-12-MELCS-with-  K-to-12-MELCS-with-CG-
CG-Codes P. 40 CG-Codes P. 40 CG-Codes P. 40 Codes P. 140
 RM-No.-306-S.-2020-
 RM-No.-306-S.-2020- MELC-PIVOT-4A-
RM-No.-306-S.-2020- MELC- RM-No.-306-S.-2020- MELC-
1. Teacher’s Guide pages MELC-PIVOT-4A- BUDGET-OF-
PIVOT-4A-BUDGET-OF- PIVOT-4A-BUDGET-OF- WORKSBOW-IN-ALL-
BUDGET-OF-
WORKSBOW-IN-ALL-LEARNING- WORKSBOW-IN-ALL-LEARNING- LEARNING-AREAS
WORKSBOW-IN-ALL-
AREAS AREAS
LEARNING-AREAS

2. Learner’s Materials pages

3. Textbook pages
4. Additional Materials
(LR) portal

B. Other Learning
Resources

IV. PROCEDURES
A. ACTIVITY A. ACTIVITY A. ACTIVITY A. ACTIVITY A. ACTIVITY-
PRELIMINARIES PRELIMINARIES PRELIMINARIES PRELIMINARIES PRIMING
 Prayer  Prayer  Prayer  Prayer  Prayer
 Greetings  Greetings
 Checking of Attendance  Greetings  Greetings  Greetings
 Checking of Attendance
(assigned secretary)  Checking of Attendance (assigned secretary)  Checking of Attendance  Checking of Attendance
(assigned secretary)  Classroom Rules (assigned secretary) (assigned secretary)
Directions: Analyze the picture,
 Classroom Rules then share what could be the  Classroom Rules  Classroom Rules
Directions: Analyze the picture, cause and effect of this to our
community. Directions: Identify if the two
 then share what could be the pictures are relevant or irrelevant
cause and effect of this to our to each other.
community.

Classroom-Based
Activities
B. ANALYSIS B. ANALYSIS B. ANALYSIS B. ANALYSIS B. ANALYSIS
Viewing is defined as an active Viewing is defined as an active
Viewing is defined as an active process of attending and process of attending and
process of attending and comprehending visual media, such comprehending visual media, such
comprehending visual media, such as television, advertising images, as television, advertising images,
as television, advertising images, films, diagrams, symbols, films, diagrams, symbols,
films, diagrams, symbols, photographs, videos, drama, photographs, videos, drama,
photographs, videos, drama, drawings, sculpture, and paintings. drawings, sculpture, and paintings.
drawings, sculpture, and paintings. It is necessary to remember that It is necessary to remember that
It is necessary to remember that the viewing process is just as the viewing process is just as
the viewing process is just as crucial as the listening and reading crucial as the listening and reading
crucial as the listening and reading processes. processes.
processes. You should be aware that effective, You should be aware that effective,
You should be aware that effective, engaged viewers go through the engaged viewers go through the
engaged viewers go through the following steps: following steps:
following steps: 1. Pre-viewing - You prepare to 1. Pre-viewing - You prepare to
1. Pre-viewing - You prepare to view by activating your schema view by activating your schema
view by activating your schema (the prior knowledge you bring to (the prior knowledge you bring to
(the prior knowledge you bring to the study of a topic or theme), the study of a topic or theme),
the study of a topic or theme), anticipating a message, predicting, anticipating a message, predicting,
anticipating a message, predicting, speculating, asking questions, and speculating, asking questions, and
speculating, asking questions, and setting a purpose for viewing. setting a purpose for viewing.
setting a purpose for viewing. 2. During viewing - You view the 2. During viewing - You view the
2. During viewing - You view the visual text to understand the visual text to understand the
visual text to understand the message by seeking and checking message by seeking and checking
message by seeking and checking understanding, making understanding, making
understanding, making connections, making and connections, making and
connections, making and
 confirming predictions and confirming predictions and confirming predictions and
inferences, interpreting and inferences, interpreting and inferences, interpreting and
summarizing, pausing and summarizing, pausing and summarizing, pausing and
reviewing, and analyzing and reviewing, and analyzing and reviewing, and analyzing and
evaluating. Your understanding evaluating. Your understanding evaluating. Your understanding
should be monitored by connecting should be monitored by connecting should be monitored by connecting
to your schema, questioning, and to your schema, questioning, and to your schema, questioning, and
reflecting. reflecting. reflecting.
3. After viewing - You are given 3. After viewing - You are given 3. After viewing - You are given
opportunities to respond to visual opportunities to respond to visual opportunities to respond to visual
texts in an intimate, critical, and texts in an intimate, critical, and texts in an intimate, critical, and
creative way. You respond by creative way. You respond by creative way. You respond by
reflecting, analyzing, evaluating, reflecting, analyzing, evaluating, reflecting, analyzing, evaluating,
and creating.
and creating. and creating.

C. ABSTRACTION C. ABSTRACTION C. ABSTRACTION C. ABSTRACTION C. ABSTRACTION

Directions: Directions: Share the importance Directions: Share the importance Directions:
viewing. viewing.
D. APPLICATION D. APPLICATION D. APPLICATION D. APPLICATION D. APPLICATION
Directions: Visualize yourself in an Directions: Visualize yourself in an Directions: Study and analyze c the
emergency situation. How do you emergency situation. How do you given situations carefully. Then,
respond to such? Who do you call respond to such? Who do you call answer the following questions.
for help? For each critical situation for help? For each critical situation
below, indicate your life-saving below, indicate your life-saving
solution. Cite your opinion for solution. Cite your opinion for
giving such a solution. giving such a solution. Situation no. 1: Analyze the
Lifesaving Lifesaving nutritional facts of the food. It is to
Situation Situation be served by a mother to her six-
solutions solutions
1. Your 1. Your month old baby.
neighbor’s neighbor’s
Question: Would you recommend
house is on fire. house is on fire.
2. A woman’s 2. A woman’s this food to her?
wallet is wallet is Why or why not justify your
snatched in snatched in answer.
front of you front of you
inside a inside a
jeepney. jeepney. Situation no. 1: You and your
3. Your mother 3. Your mother
friends have been waiting for the
complains of complains of
dizziness dizziness sequel of your most favorite TV
and falls to the and falls to the series. However, you found out
ground ground that the movie is now restricted to
unconscious. unconscious. an audience 18-year-old and
4. You feel flu- 4. You feel flu- above. Your friends who are all
like symptoms like symptoms under 18 presented fake IDs just to
such as such as watch the movie.
fever, cough fever, cough
and loss of and loss of Question: Would you go with
taste. taste. them?
5. A hazardous 5. A hazardous Why or why not justify your
chemical in your chemical in your answer.
house house
spills and spills and
produces a produces a
suffocation suffocation
smell. smell.
E. ASSESSMENT D. ASSESSMENT D. ASSESSMENT D. ASSESSMENT D. ASSESSMENT
Directions: Create a presentation I. Directions: Read each statement SECTIONS 5 4 3 2 1 I. Directions: Read each statement
of your chosen topic. Presentation carefully and write the LETTER of G9- Lauan carefully and write the LETTER of
may through poster, your answer. G9- Banaba your answer.
digital/slideshow/ G9- Balete 1. It is a type of text which uses a
graphic organizer, role playing or 1. It is a type of text which uses a combination of two or more
G9- Mahogany
song writing. Do this with your combination of two or more communication mode such as
groupmates. Present this task with communication mode such as print, image, text or computer
minimum of 1 minute and print, image, text or computer presentations.
maximum of 3 minutes to your presentations. A. visual
classmates/teacher. A. visual B. multimodal
C. audio
1. Here are examples of B. multimodal D. written
biases/prejudices. Please choose C. audio 2. It refers to one of the macro
(1) one. skills which develops the
• Jeepney drivers cause too much D. written knowledge and skills to analyze
problem to the commuters and to 2. It refers to one of the macro visual and multimodal text.
the government. skills which develops the A. viewing
• Men are better than women. knowledge and skills to analyze B. listening
• Public servants those who are visual and multimodal text. C. reading
mayors D. writing
A. viewing
and governors are corrupt. 3. It is a stage of viewing which you
• Indigenous tribes are B. listening can make reflections, analyze and
uneducated. evaluate what you viewed.
C. reading A. pre-viewing
2. When you are done to choose, D. writing B. while viewing
make a presentation on how you C. after viewing
will STOP this bias/prejudice that is 3. It is a stage of viewing which you D. viewing
happening in your community can make reflections, analyze and 4. Which of the following stage of
(Southville 8B). evaluate what you viewed. viewing involves understanding the
A. pre-viewing message and confirming
predictions and inferences.
SECTIONS 5 4 3 2 1 B. while viewing A. pre-viewing
G9- Lauan C. after viewing B. while viewing
G9- Banaba C. after viewing
G9- Balete D. viewing
4. Which of the following stage of D. viewing
G9- Mahogany 5. It refers to a stage of viewing
viewing involves understanding the
which activates one’s prior
message and confirming knowledge.
predictions and inferences. A. pre-viewing
A. pre-viewing B. while viewing
C. after viewing
B. while viewing D. viewing
C. after viewing
II. Directions: Read the following
D. viewing statements below. Write TRUE if
5. It refers to a stage of viewing the statement is correct and
which activates one’s prior FALSE if it is not.
knowledge. 6. Everyone needs to be a careful
A. pre-viewing viewer.
B. while viewing 7. Viewing can be both in writing
C. after viewing and visual form.
D. viewing
8. A slideshow is not an example of
digital multimodal texts.
9. We should believe in everything
II. Directions: Read the following
that we see on TV commercial.
statements below. Write TRUE if 10. Viewing helps develop one’s
the statement is correct and higher order thinking skills.
FALSE if it is not.
6. Everyone needs to be a careful
viewer.
7. Viewing can be both in writing
and visual form.
8. A slideshow is not an example of
digital multimodal texts.
9. We should believe in everything
that we see on TV commercial.
10. Viewing helps develop one’s
higher order thinking skills.

SECTIONS 5 4 3 2 1
G9- Lauan
G9- Banaba
G9- Balete
G9- Mahogany
 ACTIVITY ACTIVITY ACTIVITY ACTIVITY ACTIVITY
Home-Based Activities Directions: Directions: Directions: Directions: Directions:

Remarks

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4 Prepared: Checked by: Noted by:

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6 CAROL MAE V. AGUNDIS DAISY M. DANZALAN MARIBEL A. BULALAYAO

7 Subject Teacher, English 9 Subject Leader, English Principal I
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