Lesson Plan No.

________________

Learning Area:
ENGLISH
Quarter: Four (4)
Grade Level: 9
Duration: 45
MINUTES
Content Standard The learner demonstrates understanding of how
Anglo-American literature and other text types serve as
means of preserving unchanging values in a changing
world; also how to use the features of a full-length play,
tense consistency, modals, active and passive
constructions plus direct and indirect speech to enable
him/her competently performs in a full-length play.

Performance Standard The learner competently performs in a full- length play

through applying effective verbal and non-verbal
strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery and Dramatic
Conventions.

Learning Judge the relevance and worth of ideas, soundness of

Competency/Code author’s reasoning, and the
effectiveness of the presentation.
EN9RC-IVf-2.22
Key Concept • Understanding relevance: What makes an idea
or statement relevant in a conversation?
• Impact of irrelevant ideas: How do irrelevant
statements affect communication and
understanding?
• Strategies for providing relevant contributions:
Techniques for ensuring contributions are
pertinent to the discussion.
• Idea- an opinion or a belief about something

I. LEARNING OBJECTIVES 1. Determine the relevance of ideas and statements in

given situations.
2. Recognize the effect of irrelevant ideas in given
situations.
3. Provide relevant ideas or statements in given
situations.
II. CONTENT Judging Relevance of One’s Idea
References https://youtu.be/GCyW9kM5QVs?si=tmsjwy2UdogbtI4
k
https://youtu.be/nN2gTRIAm5E?si=ggPJxODLpxAlgO2
z
English Quarter 4- Module 1 Relevance of One’s Idea -
https://www.scribd.com/document/579242519/ENGLIS
H9-Q4-W1-MOD1
https://youtu.be/xWKiGQCE_to?si=3beFX5FnImNqFv
wz

Resources Laptop, projector, speaker, printed materials, scotch

tape
III. LEARNING
PROCEDURES
A. Preliminary Activity
1. Drill The teacher and the students will do the routinary
activities:
• Prayer
• Checking of Attendance
• Checking cleanliness and orderliness of the
classroom
• Reminder of the classroom management rules
2. Review Remember me?
The teacher will have a short review of the lesson last
quarter about validity and reliability. She will ask
questions and call students to answer to check their
retention and understanding.
1. What is Validity?
2. What is Reliability?
3. What’s the difference between Validity and
Reliability?
4. How will you know that the source is valid?
5. How will you know that the source is reliable?
6. Is it important to know the validity and reliability of
the source?

3. Motivation “PANO MO NASABI?”

The teacher will show a compilation of pinoy meme
videos of people answering in a way that is irrelevant
to the question being asked. After which, the teacher
will ask the following questions.

1. What do you think of their answers?

2. Do you think people will be able to understand and
communicate with each other if that’s how other people
respond?

https://youtu.be/xWKiGQCE_to?si=3beFX5FnImNqFv
wz

B. Developmental
Activities
1. Activity “REALLY”VANT KA TEH?

The teacher will give a sample scenario and will ask

the students to give their answer about it.
 Scenario: Imagine you are suddenly asked this
question:
“How much does the chocolate Ice Cream cost?

After the students gave their answers, give the

irrelevant answer to the question which is “The Ice
Cream tastes good.”

2. Analysis After giving the irrelevant answer, ask them the

following questions.
1. Do you think the answer is right? Or is it wrong?
2. If you think it is right, what made you think so?
3. If you think the answer is wrong, why do you think
so?
4.How important is the connection of the answer to the
question being asked? How does this affect the
communication?
3. Abstraction • What is Relevance?
• Relevance is how appropriate or connected a
statement or idea is to what is being said or
stated at a given time or context.
• What is Text Relevance?
• Text relevance refers to the match between a
reader’s goal and information related to that
goal. It differs from importance. Importance is
author defined (subjective) and is cued by
various characteristics internal to the text.

The teacher will present a printed illustration of a

scenario of a couple on a dinner date. The teacher will
then ask the students what they think is happening in
the illustration. After which, she will provide word/s in
which she’ll ask the student if it is relevant to the
scenario presented or not and will make a mind map
based on the students’ judgement of the relevance of
the words to the illustration.
• Which among these words do you think is
relevant on the illustration presented?
 1. DATE
2. COUPLE
3. ENEMIES
4. SIBLINGS
5. ROMANTIC
6. LOVE
7. COWORKERS
8. INTIMATE
9. NEIGHBORS
10. DINNER

4. Application The teacher will group the class into 6 groups. Each
group will be given a specific scenario in which they
will be creating a mind map, listing 5 relevant words or
concept connected to that scenario. After which, the
groups will switch their mind maps to other groups,
wherein it will be judged according to the relevance of
the words or concepts listed to the given specific
scenario. A representative per group will then present
their evaluation of the mind map of the other group
switched to them, by answering the following
questions.
1. What is the scenario all about?
2. Are all the words or concepts listed relevant to the
specific scenario? Or are there some words or
concepts listed that aren’t really relevant to the given
topic?
3. If yes, explain why.
4. If no, explain why.

SCENARIOS:
1. Valentine’s Day Celebration.
2. Creating a new beauty product.
3. Launching a new Waste-Segregation Policy in
school.
 4. Creating a Podcast for Teens to Discuss Real-Life
Issues.
5. Vlogging in school.
6. Joining a Mental Health awareness seminar.

IV. EVALUATION Individually, have the students think of an experience

they had where they’ve been in a conversation with
someone who answered something completely
unrelated to what they are talking about. Make them
write a 3-paragraph essay with maximum of 3
sentences each paragraph. about it by answering the
following questions.
1. What is that conversation all about and how did the
other people respond to the topic?
2. How did it make you feel after?
3. How do you think irrelevance affect communication?
3. How important do you think relevance is in
communication?

V. The students will be tasked to make an infographic

AGREEMENT/ASSIGNME about Sexual Harassment. They will be graded with
NT this rubric.

VI. REFLECTION A. Number of Learners who earned 80% in the

evaluation.
____________________________________

B. Numbers of Learners who require additional

activities for remediation who scored below
80%.
____________________________________

C. Did the remedial lesson work? Number of

learners who have caught up with the lesson.
____________________________________

D. Number of learners who needs to continue to

remediation.
____________________________________

E. Which of my teaching strategies work well? Why

did this work?
____________________________________
Prepared by: Checked and Noted by:

APPLE JANE T. BANDA GERALYN FAMILGAN

Student Teacher DTE Program Head