HOLY SPIRIT SCHOOL OF TAGBILARAN

J.A. Clarin St., Purok 3, Dao District, Tagbilaran City 6300

Bohol, Philippines TEL.NO. (038) 422-8808

Narrative
Learning Plan for First Quarter
SY: 2025-2026

Ms. Jennette Trinity M. Carido

Subject Teacher

Dr. Dioscora C. Bago

Assistant Principal for Academics
 HOLY SPIRIT SCHOOL OF TAGBILARAN
J.A. Clarin St., Purok 3, Dao District, Tagbilaran City 6300
Bohol, Philippines TEL.NO. (038) 422-8808

WEEKLY LEARNING PLAN

English 9

Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: Use appropriate reading strategies to determine the meaning of words and phrases (e.g., word derivation, context clues).
Perform a speech choir interpretation of a literary text using correct stress, intonation, pitch, and appropriate non-verbal cues
 Identify the content standards, performance standards, and learning competencies for Grade 9 English based on the curriculum guide.
 Demonstrate understanding of classroom rules, routines, and expectations to ensure active and respectful participation in all English class
activities.
Topic/s: English Orientation
.
LEARNING ACTIVITIES
Strategy,
LEARNING Resources Face-to-Face Instruction
OBJECTIVE/s and 21st Remarks
Century
Skills Week 1 Day 1
A. Motivation:
Strategy:  Begin with an open discussion. Ask students, "Do you consider yourself ready for
1. determine the Grade 9? Why or why not?"
learners expectation (Inquiry-  Encourage students to share their thoughts and expectations for the year.
from the subject based
2. develop good approach)  Think-Pair-Share:
relationship through Have students pair up and discuss their readiness and goals for Grade 9.
considering how Resources: After a few minutes, ask pairs to share highlights from their discussions with the class.
others feel A. Presentation:
3. identify the good a.) Rules at Home:
practices to be done Ask students if they have certain rules they follow at home. Use prompts like:
during English classes  "Who implemented these rules?"
Respect  "Why do you think these rules exist?"
Good Encourage students to consider how rules help maintain order and support
relationship personal goals.
b.) Classroom Rules:
Present the classroom rules, emphasizing the importance of speaking English at all
times.
Explain how adhering to these rules can help students improve their English skills
and achieve academic success.
c.) Class Discussion:
Ask students to brainstorm and share the benefits of speaking English consistently
in class. Write their ideas on the board.
Highlight key points such as improved fluency, better communication skills, and
preparation for future opportunities.

B. Interactive Activity (15 minutes):

1. Role Play:
Divide the class into small groups and give each group a scenario that involves
speaking English (e.g., introducing themselves, discussing a favorite book, or
planning a school event).
Have each group perform their role play in front of the class, emphasizing the use
of English.
2. Feedback:
Provide positive feedback and encourage peer support.
Discuss what went well and areas for improvement in using English.

Activity: Each RT will come up with 5 other important SOP for the English Subject and reporting
to the big group will follow

C. Gender Fair Value Integration/Institutional Value Integration: We need to follow rules to

have a disciplined community. If one does not follow it will create chaos we cannot live
peacefully. Following rules help one achieve his hear goals in life.

D. Closure/Generalization/Synthesis: Mastery of the Macro skills in English is very essential

for it helps one to understand better the concepts in all other subjects.

 Summarize the importance of following rules and speaking English.

Encourage students to set personal goals for their English improvement this year.
Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: 1. Identify the distinguishing features of short prose (stories) and explain how their genre-specific elements build meaning or
theme.
Topic/s: TOPIC: Kinds of Stories.
LEARNING ACTIVITIES
Strategy,
LEARNING Resources Face-to-Face Instruction
OBJECTIVE/s and 21st Remarks
Century
Skills Week 2 Day 1
1. To understand basic A. Motivation/Review/Introduction: Do you enjoy reading stories?
elements and distinctive Strategy: Stories are perennial delight of mankind. As the story begins, the reader is immediately
features of narratives. Discussion confronted with people, the most interesting thing in the world. He may be entertained by the
during unusual turn of events; he may be given a fresh insight into human personality or he may be
2. To demonstrate Subject area offered a penetrating comment on the human emotions
communicative Orientation /
competence and Direct B. Presentation of the Lesson/Development of the Lesson (Include Process Questions)
appreciation through the Instruction Checking of prior knowledge
understanding of the What kind of stories do you love to read?
basic elements of The teacher will introduce the two general kinds of Short Stories.
narratives. 21st century 1.) Escape – stories designed for pure entertainment allowing the reader to escape from a
Skill: matter-of-fact existence into a different world. The literature of escape is justified when the
3. To be able to reader, having taken time out from the perplexing problems of daily life, returns refreshed and
appreciate a literary piece Critical with renewed enthusiasm.
and use it as means to Thinking
deepen our knowledge of 2.) Parable Stories- These are stories designed to offer a serious comment, interpretation or
ourselves and those sometimes criticism of human situations. They dramatize by comparison of some spiritual or
around us which can moral theme or truth.
foster better
understanding and Activity:
sensitivity of others The teacher will let the students cite known stories and the class classifies it to Escape, or
Parable.
4. identify the meaning of
unfamiliar words Essential Question: What benefits do we get from reading stories?
What are the skills that we develop when we read stories?

Short Review on the Elements and parts of the plot.

a.) Setting
b.) Characterization
c.) Plot
d.) Voice/Tone
e.) Theme

Parts of the Short Story (plot)

1.) Exposition – The beginning of the plot of the story. The part that the setting is described
and the plot and the characters are introduced and information about their background is
given.
2.) Development of Conflict –The part where the conflict is introduced and developed until the
action reaches a high point.
3.) Climax- The point of greatest emotional impact in the story. It is the turning point in the
action, the point at which the outcome of the conflict is determined and the fate of the main
character decided.
4.) Denouement – The part of the story where the solution to the conflict is finally completed
and the intricacies of the plot are completely unraveled.

C. Value Integration: What kind of story would you like to have in your life? How will you make it
happen? How can we best use literature to foster understanding of others such as our
family and friends?

D. Assessment: Plot out in the line graph below the movement of the plot in a short story.
Explain each element.
 3.) __________

1.) __________

4.) __________

1.) ______

E. Closure/Generalization: How will the knowledge of the elements of a short story be of help in
dealing with our own life? How about the parts of a plot?
Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: Explain the Beginnings of Anglo-Saxon Literature
Explain how the elements specific to Anglo-Saxon literature contribute to its theme.
TOPIC: Beginnings of Anglo-Saxon Literature.
LEARNING ACTIVITIES
Strategy,
LEARNING Resources Face-to-Face Instruction
OBJECTIVE/s and 21st Remarks
Century
Skills Week 2 Day 2
1. understand the history Identifying A. Motivation: The teacher will ask the students about the classic stories that they
and beginnings of Anglo- Similarities remember when they were in Grade 7 & 8.
Saxon Literature. and  Students will share what lessons they remember from Ibong Adarna, Florante at
Differences Laura, Ramayana etc.
2. differentiate English of Filipino  The teacher will explain to the students that they started exploring Philippine
literature to Philippine and Anglo Literature first when they were in Grade 7 for them to have a background of their
Literature. Saxon Lit. own culture & tradition. Then Literature of Afro-Asian Countries followed in Grade 8.
3. appreciate the And now that they are in Grade 9, the focus will be on English-American Literature.
literature of other Reference:
countries. English B. Presentation: The teacher will give a brief history of the beginnings of English Literature
classify characters and communicati by comparing it also to our very own Philippine Literature.
events in the story on Arts and
Skill pp. 3-5  We hear of Great Britain in 55 B.C. when Julius Caesar crossed the English
Channel and found the land occupied by peace loving people called the CELTS.
 IN 449, waves of invasion from European continent took place in the land. These
invaders influenced England in a lot of ways just like how Philippines was
influenced by its colonizers; the Spaniards, Japanese and Americans.

 The invaders in England were Teutonic tribes; the Angles, Saxons, and Jutes.
 They brought to England Highly organized tribal units. Each tribe was ruled by a
King who is chosen by the Witans.
Witans-council of elders.
 People were divided into classes:
 1.) Earls – ruling class of warlords.
2.) Freemen - Class of people allowed to own a land and engage in commerce.
3.) Churls - bonded servants who worked the land in exchange for military
protection.
4.) Thralls - slaves , usually military prisoners or people being punished
 Social System was very simple. Justice was founded on the spirit of “eye for an
eye and tooth for a tooth.” This was softened by “bloody money” whereby a
fine could be given by the killer to the family of the man he killed.

 The teacher will introduce the Anglo Saxon Poetry.

 Anglo Saxon Literature began not with books but with incantations, their
purpose was to pass tribal history and values to an audience that could not
read.
 Celtic Druids- assumed the function of storytelling, memorizing and reciting
poems to pass their tribal history to people who cannot read.
 They recite poems, tell stories as entertainment every time they celebrate over
winning a battle/war.
 This can be seen in the story Beowulf. The only full length epic which has survived
in English literature.

C. Value Integration: What is the significance of getting to know a person at a deeper level?
How is it related to our lesson on knowing the history of the English people?
Getting to know people at a deeper level helps us have a better understanding of the
person as well as insights about life. It helps one to avoid being judgmental thus it would create
better and harmonious relationship with people we work with and people in the community.

D. Synthesis and Generalization: Learning about other’s Literature such as the Anglo-Saxons
can help us better understand and appreciate our own literature.
Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: Identifying Character Types: Protagonist, Antagonist, Dynamic Character, Round Character, Foil etc
Explain the beginnings of Anglo-Saxon Literature

Topic/s: The Adventures of Beowulf

.
LEARNING ACTIVITIES
Strategy,
LEARNING Resources Face-to-Face Instruction
OBJECTIVE/s and 21st Remarks
Century
Skills Day 3-4
1. understand the history A. Motivation: The teacher will ask the students about the classic stories that they remember
and beginnings of Anglo- Strategy: when they were in Grade 7 & 8.
Saxon Literature.  Students will share what lessons they remember from Ibong Adarna, Florante at
Storytelling Laura,Ramayana etc.
2. differentiate English with  The teacher will explain to the students that they started exploring Philippine
literature to Philippine Multimedia Literature first when they were in Grade 7 for them to have a background of their
Literature. Integration own culture & tradition. Then Literature of Afro-Asian Countries followed in Grade 8.
3. appreciate the : And now that they are in Grade 9, the focus will be on English-American Literature.
literature of other
countries. B. Presentation of the Lesson :The teacher will give a brief history of the beginnings of English
classify characters and Literature by comparing it also to our very own Philippine Literature.
events in the story
Respect - We hear of Great Britain in 55 B.C. when Julius Caesar crossed the English Channel and found
Good the land occupied by peace loving people called the CELTS.
relationship - IN 449, waves of invasion from European continent took place in the land. These invaders
influenced England in a lot of ways just like how Philippines was influenced by its
colonizers; the Spaniards, Japanese and Americans.

- The invaders in England were Teutonic tribes; the Angles, Saxons, and Jutes.
- They brought to England Highly organized tribal units. Each tribe was ruled by a King who
is chosen by the Witans.
 Witans-council of elders.
 People were divided into classes:
Earls – ruling class of warlords.
Freemen - Class of people allowed to own a land and engage in commerce.
Churls - bonded servants who worked the land in exchange for military protection.
Thralls - slaves , usually military prisoners or people being punished
Social System was very simple. Justice was founded on the spirit of “eye for an eye and tooth
for a tooth.” This was softened by “bloody money” whereby a fine could be given by the killer
to the family of the man he killed.

 The teacher will introduce the Anglo Saxon Poetry.

 Anglo Saxon Literature began not with books but with incantations, their
purpose was to pass tribal history and values to an audience that could not
read.
 Celtic Druids- assumed the function of storytelling, memorizing and reciting
poems to pass their tribal history to people who cannot read.
 They recite poems, tell stories as entertainment every time they celebrate over
winning a battle/war.
 This can be seen in the story Beowulf. The only full length epic which has survived
in English literature.

Activity:
Character Types and Definitions
1. Protagonist – The main character of a story who drives the plot forward. Often a hero, but not
always.
In Beowulf: Beowulf, the heroic warrior who fights Grendel, Grendel’s mother, and the
dragon.
2. Antagonist – The character or force that opposes the protagonist and creates conflict.
In Beowulf: Grendel, Grendel’s mother, and the dragon, who all challenge Beowulf.
3. Dynamic Character – A character who undergoes significant internal change throughout the story.
In Beowulf: Beowulf himself, as he evolves from a brave warrior to a wise and self-
sacrificing king.
4. Round Character – A complex and well-developed character with multiple traits and emotions.
In Beowulf: King Hrothgar, who is wise, noble, but also troubled by Grendel’s attacks.
5. Foil – A character who contrasts with the protagonist to highlight their traits.
In Beowulf: Unferth, who initially doubts Beowulf’s strength but later acknowledges his
greatness.

Short Activity: Identifying Character Types in Beowulf

Instructions: Read the following descriptions of characters from Beowulf and identify which character type
they represent.
1. This character shows bravery and strength by battling monsters to protect his people. (Who is this,
and what character type?)
2. This character is driven by revenge and attacks Heorot after the death of a loved one. (Who is this,
and what character type?)
3. This character initially doubts Beowulf’s abilities but later acknowledges his greatness. (Who is
this, and what character type?)
4. This character undergoes a transformation from a mighty warrior to a self-sacrificing king. (Who is
this, and what character type?)
5. This character offers guidance and wisdom but is also troubled by the attacks on his kingdom.
(Who is this, and what character type?)
Bonus: Think of another character from Beowulf and identify their character type. Explain why.

C. Value Integration: What is the significance of getting to know a person at a deeper level?
How is it related to our lesson on knowing the history of the English people?
Getting to know people at a deeper level helps us have a better understanding of the
person as well as insights about life. It helps one to avoid being judgmental thus it would create
better and harmonious relationship with people we work with and people in the community.

D. Synthesis and Generalization: Learning about other’s Literature such as the Anglo-Saxons
can help us better understand and appreciate our own literature.
Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: Identify and analyze the character traits of key figures in the story of Beowulf and explain their significance in the narrative and
themes.
Topic/s: Character traits of key figures in the story of Beowulf and explain their significance in the narrative and themes.
Discussion of the Unit Plan
LEARNING ACTIVITIES
Strategy,
LEARNING Resources Face-to-Face Instruction
OBJECTIVE/s and 21st Remarks
Century
Skills Week 3 Day 1
A. Motivation (10 minutes)
By the end of the lesson, Strategy: 1. Hero Hunt:
students will be able to: Identifying  Show images of modern-day heroes (e.g., superheroes, athletes, activists).
1. Define character Similarities  Ask:
traits and and “What traits make them heroic?”
distinguish Differences “How do their actions reflect these traits?”
between direct and of Filipino  Relate their answers to the concept of character traits and heroic qualities in
indirect and Anglo literature.
characterization. Saxon Lit. 2. Briefly introduce Beowulf:
2. Identify the traits of  “Today, we’ll analyze one of the oldest stories in English literature and discover
major characters Reference: what made its hero, Beowulf, truly legendary.”
in Beowulf, such English B. Presentation (15 minutes)
as Beowulf, communicati 1. Define character traits:
Grendel, and on Arts and Character Traits: Qualities, attributes, or personality aspects of a character.
Hrothgar. Skill pp. 3-5 Direct Characterization: When the author explicitly describes traits.
3. Analyze how Indirect Characterization: When traits are revealed through actions, dialogue, or
character traits other characters’ opinions.
contribute to the 2. Discuss major characters in Beowulf:
story’s themes of Beowulf: Courageous, loyal, and strong.
heroism, loyalty, Grendel: Malevolent, vengeful, and monstrous.
and good vs. evil. Hrothgar: Wise and generous.
C. Activity (15 minutes)
 1. Group Work – Character Analysis Chart:
Divide students into groups and assign each a character (Beowulf, Grendel,
Hrothgar, etc.).
Provide excerpts for analysis and ask groups to:
 Identify at least three traits of their assigned character.
 Find evidence from the text to support these traits.
2. Each group presents their findings to the class.
D. Integration of the Lesson (10 minutes)
1. Discuss how character traits help us understand the story’s themes:
Beowulf’s bravery as a representation of heroism.
Grendel’s malevolence as a symbol of evil.
Hrothgar’s wisdom as an example of leadership.
2. Ask students:
“How do these traits reflect the values of the Anglo-Saxon culture?”

E. Synthesis and Generalization (10 minutes)

1. Facilitate a class discussion:
“How do the character traits in Beowulf relate to modern heroes?”
“What lessons can we learn from these characters about leadership, bravery, and
morality?”
2. Exit Ticket:
Write down one character trait you admire in Beowulf and explain why.

D. Evaluative Assessment: Short Quiz about the story.

Identify the literary terms defined in each statement.
___________1.) The only full-length epic which has survived in English literature
___________2.) Peace loving group of people who occupied England before the invasion of
Germanic tribes.

I. B. True or False: Write T if the statement is True. If false, write F on the blank and write the
correct answer on the blank provided.
1.) _________ During the early English times, it was solely a man’s world. Women were
considered valuable only for domestic duties and marriageable commodities.
2.) _________ The people in those times created their own alphabet called alibata.

V. Homework
Prepare for a Summative Test
Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: Analyze the portrayal of Anglo-Saxon values and cultural elements in the film
Analyze the adaptation of the epic Beowulf into film, focusing on how cinematic techniques (e.g., visual imagery, sound, and dialogue) and narrative
choices influence the portrayal of characters, themes, and conflicts in comparison to the original text
Topic/s: Film Analysis of Beowulf
LEARNING ACTIVITIES
Strategy,
LEARNING Resources Face-to-Face Instruction
OBJECTIVE/s and 21st Remarks
Century
Skills Day 2
1.) To become critical I. Activity: Film Analysis of Beowulf
viewers of non print Strategy: B. Gender Issue/Concepts / Core Values: Respecting the rights of Women
media, the films chosen Film Beowulf as a mighty warrior is beloved by his people because of his strength and bravery.
for classroom study often Analysis or But his weakness is being a womanizer. The story is a good reminder to respect the rights of
deal with sensitive Film Viewing women and to treat them as equals.
issues. II. Procedure:
2.) To identify elements Reference: A. Motivation: The teacher will have a review of the previous day’s film viewing.
of the film that are striking Youtube B. Presentation of the Lesson: The students will be given the chance to ask and make some
or memorable, such as a clarifications about some events in the film that confused them.
false plot device, an  Watching of the film continues.
effective or symbolic
shot, a music theme or Guide questions for the film viewing of Beowulf:
cue, or a character’s 1. Character Representation:
signature expression or  How does the film portray Beowulf as a hero compared to the original epic? Are
action, that reflects there any differences in his character traits or motivations?
popular clichés. 2. Themes and Conflicts:
3.) To realize what the  How does the film adaptation emphasize the themes of heroism, loyalty, and the
movie allow members of struggle between good and evil? Are these themes represented differently than in
the audience to the epic poem?
experience vicariously 3. Cinematic Techniques:
that could not, or  What cinematic elements (e.g., visuals, music, sound effects) were most impactful
probably would not, be in creating mood and highlighting key moments? How did they affect your
experienced in their own understanding of the story?
lives. 4. Adaptation Choices:
 What changes or additions did the filmmakers make to the story? Do these
changes enhance or detract from the original narrative?
5. Symbolism and Imagery:
 What symbols or visual elements stand out in the film? How do they contribute to
the storytelling and connect to the epic’s themes?

C. Value Integration: In the second part of the film, we have seen Beowulf as a man of immense
strength and power. However despite of his strength he also has a weakness; the strength to
resist temptations. If you were Beowulf, what will you do in order for you to avoid temptations?

D. Generalization: From yesterday’s film viewing, what have you learned?

What events in Beowulf’s life do you find touching?
E. Evaluative Assessment: Why do we need to study literary piece of English people?
Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: Compose a formal theme that reflects on the values, themes, and moral lessons presented in the epic Beowulf, demonstrating
coherence, organization, and appropriate use of language conventions
Topic/s: TOPIC: Formal Theme No. 1
LEARNING ACTIVITIES
Strategy,
LEARNING Resources Face-to-Face Instruction
OBJECTIVE/s and 21st Remarks
Century
Skills Day 3-4
I. A. Subject Matter: The Writing Process
1.) Analyze the values, Strategy: II. Procedure:
themes, and moral Formal A. Motivation: Why do we need to master the skill in writing? Can you cite specific instances
lessons from the epic Theme when it can be very important and useful?
Beowulf and apply these Writing
insights in composing a B. Presentation of the Lesson: Writing as a skill needs to be perfected and mastered through
coherent and well- Reference: time. In order to develop the skill, some things will have to be noted and considered such as
organized formal theme English steps to follow, forms of writing, and strategies to adopt.
using correct grammar, communicati  The teacher will explain the steps in producing a composition:
punctuation, and on Arts and a.) Prewriting
sentence structure. Skill pp. 3-5 b.) Drafting
c.) Revising
2.) Demonstrate d.) Editing
appreciation for the  In planning and writing the draft :
moral values and cultural a.) Outlining – organize your prewriting notes and research into an outline.
heritage reflected in b.) Organizing – determine the order of your plan. Will you present things chronologically,
Beowulf by expressing from most important to least?
personal insights and c.) Starting with an enticing lead – An enticing lead is often called a hook, because it
reflections with sincerity catches your reader’s attention right away.
and respect for literary d.) Providing adequate elaboration- Give enough supporting details and explanations for
traditions. your points.
B. Presentation: The teacher will present the criteria for grading the formal theme writing
3.) compose a neatly composition.
written or typed formal
theme, following the Mechanics – 50%
prescribed format, Organization - 20%
organization, and Content - 30%
presentation standards, 100%
including proper
handwriting or Activity: In the story of Beowulf, he was able to save and help a lot of people. But before he
keyboarding skills and succeeded he braved so many challenges like monsters and dragons. In your life, whom do you
adherence to submission consider as your heroes? How about the dragons in your life? All the answers to the given
guidelines. question will be expressed in a form of a Formal Theme writing composition.
C. Formal theme writing

D. Value Integration: Writing teaches us the value of patience.

 Communication whether oral or written is a vital component in any relationship. What are the
things we need to consider in oral and written communication to ensure maximum
understanding of each other’s message?

E. Evaluative Assessment: What are the steps in planning and writing a draft? What are the
things we need to remember in writing compositions?

 Now that we already know that writing is a very important skill to develop, what are the ways
wherein we can still improve this skill?
in what way is the preparation for writing and preparation for public speaking similar?
Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: Skim to determine key ideas and author‘s purpose
Topic/s: Analyze literature as a means of discovering the self
LEARNING ACTIVITIES
Strategy,
LEARNING Resources Face-to-Face Instruction
OBJECTIVE/s and 21st Remarks
Century
Skills Week 4
Strategy: A. Motivation: Choose any quotation about life and explain it.
-Identify the literary Discussion 1. Buddha: ―Do not dwell on the past, do not dream of the future, concentrate the mind on the
devices used in the poem Method/Lect present
-Read the poem and ure moment.”
analyze the author‘s 2. Cesare Pavese: ―We do not remember days, we remember moments.”
intentions and Ref: 3. Seneca: As long as you live, keep learning how to live.”
viewpoints https://www. 4. Hippocrates: ―The art is long, life is short.”
-reflected in the piece youtube.com 5. Lou Holtz: ―Life is ten percent what happens to you and ninety percent how you respond to
-Point out the values /watch? it.”
learned from the poem v=iSXb1vjh
-Perform a poem reading mEA B. Presentation of the Lesson:
-Show cooperation and Listen to the poem ―A Psalm of Life‖ by Henry Wadsworth Longfellow.
unity in performing group Spelling “A Psalm of Life”
tasks words of the Tell me not, in mournful numbers,
week: Life is but an empty dream!
For the soul is dead that slumbers,
And things are not what they seem.

Life is real! Life is earnest!

And the grave is not its goal;
Dust thou art, to dust returnest,
Was not spoken of the soul.
 Not enjoyment, and not sorrow,
Is our destined end or way;
But to act, that each to-morrow
Find us farther than to-day.

Art is long, and Time is fleeting,

And our hearts, though stout and brave,
Still, like muffled drums, are beating
Funeral marches to the grave.

In the world‘s broad field of battle,

In the bivouac of Life,
Be not like dumb, driven cattle!
Be a hero in the strife!

In the world‘s broad field of battle,

In the bivouac of Life,
Be not like dumb, driven cattle!
Be a hero in the strife!

Trust no Future, howe‘er pleasant!

Let the dead Past bury its dead!
Act,— act in the living Present!
Heart within, and God o‘erhead!

Lives of great men all remind us

We can make our lives sublime,
And, departing, leave behind us
Footprints on the sands of time

Footprints, that perhaps another,

Sailing o‘er life‘s solemn main,
A forlorn and shipwrecked brother,
Seeing, shall take heart again.

Let us, then, be up and doing,

With a heart for any fate;
Still achieving, still pursuing,
 Learn to labor and to wait
Activity:
 SOUNDS AND SENSE
Make a list of words, phrases, and lines that convey sound, feeling, and
meaning.
 RHYME
Identify the rhyming words and the rhyme scheme used by each stanza
 FIGURES OF SPEECH
List the figures of speech used in the poem and opposite it give the exact lines
taken from it

Group 1
Look for words in the poem which are opposite in meaning to each of the
following
Group 2
Discuss your answers to the following questions.
• What according to the poem is our ―destined end or purpose?
• Is the poem morally uplifting and sentimental? Prove your point.
• What conditions are suggested by the persona/speaker in order for
• anyone to become a man? Recite lines that illustrate each condition?
Group 3
What are the values expressed in the poem? Do the people still share the values expressed in
the Psalm of Life? Prove it.

C. Value Integration: "How can the poem's emphasis on living a purposeful and meaningful life
inspire you to make a positive impact in your community or the lives of others?

D. Synthesis
Literature serves as a powerful mirror through which individuals can explore and
understand their own identities. By engaging with diverse characters, themes, and narratives,
readers gain insights into their emotions, thoughts, and experiences. Literary works often delve
into universal questions about purpose, relationships, morality, and self-awareness, encouraging
introspection and personal growth.
Through the lens of literature, readers encounter perspectives that challenge their preconceived
notions, fostering empathy and a deeper understanding of themselves and the world. It offers a
safe space to confront fears, aspirations, and contradictions within the self. Ultimately, literature
acts as a journey of self-discovery, where readers are both spectators and participants in the
exploration of the human condition, unlocking their potential and broadening their horizons
Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: Analyze the elements of a plot, including exposition, rising action, climax, falling action, and resolution.
Topic/s: Elements of a plot, including exposition, rising action, climax, falling action, and resolution
LEARNING ACTIVITIES
Strategy,
LEARNING
Resources and Face-to-Face Instruction
OBJECTIVE/s st Remarks
21 Century
Skills Week 4 Day 1
At the end of the lesson, Strategy: A. Motivation (10 minutes)
students should be able Discussion 1. Begin with a storytelling activity. Share a brief and engaging story, such as a well-
to: Method/Lecture known fairy tale (e.g., "Cinderella").
1. Identify and define 2. Ask the class the following questions:
the elements of a Ref: Short story: "What happened at the beginning of the story?"
plot. "The Necklace" "What event do you think was the most exciting or dramatic?"
2. Analyze how each by Guy de "How did the story end?"
element Maupassant (or 3. Lead students to realize that every story has key parts that make it engaging and
contributes to the any teacher- understandable. Introduce the concept of the elements of a plot.
overall structure of preferred short B. Presentation of the Lesson (15 minutes)
a story. story) 1. Define the elements of a plot using a PowerPoint or visual aid:
3. Apply Exposition: The introduction of characters, setting, and basic situation.
understanding of 1. PowerPoi Rising Action: Events that create suspense, tension, and interest, leading to
plot elements by nt the climax.
creating a plot presentati Climax: The turning point or the most intense moment of the story.
diagram for a short on Falling Action: Events that follow the climax and begin to resolve the conflict.
story. 2. Whiteboar Resolution: The conclusion of the story, where conflicts are resolved.
d and 2. Provide examples for each element using the previously discussed fairy tale.
markers 3. Display a sample plot diagram and explain how each element fits into the structure.
3. Copies of C. Activity (20 minutes)
a blank 1. Distribute copies of the short story "The Necklace."
plot 2. Group the students into small teams. Assign each group the task of identifying the
diagram elements of the plot in the story.
 worksheet 3. Provide a blank plot diagram worksheet and guide each group in plotting the
4. TV exposition, rising action, climax, falling action, and resolution.
4. Allow the groups to share and explain their diagrams with the class.
D. Integration of the Lesson (10 minutes)
1. Discuss how understanding the plot structure helps readers appreciate and analyze
stories more effectively.
2. Ask students:
o "How does the climax impact your interest in the story?"
o "Why is the resolution important in giving a sense of closure?"
3. Relate the lesson to real-life experiences by discussing how conflicts and resolutions
are part of everyday life.
E. Synthesis and Generalization (5 minutes)
1. Summarize the elements of a plot and their roles in storytelling.
2. Emphasize that every story, no matter how simple or complex, follows a structure that
guides the reader’s journey.
3. Conclude with the question: "How can recognizing plot elements improve your own
storytelling or writing skills?"

IV. Evaluation
1. Individual Activity: Students will choose a story or movie they know and write a brief
analysis identifying its plot elements.
2. Criteria for assessment:
o Completeness (all elements are identified)
o Accuracy (elements are correctly analyzed)
o Clarity of explanation

V. Assignment Write a one-paragraph summary of your favorite story or movie. Highlight

the exposition, rising action, climax, falling action, and resolution within the paragraph.
Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: Arrive at the meaning of words by analyzing their formation through clipping, blending, acronymy, compounding, and folk
etymology.
Topic/s: Word Formation Techniques
LEARNING ACTIVITIES
Strategy,
LEARNING Resources Face-to-Face Instruction
OBJECTIVE/s and 21st Remarks
Century
Skills Day 2
Objectives: Strategy: A. Motivation (10 minutes)
By the end of the Explicit 1. Word Puzzle Challenge:
lesson, students Teaching  Present scrambled words derived from the techniques (e.g., brunch, laser, biopic).
will be able to: with  Ask: “What do these words mean, and how were they formed?”
1. Define clipping, Contextualiz  Encourage guesses and briefly explain that these words were created through
blending, ed Word specific techniques.
acronymy, Exploration 2. Relate to the students’ daily lives:
compounding, and (Direct  “Have you ever wondered where words like Wi-Fi, blog, or selfie came from?”
folk etymology. Instruction +  Explain that today’s lesson will help them uncover the origins and meanings of
2. Analyze the Guided such words.
meaning of words Discovery)
based on their B. Presentation (15 minutes)
formation 1. Define and explain the following word formation techniques:
techniques. Reference:  Clipping: Shortening a longer word (e.g., examination → exam).
3. Use their Richards, J.  Blending: Combining parts of two words (e.g., smoke + fog = smog).
knowledge of word C., &  Acronymy: Forming words from initial letters of phrases (e.g., NASA = National
formation to Rodgers, T. Aeronautics
deduce meanings S. (2014). and Space Administration).
of unfamiliar Approaches  Compounding: Joining two whole words (e.g., tooth + brush = toothbrush).
words. and Methods  Folk Etymology: Changing a word to resemble more familiar terms (e.g.,
in Language asparagus →
Teaching sparrowgrass).
(3rd ed.). 2. Provide examples and use visuals to make concepts clearer.
Cambridge 3. Highlight the practical use of understanding word formation:
University  Helps deduce meanings of unfamiliar words.
Press.  Connects language to culture and history.

C. Activity (15 minutes)

1. Word Detective Challenge:
 Distribute an activity worksheet with words formed using the techniques.
 Students work in pairs to:
 Identify the formation technique used.
 Break the word down into its components.
 Deduce and explain the meaning of each word.
Examples: blog (blending), radar (acronymy), bike (clipping).
2. Afterward, each pair shares one word with the class, explaining their reasoning.

D. Integration of the Lesson (10 minutes)

1. Facilitate a discussion on how word formation reflects cultural and technological changes.
Example: Words like Wi-Fi and blog reflect modern technology.
2. Encourage students to share words they often use and identify their formation techniques.

E. Synthesis and Generalization (10 minutes)

1. Summarize the five techniques and their significance in language evolution.
Clipping: Efficiency in communication.
Blending: Creativity and innovation.
Acronym: Practicality in naming.
Compounding: Clarity and descriptiveness.
Folk Etymology: Adaptation and familiarity.
2. Exit ticket:
Write down one unfamiliar word you’ve recently encountered. Predict how it was
formed and what it might mean.
IV. Assessment
Participation in class activities and discussions.
Accuracy in identifying techniques and deducing word meanings in the activity.
Thoughtfulness in the exit ticket response.

V. Homework
Research and list 10 words that illustrate different word formation techniques. Identify the
technique for each word and explain its meaning.
Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: Identify and analyze word formation techniques, including Clipping, Blending, Acronymy, Compounding, and Folk Etymology,
to enhance vocabulary and understanding of language development
Topic/s: Word Formation Technique Activity
LEARNING ACTIVITIES
Strategy,
LEARNING
Resources and Face-to-Face Instruction
OBJECTIVE/s Remarks
21st Century
Skills Day 3-4
Strategy: A. Motivation:
Think Pair Review of the Lesson (Recall & Relate)
a.) explain how to correct Share Ask: "Can you recall some ways new words are formed in English?"
sentence fragments Briefly review the five techniques:
st
21 century 1. Clipping – Cutting down a word (e.g., examination → exam)
b.) discuss the different Skill: 2. Blending – Combining parts of two words (e.g., smoke + fog = smog)
forms of fragments 3. Acronymy – Forming words from initials (e.g., NASA: National Aeronautics and
Critical Space Administration)
c.) identify and correct Thinking 4. Compounding – Joining two full words (e.g., backpack: back + pack)
the kind of fragment in 5. Folk Etymology – Words changing due to mistaken associations (e.g.,
the given examples. Gender cockroach from Spanish "cucaracha")
Issues/Core III. Activity: "Word Formation Challenge"
Values: Instructions:
Humility to 1. Pair Work: Give each pair a set of jumbled words. Their task is to form a new word
accept one’s using one of the five techniques.
weaknesses 2. Classification: After forming their words, students must identify the technique used
and explain why.
3. Creative Output: Ask students to invent a new word using one of the techniques and
write a short sentence using it.
4. Sharing: Each pair will present their words to the class.
Example Word Jumble:
Clipping: Refrigerator → ? (fridge)
Blending: Breakfast + lunch → ? (brunch)
 Acronym: Light Amplification by Stimulated Emission of Radiation → ? (laser)
Compounding: Sun + flower → ? (sunflower)
Folk Etymology: Old French "écrevisse" (crayfish) → ? (crayfish)

IV. Value Integration (Reflect & Relate)

Discussion Questions:
1. How does word formation make communication easier and more efficient?
2. How does creativity play a role in the way new words are formed?
3. Why is it important to understand the origins of words we use every day?
Value Integration Focus:
Efficiency in Communication: Clipped and acronym words help us save time.
Creativity and Innovation: Blended words show how language evolves.
Clarity and Descriptiveness: Compound words make meanings clearer.
Adaptation and Familiarity: Folk etymology reflects how people adapt language over
time.

V. Generalization (Summarize & Conclude)

Ask: “What are the five word formation techniques we learned today?” (Encourage
students to recall each.)
Emphasize that language constantly evolves, and word formation techniques play
a key role in making communication clearer, more creative, and practical.
Challenge: Ask students to find five more words from daily life that fit each category
and bring them to class next session.

Study for Informal Theme #1

Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: Differentiate fragment from a sentence
Topic/s: Sentence Fragments and Run-on Sentences
LEARNING ACTIVITIES
Strategy,
LEARNING
Resources and Face-to-Face Instruction
OBJECTIVE/s st Remarks
21 Century
Skills Week 5 Day 1
A. Motivation: The teacher will flash sample fragments on the board.
a.) explain how to correct Strategy:  Students will give feedback of the sentences shown.
sentence fragments] Think Pair Ex. Located at the new HSST site
Share Every time they visit the city.
b.) discuss the different The teacher will follow up if they understood what is shown on the board.
forms of fragments 21st century B. Presentation of the Lesson:
Skill:  Two of the most common errors made by high school students in their written
c.) identify and correct compositions are sentence fragments and run-on sentences.
the kind of fragment in Critical SENTENCE FRAGMENT- is a group of words that does not express a complete thought.
the given examples. Thinking These fragments may either be prepositional, verbal or appositive phrases, or dependent
clauses.
Gender  The teacher will explain the two ways to change a sentence fragment to a sentence.
Issues/Core  You can attach it to a nearby sentence or you can make a fragment a separate
Values: sentence by adding words to make it a complete thought.
Humility to C. ACTIVITY:
accept one’s Attached:
weaknesses. The students visited the National Museum. Located at the old Senate Building in Manila.
Separate Sentence:
Reference: The students visited the National Museum. It is located at the old Senate Building in Manila.
Asian and  The students will correct sentence fragments given by the teacher.
African D. Synthesis and Generalization: Mastery of the ways on how to correct sentence fragment
Literature & is essential for one to be able to write meaningful sentences.
Communication E. Evaluative Assessment: What are the ways on how to correct sentence fragments?
Arts pp.22 Explain
Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: Correct fragment and run-on sentences
Topic/s: Run-on sentences
LEARNING ACTIVITIES
Strategy,
LEARNING Resources Face-to-Face Instruction
OBJECTIVE/s and 21st Remarks
Century
Skills Day 2
a.) learn how to correct Strategy A. Motivation: the teacher will have a short recall on the previous lesson about fragments.
Run-on sentence Used: Direct  Checking of prior knowledge about Run-on sentence will follow.
Instruction, B. Presentation of the Lesson: what is the difference between a run-on and a fragment? How
b.) identify and correct Grammar do we correct them?
run-ons in the given Drills Run-on Sentence – is two or more sentences that are written as one sentence and are
sentence. separated by a comma or no punctuation mark at all.
Gender
c.) create meaningful Issues/Core Run-on
sentence and Values: Ex. A polished diamond has a brilliant luster, an unpolished diamond resembles frosted glass.
compositions. Humility To correct a run-on sentence, find the end of each sentence and punctuate it correctly, or use
a suitable connector to combine the ideas.
Corrected:
A polished diamond has a brilliant luster, while an unpolished diamond resembles frosted glass.
 there a difference between the corrected sentence and the old one? how are they
different?
C. Activity: SENTENCE or FRAGMENT?
In the blank before each number, write S if the group of words is a sentence and F if it is a
fragment.
______ 1. Walked down a crowded street.
______ 2. Saturn has a moon larger than the planet Mercury.
______ 3. In the basement we found an old bicycle

D. Assessment: Correct the following run-ons

Africa is an enormous continent, it comprises one-fifth of the earth’s land.
Ref: Asian and African Literature & Communication Arts pp.24
E. Synthesis and Generalization (10 minutes)
 A sentence fragment lacks completeness.
A run-on sentence improperly combines ideas.
Correcting them improves clarity and effectiveness in writing. Prepare for Informal Theme # 1
Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: Students will identify and analyze character types, including the Protagonist, Antagonist, Dynamic Character, Round Character,
and Foil. Students will identify and analyze character types, including the Protagonist, Antagonist, Dynamic Character, Round Character, and Foil
Topic/s: Character types, including the Protagonist, Antagonist, Dynamic Character, Round Character, and Foil
LEARNING ACTIVITIES
Strategy,
LEARNING
Resources and Face-to-Face Instruction
OBJECTIVE/s Remarks
21st Century
Skills Day 3-4
By the end of the lesson, Strategy: A. Motivation (10 minutes)
students will be able to: Explicit
1. Define the different Teaching with 1. Guess the Character:
types of characters Graphic
in a story. Organizer and  Show images or brief video clips of well-known characters (e.g., Simba, Voldemort,
Text-Based Sherlock Holmes).
2. Identify examples Analysis  Ask students:
of these character (Direct
types from familiar Instruction +  Who is this character?
texts. Cooperative  What role do they play in the story?
Learning)  Link their answers to the different types of characters (e.g., "Simba is the
protagonist in The Lion King.").
3. Explain the 2. Engaging Question:
significance of  “Why do stories need different types of characters?”
character types in
understanding a B. Presentation (15 minutes) Define each character type with examples:
story.
a. Protagonist: The main character who drives the story. Example: Harry Potter.
b. Antagonist: Opposes the protagonist. Example: Voldemort.
c. Dynamic Character: Changes throughout the story. Example: Ebenezer Scrooge
in A Christmas Carol.
d. Round Character: Well-developed and complex. Example: Elizabeth Bennet in
Pride and Prejudice.
e. Foil: Contrasts with another character, often highlighting traits of the protagonist.
Example: Draco Malfoy as a foil to Harry Potter.
 2. Use visual aids or videos to illustrate these definitions.

C. Activity (15 minutes)

1. Distribute short story excerpts.

o Ask students to work in pairs or groups to identify examples of each character
type in the text.
o Example text: The Necklace by Guy de Maupassant.
2. Guide their analysis with these questions:
o Who is the main character (protagonist)?
o Who or what opposes them (antagonist)?
o Does the main character change? If so, how?
o Which characters are well-developed (round characters)?

D. Integration of the Lesson

1. Discuss how the presence of various character types adds depth to a story.
2. Encourage students to think of characters in their favorite books or movies that fit these
types.
3. Recognizing different character types helps students understand diverse personalities
and perspectives, fostering empathy toward people with different traits and roles in real
life.
4. Just as stories are enriched by varied character types, life is enriched by diverse
personalities, reminding students to value differences in their peers.

Moral Reflection – Through studying characters’ decisions and growth, students can reflect
on their own values, choices, and the kind of “character” they want to be in their personal story

E. Synthesis and Generalization (10 minutes)

Facilitate a class discussion:

o Why is it important to understand character types when analyzing a story?

o How do these characters contribute to the themes and conflict in a narrative?
2. Exit Ticket:
o Students write down one character from a book or movie and explain what type
 they are and why.

Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: Use modals to express permission, obligation, prohibition, ability, and possibility effectively in sentences
Topic/s: Understanding and Using Modals
LEARNING ACTIVITIES
Strategy,
LEARNING Resources Face-to-Face Instruction
OBJECTIVE/s and 21st Remarks
Century
Skills Week 6 Day 1
Strategy: A. Motivation (10 minutes)
By the end of the lesson, Communica
students will be able to: tive Tasks 1. Permission and Obligation Scenario Game:
1. Define modals and with Guided
explain their Practice  Present a scenario: “You’re planning a class trip, and you need to get
functions. (Explicit permission, assign tasks, and set rules.”
Instruction  Ask students:
2. Identify modals in → Guided  “What phrases would you use to ask permission or assign tasks?”
sentences and Practice →  How would you express rules or restrictions?”
analyze their use. Real-life  Write sample sentences on the board, like May we go to the museum? or
Task) You must bring your ID.

3. Construct 2. Connect to the lesson:

sentences using o Explain that words like may, must, and can are called modals, and they help
modals to express express permission, obligation, and more.
permission,
obligation, B. Presentation of the Lesson (15 minutes)
prohibition, ability,
and possibility. 1. Define modals: Auxiliary verbs that express necessity, ability, permission, or possibility.
2. Discuss common modals and their uses:
o Can/Could: Ability or possibility (She can swim.).
o May/Might: Permission or possibility (You may leave early.).
o Must/Have to: Obligation or necessity (You must finish your homework.).
 o Should/Ought to: Advice or recommendation (You should study for the test.).
o Shall/Will: Future intentions or promises (We shall overcome.).
o Must not/Cannot: Prohibition (You must not use your phone in class.).
3. Provide example sentences and encourage students to analyze their meaning and
context.

C. Activity (15 minutes)

1. Modal Sorting Game:

 Provide flashcards with sentences and modals. Students work in pairs to

categorize the modals based on their function (e.g., permission, obligation,
ability).

2. Sentence Construction Challenge:

 Distribute a worksheet with prompts like:

 “Write a sentence using a modal to express obligation.”
 “Create a question using a modal to ask for permission.”
 Students write their responses and share them with the class.

D. Values Integration (10 minutes)

Discuss the role of modals in promoting clear communication:

o “Why is it important to use the right words when asking permission or giving
advice?”
2. Relate to real-life situations:
o Highlight how modals help establish respect and clarity in rules, such as expressing
obligations politely or asking for permission.

E. Synthesis and Generalization (10 minutes)

1. Recap key points:

o Modals are essential for expressing permission, obligation, prohibition, ability, and
possibility.
o Using the correct modal ensures clarity and politeness in communication.
 2. Exit Ticket:
o Write one sentence for each function (permission, obligation, and possibility) using
modals.

IV. Assessment

 Participation in activities and discussions.

 Accuracy in identifying and using modals during the activity.
 Clarity and appropriateness of responses in the exit ticket.

Prepare for Informal Theme # 4

Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: Students will identify and analyze character types, including the Protagonist, Antagonist, Dynamic Character, Round Character,
and Foil. Students will identify and analyze character types, including the Protagonist, Antagonist, Dynamic Character, Round Character, and Foil
Topic/s: Character types, including the Protagonist, Antagonist, Dynamic Character, Round Character, and Foil
LEARNING ACTIVITIES
Strategy,
LEARNING
Resources and Face-to-Face Instruction
OBJECTIVE/s st Remarks
21 Century
Skills Day 2
By the end of the lesson, Strategy: A. Motivation (10 minutes)
students will be able to: Explicit
4. Define the different Teaching with 3. Guess the Character:
types of characters Graphic
in a story. Organizer and  Show images or brief video clips of well-known characters (e.g., Simba, Voldemort,
Text-Based Sherlock Holmes).
5. Identify examples Analysis  Ask students:
of these character (Direct
types from familiar Instruction +  Who is this character?
texts. Cooperative  What role do they play in the story?
Learning)  Link their answers to the different types of characters (e.g., "Simba is the
protagonist in The Lion King.").
6. Explain the 4. Engaging Question:
significance of  “Why do stories need different types of characters?”
character types in
understanding a B. Presentation (15 minutes) Define each character type with examples:
story.
a. Protagonist: The main character who drives the story. Example: Harry Potter.
b. Antagonist: Opposes the protagonist. Example: Voldemort.
c. Dynamic Character: Changes throughout the story. Example: Ebenezer Scrooge
in A Christmas Carol.
 d.Round Character: Well-developed and complex. Example: Elizabeth Bennet in
Pride and Prejudice.
e. Foil: Contrasts with another character, often highlighting traits of the protagonist.
Example: Draco Malfoy as a foil to Harry Potter.
3. Use visual aids or videos to illustrate these definitions.

C. Activity (15 minutes)

3. Distribute short story excerpts.

o Ask students to work in pairs or groups to identify examples of each character
type in the text.
o Example text: The Necklace by Guy de Maupassant.
4. Guide their analysis with these questions:
o Who is the main character (protagonist)?
o Who or what opposes them (antagonist)?
o Does the main character change? If so, how?
o Which characters are well-developed (round characters)?

D. Integration of the Lesson

5. Discuss how the presence of various character types adds depth to a story.
6. Encourage students to think of characters in their favorite books or movies that fit these
types.
7. Recognizing different character types helps students understand diverse personalities
and perspectives, fostering empathy toward people with different traits and roles in real
life.
8. Just as stories are enriched by varied character types, life is enriched by diverse
personalities, reminding students to value differences in their peers.

Moral Reflection – Through studying characters’ decisions and growth, students can reflect
on their own values, choices, and the kind of “character” they want to be in their personal story

E. Synthesis and Generalization (10 minutes)

Facilitate a class discussion:

o Why is it important to understand character types when analyzing a story?

 o How do these characters contribute to the themes and conflict in a narrative?

Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: Use modals to express permission, obligation, prohibition, ability, and possibility effectively in sentences
Topic/s: Understanding and Using Modals
LEARNING ACTIVITIES
Strategy,
LEARNING Resources Face-to-Face Instruction
OBJECTIVE/s and 21st Remarks
Century
Skills Day 1
By the end of the lesson, Strategy: A. Motivation (10 minutes)
students will be able to: Explicit
Teaching + 3. Permission and Obligation Scenario Game:
1. Define modals and Communicat
explain their functions. ive Practice  Present a scenario: “You’re planning a class trip, and you need to get
(PPP permission, assign tasks, and set rules.”
2. Identify modals in Approach:  Ask students:
sentences and analyze Presentation  “What phrases would you use to ask permission or assign tasks?”
their use. –Practice–  How would you express rules or restrictions?”
Production)  Write sample sentences on the board, like May we go to the museum? or
3. Construct sentences You must bring your ID.
using modals to express Materials:
permission, obligation, Short Texts 4. Connect to the lesson:
prohibition, ability, and or o Explain that words like may, must, and can are called modals, and they help
possibility. Dialogues express permission, obligation, and more.
(printed or
projected) B. Presentation of the Lesson (15 minutes)
for analysis
4. Define modals: Auxiliary verbs that express necessity, ability, permission, or possibility.
5. Discuss common modals and their uses:
o Can/Could: Ability or possibility (She can swim.).
o May/Might: Permission or possibility (You may leave early.).
 o Must/Have to: Obligation or necessity (You must finish your homework.).
o Should/Ought to: Advice or recommendation (You should study for the test.).
o Shall/Will: Future intentions or promises (We shall overcome.).
o Must not/Cannot: Prohibition (You must not use your phone in class.).
6. Provide example sentences and encourage students to analyze their meaning and
context.

C. Activity (15 minutes)

3. Modal Sorting Game:

 Provide flashcards with sentences and modals. Students work in pairs to

categorize the modals based on their function (e.g., permission, obligation,
ability).

4. Sentence Construction Challenge:

 Distribute a worksheet with prompts like:

 “Write a sentence using a modal to express obligation.”
 “Create a question using a modal to ask for permission.”
 Students write their responses and share them with the class.

D. Values Integration (10 minutes)

3. Discuss the role of modals in promoting clear communication:

o “Why is it important to use the right words when asking permission or giving
advice?”
4. Relate to real-life situations:
o Highlight how modals help establish respect and clarity in rules, such as expressing
obligations politely or asking for permission.

E. Synthesis and Generalization (10 minutes)

3. Recap key points:

o Modals are essential for expressing permission, obligation, prohibition, ability, and
possibility.
o Using the correct modal ensures clarity and politeness in communication.
 4. Exit Ticket:
o Write one sentence for each function (permission, obligation, and possibility) using
modals.

IV. Assessment

 Participation in activities and discussions.

 Accuracy in identifying and using modals during the activity.
 Clarity and appropriateness of responses in the exit ticket.

Prepare for Informal Theme # 4

Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: Employ conditionals in expressing arguments, particularly in presenting and supporting ideas with logical reasoning
Topic/s: Employing Conditionals in Expressing Arguments
LEARNING ACTIVITIES
Strategy,
LEARNING
Resources and Face-to-Face Instruction
OBJECTIVE/s Remarks
21st Century
Skills Day 1
Strategy: A. Motivation (10 minutes)
By the end of the lesson, Explicit
students will be able to: Teaching with 1. Argument Scenario:
1. Define and explain Graphic
conditionals and Organizer and  Present a hypothetical argument: “If students could choose their own
their types (Zero, Text-Based class schedules, would it improve their learning experience?”
First, Second, and Analysis  Ask students:
Third (Direct  “What factors would you consider in making your argument?”
Conditionals). Instruction +  “How would you express your reasoning?”
2. Use conditionals Cooperative  Explain that conditionals are useful in such arguments, helping to express
effectively to Learning) cause and effect or hypothetical situations.
express
arguments and 2. Relate to real-life scenarios:
hypothetical
situations.  “In debates, essays, or even casual discussions, conditionals help us
3. Construct logical state what might happen under certain conditions.”
arguments using
conditionals to B. Presentation of the Lesson (15 minutes)
support their
claims in written 1. Introduction to Conditionals:
and spoken forms o Define conditionals as sentences expressing a cause-and-effect relationship
based on a certain condition.
 2. Types of Conditionals:
o Zero Conditional: Used for general truths or facts.
 If you heat water to 100°C, it boils.
o First Conditional: Used for real or possible situations in the future.
 If it rains, I will bring an umbrella.
o Second Conditional: Used for hypothetical or unlikely situations.
 If I were a billionaire, I would travel the world.
o Third Conditional: Used for past unreal situations.
 If I had studied harder, I would have passed the exam.
3. Using Conditionals in Arguments:
o Demonstrate how each conditional type can be used to present and support
arguments:
 Zero: “If everyone uses public transportation, air pollution will decrease.”
 First: “If we don’t start recycling now, we will face more environmental
issues in the future.”
 Second: “If I were the president, I would implement stricter environmental
policies.”
 Third: “If we had taken action earlier, we could have prevented the
pollution problem.”

C. Activity (15 minutes)

1. Conditionals in Arguments Exercise:

o Distribute worksheets with scenarios that require students to form arguments
using the appropriate conditional.
 Example prompt: “If students were allowed to have longer lunch breaks,
what impact would it have on their productivity?”
 Students must create arguments using conditionals based on the situation
provided.
2. Pair Debate:
o Divide students into pairs and assign each pair a statement to argue (e.g.,
"Social media is harmful to society.").
o Each pair must prepare an argument using at least two different conditionals.
o After 5 minutes of preparation, allow each pair to present their argument to the
class.
D. Values Integration (10 minutes)

1. Discuss the importance of constructing well-reasoned arguments:

o “Why is it important to provide evidence and use logical reasoning in
arguments?”
o Encourage students to reflect on how conditionals can strengthen their
reasoning and help them present balanced arguments.
2. Relate conditionals to real-life decision-making:
o “In everyday decisions, we often use conditionals to predict the consequences of
our actions, such as, ‘If I study, I will pass the test.’”

E. Synthesis and Generalization (10 minutes)

1. Recap the Lesson:

o Summarize the four types of conditionals and their use in expressing arguments:
 Zero Conditional: General truths.
 First Conditional: Real future possibilities.
 Second Conditional: Hypothetical present or future situations.
 Third Conditional: Hypothetical past situations.
2. Exit Ticket:
o Write one argument about a controversial topic using at least two different types
of conditionals.

IV. Assessment

 Participation in the pair debate.

 Accuracy and creativity in using conditionals during the activity.
 Thoughtfulness and clarity of the exit ticket.
Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: Apply strategies to identify unknown words using context clues
Topic/s: Context Clues
LEARNING ACTIVITIES
Strategy,
LEARNING Resources Face-to-Face Instruction
OBJECTIVE/s and 21st Remarks
Century
Skills Day 1
By the end of the Strategy: A. Motivation:
lesson, students will be Explicit
able to: Teaching +  Before class, write a sentence on the board that contains a word unfamiliar to your
1. Identify various Communicat students.
types of context ive Practice  Ask students to read the sentence and determine the meaning of the unknown word. After
clues in given (PPP several guesses, explain that there is not enough information about the word to define.
sentences. Approach:
2. Apply appropriate Presentation Q: What do you think is the meaning of the word abhor?
strategies to –Practice–
determine the Production)  Rewrite the sentence, adding text to give students context. Discuss how the addition of
meaning of information helped define the unknown word even though there was no definition.
unfamiliar words Materials:
using context Short Texts Ex. I abhor clothes shopping, but I adore grocery shopping.
clues. or
3. Generate words or Dialogues B. Presentation of the Lesson:
expressions that (printed or Context Clues are hints and additional information that the writers purposely or not purposely
are appropriate to projected) provide in the text. They can be explicit or implicit words or phrases in the text that give you an
specific situations. for analysis idea of what difficult vocabulary words mean. They can be found either in the same sentence
where the difficult word appears or somewhere else in the text.
The following are different types of context clues.
A. Definition or Explanation
One way of knowing the meaning of an unknown word is to look for its definition or explanation in
the sentence in which it is used.
Ex.
1.) Anthropology refers to the study of various aspects of human within past and present
societies.
2.) Jade uses a terbutaline which is an inhaler in the management of asthma symptoms.
B. Example
Another way of understanding the meaning of an unfamiliar word is to look for examples that will
clarify its meaning.
Ex.
1.) The group of young archeologists found different amulets, including gems, coins, pendants,
and statues in the cave.
2.) After the mass rally, the road is full of debris, such as plastic cups, tin cans, food wrappings,
and papers.
C. Synonym or Restatement
If definitions or examples of an unknown word are not provided, you can look at other words with
similar meaning. Sometimes, a simpler or a more familiar term for the unknown word is given for
restatement and clarification. Signal words, such as or, that is, in other words, are used to show
that a similar word is given in the sentence.
Ex.
1.) NAS Daily makes videos that appeal, that is, of interest to the mass.
2.) The debater strife or disagree to the opponent’s argument.
D. Antonym or Contrast
Aside from a similar word, an antonym or a word that has an opposite meaning is used within or
outside the sentence. The meaning of a word is clarified or presented through phrase or a
sentence close to it. Signal words such as but, however, on the other hand, while, unlike, on the
contrary, or while are used to show that an antonym of the unfamiliar word is given in the
sentence.
Ex.
1.) Lara is portly, but her sister is thin.
2.) The senior employee is so indolent, unlike the new employees who work very hard and meet
the deadlines on time.
E. Cause and Effect
If these context clues are not readily available within or outside the sentence in which it is used,
you will need to look at the relationship of the unknown word and the other words written before
or after it, such as cause and effect relationship. The following signal words signify a cause and
effect relationship: because, so, as a result, accordingly, for this reason, hence, or since.
Ex.
1.) Since joining the fieldtrip is mandatory, the whole class joined
2.) We did not buy the latest smartphone because Mother is so pragmatic. She thinks it is not
useful for us.

F. Inference and Conclusion

If a concrete relationship between the word and other words in a sentence is not shown, you can
still know its meaning by inferring or looking at the implied meaning of the word. Writers provide
implicit clue words that are spread within or outside the sentence.
Ex.
1.) My father is engaged with haberdashery. He sells fine suits and other men’s accessories.
2.) Arnold’s belligerence to his son shocked me. He was reprimanding and hitting his son on his
head when I saw them yesterday.

Enrichment Activity on Context Clues

Using context clues, identify the meaning of the unfamiliar words in the sentences below. Write
the meaning of the term and the type of context clue used in each sentence. Write your answer
on the answer sheet provided.
1.) Your backpack is cumbersome unlike the easy-to-carry bag that you used to bring.
2.) My relatives use plants to make dyes which are used to color cloth.
3.) The monkey hang on the bough of the tree and hopped to reach the other branch.
4.) The tourist got befuddled when the locals gave him two different directions to get to his
motel.
5.) The barangay captain serves a s the arbitrator, a neutral person chosen to settle a dispute.

C. Value Integration: Context clues are the words and sentences that surround a word and help
explain the word's meaning. Context clues are hugely important because their comprehension
and effective usage leads to academic success. They can increase the child's vocabulary,
reading comprehension, and make children better readers.
In life we can also function as clues that are hugely important in giving enlightenment of
solution to challenges that people around us are facing.

D. Generalization:
Context Clues infer meanings of difficult words.
It is often helpful to look at what comes before and after a tricky word for it can give readers
helpful clues that would lead to determining the meaning of difficult words.

Activity:

 The Teacher will review the previous lesson:

E. Assessment:
1.) cumbersome
Meaning
_________________________________________________________________________
Context Clue
____________________________________________________________________________
2.)
Meaning:
________________________________________________________________________
Context Clue
____________________________________________________________________________
3.) bough
Meaning:_____________________________________________________________________
Context Clue
____________________________________________________________________________
4.) befuddled
Meaning
_________________________________________________________________________
Context Clue
____________________________________________________________________________
5.) arbitrator
Meaning
_______________________________________________________________________
Context Clue
____________________________________________________________________________

Prepare for Informal Theme # 5

Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: Provide words or expressions appropriate to a given situation to agree or disagree with the ideas of the speaker
Topic/s: English Expressions in Different Situations
LEARNING ACTIVITIES
Strategy,
LEARNING
Resources and Face-to-Face Instruction
OBJECTIVE/s Remarks
21st Century
Skills Day 1
Strategy: A. Motivation: Do you often ask yourself, “Oh no! What do I say in this
a.) identify expressions Providing situation?!”
appropriate to a given Feedback, Or do you always use the same phrase for the same situation again and
situation. Experiential again?
Learning
B. Presentation of the Lesson:
b.) identify words or Ref: Today we are going to learn English expressions that can be used in
expressions of ttps://youtu.be/t different situations.
agreement and HBFffzvQHY
disagreement.
Core Values: 1.) Giving advice/suggestions What you need to do is + verb
c.) state opinions using Constant If I were you I’d + verb
expressions of Communication You’d better + verb
agreement and I think it would be a good idea +
disagreement. 2.) Making assumptions She must be-
I don’t think he could be - because
d.) recognize the value of She can’t possibly be - because
constant communication 3.) Offering help Let me give you a hand.
Can I help at all?
4.) Interrupting Sorry to cut in but –
Can I just stop you there for a moment?
Sorry Leah but -
5.) Disagreeing Sorry but I think you’ve missed the point.

Discussion of Activity 1
Expressing opinion is when we state our view or perspective formed in the mind about
particular ideas. Expressing opinions is about agreeing and disagreeing with others. We all
know that in agreeing and disagreeing is a huge function in language. To provide our
expressions appropriate to situations, we have to formulate our perspectives and discuss
subjects that may disagree about. It is
Very useful to identify the appropriate language so that we can make expressions without
causing offence.
Different patterns to agree or disagree depending on how the opinion statement.

Agreeing Disagreeing
You’re absolutely right! No I can’t I don’t
Yes that’s true Not me Either
I agree I don’t I can’t
Me too! I disagree Either
I do too! I wouldn’t I won’t
I can too! Really! Not me! Either I didn’t
I will too! I disagree Either I wouldn’t’
I did too! Me neither
Yes I will

Examples:
Sentence # 1: I love pizza!
Person #1: Me too! Especially if there’s a lot of cheese! (Agrees)
Person #2: Not me! I don’t like pizza! (Disagrees)
Sentence # 2: Come here guys! There’s something important that I have to tell you.
Person #1: I agree it is important. Okay I’m on my way. (Agrees)
Person #2: I wouldn’t, I have visitors coming right now. (Disagrees)
Sentence # 3: I think mothers work harder than fathers.
Person #1: Exactly, mothers do all the household chores and they also have a job. (Agrees)
Person #2: Really? I don’t. I think both of them are equal. (Disagrees)

Activity :

Identify the appropriate expression by matching Column A with Column B. Write the
letter of the correct answer on a separate sheet of paper

Column A Column B
__1.) Mother: I’m hungry after long walk. (Sons: __) a. me too
__2.) Harry: Our parents are good. (Brother:___) b. neither had I
__3.) Kim: I’ve never been to uncle. (Hanah:__) c. I agree
__4.) Drea: I went to church on Sunday. (Robert: What a coincidence.) d. so are we
__5.) Maxi: I love dark chocolates. (Eli: yes ___) e. so did I

C. Value Integration: Expression is vital to the communication specifically in exchanging

dialogues. We have many ways on how to use our expressions appropriately to the given
situation. We use agreeing and disagreeing as our expressions. There are patterns to agree
and disagree depending on our opinion.
These expressions can be formal and informal; hence the situation dictates the function
of the expressions. You will be given activities that you can answer on your own after reading
and going through the different parts of this module. Please remember not to make markings
on this module and write your answers on your notebook.

D. Assessment:
A. Predict the responses of the characters by analyzing the statement. Write the correct
phrase/word of expressions from the box. Do this activity on a separate sheet of paper.

Neither do I I do So do I I don’t

Pat: I really like English .

Kim (1.._____) I think English is easy to learn.
Pat But (2._____) like Mathematics because I hate calculations.
Kim: (3.____) I always have errors in my answers,
Pat: I also like Music and Arts.
Kim: Really? (4.___) I don’t like because I am not artistic.
Pat: I like Araling Panlipunan.
Kim: Oh! (5.____) Araling Panlipunan is easy to understand.

B. Write your expression/opinion using the different patterns to agree or disagree. Do this
activity on a separate sheet of paper.

1.Basketball is the greatest game in the Philippines.

Opinion: _____________________________________________________
2.) Big houses are better than smaller ones.
Opinion:-
______________________________________________________________________

3..) Black people are always discriminated in our society.

Opinion:____________________________________________________________________
__

4. Suicide is not the solution to solve our problems.

Opinion:____________________________________________________________________
__

5. It is easier to teach high school students than elementary students.

Opinion:
_____________________________________________________________________

Prepare for Informal Theme # 6

Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: Explain the different communicative styles
Topic/s: Determine the vocabulary or Jargons Expected of a Communicative style.
LEARNING ACTIVITIES
Strategy,
LEARNING Resources Face-to-Face Instruction
OBJECTIVE/s and 21st Remarks
Century
Skills Day 1

a.) define Strategy: A. Motivation (The teacher will show some pictures of various people to the class.
communicative style. Class Teacher: imagine that you are given the chance to talk to these people in the pictures, what will
Discussion you tell them? How will you talk to them?
and
b.) explain the
Experiential  What is common in the “conversation” that you just had?
different communicative
Learning (The teacher will call a student to recite)That is correct! Very good. A speech was given or
styles.
there was indeed speaking involved.
Ref: Now, I have here definitions but the words they are defining is jumbled.
https://www.
c.) form youtube.com ECSEPH
meaningful sentences /watch? a spoken expression of ideas, opinions, etc., that is made by someone who is speaking in
using adjectives. v=V8vReAU front of a group of people;
spSk the ability to speak;
d.) create a skit showing spoken language
the different Speech Core Values:
Styles. Constant
Communicati B. Presentation of the Lesson:
e.) determine the on and
importance of respect in Respect What are the 5 types of Speech Style?
communicating to people. But first, let us know what is the meaning of a speech style or a communicative style
A speech style, according to Martin Joos (1976), a linguist and German professor, it refers to
the form of language that the speaker utilized which is characterized by the level of formality.
Still according to Jooz, speech style is identified into five types: frozen, formal, consultative,
casual, and intimate.
Five Types
1. Frozen style ▪ Also known as fixed speech, it is the highest form of communicative style
which is often used in respectful situations or formal ceremonies like Shakespearean plays,
weddings, funerals, and more. It uses the complex grammatical sentence structure and
vocabulary that are only known by experts in that field

2. Formal Style ▪ This type uses formal words and expressions and is mostly seen in writing
rather than speaking. It also disallows the use of ellipsis, contractions, and qualifying modal
adverbials.

3. Consultative Style ▪ The third level of language. It is basically unplanned speech since the
speaker uses the participation and feedback of the listener. The speaker will supply background
information, while again, the listener participates continuously

4. Casual Style ▪ Also known as informal style, it is usually used between, friends, or even
insiders who have things to share. In this type, there is a free and easy participation of both
speaker and listener.

5. Intimate Style ▪ The last type is used in talks between two very close individuals. It is
described by an economy of words, with a high chance of nonverbal communication. Like casual,
there is also a free and easy participation of both speaker and listener.

Activity:
Enrichment Activity 1
Give 1 example of the given speech type. Write your answer on the answer sheet provided.
1.) Casual 4.) Frozen
2.) Consultative 5.) Intimate
3.) Formal

C. Value Integration: How does one speech style differ the other? Which speech style promotes
harmonious relationship with people around you?
 Learning what to communicate is equally important in learning how to communicate
properly in a given situation for it will not only let others understand your point but it will
also help you build better relationship with people around you.

D. Generalization:
Knowing the type of speech style is important because we need it in order to relay the
message of our speech well. Speech style tends to relate to how a person would take what we
say and when we use certain styles for certain conversations or speeches; we are able to convey
our thoughts in a better manner.

E. Assessment: Give examples of dialogues that will depict the different speech/communication
styles.
3pts each.
a.) Frozen
b.) Formal
c.) Consultative
d.) Intimate

a.) How can the knowledge of the different speech styles help improve your relationship with
people around you?

Prepare for Informal theme # 7

Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: Distinguish and use simple, progressive, perfect, and perfect progressive tenses correctly in sentences
Topic/s: Verb Tenses: Simple, Progressive, Perfect, and Perfect Progressive.
LEARNING ACTIVITIES
Strategy,
LEARNING Resources Face-to-Face Instruction
OBJECTIVE/s and 21st Remarks
Century
Skills Day 1
A. Motivation (10 minutes)
a.) Identify and Strategy: 1. Activity: Time Machine Game
distinguish between Incorporate  Show students a series of images representing different times (e.g., the past, present, and
Simple, Progressive, real-life future).
Perfect, and Perfect applications  Ask students to describe each image using sentences (e.g., "She danced at the party,"
Progressive tenses in and "She is dancing now," "She will be dancing tomorrow").
sentences. storytelling  Write their sentences on the board.
to help  Highlight the verbs and explain that they will learn about how actions are expressed in
b. Appreciate the students different time frames and forms.
importance of clear relate 2. Question to Ponder:
communication by grammar  How do we express actions that are ongoing, completed, or in progress at a certain time?
expressing thoughts concepts to
accurately and practical B. Development of the Lesson (20 minutes)
respectfully through use. 1. Presentation:
correct verb tense usage.  Define Tenses: Explain the function of tenses in communication.
Ref:  Introduce Each Tense:
c. Construct sentences or Grammar  Simple Tense: Action at a specific time. (e.g., "She sings.")
short paragraphs using Resource:  Progressive Tense: Action in progress. (e.g., "She is singing.")
the appropriate tense, Azar, B.  Perfect Tense: Action completed before another action. (e.g., "She had
demonstrating proper (2002). sung.")
application of grammar Understandi  Perfect Progressive Tense: Action ongoing for a duration up to a specific
rules. ng and time. (e.g., "She has been singing for an hour.")
Using  Examples and Structure Charts: Use tables to show the subject-verb agreement and
English time markers (e.g., yesterday, now, tomorrow, since, for).
Grammar 2. Modeling:
(4th Edition).  Provide example sentences for each tense.
Pearson  Highlight time markers to show clues for identifying tenses.
Education.
C. Activity (15 minutes)
1. Group Work:
Core  Divide the class into four groups. Assign each group one of the tenses (Simple,
Values: Progressive, Perfect, or Perfect Progressive).
Clarity:  Task: Create a short story or a set of sentences using their assigned tense.
Emphasize  Have each group present their sentences or story to the class.
clear 2. Class Participation:
communicati  The class identifies the tense and its use during each presentation.
on through
accurate use D. Value Integration (5 minutes)
of tenses,  Emphasize the importance of clear communication:
fostering  Discussion Prompt: Why is it important to convey the correct time and nature of actions
understandin when speaking or writing?
g and mutual  Relate this to real-life scenarios, like sharing experiences or giving instructions, to highlight
respect in the value of accuracy and clarity in expressing thoughts.
conversation
s. E. Synthesis and Generalization (10 minutes)
1. Review Key Points:
 Summarize the characteristics, structures, and examples of the four tenses.
2. Generalization:
 Question: How can understanding verb tenses improve your writing and speaking skills?
 Encourage students to reflect on how tenses allow them to express actions and events
accurately.
3. Exit Ticket:
  Ask students to write one sentence for each tense, showing its correct usage.

Materials:
 Visual aids (pictures, charts)
 Handouts on verb tenses and sentence structures
 Whiteboard and markers
Assessment:
 Formative: Class participation during group activities and discussions.
 Summative: Evaluation of the sentences in the Exit Ticket.

Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
self.
Performance Standard: The learner actively participates in a speech choir using effective verbal and non-verbal strategies, specifically:
Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures, Audience Contact
Learning Competencies: give insights on the story by reacting to the actions and motives of characters
Topic/s: The Cask of Amontillado by Edgar Allan Poe, English Communication
.
LEARNING ACTIVITIES
Strategy,
LEARNING
Resources and Face-to-Face Instruction
OBJECTIVE/s Remarks
21st Century
Skills Day 1
A. Motivation: Think about a time when your perception of someone
Objectives: Strategy: proved to be wrong. For example, one person might have struck you as
To be able to: Storytelling the first time you met him or her. Later, you found out that you had
Technique judged the person prematurely. Describe your feelings as that particular
a.) read and understand time to a seatmate.
a short story written by Reference:
Edgar Allan Poe. English B. Presentation of the Lesson: The Cask of Amontillado is said to be
American Edgar Allan Poe’s greatest short story. It is a soliloquy or a speech
b.) give insights on the Literature and directed to an unknown listener by Montressor, the mad murderer, fifty
story by reacting to the Communication years after “perfect crime”
actions and motives of Arts. P.91-95
characters. Preview: Look at the title and the incomplete chart summary below.
Gender
c.) identify early hints that Issues/Core Montressor vows revenge Fortunato goes with Montressor exacts revenge
foreshadow later events Values: against Fortunato, who he Montressor to the latter’s on Fortunato by
in the story. Uniqueness & deems has insulted him wine vaults in the catacombs _______________________
Respect many times. to check if the Amontillado is _______________________
real.

Activity: Silent Reading of the story “Cask of Amontillado”

 Unlocking of difficult terms:

cask of Amontillado – a barrel-shaped container for liquids
had absconded - departed secretly
accosted me – approached aggressively
the avenger fails- a person who takes revenge
ground of the catacombs – underground burial places.
Connoisseurship in wine – critical judgment in matters of taste
In the crypt- an underground chamber.
A draught – the portion drunk or inhaled.
Two flambeaux – flaming torches
Questions to check Comprehension:
1. Why does Montressor choose the carnival season to carry out his revenge?
2.) Why does he think that Fortunato has insulted him?
3.) How does he entice Fortunato to his home?
4.) Point out details showing Montressor’s pretension and deception.
5.) How does Fortunato make it easy for Montressor to carry out the latter’s plan?
6.) How does Montressor complete the ruthless crime? Give details.
7.) Compare Montressor to Fortunato.

D. Integration: “Cask of Amontillado” is a story of envy towards a friend who has achieved
much in life. How can we avoid situations like this to happen to people close to us?

E. Generalization: Cask of Amontillado is a story full of soliloquy or a speech directed to an

unknown listener by Montressor, the mad murderer, fifty years after “perfect crime”
A story of envy towards a friend who has achieved much in life.

E. Assessments: The Montressor family’s motto, “Nemo me impune lacessit” means no one
offends me unpunished. What is the significance of this motto in the story?