The Battle With Grendel

Department of Education
Division of Lapu-Lapu City

Babag National High School
Babag I, Lapu-Lapu City
S.Y. 2018-2019
INSTRUCTIONAL PLANNING
DETAILED LESSON PLAN (DLP) D.O. 42, S. 2016 Time Submitted:____________
Name: Position: Date: _________

MELITA D. BRIGOLI Teacher III June , 2019
Learning Area: Module No.: Grade Level: 9 Quarter: Duration:
ENGLISH 1 hour
Learning Competency: Take note of sequence signals or connectors to determine patterns of

idea development given in a text.
Code: EN9RC-IC-13.2:
Key Concepts/ Understanding
to be Developed
Domain Adapted Cognitive Process
Dimensions (D.O. 8, s 2015) 1. Objectives:
Recognize the connectors in the poem.

Knowledge Understanding
Skills Applying Construct sentences using connectors.
Attitudes Valuing Be considerate to the ideas of every individual.
Values Maka-tao Have social responsibility in making harmonious relationship.

2. CONTENT
Signals and Connectors
3. LEARNING RESOURCES Learners’ 9 Book, Internet
4. PROCEDURES
4.1. Introductory
Activity Be shown with the pictures of signals in roads and connectors in English .
4.2. Activity
Form groups of two and give the difference and similarities signals and
connectors.
4.3.Analysis What is the function of sequence signals in the sentence?
4.4.Abstraction How do you speak and deliver the lines using the sequence signals or
connectors?
4.5.Application Write an information exchanges in the balloon to introduce Beowulf and
Grendel using the cartoon.
4.6.Assessment Pick out the sequence signals or connectors from the ‘Out from the Marsh, from
the Foot” poem.
4.7.Assignment Make 5 sentences using connectors related to the Battle of Mactan re-
enactment.
4.8.Wrapup/Conclu-
ding Activity There’s no clarification or comprehension without using connectors.
5. REMARKS
To have good relation, there must be connection.
6. REFLECTION
Reducing risks in all aspects needs signals and connectors. Without them,
something happens.
S.Y. 2018-2019
Name: Position: Date: Wednesday

MYRA BERING BOOC Teacher 1 August 29 , 2018
Learning Area: Module No.: Grade Level: Quarter: Duration:
ENGLISH 9 Two 9-JDR; 9-PEB Second 1 hour
Learning Competency: Use adverbs in narration.
Code: EN9G-IIb-19
Key Concepts/ Understanding The learners will be able to refresh their minds with the usage of
to be Developed adverbs and at the same time use these appropriately in a narration.
Knowledge Understanding Differentiate the functions of adverb as used in the sentences.
Distinguish the functions and classification of adverbs as used in the
Skills Creating sentences.
Receiving Write one’s own sentences or expressions using adverbs of manner
Attitudes Phenomena appropriately.
Share to the class ones understanding of the topic with humility and
Values Maka-tao appreciation.
2. CONTENT Using Adverbs : Adverb of Manner
3. LEARNING RESOURCES charts , worksheets, pictures, photocopies

4. PROCEDURES
4.1. Introductory >Recall the previous lesson on the other classifications of Adverbs.
Activity >The teacher presents some jumbled words and phrases for the students to
Time Frame: arrange to form sensible sentences.
4.2. Activity The students are asked to listen to a song for two times and they are to list down
Time Frame: three lines from the song that captured their attention. What do those lines mean to
you? Then the teacher will present some lines from a song and point out the
adverbs used.
Discussion on adverbs of manner and its examples.
4.3.Analysis What are the different kinds of adverbs?
Time Frame: >Why do we have to know the different functions of adverbs in the sentences?
How are adverbs being classified?
4.4.Abstraction Is it easy to identify an adverb of manner with the rest of the adverbs when it comes
Time Frame: to word form or spelling?
4.5.Application The students are asked to arrange the words orderly placing the adverbs
Time Frame: appropriately. A. you/ think / speak / you /do / English.
B. my / want / nicely / I / children / behave / C. men / do / think / drive/ dangerously/ you
4.6.Assessment The students are asked to supply the necessary adverb of manner in the given
Time Frame: sentences. badly hard heavily loudly quietly seriously silently slowly
successfully 1. We asked our teacher to speak more ______________ because
she always spoke too _____________ and we couldn't hear her at all.
4.7.Assignment Construct a simple dialogue or conversation on friends sharing how hardworking
Time Frame: their parents are and how one offers help to the family. Use any of the adverbs in
your sentences including adverb of manner.
4.8.Wrapup/Conclu- How will your sentences be like without adverbs?
ding Activity What are these different classifications of adverbs?
Time Frame:
5. REMARKS The learners are able to use the adverbs in four classification
6. REFLECTION “We forge lasting relationships with others when we recognize their greatness
instead of their weaknesses.”
Depatment of Education
S.Y. 2018-2019
Name: Position: Date: Monday

MYRA BERING BOOC Teacher 1 September 3, 2018
ENGLISH 9 Two 9-JDR 8:00-9:00AM Second 1 hour
Learning Competency: Analyze literature as a means of valuing other people and their various
circumstances in life.
Code: EN9LT-IIc-15:
Key Concepts/ Understanding The learners will read and analyze the poem, Sonnet 29 and relate it to
to be Developed one’s life experiences.
Interpret the lines of the poem to the persona’s life’s circumstances and
Knowledge Understanding to one’s life in the present time.
Analyze the poem Sonnet 29 and determine its elements- rhyme
Skills Analyzing scheme
Appreciate the values of perseverance and tenacity in doing the
Attitudes Valuing assigned task.
Show appreciation towards the persona’s perseverance, loyalty and
Values Maka-tao determination.
2. CONTENT Text: Sonnet 29 (by: George Santayana)
Literary Devices / elements: imagery, rhyme, techniques
3. LEARNING RESOURCES Laptop, strips of words, pictures , worksheets
4. PROCEDURES
4.1. Introductory >The teacher presents pictures/ photos of various workers locally and globally.
Activity > The students are asked to give their own observations for each of the photos
Time Frame:
4.2. Activity Who is the person in the photo?
Time Frame: The class will give their description of the man.
Reading of the poem, “Sonnet 29”.
Discussion of getting the rhyme scheme of the sonnet.
4.3.Analysis Who is the person in the poem?
Time Frame: What does th3 opening line symbolizes?
What circumstance is the persona faced with?
How does he man’s experience affects his life in the present?
4.4.Abstraction What values are shown by the persona in the poem?
Time Frame: What do you think might have motivated the man to continue his work?
4.5.Application The students are asked to make comparisons to the persona in the two poems –
Time Frame: The Man with the Hoe and Sonnet 29.
Refer to the table on page 138 in the student’s manual
4.6.Assessment Answer the questions given:
Time Frame: Use the table in your LM and give the rhyme scheme of ach lines in Sonnet 29.
Give the message for each line of the sonnet.
What is the message of the octet? What about the sestet?
4.7.Assignment Look for another sonnet and give its rhyme scheme.
4.8.Wrapup/Conclu- How does the poem portray the life’s circumstances of our present workers or
ding Activity lovers?
Time Frame:
5. REMARKS The students are able to show and express their appreciation of the poem through
creative performances.
6. REFLECTION “There is no such big problem if you have a Great God.”
S.Y. 2018-2019

MYRA BERING BOOC Teacher 1 September 05 , 2018
ENGLISH 9 Two 9-JDR ; 9- PEB Second 1 hour
Learning Competency: Distinguish the features present in poetry and prose
Code: EN9WC-IIb-10:
Key Concepts/ Understanding The learners will read the poems to determine its features and the
to be Developed devices used by the writer.
Dimensions (D.O. 8, s 2015) 7. Objective s:
Knowledge Understanding Compare the messages of the two poems Sonnet 29 and The Man with
the Hoe.
Skills Analyzing Differentiate the lines as well as the messages of the two poems on
how the writers consider their life’s circumstances.
Appreciate the values being determined, and perseverance through
Attitudes Valuing facing life’s challenges.
Values Maka-tao Show appreciation of the poem through one’s manifestation of positive
values.
8. CONTENT Literary Text 1: The Man with the Hoe
Literary Text 2: Sonnet 29
9. LEARNING RESOURCES Pictures, strips of words, worksheets, charts
10. PROCEDURES
4.1. Introductory >What does the motive question, “What circumstance is the persona facing with in
Activity the two poem?
Time Frame: Unlocking of the words from the poem by giving its synonyms of the words.
4.2. Activity > The students then read Poem1 and Poem 2, then after reading the students are
Time Frame: asked to answer the motive question :
> The teacher gives input on what the writer is trying to convey on his poem.
4.3.Analysis Is the poem morally uplifting and sentimental?
Time Frame: What really contribute to the poem’s meaning?
What conditions are suggested by the persona in order for us to overcome and face
life’s challenges?
4.4.Abstraction What are the values expressed in the poem? Do the people of today still possess
Time Frame: the value of perseverance? Prove your answer.
4.5.Application Pair work: Take turns in answering he following questions:
Time Frame: How do you view the persona’s circumstance?
Why do you think the poets of the two poems wrote this?
Who is being addressed in the two poems?
4.6.Assessment Reread the poem and note the similarities and differences of the two reading texts,
Time Frame: using a Venn Diagram. Consider the personas tone, purpose and the poems
messages.
4.7.Assignment Write a letter of appreciation, expressing your admiration towards someone who
had done something great to you or to others.
4.8.Wrapup/Conclu- How can you be a righteous man in living life while on earth?
ding Activity
11. REMARKS The students aren’t able to finish the tasks given so there’s a need to continue the
topic.
12. REFLECTION “Live life to the fullest!”
Depatment of Education
S.Y. 2018-2019
Name: Position: Date: Monday

MYRA BERING BOOC Teacher 1 September 17 , 2018
Learning Competency: Present information using tables, graphs and maps
Code: EN9RC-IIe-19:
Key Concepts/ Understanding The learners will read and analyze the prose and relate it to one’s own
to be Developed experiences.
Analyze the information presented in the article;
Construct a timeline of significant events for the life of Ida B. Wells.
Skills Analyzing
Appreciate the values of perseverance and tenacity in doing the
Attitudes Valuing assigned task.
Show appreciation towards the persona’s perseverance, loyalty and
Values Maka-tao determination.
2. CONTENT Text: Ida B. Wells and Her Passion for Justice (Lee D. Baker)
3. LEARNING RESOURCES Laptop, strips of words, pictures , worksheets
4. PROCEDURES
4.1. Introductory Unlocking of difficult words: ardent apartheid crusader l ynching
Activity The teacher presents photos which would relate to the biography of Ida B. Wells.
Time Frame: > The students are asked to give their own observations for each of the photos
4.2. Activity Who do you think is the person in the photo?
Time Frame: The class will give their description of the woman.
Reading of the biography of Ida B. Wells-Barnett
Discussion of the significant events in Ida’s life.
4.3.Analysis What does the introduction of the text trying to present to the readers?
Time Frame: What circumstances did the persona face with?
How did her experience affect the life of the black people in the present?
What impact had she given to history?
4.4.Abstraction What values are shown by Ida based from the text?
Time Frame: What do you think might have motivated her to continue her advocacy?
4.5.Application Group Task: CRAFTING TIMELINE :
Time Frame: The students are asked to make a timeline of Ida’s significant events in life.
(Refer to the table on page 176 in the student’s manual)
4.6.Assessment Answer the questions given:
Time Frame: Evaluate Miss Wells’ responses to discrimination. What is the message of the text?
Identify the various civil rights issues that concerned with Miss Wells.
4.7.Assignment Answer the Activity TEXTS or FIGURES?
Use a Venn diagram to show the comparison of how information is presented in linear
or non-linear texts
4.8.Wrapup/Conclu- How did Ida B. Wells’ life portray the life’s circumstances of today’s Filipino in fighting
ding Activity against justice?
Time Frame:
5. REMARKS The students are able to express their appreciation of the main character’s passion
for justice.
6. REFLECTION “In relationship each person should support each other; they should lift each other
up.”
S.Y. 2018-2019
Name: Position: Date: Friday

MYRA B. BOOC Teacher 1 Sept. 6, 2018
ENGLISH 9 TWO 9- JDR Second 1 hour
Learning Competency: Use the correct production of English sounds: vowels sounds,
consonant sounds and diphthongs, etc.
Code: EN9F-IId-3.11.1
Key Concepts/ Understanding The learners will be able to produce the correct sounds of the vowels,
to be Developed consonants and diphthongs in a word appropriately and with fluency.
Recognize the correct sounds of the diphthongs in the words given.
Deliver correctly the dialogues that contain words with critical vowel
Skills Applying sounds and diphthongs.
Show perseverance and open-mindedness in doing the group
Attitudes Valuing presentation and during the individual drills.
Display the value of honesty and acceptance in the scores earned
Values Maka-tao during the performance.
8. CONTENT Language Focus: Diphthongs
9. LEARNING RESOURCES Test papers/ questionnaires , answer keys

10. PROCEDURES
4.1. Introductory The teacher allows the students to be in a group to check the test papers and to
Activity get the frequency of correct responses through the item analysis.
4.2. Activity > The students are asked to listen to the teacher reading some words that
produces critical vowel and consonant sounds.
> Distribution of the flash cards containing words with diphthongs
> Drills for the students
4.3.Analysis What are diphthongs?
What are its phonetic symbols?
Which of the test diphthongs do you find hard to produce?
> What skills in English are being assessed or evaluated?
4.4.Abstraction
What is the significance of having these activities or drills?
4.5.Application The students are asked to be with their group and they are to deliver the dialogue
assigned to them correctly.
4.6.Assessment Determine what diphthongs are produced from a word recited.

Write the symbol for the diphthongs.
late rise own boil peer pair
4.7.Assignment List down 10 words that are considered diphthongs and classify them according to
its element.
4.8.Wrapup/Conclu- The students are asked to practice and have drills with the vowel and consonant
ding Activity sounds
11. REMARKS The students performance will be assessed through their scores in the drills.
12. REFLECTION “Challenges can be frightening, but they can be turned into opportunities.
S.Y. 2017-2018
Name: Position: Date: Friday

MYRA BERING BOOC Teacher 1 August 11, 2017
ENGLISH 9 One 9-JDR First 1 hour
Learning Competency: First Periodical Examination
Code: EN9LT-Ih 2.3; EN9LT-Ig-2.2.3; EN9LT-Ih-14; EN10LC-Ic-3.12: EN10LT-Id-
2.2.2
Key Concepts/ Understanding The learners will be able to identify the correct answers to each of the
to be Developed given questions.
Knowledge Understanding Identify the appropriate words/phrases needed to complete the given
sentences.
Skills Analyzing
Select the correct answer from the given options in every question
Verify all the answers made in each of the questions given.
Attitudes Valuing
Values Maka-tao Answer the test with all honesty, interest and having critical thinking
8. CONTENT Language Focus: Sequence Signals, Paraphrasing, Literary Devices
and Sound Devices, Types of Literary Texts, Punctuation Marks
Literary texts : Lyrical Poems , Poems, Epic
Literary Devices: Sound Devices, Figures of Speech, Literary
Techniques
Literary Texts : Poems, Epics, Short Story
Language Focus: Sequence Signals, Punctuation Marks, Dash and
Hyphen, Paraphrasing, Contractions, Expressing Agreements and
Disagreements
9. LEARNING RESOURCES Test papers/ questionnaires
10. PROCEDURES
4.1. Introductory The teacher allows the students to recall the different pointers given.
Activity >Read the general instruction for the test.
4.2. Activity > The students are asked to listen to the teacher reading the guidelines in taking
the test.
> Distribution of the questionnaires to the students
> Answering of the test proper.
4.3.Analysis > What are the different types of test given?
> What skills in English are being assessed or evaluated?
4.4.Abstraction What is the significance of having a quarterly test?
4.5.Application Reading and answering of the test properly
4.6.Assessment Skill Performance test / Pen and paper test
4.7.Assignment Prepare for the submission of outputs.
4.8.Wrapup/Conclu- Second Day: EsP 7:30 – 8:30

ding Activity Math 8:30 – 9:30
BREAK 9:30 – 9:45
English 9:45 – 10:45
TLE 10:45–11:45
1. REMARKS The students learned skills for Module One will be assessed through answering
the test.
2. REFLECTION “Challenges can be frightening, but they can be turned into opportunities.
S.Y. 2017-2018
Name: Position: Date: sday

MYRA BERING BOOC Teacher 1 August 8, 2017
ENGLISH 9 One 9-JDR 8:00-9:00AM First 1 hour
Learning Competency: Determine the tone, mood, technique, and purpose of the author.
Code: EN9LT-Ig-2.2.3:
Key Concepts/ Understanding The learners read and analyze the poem, Mother to Son to determine its
to be Developed tone, mood, technique and the author’s purpose.
Knowledge Understanding Explain the persona’s/ speaker’s reaction towards life’s challenges.
Skills Analyzing Analyze the poem Mother to Son and determine its poetic devices.
Appreciate the values being determined, and perseverance through
Attitudes Valuing facing life’s challenges.
Show appreciation towards one’s mother by writing a letter to one’s
Values Maka-tao mother/father expressing gratitude.
12. CONTENT Text: Mother to Son by Langston Hughes
Literary Devices: tone, mode, technique and purpose of the author
13. LEARNING RESOURCES strips of words, worksheets, charts
14. PROCEDURES
4.1. Introductory >The students are asked recall some lines of the poem, Mother to Son
Activity >Which part of the poem makes you think of someone in true to life experience?
Time Frame:
4.2. Activity >The students are asked to create a graphic organizer to show the 3 division of the
Time Frame: poem. Hardships , Responses to Hardship and Mother’s Advice to Keep
> The teacher gives input on what the writer is trying to convey on his poem.
4.3.Analysis What poetic devices are used in the poem?
Time Frame: Which one helps clarify the message of the poem for you?
Which part do you like best? Why?
4.4.Abstraction How important is the message of the poem to your life?
Time Frame: What have you learned from it?
4.5.Application Pair work: Discuss your answer to the following questions:
Time Frame: 1. What do you think is the most probable purpose of the writer in writing the
poem?
2. Is the message of the poem worthwhile?
3. Which is the most interesting phrase of the poem?
4.6.Assessment Group work:
Time Frame: I-Talk about how the persona feels about the challenges in life
II-Select single word that describes the tone of the poem.
III-Make a list of how the speaker uses metaphor as one of his technique in writing
IV- Explain what approach to life does the persona intended to show in the poem?
4.7.Assignment 1. What type of poetry is the poem, Mother to Son? Explain your answer.
2. Write a brief explanation on the persona’s state of mind at the end of the poem.
3.What can you conclude as to the kind of choice she made?
4.8.Wrapup/Conclu- The students are asked to recall on the different types of poetry. They are to
ding Activity describe each of the types.
Time Frame:
15. REMARKS The lesson was not carried out for teacher accompanied a contestant for the
Slogan Making contest –Division Level.
16. REFLECTION “Take comfort in the love of the family.”
S.Y. 2017-2018

MYRA BERING BOOC Teacher 1 September 27, 2017
Learning Competency: Analyze literature as means of valuing other people and their various
circumstances in life.
Code: EN9LT-IIc-15:
Key Concepts/ Understanding The learners will read and analyze the story, The Lottery and will learn
to be Developed how to value other people and their life’s circumstances.

Knowledge Understanding Explain the elements of the story, The Lottery.

Make analysis the story The Lottery in order to know the writer’s way of
Skills Analyzing valuing other people’s worth.
Describe the values depicted by the writer in the story through character
Attitudes Valuing analysis.
Explain the value of showing concern to others and respect for human
Values Maka-tao rights by giving one’s comment towards culture applied in the story.
18. CONTENT Text: The Lottery (by Shirley Jackson)
Literary Elements :sensory images, setting, plot, conflict, characters and
theme
19. LEARNING RESOURCES TV, Laptop, strips of words, worksheets, charts
20. PROCEDURES
4.1. Introductory > The students are asked to study the picture featuring the movie, The Hunger
Activity Games and they are to tell briefly what they think of the story is all about.
Time Frame: >The teacher presents words to the class and the students are asked to think of
something that they could relate out of the words.
> Unlocking of words; boisterous petulantly daintily paraphernalia beam
4.2. Activity The students are asked to listen to the audio of the story and the students need to
Time Frame: visualize the story.
Reading of the story, The Lottery and discussion of the story elements.
4.3.Analysis What are the elements in the story?
Time Frame: What does the black box symbolizes?
What is the author’s purpose in writing the story?
4.4.Abstraction What values are shown by the writer in the story that has to be stopped or put to an
Time Frame: end? What is the prize of the winning
If you were Mrs. Hutchinson, would you also protest for this kind of lottery? What do
you think might have happen if it’s the father?
4.5.Application Group work: Discuss your one’s mental pictures of the story. Describe the setting
Time Frame: and the characters through a character map and the important events in the story
through a story pyramid..
4.6.Assessment Identify the elements of the short story by filling in the graphic organizer found in the
Time Frame: LM. Give the following elements of the prose:
Setting, plot, conflict, characters, point of view and theme.
4.7.Assignment Write your own reaction of the story with regards to its theme, “The danger of blindly
following the tradition and culture.”
4.8.Wrapup/Conclu- How do the images in the story help you in understanding the text and to
ding Activity experience the scene?
21. REMARKS The students are able to show and express their emotion through giving various
responses.
22. REFLECTION “Why do we need to understand the relationship of empathy, fairness, and justice in
dealing with others?”
S.Y. 2017-2018
Name: Position: Date: Thursday

MYRA BERING BOOC Teacher 1 July 6, 2017
ENGLISH 9 One 9-JDR 8:00-9:00AM First 1 hour
Learning Competency: Analyze literature as a means of discovering one self.
Code: EN9LT-Ie-14:
Key Concepts/ Understanding The learners read and analyze the story, The Day of Destiny and relate
to be Developed it to one’s life experiences.
Summarize the significant events of the story through a graphic
Knowledge Understanding organizer.
Distinguish the character traits of the characters in the text.
Skills Analyzing
Answer the comprehension questions given to know the admirable traits
Attitudes Valuing of King Arthur and the struggles he encountered.
Adhere to the admirable traits of King Arthur towards his friends,
Values Maka-tao knights, family and warriors.
24. CONTENT Text: The Day of Destiny (by Sir Thomas Malory)
25. LEARNING RESOURCES TV, Laptop, strips of words, worksheets
26. PROCEDURES
4.1. Introductory >The teacher presents words to the class and the students are asked to think of
Activity something that they could relate out of the words.
Time Frame: > The students are asked to explain their answers.
> Unlocking of the words: betwixt holden betokens tomorn weened Jesu
4.2. Activity > Before Reading: The students are asked to answer the given questions: How
Time Frame: would you rise to the challenges that would come to your life? What does it take to
be a great man?
> During Reading: Reading of the text at the same time the teacher will show some
video clip of the movie King Arthur and Excalibur.
> After Reading: The students are asked to give their synopsis of the story.
4.3.Analysis >How would you describe King Arthur as a king? Cite part in the story that will
Time Frame: support your answer.
>What great deed did King Arthur achieve as he lived his life?
4.4.Abstraction Do you also consider King Arthur as a great king? Why?
Time Frame: What do you think are the challenges that you have overcome that would consier
you as great?
4.5.Application Create a graphic organizer of the significant events in the story. Point out the
Time Frame: sequence signals used by the writer as you discuss your answer.
4.6.Assessment The student will give description for every character in the text.
Time Frame: King Arthur Sir Modred Sir Gawain Sir Bedivere Sir Lucan Sir Lancelot
4.7.Assignment List down the different types of text. Give description for each type of text.
4.8.Wrapup/Conclu- How do images or the video clips help you in understanding the text and to
ding Activity experience a scene in the excerpt.
Time Frame:
27. REMARKS The students are able to explain how are words derived from names and places
using their own ideas and based from the poem.
28. REFLECTION “A hero saves the day. Saving people and saving lives could be in any form
possible”
S.Y. 2017-2018
Name: Position: Date: Tesday

MYRA BERING BOOC Teacher 1 June 27, 2017
ENGLISH 9 One 9-JDR First 1 hour/ 60 minutes
Learning Competency: Paraphrase the text listened to/ read.
Code: EN10LC-Ic-3.12:
Key Concepts/ Understanding The learner rewrites lines from the songs, poems, movies, stories and other
to be Developed articles through paraphrasing.
Knowledge Understanding Paraphrase the lines from a text read that captured one’s
attention/emotion.
Deconstruct the lines from the song listened to using the guidelines and
Skills Creating tips in paraphrasing.
Receiving Use the tips and follow the examples given in paraphrasing.
Attitudes Phenomena
Share to the class ones understanding of the line being paraphrased
Values Maka-tao with humility and appreciation.
8. CONTENT Text: The Battle of Grendel from Beowulf (Epic 4)
Listening text: Song:
9. LEARNING RESOURCES Audio-video player, laptop, TV, charts , worksheets
10. PROCEDURES
4.1. Introductory >Recall the previous lesson learned.
Activity >The teacher presents some photos to the class and ask the students with these
Time Frame: following questions: Who among the characters in the photo do you like better? Do
you have what it takes to be like them?
you? Then the teacher will present some lines from a poem and movie with
corresponding paraphrased sentences as sample.
4.3.Analysis >What is paraphrasing?
Time Frame: >What are the different tips in paraphrasing?
> Have you paraphrased your chosen lines properly? How can you make your
paraphrase correct/exact?
4.4.Abstraction What is the purpose of paraphrasing? How can this be of help in expressing your
Time Frame: ideas? How can this method help students or researchers refrain from plagiarizing?
4.5.Application (By Pair The students are asked to paraphrase the chosen lines from the poem,
Time Frame: The Seven Ages of Man” After which, they are to share this to their partner.
4.6.Assessment (By Group)The students are asked to listen to another recorded song and they to
Time Frame: write the lines from the song (at least 3-4 lines) which they like the most, and
paraphrase them. Make sure to follow the tips in paraphrasing.
4.7.Assignment Read, “The Battle of Grendel” from the epic poem “Beowulf ” which deals with war
Time Frame: and adventure. Differentiate between ballad and epic poem.
4.8.Wrapup/Conclu- How will you put other’s words or ideas into your own that would keep you from
ding Activity copying or plagiarizing the other people’s work?
Time Frame:
11. REMARKS The students are able to use their own words in expressing their understanding or
ideas from the text read or movies watched or song listened to using paraphrasing.
possible”
S.Y. 2017-2018
Name: Position: Date:

MYRA B. BOOC Teacher 1 Wednesday
June 28, 2017
ENGLISH 10 One 10-KIB 10-KOB First 1 hour/ 60 minutes
10-JBE
Explain the literary devices used in the myth.
Learning Competency:
Code: EN10LT-Id-2.2.2:
Key Concepts/ Understanding The learners will be learning on the literary device used in the myth
to be Developed which is imagery and how their senses are being provoked.
Recognize the different sensory images in the myth.
Construct sentences which contains phrases or words that appeals to
Skills Creating any of the senses
Demonstrate a determined attitude similar to Perseus.
Attitudes Valuing
Practice the value of respect and kindness towards others
Values Maka-tao
4. CONTENT Text: The Gorgon’s Head by Anne Terry White
Literary Device: Imagery
Grammar focus: Reflexive and Intensive
5. LEARNING RESOURCES Laptop, TV, charts , worksheets
6. PROCEDURES
4.1. Introductory The teacher allows the students to recall how are the characters and the events in
Activity the myth , Perseus, being described by the writer?
4.2. Activity The students are asked to read sentences taken from the myth, The Gorgon’s
Head. They are to take note of the words and phrases that call forth to one’s
senses. Velvetiness of the fabric, Fetid slush, spicy anchovies, well-trimmed lawn
4.3.Analysis What is imagery?
What are the senses that we have?(Auditory, Olfactory, Gustatory, Visual ,Tactile)
How does imagery help in stimulating the readers and the listeners’ senses?
4.4.Abstraction Why do we have to know the functions of imagery in the poem, songs or story?
How can this be of help in making our readers and listeners’ comprehension?
4.5.Application Triads: Identify what sense is evoked in these phrases that shows imagery.
Velvetiness of the fabric, Fetid slush, spicy anchovies, well-trimmed lawn
4.6.Assessment The students are asked to Identify the imagery in the following words and phrases.
_________1. The shrieking sound of the alarm has awakened everyone.
_________2. It was a bumpy ride because of the roughness of the road.
_________3. The aroma of freshly baked bread has engulfed the kitchen.
4.7.Assignment Pick out ten at least ten sentences form the myth , “The Gorgons Head “ that
shows sensory images. Identify the senses to which theses statements appeal.
4.8.Wrapup/Conclu- Imagery is defined as the use of words that appeals to one’s senses.
ding Activity How are words being used to stimulate the readers’ or the listeners’ senses?
7. REMARKS The students are able to identify the imagery used in the myth and how it appeals
to one’s senses.
possible”
S.Y. 2017-2018
Name: Position: Date: Tuesday

MYRA BERING BOOC Teacher 1 June 27, 2017
ENGLISH 9 One 9-JDR First 1 hour/ 60 minutes
Learning Competency: Paraphrase the text listened to/ read.
Code: EN10LC-Ic-3.12:
Key Concepts/ Understanding The learner rewrites lines from the songs, poems, movies, stories and
to be Developed other articles through paraphrasing.
Knowledge Understanding Paraphrase the lines from a text read that captured one’s
attention/emotion.
Deconstruct the lines from the song listened to using the guidelines and
Skills Creating tips in paraphrasing.
Receiving Use the tips and follow the examples given in paraphrasing.
Attitudes Phenomena
Share to the class ones understanding of the line being paraphrased
Values Maka-tao with humility and appreciation.
2. CONTENT Text: The Battle of Grendel from Beowulf (Epic 4)
Listening text: Song:
3. LEARNING RESOURCES Audio-video player, laptop, TV, charts , worksheets
4. PROCEDURES
4.1. Introductory >Recall the previous lesson learned.
Activity >The teacher presents some photos to the class and ask the students with these
Time Frame: following questions: Who among the characters in the photo do you like better? Do
you have what it takes to be like them?
you? Then the teacher will present some lines from a poem and movie with
corresponding paraphrased sentences as sample.
4.3.Analysis >What is paraphrasing?
Time Frame: >What are the different tips in paraphrasing?
> Have you paraphrased your chosen lines properly? How can you make your
paraphrase correct/exact?
4.4.Abstraction What is the purpose of paraphrasing? How can this be of help in expressing your
Time Frame: ideas? How can this method help students or researchers refrain from plagiarizing?
4.5.Application (By Pair The students are asked to paraphrase the chosen lines from the poem,
Time Frame: The Seven Ages of Man” After which, they are to share this to their partner.
4.6.Assessment (By Group)The students are asked to listen to another recorded song and they to
Time Frame: write the lines from the song (at least 3-4 lines) which they like the most, and
paraphrase them. Make sure to follow the tips in paraphrasing.
4.7.Assignment Read, “The Battle of Grendel” from the epic poem “Beowulf ” which deals with war
Time Frame: and adventure. Differentiate between ballad and epic poem.
4.8.Wrapup/Conclu- How will you put other’s words or ideas into your own that would keep you from
ding Activity copying or plagiarizing the other people’s work?
Time Frame:
5. REMARKS The students are able to use their own words in expressing their understanding or
ideas from the text read or movies watched or song listened to using paraphrasing.
possible”
S.Y. 2017-2018
DETAILED LESSON PLAN (DLP) D.O. 42, S. 2016
DLP No. 1 Learning Area: Grade Quarter: Duration: Date: June 5, 2017
English Level: 8 First 60 mins.
Code: EN8LCa1
Learning Competency Determine how stress, intonation, phrasing, pacing, tone, and
non-verbal cues serve as carriers of meaning that may aid or
interfere in the message of the text listened to.
Key Concept/Understanding to Stress, Intonation, Phrasing, Pacing, Tone, and Non-verbal cues
be Developed
Domain Adapted Cognitive Process 1. Objectives:
Dimensions (D.O. 8, s 2015)
Knowledge Remembering Recognize the words and syllables that are stressed;
Skills Applying Execute proper stress to each syllable;
Attitudes Responding to phenomena Practice applying the prosodic features and identify
the message of the speaker;
Values Maka-Tao Cooperate with others by showing respect with
others feelings and opinion.
2. CONTENT Prosodic Features
3. LEARNING RESOURCES
4. PROCEDURES
Introductory The teacher asks the students to complete the lines and they will be called
Activity randomly to read the lines aloud.
Time Frame: Good morning everyone! My name is ___________________. I am a Grade 8
student. I love to ________________ during my free time. It is my dream to be a
_____________ someday. In this class, I expect that my teacher will be
________________ and my classmates will be ______________________. How about
you classmates, do we have something in common? I’d like to know you
more too. Thank you.
Activity The class is divided into groups. They have to choose a leader, a scribe and
Time Frame: reporters. They are given two minutes to know each other by saying the
lines in the previous activity. After the given time, they have to fill up the
table and share their answers to the class. But first they have to share a
performance to the class and introduce their names.
Unstressed Words Stressed Words
Lines Intonation
Good morning everyone!
Do we have something in common?
How about you classmates?
My name is Chymbeelyn.
Analysis Questions for discussion:

Time Frame: 1. What is a stress?
2. What happened to one’s voice when the word is stressed?
3. What are words that should be stressed?
4. What are the two kinds of stress?
5. What is intonation?
6. When does voice fall? Rise?
7. How do stress and intonation affect meaning?
Abstraction Stress is the relative emphasis that may be given to certain syllables in a word, or to certain words
Time Frame: in a phrase or sentence. Stress is typically signaled by such properties as
increased loudness and vowel length, full articulation of the vowel, and changes in pitch.
The stress placed on syllables within words is called word stress or lexical stress. Sometimes
words have more than one level of stress, such as primary stress and secondary stress, may be
identified. However, some languages are considered to lack lexical stress entirely.
The stress placed on words within sentences is called sentence stress or prosodic stress. This is
one of the three components of prosody, along with rhythm and intonation. It includes phrasal
stress (the default emphasis of certain words within phrases or clauses), and contrastive
stress (used to highlight an item − a word, or occasionally just part of a word − that is given
particular focus).
Intonation is variation of spoken pitch that is not used to distinguish words; instead it is used for a
range of functions such as indicating the attitudes and emotions of the speaker, signalling the
difference between statements and questions, and between different types of questions, focusing
attention on important elements of the spoken message and also helping to regulate conversational
interaction. Refer American Accent Track 4, 6
Application The students are called randomly to read the line observing the stressed
Time Frame: words and give the meaning or message of the speaker.
I didn't take the test yesterday. (Somebody else did it.)
I didn't take the test yesterday. (I did not take it.)
I didn't take the test yesterday. (I did something else with it.)
I didn't take the test yesterday. (I took a different one. / I took the test you are thinking of,
but there was more than one.)
I didn't take the test yesterday. (I took something else.)
I didn't take the test yesterday. (I took it some other day.)
Assessment 1. Listen to the tape script and write the sentences. Put a stress sign on
Time Frame: the words being stressed. (Refer to American Accent Track 7)
2. Read the text, What is an Educated Filipino observing proper stress,
intonation and other prosodic features of speech.
Assignment Preparing for the new lesson
Time Frame: Prepare a copy of the poem I am an African Child by Eku McGred
Concluding Activity Imagine that you are on face book right now. Create a post referring to our
Time Frame: lesson today. For example: Words without stress is meaningless! So stress
my name if I’m important to you.
REMARKS
REFLECTION
Prepared by
Name: Louella A. Amarillo School: Babag National High School
Position/ Designation: Teacher I Division: Lapu-Lapu City

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Department of Education

Division of Lapu-Lapu City

Name: Position: Date: _________

Learning Competency: Take note of sequence signals or connectors to determine patterns of

Recognize the connectors in the poem.

Skills Applying Construct sentences using connectors.

Attitudes Valuing Be considerate to the ideas of every individual.

Values Maka-tao Have social responsibility in making harmonious relationship.

3. LEARNING RESOURCES Learners’ 9 Book, Internet

Name: Position: Date: Wednesday

3. LEARNING RESOURCES charts , worksheets, pictures, photocopies

Name: Position: Date: Monday

Name: Position: Date: Wednesday

Name: Position: Date: Monday

3. LEARNING RESOURCES Laptop, strips of words, pictures , worksheets

Name: Position: Date: Friday

9. LEARNING RESOURCES Test papers/ questionnaires , answer keys

4.6.Assessment Determine what diphthongs are produced from a word recited.

Name: Position: Date: Friday

4.6.Assessment Skill Performance test / Pen and paper test

4.7.Assignment Prepare for the submission of outputs.

4.8.Wrapup/Conclu- Second Day: EsP 7:30 – 8:30

Name: Position: Date: sday

Name: Position: Date: Wednesday

Domain Adapted Cognitive Process

Knowledge Understanding Explain the elements of the story, The Lottery.

Name: Position: Date: Thursday

25. LEARNING RESOURCES TV, Laptop, strips of words, worksheets

Name: Position: Date: Tesday

Name: Position: Date:

Name: Position: Date: Tuesday

DETAILED LESSON PLAN (DLP) D.O. 42, S. 2016

Analysis Questions for discussion:

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