INSTRUCTIONAL PLAN IN ENGLISH 9

Content Standard

Quarter
:
Theme
:
Domain of Literacy :

The learners demonstrate understanding on stress particularly

stressed and unstressed words and sentences.
The learners skillfully perform a simulation observing the correct
production of stressed and unstressed words/sentences.
Third
Connecting to the world
Speaking-Reading

Learning Competency:
Learning Phase
:

Recognizing words and sentence stress.

Priming-Assessment

Performance Standard:

I. LEARNING OBJECTIVES
a. Recognize words and sentence stress.
b. Identify the words/sentences whether stressed or unstressed.
c. Perform a simulation task observing the correct production of stressed and
unstressed words/sentences.
II. SUBJECT MATTER
a. Topic:
Word and Sentence Stress
b. Reference: Learning and Teachers Guide in Grade 9
c. Materials:
visual aid, book, chalk, board, audio tape
III.

PRIMING/PRE-ASSESSMENT
The teacher will present the visual aid containing the following words.
Set A
about
correct
comma
action
data

Set B
porous
character
ancient
cinema
arena

up
but
cut
cousin
trouble

love
come
cover
does
other

Ask the students to read the words with proper enunciation. As a teacher
take note of the ways on how they read each word, afterwards, play the audio
material from a native speaker containing the correct pronunciation of the word.
Let them analyze the given words and ask for their observation on how the
following words are pronounced. They may also contrast the two groups.
IV. LEARNING TASKS
a. Activity
To the teacher:

Prepare the students for a listening activity by asking them their ideas on
how to become an effective listener. Let them give the things they should
consider in listening a text.
To the students:
Listen as your teacher reads the passage on Life of Helen Keller.
Notice how he puts emphasis to some important words in the sentences to
communicate the message more effectively.
Source: Teachers Guide

b. Analysis
Ask the students to form a dyad; they are to take turns in reading the
paragraph entitled The Prophet. Be sure to put emphasis on the stressed and
unstressed words for they will them to do the next activity.
The Prophet
(Excerpts)

c. Abstraction
This time, with the same partner, the students are tasked to analyze each
of the sentences below and complete the idea. Fill-out the activity sheet below.
1. He is always late because __________________________.
2. Our students are joining the demonstration because _______________.
3. Asians are hospitable to a fault because _________________.
4. Shes not coming at all because _____________________.
5. Children need attention because ____________________.
Given sentence
Stressed word Unstressed word

Constructed sentence
Stressed word
Unstressed word

1
2
3
4
5
d. Application
The students are task to perform a simulation observing the correct
production of stressed and unstressed words/sentences.

Decide an action if you were in these situations:

e. Assessment
Let the students do the activity in a one-half sheet of paper.
Direction: Identify the stressed and unstressed word/s in each sentence.
1. With the helium gone, the balloon went up, up and away.
2. The screening committee asked me about your character.
3. In panic, she screamed, Help! My cousins in trouble!
4. Thank God hes alive! But he badly needs blood transfusion.
5. Its impossible for us to abandon the other idea.

V.

Assignment
Make an advance study on Phrasing and Blending

Submitted by:
ISRAEL R. ASINAS
Student, III-E
Submitted to:
Prof. PERLITA M. ANGELES
Subject Professor, Eng. 10