A Semi-Detailed Lesson Plan

in Grade 9 English

Student Teacher: Angelica E. Monteroso Date:

Cooperating Teacher-Educator: Mrs. Marissa German

I. Objectives:
Provided with a radio play titled “Sorry, Wrong Number” by Lucille Fletch,
the Grade 9 students are able to do the following:
a. distinguish traits and characteristics of the characters in the play;
b. produce vowel sounds correctly;
c. be familiar with the technical terms and stage layout for drama and
theater;
d. recognize gerund and its uses; and
e. write a paragraph using gerunds.

II. Subject Matter:

Topic: Gerunds
Springboard: “Sorry, Wrong Number” by Lucille Fletch
Materials: paper strips, Grade 9 Learner’s Material, chalk and chalkboard, visual
aids
References:
Grade 9 Learner’s Material (A Journey Through Anglo American
Literature) pp. 240 - 259

III. Procedure:
A. Motivation
The teacher asks the students to bring out their notebooks and let some
students read their synopsis of the play.

B. Lesson Proper
1. Pre-Reading
The teacher lets the students finish Task 8 Crossing Difficulties (pp.
252) within five minutes. The teacher also provides the class with
choices for each item. Afterwards, the teacher processes their answers.

2. During Reading
The teacher lets the students reread the radio play within 10
minutes and let them answer the questions in Task 11 Firming Up (pp.
253) on their notebooks. Then the teacher calls on some students to
share their answers.
 3. Post-Reading
The teacher lets the students form four groups and assigns each
group to work on an activity in Task 10 Delving Deeper (pp. 252-253).
After 5 minutes, each group presents before the class the tasks given.

C. Presentation
1. The teacher calls on some students and asks them to read he
sentences found in Task 13 Enjoying My Passion (pp. 255). Afterwards,
the teacher asks them whether they do them too.
Then, the teacher starts the discussion by asking the students what
they observe in the underlined words of the sentences given in the
previous activity. Afterwards, the teacher discusses about gerund and its
uses.
Teacher’s discussion:
A gerund is usually defined as a word ending in –ing that is
formed from a verb and that functions as a noun specifically used
as a subject, a subjective complement, an object of the preposition,
a direct object, and an appositive.
Examples:
Subject: Exercising is good for our health.
Subjective complement: Lyka’s favorite exercise is jogging.
Object of the preposition: Merla keeps herself in a good shape by
dancing.
Appositive: My only exercise, walking, is not taxing.

The teacher can give more examples or solicit from the students as
the discussion goes on.

Enrichment:
The teacher lets the students finish Task 13.c Honing skills
(pp.256). After answering, the teacher calls on some students to share
their answers. Then, let also the students finish Task 13.d Mastering it (pp.
257).

2. The teacher discusses the importance of good pronunciation in

performing a radio play. Then, the teacher presents to the class some
critical vowel sounds and demonstrates the proper pronunciation.
[a] [æ] [e] [Ʃ]
art, arc, at, ask, accent, age, acre, ebb, elbow,
guardian, clam, attic, alias, fame, says, bread,
sardine, father, badge, gas, jade, matrix, weather,
 olive, lobby, patch, hang, chaos, atrium, weapon,
barter, locket bachelor, cabin, maze peasant,
lass, baffle, ash meant, heavy,
steady, send,
check, pepper

The teacher reads the words above and lets the students repeat
after.
Enrichment:
With the same grouping in Task 10 (Post-Reading), the teacher lets
the students perform Task 12 Sounding Words Correctly (pp. 254).
They are given five minutes to prepare, then each groups presents
before the class.

3. The teacher lets the students finish Task 14.a Getting into the World of
Laughter and Tears (pp.257).
 TheatER: The structure within which theatrical performances are
given. Usually includes an orchestra or seating area, and a stage.
 TheatRE: A collaborative art form including the composition,
enactment, and interpretation of dramatic presentations for an
audience.
 A play: A literary piece consisting of dialogues between various
characters, epilogue, monologue, prologue and an end. It refers to
composition.
 Drama: refers to acting, and to the set up of the play which includes
the theater, the hall, the accessories, the green room, costumes, music
and the like.
 A scene is like a division of an act, in which a certain portion of the
play unfolds, usually separated by location(in the bedroom, at the
dinner table), or time (e.g. in the morning, then the following evening).
 A one-act play is a play that takes place, from beginning to end, in a
single act. It can range from one minute to one-hour long.
 A script is a written version of a play or movie. If you are auditioning
for a movie you will get the script to practice a scene or two.
 Dramatist is a person who is skilled in the production of a play. He is
well versed with the rudiments and the principles of dramaturgy such
as the measurement of the stage on which the play has to be staged,
the nature of the characters, the costumes that fit the characters, the
music to be played, the music room, the green room, the
synchronization of music and dialogue delivery, and the likes. In short,
it can be said that the dramatist deals with all the nuances of the
composition of the play.
  The author of the play is called a playwright. The duty of a playwright
is to adhere to the principles of composing a play.
Enrichment:
The teacher provides the class with a matching type activity titled
“Who am I?”. In this activity, the descriptions of the terms discussed
above are found in column A. The students are to find the terms in
column B that corresponds to each description.
Who am I?
Column A Column B
1. I am an author of a play. a. dramatist
2. I am the written version of a play or movie. b. play
3. I am a literary piece consisting of dialogues c. scene
between various characters, epilogue,
monologue, prologue and an end
4. I am the structure within which theatrical d. theatre
performances are given.
5. I refer to the acting, and to the set up of the e. theater
play which includes the theater, the hall, the
accessories, the green room, costumes, music
and the like.
6. I am like a division of an act, in which a certain f. drama
portion of the play unfolds, usually separated
by location.
7. I am a play that takes place, from beginning to g. script
end, in a single act.
8. I am a collaborative art form including the h. scene
composition, enactment, and interpretation of
dramatic presentations for an audience.
9. I am a person who is skilled in the production i. one-act play
of a play.
j. movie

IV. Evaluation
1. Written Work
The teacher lets the students write a 4-7-sentence paragraph about
one of the following topics using gerunds (Task 16 Connecting Lives
pp. 259).
a. A friend is habitually absent and asks you to cover up his being hooked to
computer games.
b. You witness a hit and run vehicular accident and the victim need your
help.
c. Your classmate’s cell phone was confiscated because he was watching
pornography, and he wants you to help him get his cell phone.
d. Your neighbor badly needs money, but the only money you have got is
your weekly allowance.
 e. A close friend runs away from home asks you to let him stay in your
house.
The students are graded with the following criteria:

2. Use of Gerunds 10
Content 5
Grammar Awareness 5
Total 20 pts

Performance Test
Provided with a layout of the stage on the floor, the students are to
demonstrate 5 different stage directions as given by the teacher. Each
stage direction is worth 2 points.

V. Assignment
The teacher lets the students complete the table in Task 3 Emulating
Accomplished People (pp. 263).