Taysan High School

and Child Development Center

Taysan, Batangas

SEMI-DETAILED LESSON PLAN IN ENGLISH 9

FIRST QUARTER

I. OBJECTIVES
At the end of the lesson students should be able to:
1. analyze the poem entitled “If” by Rudyard Kipling,
2. inculcate the value of self- worth,
3. demonstrate understanding by performing different varied task.
II. SUBJECT MATTER
Topic: “If” by Rudyard Kipling
References: Learner’s Material For English 9
Teacher’s Guide for English, pp. 64- 68
Materials/ Equipment:
1. laptop
2. led TV
3. PowerPoint Presentation
Values: Valuing Self- Worth
III. LEARNING TASKS

A. Preparatory Activities

Students, let us all stand and start this day with a prayer.

Anyone, who will lead the prayer?

Good morning class.

Students, before taking your seats, kindly check if there is any clutter under your chairs. If there is
any, kindly pick it all and then arrange your seats properly.

Class monitor, is there any absentee/s today?

Last time, I gave you an assignment right? Were you able to do it?

Kindly pass it to the center and then forward.

Before we proceed to our new lesson, who can give a brief recapitulation about what we have
discussed yesterday?

Is there any question, clarification, regard to our previous discussion?

B. Activities
-Dignity Delight
 What do you do to celebrate self-worth?
The teacher will invite the students to draw a picture or illustrate the ways they celebrate
their self-worth.
Motivate them to use creative ways in their drawing.
Allow them to work with a group of classmates and compare their ideas about the .way they
celebrate self worth. Ask them how closely they think/ believe these drawings match their
mental image of celebrating self-worth. Make them prove their point.
Then, ask them to share their group’s ideas with the whole class.

- What do I expect, need or hope to learn?

Make them write their targets on what they expect, need and hope to learn in this lesson.

What I expect, need, or hope to learn?

_________________________________

-Life’s Stairway

Draw and label a stairway or road or path that reflects their life or the life of someone in the family
or someone whom they loved so dearly.
Ask them to write a short description of what they drew?
Ask them to share their work with the class and give their comments and feedback.

C. Abstraction
Teacher will present one of the images of the writer of the poem and give short background
about this writer.

Joseph Rudyard Kipling was an English journalist, short-story writer, poet and a novelist. He
was born in Mumbai, England, which inspired so much of his work. Kipling’s works of
fiction include The Jungle Book, Kim, and many short stories. He died on January 18, 1936
at London, United Kingdom

If—
by Rudyard Kipling
If you can keep your head when all about you Are losing theirs and blaming it on you;
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
If you can wait and not be tired by waiting, Or, being lied about, don't deal in lies,
Or, being hated, don't give way to hating, And yet don't look too good, nor talk too wise;

If you can dream--and not make dreams your master;

If you can think--and not make thoughts your aim;
If you can meet with triumph and disaster And treat those two impostors just the same; If you can
bear to hear the truth you've spoken
Twisted by knaves to make a trap for fools, Or watch the things you gave your life to broken,
And stoop and build 'em up with wornout tools;

If you can make one heap of all your winnings

And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings And never breathe a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone, And so hold on when there is nothing in you.
Except the Will which says to them: "Hold on";

If you can talk with crowds and keep your virtue,

Or walk with kings--nor lose the common touch;
If neither foes nor loving friends can hurt you; If all men count with you, but none too much; If
you can fill the unforgiving minute
With sixty seconds' worth of distance run-- Yours is the Earth and everything that's in it, And--
which is more--you'll be a Man, my son!

Questions:
1. What is the message of the poem?
2. How can you relate the content of the poem into your real life scenario?
3. What values you obtained from the poem?

D. Application
The teachers will divide the students into two group and will do two different varied tasks.

Group 1
Firming Up the Value of Self-Worth Ask them to answer the following guide questions:
1. Which part makes you think of someone or something in real life? What kind of
roadmap in life is conveyed in the poem?
2. How can one be a man according to R. Kipling?
3. What conditions are stated in each stanza?
4. Is the message of the poem worthwhile? Prove your point.
5. How important is the poem’s message in your life?

Group 2 Four Parts

Make them read the poem once more to find its meaning. Stress on them that the poem is divided
into 4 parts, and it is their job to find out what something or someone in real life is suggested in
each part.Tell them to pick out lines that clearly suggest such and for them to complete the following
table with entries called for before they will present their findings to the class.

Part of the What it Words or

poem suggests? phrases or
lines that
clearly
suggests

E. Valuing
How can you attain self-worth?

F. Evaluation
Answer the following questions.
 1. Who is the writer of the poem we discussed?
2. What is the title of this poem?
3. What values you must have according to the poem?
4.- 5. Give two statements according to the poem that shows the value we must attain.

Agreement
Answer The following:
1. Write an essay about the poem about If.
2. Search about Interpreting Imagery.

Taysan High School

and Child Development Center
Taysan, Batangas
 SEMI- DETAILED LESSON PLAN IN ENGLISH 9
SECOND QUARTER

I.OBJECTIVES
At the end of the lesson student should be able to:
1. analyze what is non- verbal cues
2. share ideas to what are the different nonverbal cues
3. communicate effectively nonverbally

II. SUBJECT MATTER

Topic: Appropriate Non- Verbal Cues
References: Learner’s Material For English 9, pp. 52-53
Materials/ Equipment:
1. laptop
2. led TV
3. PowerPoint Presentation
Values: Respect
III. LEARNING TASKS
Teachers Activity
A. Pre- Activity

Students let us all stand and let us pray. Anyone who wants to lead the prayer?

Good Morning everyone!

Ms. Secretary are there any absentees for today?

Who can give a brief recap about the topic we have discussed last meeting? Anyone?

B. Activities
Pantomime
The students will be group into five. They will create a role play in a pantomime way. The topic
must not be revealed and their classmates are the one who must discover their topic.
Act What’s In The Box
The teacher already prepared the box. This box contained different emotions written in a piece of
paper. Students will pick one and act what they had pick.

C. Abstraction
The teacher will ask the students to open their book on page 49 of their learning material.

When you hear the word non-verbal, what comes first to your mind?

Can you show us some example of this type of cues/communication?

Who do you think are the person that are well- trained in this kind of cues/ communication?

Is that helpful for them or even for everybody?

Okay for now we will discussed this non-verbal cues/ communication and body language.
1. Facial expression
2. Body movements and posture
3. Gestures
4. Eye contact
5. Touch
6. Space
7. Voice
 Evaluating nonverbal signals:
1. Eye contact
2. Facial expression
3. Tone of voice
4. Posture and gesture
5. Touch
6. Intensity
7. Timing and pace
8. Sounds
D. Application
Teacher will divide the students into four groups.
Each group must think and act a scene and they will perform it without using words/ verbal
communication. They must apply what have discussed in nonverbal cues/ communication.
After the performance of all the groups every group must guess what the other group
performed. (Break out Rooms)
Group 1 is to Group 2
Group 2 is to Group 3
Group 3 is to Group 4
Group 4 is to Group 1

Criteria

EXCELLENT
The speaker demonstrates exceptional posture, gesture, bodily movement, facial
expressions, eye contact and level of personal space/distance from the audience.

SATISFACTORY
The speaker demonstrates acceptable posture, gestures, facial expressions, eye contact, and
level of personal space/ distance from the audience.

UNSATISFACTORY
The speaker fails to use acceptable posture, gestures, facial expressions, eye contact, and
level of personal space/ distance from the audience.

E. Valuing
We all know that there are many people who cannot speak but they want to convey us
something, right?
There are people that their senses are not complete like us. We must be thankful and grateful
that we have complete senses but we must always RESPECT the people especially those who
needs a health care, Right?

Aside from being respectful to others what are the things that we must have to be fair to each
other?

F. Evaluation
Direction: Answer the following questions.
1. It is the process of communication through sending and receiving wordless (mostly
visual) cues between people.
2. According to Wertheim(2008) how many roles that nonverbal communication cues play?
3. This nonverbal cues/ communication conveyed by a weak handshake, a timid tap on the
shoulder, a warm hug, a light slap on the back or a pat on the back.

Agreement
Answer the following:
1. How non-verbal communication helps in communicating with others.
2. Do advance reading about modifier.
 Taysan High School
and Child Development Center
Taysan, Batangas

A DETAILED LESSON PLAN IN ENGLISH 9

THIRD QUARTER
I.OBJECTIVES
At the end of the lesson students should be able to:
1. familiarize the theater and drama vocabularies
2. analyze the common theater forms
3. perform different varied tasks

II. SUBJECT MATTER

Topic: Drama and Theater Vocabulary Words
References: Magica English Magazine(Diwa Magazine), pp. 12-13
Materials/ Equipment:
1. laptop
2. led TV
3. PowerPoint Presentation
Teachers Activity
III. Learning Task
A. Pre- Activity
Students who wants to lead the prayer for the day?

Good Morning everyone.

Our Ms. Secretary may I know if there are absentees for the day?

Who can give a short summarization of what we had discussed on last meeting?

Okay thank you.

B. Activity
Teacher will divide the class into two groups. They will choose their representative for the
activity that are prepared. There are two boards in front of the classroom.
Teacher will write the word theater on the two board and the two groups must write the
associated words in the word “theater” as many as they can. The highest pointers will be the
winner.
C. Abstraction
Did anyone of you already watch a theater?

What can you say?

Teacher will discuss the theater and vocabulary words.

Playwright Actor
Director Designer
Stage Manager M. Director

Blocking Off Book

Cue Objective
Audition Motivation

D. Application
Teacher will divide the class into two groups and each group will stage a one-act play.
Assign roles and responsibilities. Make sure be guided by the discussion above.

E. Valuing
TEAMWORK
coming together is a beginning keeping together is a progress
working together is a success.
-Henry Ford
F. Evaluation
Direction: Answer the following questions. Write your answer before each item.
_______1. The one who represents a character in a dramatic production.
_______2. A person who manages an organized group of people or a part of an organization.
_______3. He is the manager on stage. He is the responsible for all the sets, place and
position of props.
_______4. The precise staging of actors to facilitate the performance of a play, ballet, film or
opera.
_______5. A person who plans the form, look, or workings of something before its being
made or built, typically by drawing in detail.

IV. Agreement
1. Give me at least 5 theater play.
2. Research about the gerund and how to conduct a Radio Play.

Taysan High School

and Child Development Center
Taysan, Batangas

A DETAILED LESSON PLAN IN ENGLISH 9

FOURTH QUARTER

I.OBJECTIVES
At the end of the lesson students should be able to:
1. Familiarize on the technical words used in drama and theater
2. Explain each term related to drama and theater
3. Apply the usage of these terms in preparation for the stage play
II. SUBJECT MATTER
A. Topic: Technical Words Used in Drama and Theater
B. Reference:
C. Materials:
Led TV
Chalk and board
Powerpoint presentation
III. LEARNING ACTIVITIES
Teachers Activity
A. Pre- activity
Prayer
Students let us all stand and let us pray.

Good Morning everyone.

Our Ms. Secretary, is there any absentees for the day?
Okay, so who can give a short summarization on the last topic that we had discussed. Anyone?

B. Activity
Fill It Up

_ t_ _ e 1. The area where actors perform.

F_ i _ _ 2. Area above the stage from where scenery/ actors are flown into pullies.

E _ _ _ _ 3. To come on stage.

T _ _ p _ o _ _ 4. Door in a flor.
_ r _ _ _ 5. Short for properties – objects used by an actor.

C. Abstraction
Okay class listen carefully and jot down all the important details .

D. Application
E. Teacher will divide the class into three groups. Each group will be designated by each tasks
that they need to accomplished.
Group 1( Singers )

Create a jingle about the importance of familiarizing with the terms used in drama and
theater.

Group 2. (Believers)

Create a quotation about the importance of familiarizing the terms used in drama and theater.

Group 3. (Poets)

Create a two stanza poem about the terms used in drama and theater.

F. Evaluation
Direction: Identify the following statement.
1. It is the meaning of the word “treads”?
2. The area for the audience, generally filled w/ seats.
3. The back wall of the stage which can be painted or lit.
4. Non- acting area behind the stage.
5. A remark to the audience only.

Agreement
1. What is the dramatic Situation and the elements of it?
 Taysan High School
and Child Development Center
Taysan, Batangas

Lesson Plan in English 8

S.Y 2020 - 2021
First Quarter

I. Objectives:
At the end of the lesson students should be able to:
 a. Identify the distinguishing feature of notable African and Asian poems;
b. Appreciate literature as a means of understanding the human being and
forces he/she needs to contend with; and
c. Write a personal response to a literary text.

II. SUBJECT MATTER

Topic: Literature
Reference: Grade 8, Learner's Book (Exploring Literature and Grammar)
Learning Materials: Slide Presentation, laptop
Values Integrations: Develop the communication skills.
III. Procedure
Prayer
Greetings
Checking of Attendance
Checking of Assignment
Review

Preliminary Activity/Priming:

Activity:
Picture Analysis

Analysis:
1. What have you noticed in the picture?
2. Have you ever experienced being invited to meeting to be a police officer?

Abstraction:
The teacher discussed the text about Recruiting officer of Shih-Hao by Tu fu.

Tu Fu (712-770) was a great Chinese poet of the T'ang dynasty. He is known as a poet-historian for his portrayal of the
social and political disorders of his time and is also noted for his artistry and craftsmanship.

Born in Kung-hsien, Honan, of a scholar-official family, Tu Fu lost his mother in early childhood. His father, a minor
district magistrate, remarried, and the boy lived for some time with his aunt in Loyang, the eastern capital. In his youth
he traveled widely in the Yangtze River and Yellow River regions. He first met the poet Li Po in 744 in North China and
formed with him a lasting friendship. In 746 Tu Fu went to Ch'ang-an, the capital, in search of an official position but
failed to pass the literary examination or to win the patronage of influential courtiers. In 751 he sent to the Emperor
a fu (rhymed prose) composition for each of three grand state ceremonials. While the Emperor appreciated Tu Fu's
literary talents, he failed to award the poet an office or emolument.

After a long, futile wait in Ch'ang-an, his resources exhausted and his health declining, Tu Fu was offered a minor
position at court. Just then, the An Lu-shan rebellion broke out (December 755) and threw the country into chaos. Tu Fu
was captured by the rebels, escaped, and led the life of a refugee for some time before he was able to join the new
emperor's court in exile. As a reward for his loyalty, he was appointed "Junior Reminder" in attendance upon the
Emperor. In late 757 he returned with the court to Ch'ang-an, which had been recovered from the rebels, but did not stay
there long. He had offended the Emperor by his candid advice and was banished to a provincial post. He soon gave it up
and started in the fall of 759 a long journey away from the capital.

Tu Fu spent the next 9 years (759-768), the most fruitful period of his poetic career, in various cities in Szechwan. He
settled down with his family in Ch'eng-tu, the provincial capital, where he built a thatched cottage and led a quiet,
contented, though still impoverished life. Occasionally, he had to go from one city to another to seek employment or to
escape from uprisings inside the province. For a year or so, he was appointed by Yen Wu, the governor general of
Ch'eng-tu district, as military adviser in the governor's headquarters and concurrently assistant secretary in the Board of
Works. Upon his patron's death in 765, Tu Fu left Ch'eng-tu for a trip that took him to a number of places along the
Yangtze. Three years later he reached Hunan. After having roamed up and down the rivers and lakes there for almost 2
years (768-770), he died of sickness on a boat in the winter of 770.

Recruiting Officer of Shih-hao by Tu Fu

At dusk I sought lodging at Shih-hao village,
When a recruiting officer came to seize men at night.
An old man scaled the wall and fled,
His old wife came out to answer the door.

How furious was the officer’s shout!

How pitiable was the woman’s cry!
I listened as she stepped forward to speak:
“All my three sons have left for garrison duty at Yeh;
From one of them a letter just arrived,
Saying my two sons had newly died in battle.
Survivors can manage to live on,
But the dead are gone forever.
Now there’s no other man in the house,
Only a grandchild at his mother’s breast.
THe child’s mother has gone away;
She has only a tattered skirt to wear.
An old woman I am feeble and weak,
But I will gladly leave with you tonight
To answer the urgent call at Ho-yang–
I can still cook morning gruel for your men.”

The night drew on, but talking stopped;

It seemed I heard only half-concealed sobs.
As I got back on the road at daybreak,
Only the old man was there to see me off.

Application

Make an essay about the recruiting.

Assessment
1. Who is the author of Recruiting Officer of Shih-hao?
2. Who is the persona in the poem?
3. According how pitiable was the woman’s cry?
4. Complete this line:
The night drew on, but talking stopped;
It ___________________________________.
As I got back on the road at daybreak,

_________________ was there to see me off.

IV. Assignment:
1. What are your obligations as member of your family or as a citizen of your
country? In the selection, find out what obligations have to meet by the
characters mentioned.
2. What are the types of listening?
 Taysan High School
and Child Development Center
Taysan, Batangas

Lesson Plan in English 8

S.Y 2020 - 2021
Second Quarter

I. Objectives
At the end of the lesson students should be able to:
a. Use appropriate grammatical signals or expressions suitable to patterns of idea
development.
b. Identify the kinds of signals.
c. Perform the designated task.

II. SUBJECT MATTER

Topic: Transition Signals
Reference: Grade 8, Learner's Book (Exploring Literature and Grammar)
Learning Materials: Slide Presentation, laptop

III. Learning Activities

Procedures

Prayer
Greetings
Checking of Attendance
Checking of Assignment
Review

Activity
 The teacher gives an activity entitled “pass me please”.
The teacher provides a sentence then the students be able to pass the sentence into their team mate.
This game is also known as relay the message.

Analysis

1. What can you say about the game?

2. Did you encounter any difficulties while doing the game?
3. What have you noticed in the sentence?

Abstraction

The teacher discussed about the transition of signals and the function of it.
1. What can you say about the transition of signals and the function of it?
2. Who wants to give the example of transition signals?

Application

Write an essay using the transition of signals.

Assessment

Directions: Complete the sentences below with the best transition signals.
1.  In Japan, the oyster seed is _______ being cultured in nets to market size but also released
on the bottom where good returns are being obtained two to three years later. Not only.
2. Several years ago, a tobacco company attempted to sell a cigarette that made no smoke;
_________, people who tested that product did not like the way it tasted. However.
3. The most common way of preserving genetic materials is to deposit seeds in gene banks;
_______ that, cultivating plants in their original environment is the most natural preservation
method. Apart from.
4. ________ recycling of wastes material solves the problem of garbage disposal at landfills,
and saves resources, it entails large hidden costs in collecting, sorting and manufacturing.
Much as.
5. The experts found that between forty million and eighty million people have been
forced to move from their homes ________dams. Because of.

Assignment
1. Give an example of transition of signals.
2. Research about the dependent and independent clause.
 Taysan High School
and Child Development Center
Taysan, Batangas

Lesson Plan in English 8

S.Y 2020 - 2021
Third Quarter

I.OBJECTIVES
At the end of the lesson student should be able to:
4. analyze what is non- verbal cues
5. share ideas to what are the different nonverbal cues
6. communicate effectively nonverbally

II. SUBJECT MATTER

Topic: Appropriate Non- Verbal Cues
References: Learner’s Material For English 9, pp. 52-53
Materials/ Equipment:
4. laptop
5. led TV
6. PowerPoint Presentation
Values: Respect
III. LEARNING TASKS
Teachers Activity
G. Pre- Activity

Students let us all stand and let us pray. Anyone who wants to lead the prayer?

Good Morning everyone!

Ms. Secretary are there any absentees for today?

Who can give a brief recap about the topic we have discussed last meeting? Anyone?

H. Activities
Pantomime
The students will be group into five. They will create a role play in a pantomime way. The topic
must not be revealed and their classmates are the one who must discover their topic.
Act What’s In The Box
The teacher already prepared the box. This box contained different emotions written in a piece of
paper. Students will pick one and act what they had pick.

I. Abstraction
The teacher will ask the students to open their book on page 49 of their learning material.

When you hear the word non-verbal, what comes first to your mind?

Can you show us some example of this type of cues/communication?

Who do you think are the person that are well- trained in this kind of cues/ communication?

Is that helpful for them or even for everybody?

Okay for now we will discussed this non-verbal cues/ communication and body language.
8. Facial expression
9. Body movements and posture
10. Gestures
11. Eye contact
12. Touch
13. Space
14. Voice

Evaluating nonverbal signals:

9. Eye contact
10. Facial expression
11. Tone of voice
12. Posture and gesture
13. Touch
14. Intensity
15. Timing and pace
16. Sounds
J. Application
Teacher will divide the students into four groups.
Each group must think and act a scene and they will perform it without using words/ verbal
communication. They must apply what have discussed in nonverbal cues/ communication.
After the performance of all the groups every group must guess what the other group
performed. (Break out Rooms)
Group 1 is to Group 2
Group 2 is to Group 3
Group 3 is to Group 4
Group 4 is to Group 1

Criteria

EXCELLENT
The speaker demonstrates exceptional posture, gesture, bodily movement, facial
expressions, eye contact and level of personal space/distance from the audience.
 SATISFACTORY
The speaker demonstrates acceptable posture, gestures, facial expressions, eye contact, and
level of personal space/ distance from the audience.

UNSATISFACTORY
The speaker fails to use acceptable posture, gestures, facial expressions, eye contact, and
level of personal space/ distance from the audience.

K. Valuing
We all know that there are many people who cannot speak but they want to convey us
something, right?
There are people that their senses are not complete like us. We must be thankful and grateful
that we have complete senses but we must always RESPECT the people especially those who
needs a health care, Right?

Aside from being respectful to others what are the things that we must have to be fair to each
other?

L. Evaluation
Direction: Answer the following questions.
4. It is the process of communication through sending and receiving wordless (mostly
visual) cues between people.
5. According to Wertheim(2008) how many roles that nonverbal communication cues play?
6. This nonverbal cues/ communication conveyed by a weak handshake, a timid tap on the
shoulder, a warm hug, a light slap on the back or a pat on the back.

Agreement
Answer the following:
3. How non-verbal communication helps in communicating with others.
4. Do advance reading about modifier.