Detailed Lesson Plan (DLP) SY 2020-2021: GRADE

Republic of the Philippines
Department of Education
Region XI- Davao Region
Schools Division of Davao City
MINTAL COMPREHENSIVE HIGH SCHOOL
Barangay Mintal, Tugbok District, Davao City
DETAILED LESSON PLAN (DLP)
SY 2020-2021
Name of Teacher: __________________ Grade & Section: GRADE________
Subject: Topic:
Date: DECEMBER 10, 2021 Time: 1:40 PM – 2:40 AM
I. OBJECTIVES
The learner demonstrates communicative competence through his/ her understanding of
A. Content Standard British-American Literature, including Philippine Literature and other texts types for a deeper
appreciation of Philippine Culture and those of other countries.
The learner competently performs in a full- length play through applying effective verbal and non-
B. Performance Standard verbal strategies and ICT resources based on the following criteria: Focus, Voice, Delivery and Dramatic
Conventions.
C. Learning Competencies/ EN9G-IIe-20 Employ the appropriate communicative styles for various situations
Objectives (intimate, casual, conversational, consultative, frozen)
Write the LC code
II. CONTENT Social Issues (Relevant and Irrelevant Ideas)

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages English 9 Learning Module , p. 10-32
2. Learner’s Materials pages English 9 Learning Module, p. 10-32
3. Textbook pages N/A
4. Additional Materials from N/A
Learning Resource (LR) portal
B. Other Learning Resources Pictures, laptop, powerpoint presentation, activity cards, video clip
KRA 3, OBJ. # 7, Ind. 3
-Selects, develops, organizes and uses pa.org. 2019. Discrimination: What It Is, And How To Cope. [online] Available at:
appropriate teaching and learning
resources, including ICT, to address [Accessed 16 June 2020]. Anastasia, E. (2018). Social Media Addict [Video].
learning goals. Retrieved from https://www.youtube.com/watch?v=BG5cM4mmZ_Y Caged Bird by
. Maya Angelou | Poetry Foundation. (2020). Retrieved 14 June 2020, from
https://www.poetryfoundation.org/poems/48989/caged-bird Clark, Chase. Woman
Fist with the Word FOCUS. Unsplash. BuzzFeed, Squarespace and Trello, July 18,
2018. https://unsplash.com/photos/dGqWUPPesrQ. Collins, P. (2020). Another Day
in Paradise [Online]. Atlantic Virgin WEA. Retrieved from
https://www.youtube.com/watch?v=Qt2mbGP6vFI&feature=youtu.be Definition of
Bullying | National Centre against Bullying. (2020). Retrieved 20 June 2020, from
https://www.ncab.org.au/bullying
IV. PROCEDURES
A. Reviewing the previous lesson or * Always remind the students about the classroom rules
presenting the new lesson
KRA 3, OBJ. # 9, Ind. 8

- Design, adapt and implement teaching
strategies that are responsive to learners
with disabilities, giftedness and talents
KRA 3, OBJ. # 10, Ind. 9
MOV---The CHOOSE A NUMBER is used
to make the activity interactive and
interesting to the students (their names
on the number), as it also asked
questions which they can resonate their
The students will give a recap about the previous lesson:
own experiences making learners with
special needs and members of the IP 1. Sharing of answers through “Choose a Number”:
Groups feel that they belong. 2. Present the Choose a number with the names of the
students hidden on each number.
Address: Barangay Mintal, Tugbok District, Davao City

Telephone Number: (82) 291 5969
Email Address: mintalcompre.nhs@deped.gov.ph
KRA 2, OBJ. # 5, Ind. 4 3. Choose a volunteer to pick a number, and the one whose
Establish safe and secure learning name is hidden on the chosen number has to share his/her answer.
environments to enhance learning
through the consistent implementation
of policies, guidelines and procedures Review Questions:
MOV - The teacher ensures that learners 1. What are the types of communicative styles?
can articulate and adhere to the safety 2. How do you identify communicative styles in conversation?
guidelines and practices in all the
learning tasks
3. Why is it important to know the tone of the conversation?
Presenting objectives:
At the end of the lesson, learners are expected to:
1. Identify some of the different social issues, concerns, or dispositions in today’s society;
2. Analyze images and explain what underlying particular social issues, concerns, or
dispositions in real life is present;
3. Interpret the lifted lines from songs and/or poems and relate them to particular social
issues, concerns, or dispositions in real life;
4. Draw an editorial cartoon and discuss its relevance to particular social issues, concerns, or
dispositions in real life; and
5. Write an advocacy line or statement to fight any untoward social issues, concerns, or
dispositions in real life.
B. Establishing a purpose of the
lesson. ADD ME! AND SUBTRACT ME!
KRA 3, OBJ. # 9, Ind. 8
- Design, adapt and implement teaching Let them solve the following word equations:
strategies that are responsive to learners 1. I–T +SS – N + U+E-N+S = ? ISSUES (grasp tightly)
2. COMMUTE – X + R =? ISSUES (a person who travels from distance)
MOV---the “ADD Me & SUBTRACT ME” 3. CON – CA + CO – DA + CT = ? BULLYING(combined many ingredients in a
activity will make students analyze the meal)
problems. The word and number 4. FAT – E + T – O + AL=? DISCRIMINATION (causing death)
problems are very effective activity to 5. JUXTA – E + PO – E + S – P + E = ? MEDIA (place or deal with close
learners with special needs and gifted
learners. together for contrasting effect)
Performs fundamental operations NOTE: Emphasize mathematical operations.
on integers. (M7NS-Ic-d-1) Performs fundamental operations on integers. (M7NS-Ic-d-1)
C. Presenting
examples/instances of the new 2 PICS 1 WORD!
lesson Directions: Look at the four sets of photos given below closely. Then, figure out
KRA 3, OBJ. # 9, Ind. 8 what common word best describes each set.
Design, adapt and implement teaching
strategies that are responsive to learners
KRA 3, OBJ. # 10, Ind. 9
Adapt and use culturally appropriate
teaching strategies to address the needs
of learners from indigenous groups Present video about an inspiring story.
MOV--- Emphasize the importance of 1. What issue is presented in the conversation?
respect no matter what shape, status and 2. Is the issue relevant and truthful?
ability you are in especially those who
have disabilities and member of the IP 3. For you, what makes an idea relevant or truthful?
Groups.
✓ Relevant information would include changes in temperature, winds, and rainfall.
KRA 1, OBJ. # 4, Ind. 3 ✓ Information that is irrelevant to this topic would include changes in government
Use effective verbal and non-verbal
classroom communication strategies to
or cultural traditions
support learner understanding,
participation, engagement and
achievement
MOV - The teacher establishes classroom NOTE: Emphasize the importance of what you say to others
activity which promote open
communication between the teacher and Nakapagpapakita ng paggalang sa paniniwala ng kapwa. (EsP9PkP-Iab-2)
learners, and among the learners and
their peers. This involves activity where
teachers and learners openly discuss the

answers to the given questions
D. Discussing new concepts and is a problem that affects many people within a
practicing new skills society. It is a group of common problems in
present-day society and ones that many people
KRA 1, OBJ. # 3, Ind. 2 strive to solve.
Display proficient use of Mother
Tongue, Filipino and English to
facilitate teaching and learning.
MOV--- Teacher has to proficiently

use the English Language and
code-switching in explaining the
concepts of the lesson all
throughout the session.
F. Developing Mastery (Leads to

Formative Assessment)
Group Activity: Sing It!
1. The class will be divided into 4 groups.
KRA 1, OBJ. # 1, Ind. 1 2. Each group will be given 1 song.
-Applies knowledge of content within 3. The group must sing the line of the song and explain its meaning
and across curriculum teaching areas. Example:
MOV--- Integration of content knowledge
within and across subject areas is
evident, specifically for ESP. You, with your words like knives And swords and weapons that you use against me You, have
knocked me off my feet again, Got me feeling like a nothing You, with your voice like nails On a
chalk board, calling me out when I'm wounded You, picking on the weaker
Nakapagpakita ng paggalang sa man - Mean by Taylor Swift
paniniwala ng kapwa (EsP9PKP- https://www.youtube.com/watch?v=jYa1eI1hpDE
lab_2).
KRA 2, OBJ. # 7, Ind. 6 These lines explained how mean words can have an impact to a bullied person. As the famous
Maintain learning environments that saying goes, “The tongue has no bones, but it is strong enough to either break or make a man.” It
nurture and inspire learners to meant that we should be careful in what we say towards other people and even to yourself.
participate, cooperate and collaborate in
continued learning
MOV – The teacher asks learners to PEER ASSESSMENT:
discuss and answer given questions Students will present their answers COLLABORATIVELY AND CREATIVELY:
collaboratively. They are also given the
Each group will be graded with these criteria:
chance to give feedback on the answer of
the other groups. The teacher constructs Content - 10 pts.
carefully structured groups in which Presentation - 10 pts.
learners are engaged in learning
20 pts.
experiences that clearly reflect all
elements of cooperative learning
Follow-up questions:
1. Do you share the same experiences with the poems and songs?
2. If yes, how did you overcome challenging experiences?
G. Finding practical applications

of concepts and skills in daily
Speak Up!
living. Students will watch video clips about the different social issues, and they will
express their opinions about the issues.
KRA 1, OBJ. # 1, Ind. 1
-Applies knowledge of content within
and across curriculum teaching
areas.
MOV--- Integration of content https://www.youtube.com/watch?v=FdiIZayygNw
knowledge within and across subject

areas is evident, specifically for
Araling Panlipunan and Values
Education – PAKIKIPAGKAPWA-TAO.
KRA 1, OBJ. # 4, Ind. 3
achievement
MOV - The teacher establishes classroom
communication between the teacher and
learners, and among the learners and
answers to the given questions. Paggalang sa dignidad ng tao ay ang nagsisilbing daan upang mahalin ang kapwa
KRA 2, OBJ. # 6, Ind. 5 tulad ng pagmamahal sa sarili at b. ang paggalang sa dignidad ng tao ay nagmumula
Maintain learning environments that
promote fairness, respect and care sa pagiging pantay at magkapareho nilang tao (EsP7PT -IIh - 8.3)
to encourage learning
MOV - The teacher mentions about being
respectful and mindful with the words
and actions in expressing their feeling Pagtanggap at paggalang sa iba’t ibang kasarian upang maitaguyod ang
towards others. The teacher expresses
pagkakapantaypantay ng tao bilang kasapi ng pamayanan. (AP9MSPIVh-1)
polite and respectful interactions with
learners and among learners, and
exhibits sensitivity to learners’
differences amidst different opinions to
the situations.
H. Making generalizations &

abstractions about the lesson
Jot What You Think!
Below is the 4-3-2-1 chart, supply your answers on what was asked on the first column to the second
column.
KRA 1, OBJ. # 1, Ind. 1 4 Things You Found Out Here are the four things I found out in this
-Applies knowledge of content within lesson. First, … Next, … Then, … Lastly, …
3 Interesting Things You Discovered The three interesting things I discovered were …
areas.
MOV--- Integration of content knowledge
within and across subject areas is 2 Questions You Still Want to Ask The two questions I still want to ask are …
evident, specifically for Values Education
– IMPORTANCE OF RESPECT. 1 Advocacy You Want to Share with Your The advocacy that I want to share with my
Family and Friends family and friends is …
Pagtanggap at paggalang sa iba’t
ibang kasarian upang maitaguyod
ang pagkakapantaypantay ng tao Questions:
bilang kasapi ng pamayanan.
1. How do you find the activity?
(AP9MSPIVh-1) 2. How are you going to continue your advocacy?
3. Why are these statements important?
KRA 2, OBJ. # 8, Ind. 7
Apply a range of successful strategies
that maintain learning environments that
motivate learners to work productively
by assuming responsibility for their own
learning.
MOV - The teacher creates a learning
environment that sustains learners’
active engagement and self-motivation
which this activity exhibits.
I. Evaluating Learning Light at the end of the tunnel!

KRA 1, OBJ. # 1, Ind. 1 You accidentally went to the tunnel of connections. Students must answer the
-Applies knowledge of content within questions along the way.
areas.
MOV--- Integration of content
knowledge within and across subject
areas is evident, specifically for ESP-
UNDERSTANDING OF EQUALITY AND
TRUTH.
gtanggap at paggalang sa iba’t

ibang kasarian upang maitaguyod
ang pagkakapantaypantay ng tao
bilang kasapi ng pamayanan.
(AP9MSPIVh-1)
KRA 1, OBJ. # 4, Ind. 3

achievement
MOV - The teacher establishes classroom
communication between the teacher and
learners, and among the learners and NOTE: Emphasize on the ideas that are truthful and relevance.
answers to the given questions.
J. Additional activities for
application or remediation
Draw Me a Picture!
Draw an editorial cartoon based from the rubric and write a short discussion on its
relevance to particular social issues, concerns, or dispositions in real life. Here’s the
example: https://arlenepasajecartoons.blogspot.com/2019/01/bulliesviral-virus-of-
society.htm
ANNOTATION 1 - Used research-based knowledge and principles of teaching and learning to enhance professional
practice (KRA 1, OBJECTIVE 2)
The objective of the activities used in my lesson plan is to introduce a new way of learning where students can learn about the world
around them through active engagement in real-life situations. Inquiry-Based Learning is evident in all activities where I let my
students Ask, Investigate, Create, Discuss and Reflect.
From the Review and Motivation, I was able to Engage my students in using their prior knowledge. Thus, the activities made the
students Explore more ideas about the topic. I let my students Explain and Elaborate through the activities given in the abstraction
and analysis part where the progression of learning also transpired.
References:
John Dewey (1933) Inquiry Based Learning: Learning By Doing
Manuela Heindl (2019) Inquiry-based Learning Approach
(PPST, 2017)
ANNOTATION 2 - Applied a personal philosophy of teaching that is learner-centered

(KRA 4, OBJECTIVE 16)
I personally believe that learning should be student-centered. I adhere to the Progressivism Philosophy of Education where all
children should be given “individualized” attention rather than just those with special needs. This theory of education is concerned

with “learning by doing “that children learn best when pursuing their own interests and satisfying their own needs. My goal as a
teacher is to motivate my students on how to think and not what to think and to make sure that they will love and enjoy learning.
The following are the activities I used with my students that mirror the philosophy of Progressivism:
1. Learning Objectives – The learners understand the lesson and perform independently.
2. 2 Pics 1 word, Sing it, Subtract and Add Me, Speak up and Jot what you think - The teacher gives emphasis on experiential
learning, problem-solving, critical thinking, and development of social skills.
3. Assessments – The learners learn to do self-evaluation.
This lesson plan shows that I was able to apply this teaching philosophy in all areas of lesson planning from the learning objectives,
instructional activities, and assessments.
V. REMARKS This lesson will surely motivate the students especially the activities because it’s very interesting and
fun.
VI. REFLECTION 95 % of the students earn 80% in the evaluation

A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional 5 % of the students require additional activities for remediation
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. of Yes. 95 % of the remediated students catch up with the lesson.
learners who have caught up with the
lesson
D. No. of learners who continue to 5% to be followed up due to absences.
require remediation
E. Which of my teaching strategies The activities are very effective given that the students in this generation have a very limited attention
worked well? Why did these work? span.
The use of videos also motivates students to be more participative and active. The use of ICT can really
catch their interest.
F. What difficulties did I encounter which Students are participative and willing to learn but some students have lower level of proficiency, thus
my principal or supervisor can help me some of them with the same subject lessons are way too behind.
solve
G. What innovation or localized materials The integration of ICT.
did I use/discover which I wish to share The intrapersonal and interpersonal attack of the lesson will give the lesson evident relevance to the
with other teachers? lives of the students.
Prepared by:
Reviewed by:
SST-I MT-I
Observed by:
MT-I


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Republic of the Philippines

II. CONTENT Social Issues (Relevant and Irrelevant Ideas)

KRA 3, OBJ. # 9, Ind. 8

Address: Barangay Mintal, Tugbok District, Davao City

Address: Barangay Mintal, Tugbok District, Davao City

MOV--- Teacher has to proficiently

F. Developing Mastery (Leads to

G. Finding practical applications

Address: Barangay Mintal, Tugbok District, Davao City

H. Making generalizations &

I. Evaluating Learning Light at the end of the tunnel!

Address: Barangay Mintal, Tugbok District, Davao City

gtanggap at paggalang sa iba’t

KRA 1, OBJ. # 4, Ind. 3

ANNOTATION 2 - Applied a personal philosophy of teaching that is learner-centered

Address: Barangay Mintal, Tugbok District, Davao City

VI. REFLECTION 95 % of the students earn 80% in the evaluation

Address: Barangay Mintal, Tugbok District, Davao City

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