DETAILED LESSON PLAN FOR GRADE 9

Prepared by: Niña Mendoza

I. OJECTIVES
A. Content Standards
The learner demonstrates understanding of how Anglo-American literature
and other text types serve as means of valuing other people; also how to use
processing information strategies, different forms of adverbs and conditionals
for him/her to play an active part in a Chamber Theatre presentation.

B. Performance Standards
The learner proficiently plays an active part in a Chamber Theatre
presentation through employing effective verbal and non- verbal strategies
based on the following criteria: Focus, Voice, Delivery, Facial Expressions,
Style and Body Movements or Gestures.

C. Learning Competencies
Make connections between texts to particular social issues, concerns, or
dispositions in real life.

D. Specific Objectives
At the end of the class, 80% of students should be able to:
A. Appraise the song ‘Numb’ by Linkin Park;
B. Reflect whether they could connect to the song; and
C. Write a 2-paragraph short essay about the connection of the song lyrics to
their own life, personal experience, or feelings.

II. SUBJECT MATTER

A. Topic: Text-To-Self
B. References:
https://drive.google.com/drive/folders/1wMnFtbJdYId_EMa77Upm_xslr0HiZxi
5
https://www.youtube.com/watch?v=kXYiU_JCYtU
https://www.songfacts.com/facts/linkin-park/numb
C. Materials: Manila paper, permanent marker, chalk and chalkboard

III. PROCEDURE

Teacher’s Activity Students’ Activity

A. Class Ritual
“Good morning class.” “Good morning, ma’am.”

“Arrange your chairs and pick up the pieces of (The students arrange their chairs and
paper and plastic wrappers. Throw it in the trash pick up the pieces of paper and plastic
 can.” wrappers. They throw the trash in the
trash can.)

“You may take your seat.” “Thank you, ma’am.”

B. Motivation
“Listen to the song ‘Numb’ by Linkin Park then (The students listen to the song.)
analyze whether this song reflects your life or not.”

“So, did you understand the song?” “Yes ma’am.”

“What is the song all about?” “It is about children who are sick of
living up to the high expectations their
parents set for them.”

“Yes, that is correct. Do you think that this is true, “Yes ma’am.”
and it happens in the real life?”

“Very good.”

C. Presentation
“What is Text-to-Self Connections? Yes?” “These are connections where students
connect what they are reading to
personal experiences or knowledge.”

“Give me an example.” (The student provides an example of

their own.)

D. Lesson Proper
“Let us go back to the song. What are the lyrics “The lyric Every step that I take is
that indicates something? Yes?” another mistake to you is about how
they feel like they can't do anything to
make their parents proud.”

"Can't you see that you're smothering

“That’s correct. What else?” me holding too tightly afraid to lose
control cause everything that you
thought I would be, has fallen apart
right in front of you refers to a kid
needing a release from his parents'
disappointment that he isn't a perfect
child.”

"All I want to do is be more like me and

“That’s right. Another one? Yes?” be less like you says that the kid wants
 to be his own person and not have his
parents mold him anymore.”

"But I know I may end up failing too but

“That’s correct. Another one? Yes?” I know you were just like me with
someone disappointed in you expresses
the thoughts that parents need to realize
what it was like to be a kid.”

“That’s right.”

E. Generalization “These are connections where students

“So, what is Text-to-Self Connection again?” connect what they are reading to
personal experiences or knowledge.”

“Yes, that is correct.”

IV. APPLICATION
“Bring out a one whole pad paper and a ballpen.
You are going to make a checklist about the Text-
to-Self Connection about the song that we have
discussed.”

V. EVALUATION
“At the back of your paper, write a 2-paragraph
short essay about the connection of the song lyrics
to your own life, personal experience, or feelings.”

VI. ASSIGNMENT

Search what is Text-to-Text Connection.