LEARNING PLAN IN GRADE 9

Date of Meeting: April 25, 2023 (Tuesday)

Topic: MERCHANT OF VENICE
Competencies:
EN9LT-IIIa-16: Analyze literature as a means of connecting to the world.

Resources:
https://nosweatshakespeare.com/play-summary-2/merchant-venice/

Material/s:
PowerPoint presentation

I. INTRODUCTION (5 minutes)
A. ELICITING PRIOR KNOWLEDGE
ACTIVITY 1: “Looking Back!” (This activity lets the students recall the summary of
“Merchant of Venice” and will be tasked to connect the words to the given literary
piece)
The teacher will be giving words related to the Merchant of Venice. The students
will be called randomly and tasked to connect the words to any part/event of the
piece.
1. Loan/money 4. Ships
2. Flesh 5. Life
3. Portia

B. SETTING GOALS FOR LEARNING

Objectives:
At the end of the lesson, the students are expected to:
a. determine how a literary piece reflect the situations in a society through a role
play;
b. write an essay which will show fair judgement in the given situation; and
c. show a deep understanding of the importance of one’s life through answering
question.

C. Essential Questions: How can someone give a fair judgement in any situation?

II. INTERACTION
A. EXPLORATION (15 minutes)
ACTIVITY 2: “The Judgment is Yours!”
The students will perform a short play on how will they be giving judgement about the
given scenario:
 You are in a classroom, you saw your classmate who was bullied in the classroom
cutting the bags of the persons who bully him. How are you going to solve or give
judgment to this situation?

You saw your best friend’s girlfriend cheating on him. While you are walking on the
street, you have seen your best friend being with another woman and acting sweet.
How are you going to solve the situation?

Someone in your classroom consulted the POD office telling that a group of men
using vape somewhere in the campus. When you go to the comfort room, you
smelled something and saw smoke on the cubicle. When you went out, you saw the
person who consulted the POD office went out to the cubicle where you have seen
the smoke. How are you going to give judgment to the situation?

During the exam, you saw your classmate cheating. Your classmate knows that you
caught him/her cheating. When you were heading home, your classmate talked to
you and asked you not to report him/her to the POD or to your teacher. How are you
going to solve/give judgment to this situation?

Someone in your classroom bullied your classmate because of his/her appearance

and beliefs. One day, your classmate who was bullied in the classroom didn’t want
to go to school anymore for a reason that he/she might get bullied again. How are
you going to solve the situation?

You are in a classroom, and one of your classmates has a grudge against the other
and intentionally puts his or her own wallet on the bag of your classmate. A
classmate of yours is accused of something she hasn’t done. How will you handle
this situation?

PROCESSING QUESTIONS:
1. How can these situations serve as an awareness to you as a student?
2. How can we makes decisions that will not hurt other people?
3. What message can you give to someone who gives quick judgment?

ESSENTIAL QUESTION: How can someone give a fair judgement in any situation?

III. INTEGRATION (10 minutes planning)

A. AUTHENTIC ASSESSMENT
ACTIVITY 3: “Make Your Judgment!”
The students will be given a scenario and tasked to give their judgment through writing
an essay:
Scenario: During the exam, you saw your classmate cheating. Your classmate
knows that you caught him/her cheating. When you were heading home, your
classmate talked to you and asked you not to report him/her to the POD or to your
teacher. How are you going to solve/give judgment to this situation?

B. SYNTHESIS
1. In what aspect of our lives do we act as a judge?
2. What makes the Merchant of Venice become a symbolism of mercy?

C. VALUING
In relation to the literature “Merchant of Venice”, How can someone give appreciation
and importance to one’s life?

C. METACOGNITION
Describe how you have learned in this lesson by completing the following.
Today I have learned that_______________________ because_________________.
So, I will _______________________.

D. CONCLUSION
Whether it be poetry or prose, literature provides insight, knowledge or wisdom, and
emotion towards the person who partakes it entirely. Life is manifested in the form of
literature. Without literature, life ceases to exists.

----------------------------------------------------DAY 3------------------------------------------------------
No. 3: April 26, 2023 (Wednesday)
Topic: Modals
Competencies:
EN9LT-IIIa-16: Analyze literature as a means of connecting to the world.
EN10G-1g-3.6: Use modals

Resources:
https://www.studocu.com/ph/document/university-of-southeastern-philippines/study-
and-thinking-skills-in-english/lesson-plan-in-grade-8-english-modals/18566008
https://www.studocu.com/ph/document/sti-college/computer-engineering/modal-verb-
lesson-plan/7221966

Adelaida G. Avalos, Ph.D. with Reinaldo L. Avalos, M.A.T. (2007) From grammar to
Fluency in 30 days pp. 74-77

Material/s:
1.PowerPoint presentation
2. Manila Paper
 3. Strips of paper

I.INTRODUCTION
A. ELICITING PRIOR KNOWLEDGE (3 minutes)
ACTIVITY 1: “I Can Forgive You!”
The teacher will post the word “I FORGIVE YOU” on the board and students will be
tasked to insert these following words: CAN, MUST, MAY, WILL, and SHOULD
between the words “I” and “FORGIVE” on the sentence posted. Afterwards, the
students will be tasked to explain the meaning of the sentence after the word is
inserted.

PROCESSING QUESTIONS:
1. From the activity that you had, what happened to the original sentence after you
insert those words?
2. How does the inserted word change the expression of the sentence?
3. What are the inserted words?
4. Do you know what these words are called?

B. SETTING GOALS FOR LEARNING

Objectives:
At the end of the lesson, the students are expected to:
a. determine the correct use of each modals;
b. exchange lines using modals;
c. complete sentences using modals;
d. create an essay considering the giving of right judgement in various
situations.

Essential Question: How do the modals help you in communicating to others?

II.INTERACTION
A. ACQUISITION OF KNOWLEDGE (25 minutes)
ACTIVITY 2: “Getting to know the Modals!” (It tests students’ ability to work as a
group in familiarizing the modals)
The teacher will be presenting what is modal and its characteristics.
Modals (Modal Verbs)
 Include can, could, must, might, will, would, may, have to, should, and
ought to.
 Give additional information about the function of the main verb that follows
it.
Characteristics of Modals
 They never change their form. You can’t add “s” and “ed”.
 They do not change their form (spelling).
  They are used to indicate modality which allow speakers to express ability,
necessity, willingness, obligation and so on.

Afterwards, the students will be tasked to complete the table given to their group by
pasting the strips of paper prepared. All groups will be given the same table and strips
of paper.

STRIPS OF PAPER:
willingness permission obligation ability possibility

Can/could PERMISSION Can I borrow your book please?

ABILITY I can write a play.
May PERMISSION May I ask your number please?
POSSIBILITY It may rain tonight.
Will/would WILLINGNESS I will clean the room.
Must OBLIGATION You must wear your school I.D.
Have to OBLIGATION You have to wear school I.D.
Should OBLIGATION Students should go to the school.
Ought to

PROCESSING QUESTIONS:
1. What are the inserted words?
2. What is modal verb?
3. How does the inserted word change the expression of the sentence?

B. EXPLORATION OF CONTENT AND SKILLS

ACTIVITY 2: “Insert My Modals” (Students are able to use modals in exchanging
lines with their partner on the given situations)
The students will be tasked to find a pair. Then, they will be exchanging
lines/dialogues using modals on the following situation:
 When Bassanio borrowing money to Antonio
 When Antonio borrowing money to Shylock
For example:
Bassanio: Antonio, can you please lend me some money?
Antonio: I’m sorry, Bassanio but I don’t have enough money to lend you. You should
try borrowing money to Shylock.

B. Fill-out the sentences with correct modals.

(to express ability) 1. I ___sing a song.
(obligation) 2. We ___ask a lawyer.
(obligation) 3. I ____ go to bed earlier.
(permission) 4. ____ I use your chair?
(willingness) 5. I ___ wash the dishes.
(ability) 6. Ana ___ drive a car.
(permission) 7. ___ I use phone, please?
(obligation) 8. Alex ___ do something about it.
(permission) 9. ___ I go out?
(possibility) 10. Father ___ spank me if I don’t clean the house.

ACTIVITY 3: “Interpret It!” (Enhances students’ ability to interpret the lines from the
play)
Instruction: The teacher flashes on the screen the lines from the play, then the
students will write in cattleya notebook their interpretation of what each line means
inserting modals.

1. “It is a wise father that knows his own child.” - Lancelet

2. “But love is blind, and lovers cannot see, the pretty follies that themselves commit.”
– Jessica
3. “All that glisters is not gold.”  – Morocco
4. “God made him, and therefore let him pass for a man.” – Portia
5. “A stage where every man must play a part, and mine a sad one.” – Antonio

Essential Question: How do the modals help you in communicating to others?

III. INTEGRATION
A. AUTHENTIC ASSESSMENT
ACTIVITY 4: “Create Me”
The students will be tasked to make an essay about giving advice to the person who is
being judgmental using modals.

B. SYNTHESIS
a. What Salettinian Core Value/s is/are exhibited during your group work in
Activity 2: Getting to Know The Modals?
b. So far, what challenges have you encountered among your members and
what is the best way you think you can improve it?

C. METACOGNITION
Describe how you have learned in this lesson by completing the following.
Today I have learned that_______________________ because_________________.
So, I will _______________________.

D. CONCLUSION
Modal verbs are special verbs that work alongside other verbs to show intent or
possibility. It gives additional information about the function of the main verb that
follows. They can also be used to make requests, give permission, or show that
someone is capable of something.
E. ASSIGNMENT
Prepare for the presentation of the role play for the Activity: “Models”

Using modals in your dialogue, perform in a role play your ways on how will you be
handling an issue regarding:
Group 1: PARENTS
Group 2: CLASSMATES
Group 3: TEACHERS
Group 4: BROTHERS/SISTERS
Group 5: FRIENDS
Group 6: LOVERS

Teacher Remarks:
_____________________________________________________________________
_____________________________________________________________________
________________________________________________________________.

----------------------------------------------------DAY 4------------------------------------------------------
No. 4: April 27, 2023 (Thursday)
Topic: Modals
Competencies:
EN9LT-IIIa-16: Analyze literature as a means of connecting to the world.
EN10G-1g-3.6: Use modals

Resources:
https://www.studocu.com/ph/document/university-of-southeastern-philippines/study-
and-thinking-skills-in-english/lesson-plan-in-grade-8-english-modals/18566008
https://www.studocu.com/ph/document/sti-college/computer-engineering/modal-verb-
lesson-plan/7221966

Adelaida G. Avalos, Ph.D. with Reinaldo L. Avalos, M.A.T. (2007) From grammar to
Fluency in 30 days pp. 74-77

Material/s:
1.PowerPoint presentation
2. Manila Paper

I.INTRODUCTION
A. ELICITING PRIOR KNOWLEDGE (5 minutes)
ACTIVITY 1: “Let’s Play a Game!”
The teacher will be pasting sentences on the board. The students will be tasked to
select the right modal to be used in the sentence.
For example: ‘I’m hungry.’
‘But you’ve just had breakfast. You _________ hungry already.’
a. can't be b. should be c. must be
PROCESSING QUESTIONS:
1. What is modal verb?
2. When do we use modals?
3. How does the modals change the expression of the sentence?

B. SETTING GOALS FOR LEARNING

Objectives:
At the end of the lesson, the students are expected to:
a. perform in a role play the ways on how to handle a certain issue;
b. construct a statement about the given question using modals; and
c. recognize the importance of modals in expressing one’s thought through
answering questions.

Essential Question: How can modal verbs be useful in expressing one’s thoughts?

II.INTERACTION
A. EXPLORATION OF CONTENT AND SKILLS
ACTVITY 2: “Models” (10 minutes)
Using modals in your dialogue, perform in a role play your ways on how will you be
handling an issue regarding:
Group 1: PARENTS
Group 2: CLASSMATES
Group 3: TEACHERS
Group 4: BROTHERS/SISTERS
Group 5: FRIENDS
Group 6: LOVERS

III. INTEGRATION
A. AUTHENTIC ASSESSMENT
ACTVITY 4: “Modals: Final Wave!”
The students will be tasked to give an answer to the given question using
the correct modal.
1. When Bassanio is borrowing a money to Antonio, what did he say?
___________________________________________________________
2. When Antonio offers to act as Bassanio’s guarantor, what did he say?
___________________________________________________________

3. When Antonio and Bassanio negotiate a bond with Shylock, what did they say?
___________________________________________________________
4. When Shylock demands justice, what did he say?
___________________________________________________________
5. When Jessica elopes with Lorenzo, what did she say?
___________________________________________________________
6. When you order to make better decisions and choices in life, what would you do?
___________________________________________________________
7. When the person you love and trust betrayed you, what would you say?
___________________________________________________________
8. If your friend asking you to lend him/her money, what would you say?
___________________________________________________________
9. When someone asked you if you believe that money can’t buy happiness, what
would you say?
___________________________________________________________
10. If you were to give advice to someone who gives quick judgment, what would you
say?
___________________________________________________________

B. SYNTHESIS
a. What Salettinian Core Value/s is/are exhibited during your group work in the
Activity 2?
b. So far, what challenges have you encountered among your members and
what is the best way you think you can improve it?
c. How can modal verbs be useful in expressing one’s thought?

C. CONCLUSION
The literary texts we just studied and learned reflect how to indicate certainty,
possibility, necessity, inference, or prediction just like in modals. These
purposes can greatly impact and forge our communication with someone. It is
our determination and will to continuously nourish this communication that
make our living significance to the lives of others.

Teacher Remarks:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________.

----------------------------------------------------DAY 5------------------------------------------------------
No. 5: April 28, 2023 (Friday)
Topic: Special Topic: FEATURES OF JOURNALISM
Resources:
https://www.studocu.com/ph/document/university-of-southern-mindanao/
campus-journalism/lesson-6-writing-the-editorial/30911662
Material/s:
1.PowerPoint presentation
2. Manila Paper
3. Marker
I.INTRODUCTION
A. ELICITING PRIOR KNOWLEDGE (5 minutes)
ACTIVITY 1: “CapaciTHINK”
The students will be tasked to give facts about each issue and opinion on it.

FACTS OPINION

FACTS OPINION

FACTS OPINION

PROCESSING QUESTIONS:
1. What is the difference between facts and opinion?
2. What makes an editorial or opinion piece effective?
3. Imagine the world without editors and media, what do you think will happen?

B. SETTING GOALS FOR LEARNING

Objectives:
At the end of the lesson, the students are expected to:
a. enumerate important features of Editorial;
b. formulate guidelines in skills development for editors and the promotion
of positive editorial;
c. create an editorial regarding a specific social issue.

Essential Questions: Why do editors need to exert more effort at becoming good and
skillful in the field of journalism?

II.INTERACTION
A. ACQUISITION OF KNOWLEDGE (30 minutes)
ACTIVITY 2: “WHAT TO FIND?” (In this activity, Students will be able to identify what
is Editorial, Types of Editorials, Parts of Editorial, Pointers on writing an Editorial, and
Do’s and Don’ts in writing an Editorial)
In a manila paper, there are written statements. The students will be tasked to identify
if it is a NEWS or EDITORIAL.

NEWS 1. The intention of the writing, or the article itself, is to plainly report facts that
are verifiable. 
EDITORIAL 2. It includes and promote opinions to stimulate the public's perception
about the given topic through the lens of the publication.
NEWS 3. It is factual and punctual. They are very clear, cohesive and concise. 
EDITORIAL 4. It builds arguments to address a certain issue and present the opinion
of the author or the publication.
NEWS 5. It delivers information in a simple, straightforward, serious tone that aims to
inform the public about a certain issue only.
EDITORIAL 6. It is to explain, criticize, persuade, and praise. Editorials promote
critical thinking and affect public opinion.
NEWS 7. It is limited in their options. It should report up-to-date, fresh, goings-on that
is still timely relevant upon the day of publication.
EDITORIAL 8. The staff has the option or privilege to choose which topics they are
going to address. 
NEWS 9. Its content may vary from politics, sports, arts, businesses, science and
technology, and other relevant fields as long as the stories are fresh, concerning, and
suitable for the time that they would be published.
EDITORIAL 10. It is the timeliness of the topic isn’t much of an issue, as long as the
topic is relevant and important.

PROCESSING QUESTIONS:
1. What is the difference between news and editorial?
2. How can writing editorial be an effective tool in giving facts or opinion?
3. How effective editorial is in building leaders and reconcilers?
4. What power does writing give to anyone?

B. EXPLORATION
ACTIVITY 3: “SAMPLE! SAMPLE!” (Makes students identify the qualities of the
journalist who wrote the published sample paper provided to them) (10 minutes)

*A sample editorial from The Manila Times

(https://www.manilatimes.net/2023/04/19/opinion/editorial/govt-should-facilitate-sim-
registration/1887669) will be presented. Then, the students will be tasked to criticize
the way of the journalist in writing his/her article. Afterwards, they will answer the
processing questions:
1. What is the article all about?
2. What do you think is the purpose of the writer in his writing?
3. How will you describe the writer’s way of writing?
4. What quality/s of a writer is/are evident in his writing?
5. How do you think has the writer influenced his/her readers?
6. If you were the writer, how will you be writing your own article?
7. What Salettinian core value you must possess if you are an aspiring editor?

III. INTEGRATION
A. AUTHENTIC ASSESSMENT
ACTVITY 4: “BE AN ASPIRING WRITER” (10 minutes)
The world is changing so fast. Development continues to go on as our awareness to
new things increases. Our situation today also shifted our views on the values and
principles we believe in. Our society is changing and it’s a fact.

The students will be tasked to select a current issue, decide what your position is on
the issue, give your opinion as to why you have selected this position on the issue,
state the facts, evidence to back up your position, state the opposing position, provide
the facts that support the opposing position/opinion, dispute, challenge, and question
the opposing opinions, backed up with facts. How will you capture and appeal to your
readers?

Example: Drug-war killings

B. SYNTHESIS
a. What Salettinian Core Value/s is/are exhibited during your group work in the
Activity 2?
b. What Salettinian Core Value should an aspiring journalist possess in order to
write a very influencing and good article?
c. So far, what challenges have you encountered among your members and
what is the best way you think you can improve it?

C. METACOGNITION
For students exit-card, they will be tasked to finish the phrase:
In order to be an effective editor, I should be_________________________.

D. CONCLUSION
Nowadays, where information and opinion are abundant and oversaturated, identifying
facts from opinion is really important. So, reading news articles and editorials would
teach people how to differentiate the two while learning something new every day.

Prepared by:
JESSA D. DATU
PRACTICE TEACHER