Detailed Lesson Plan For Teaching Demonstration

Republic of the Philippines
Department of Education
Region VI-Western Visayas
Schools Division of Iloilo
PALACA-DAMILISAN NATIONAL HIGH SCHOOL
Tabunacan, Miagao, Iloilo
DETAILED LESSON PLAN

Teacher: ELVIRA F. FANDAGANI Grade Level & Grade 9 Sapphire
Teacher III Section:
Learning Area: English 9 Date: Third Quarter
I. OBJECTIVES
COGNITIVE  Analyzed whether certain information in a text is valid and factual.
PSYCHOMOTOR  Composed words under the word validity.
AFFECTIVE  Valued the importance of validity of information.
Content Standard: The learner demonstrates how to use ways of analyzing one-act play and
different forms of verbal for him/her to skillfully perform in a one-act play.
Performance Standard: The learner competently performs in a full-length play by applying effective
verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
Learning Judge the validity of the evidence listened to. (EN9LC-IVh-2.15)
Competencies/Objectives
(Write the LC Code for each):
Value Focus Fairness and not judging others
II. CONTENT Judging the Validity of the Evidence Listened To
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials English 9 Activity Sheet
Pages Quarter 3 – MELC 3 (Module)
3. Textbook Pages
4. Additional Materials
5. Learning Resource google.com for images
(LR) Portal
B. Other Learning Illustration board, manila paper, laptop, projector, printed materials, markers,
Resources chalkboard and chalk
IV. PROCEDURES
Teacher’s Activity Student’s Activity
A. Reviewing or ELICIT
presenting the new All:
lesson - Good morning, class. - Good Morning, Ma’am.
All:
- Everybody please stand for a - (Pray)
prayer.
- Please arrange your chairs properly

before you sit down. All:
- Who is absent today? - None, Ma’am.
Source:DepEd Order #42 s. 2016

- Very good.
All (to their seatmate):

- Before we start with our lesson for - You are loved, you are blessed,
today, tap the shoulder of your and you are special
seatmate and tell him or her “You
are loved, you are blessed, and you
are special”.
- Great! Always bear in mind that

you are all uniquely made, Class.
- Now, before we proceed with our
lesson for today, you are going to
answer the riddle that I am going
to tell you. All:
- I know this is popular in the - Wow! That’s great, Ma’am.
tagalong language or can I say
that it is the “trending word
anywhere” but your answer must
be in English. I know you are
wondering what word it is right
now. The one who can give me the
correct answer first has a price for
me tomorrow.
- Let’s begin, then. Everyone please

listen.
I start with G,
I am the fastest,
I am the fastest spreading,
I am the fastest spreading in six-
letter word,
And I end up with P
What am I?
- Okay. What do you think is the

answer?
Princess:
- Anyone? Yes, Princess. What is the - Ma’am, the answer is GOSSIP.
answer?
Princess:
- Very good, Princess. Please get - Thank you, Ma’am.

your prize.
- You’re welcome!
- Gossip. Rumor. “Marites”.

Nowadays, pieces of information
travel so fast using different media
or platforms. However, we should
always filter or judge the
information that we get. This is
also related to our lesson for today
because we are to judge the
validity of the evidence listened to.
B. Establishing a ENGAGE
purpose for the
Lesson - At the end of the lesson, the
learners should be able to judge
the validity of the evidence
listened to.
C. Presenting examples ENGAGE
of the new lesson
- Class, I have here the word
VALIDITY AND EVIDENCE. I want
row 1 to write a word or phrase
in connection or a synonym of
the word VALIDITY and row 2 will
work on the word EVIDENCE. I
will give you this strip of papers
and write on it your answers. Use
the marker to write your answers.
I will give you three minutes to
write and paste your answers on
the boards. Are the instructions All:
clear, Class? - Yes, Ma’am.
- Your time begins, now.

- (The students will do the
- Class, times up. Let’s check
activity.)
validity first.

factual
- Good job, row 1. Your answers reasonable authentic

are all correct. Let’s give them a
“sana all” clap. VALIDITY
- Now, let’s check the work of row
2. proper correct
- Very good, row 1 and 2. Let’s indicators traces

give yourselves a “lodi clap”.
- Validity is the quality of being proof

factual and this is something we
EVIDENCE
can verify through evidence.
While the evidence is the
signs
available body of facts or
information indicating whether a
belief or proposition is true or
valid.
- Now, I can say that you are now

ready to judge the validity of the
evidence you will listen to.
- I have here a statement being
presented in the PowerPoint
Presentation. Please look at also
the evidence used.
John
According to the DOH Region IV-A
Director Paula Paz N. Syndionco, a
total of 56, 821 patients have already
recovered from the virus in
CALABARZON. There were only 5, 521
active cases and are currently
undergoing treatment in various health
facilities in the region as of December
8, 2020. This could also be viewed on
their website on ro4a.doh.gov.ph

MARITES
I beg to disagree. I think it is
different from the data that were
shared with me by one of my friends on
social media. There were pictures
showing congested rooms filled with
COVID-19 patients. Perhaps, this would
reach hundred thousand if it would be
average in the number of hospitals in
CALABARZON.
- Class, which of the statements

are valid?
- Yes, Allen?
- Why is it John not Marites? What

are the specific factors that made
Allen:
your chosen statement more - Ma’am, I think it is John.
valid?
Allen:
- Ma’am, because there are
- Exactly, Allen. Very well some parts that John
explained. Now, what are the mentioned about where
pieces of evidence or specific
he got the information.
factors that made the
information or statement valid?
- Yes, Janelle, what are those?
Janelle:
- Those are the trusted
organization which is the
Department of Health as
well as the website that
- That’s right, Janelle. You are a
John mentioned earlier
very good observer.
which is the
ro4a.doh.gov.ph
- Now that you know how to judge
the validity of the evidence you
listened to, let’s now move on to
our next activity.
D. Discussing new EXPLORE
concepts and practicing
new skills #1 - This time, I want you to work as a

group. I want to divide the class

into two by looking for your
groupmates with the same color as
your name tags.
- All pink colors will stay on the left
side and the orange colors will stay
on the right side.
- Now, I will give you 5 seconds to
go to your respective groups and
arrange your chairs in a particular
manner. Go to your respective
groups, now. - (the students will do what is
asked)
- Ok, class. Now that you are in your
respective groups, I will give you
papers and marker each group for
you to use it. All:
- We will play “4 pic 1 word” game. - Yes, Ma’am.
Are you excited?
- Great! So, I will flash on the

PowerPoint the pictures. Then, I
will read a sentence with a blank
word which will also help you
answer the “4 pic 1 word” game.
The blank words will be our
vocabulary for today that is also
related to our topic.
- I will be giving you 10 seconds to

write your answer on the bond
paper and after that, all boards up
so I can see your answer. Don’t
worry because the first and the last
letter are given to every correct
answer.
All:
- Are the instructions clear, Class? - Yes, Ma’am.
- Then, let’s begin.
1. The doctor ordered the

___________ of sick
patients from their
families.
- Your timer starts now.

- Times up! All boards up! The

answer is ISOLATION which also
means separation in the sentence.
- Next, flip your paper now.

Group 1: ISOLATION
Group 2: ISOLATION
2. If you want to _______
ISOLATION:SEPARATION
responsibility, shift it on to me.
- The timer begins now.
- Ten seconds is over. Let me see

your papers.
Group 1: SHIFT
Group 2: TRANSFER
- The answer is SHIFT which means
transfer in the sentence.
SHIFT:TRANSFER
3. He moved away as if
there had been ______ in my touch.
- Your timer starts now.
Group 1: CONTAMINATION
- Timers up. Papers up. The answer
Group 2: CONTAMINATION
is CONTAMINATION which
means overdose.
CONTAMINATION:INFECTION

- Ok, settle down now and prepare

for the last two set of pictures.
4. I have allowed
myself to give away to _________ like a
child in the dark.
- Timer starts now.
Group 1: PANIC
Group 2: PANIC
PANIC:TO BE AFRAID
- Ten seconds is over, papers up.
- Great! Both groups got the

correct answer. PANIC based on
the sentence means to be afraid.
5. The manager
gave entry _________ to his employees.
They are not allowed to enter their
workplace without wearing a facemask.
Group 1: RESTRICTIONS
Group 2: RESTRICTIONS
RESTRICTIONS:OFF LIMIT
- The answer is RESTRICTIONS

which means off limit in the
sentence.
- Job well done, group 1 and 2. Let

us clap ourselves for playing a
good game.
- Let’s do the fantastic clap for
ourselves.
E. Discussing new EXPLORE

concepts and practicing

new skills #2 - Class, this time I want you to
answer this activity written on the
manila paper.
Directions: When you want to be

reliable, you should see to it that the
information you give have evidence that
could support them. Tell whether each
statement is considered valid or not.
Write check mark on the checklist
written below.
Valid Not
Valid
1. MANILA JANUARY
14, 2021 (Reuters) –
Philippine President
Rodrigo Duterte
defended his
government’s
decision to purchase
Chinese-made corona
virus vaccines, saying
they are as good as
the shots developed
by the Americans and
Europeans.
2.Verse John 3:16 of
The Holy Bible proves
that God loves His
people
3.26 January 2021.
The WHO Strategic
Advisory Group of
Experts (SAGE) on
Immunization has
issued Interim
recommendations for
use of the Moderna
mRNA—1273 vaccine
against COVID-19 in
people aged 18 years
and older.
4.COVID-19 vaccine
could result in
massive death.
5.Those who just stay
at home won’t get

infected with COVID-

19.
- Do this in a ¼ paper. Answer only.

Did you get it? - Yes, Ma’am.
- You may start answering.
ANSWER KEY:
1. Valid
2. Valid
3. Valid
4. Not valid
5. Not valid
- Are you done? - Yes, Ma’am.
- Ok, let’s check. 1) Valid

2) Valid
3) Valid
4) Not valid
5) Not valid
- Who got the perfect score?
- Very good.
-In judging the validity of the

evidence it requires truthful
information and details which
support the claim/opinion of
the writer. By that, it will help
identify gaps in knowledge that
require further research.
- Did you get it, class?
- Let’s move on.
F. Developing Mastery EXPLAIN
- Let’s proceed. Answer your Activity

2: PROVE YOUR CLAIM
Directions: Write TRUE if the statements

or sources are valid and FALSE if invalid.
- Please raise your hand if you want

to answer and go to the board
then, give a reason to support your
claim.
1. Research articles
written by respected

and well-known
authors.
___________________________________________
___________________________________________
2. Research articles
without citations
___________________________________________
___________________________________________
3. Blogs
___________________________________________
___________________________________________
4. Reliable newspaper and

magazine articles don’t
have bibliographies;
therefore, they don’t
have to cite sources to
prove their claims.
___________________________________________
___________________________________________
5. An article that has

undergone peer review
and been published or
broadcast could be
considered valid
evidence.
___________________________________________
___________________________________________
ANSWER KEY:
1. TRUE
2. FALSE
3. FALSE
4. FALSE
5. TRUE
G. Finding Practical ELABORATE

Applications of
concepts and skills in Differentiated instruction
daily living (to be done individually)
Group 1: Make or write a slogan about

fairness to others.

Group 2: Draw a poster that shows

equality.
Note:
1. Do this in a short sized
bond paper.
Presentation of 2 representatives from
each group will present their work in
front of the class.
H. Making Generalizations ELABORATE
and Abstractions about - Ok, so we have done identify,
the lesson explain, and interpret how to judge
validity of the evidence listened to.
Let me ask you a question… Student 1
- How can you determine if the - The evidence is valid when it
evidence is valid or not? depicts the central idea of a
text.
Student 2
- The evidence is valid if the
details and information are
relevant and accurate and it
- Very good. supports the claim/opinion of
the writer.
I. Evaluating Learning EVALUATE
- At this moment, please get a ¼

size of paper and answer the
following questions on your ¼
piece of paper.
QUIZ:
1. It is the extent to which
a concept, conclusion
or measurement is well-
founded and likely
corresponds accurately
to the real world.
a. Truthfulness
b. Validity
c. Evidence
d. Judgment
2. It refers to the
information that
supports a claim.
a. Judgment
b. Factual
c. Evidence

d. Listening
3. It is a decision or
opinion about someone
or something that you
form after thinking
carefully.
a. Validity
b. Factual
c. Evidence
d. Judgment
4. It is based in fact,
meaning it can be
proven, repeated or
observed. Factual texts
inform, instruct or
persuade by giving
facts and information.
a. Factual
b. Evidence
c. Validity
d. Listening
5. It refers to an act of
giving attention to a
sound or action.
a. Listening
b. Factual
c. Validity
d. Evidence
ANSWER KEY
1.a
2.c
3.d
4.a
5.a
J. Additional Activities EXTEND
for Application or
Remediation Assignment:
In a ½ crosswise paper, write every

word associated to the word “Valid”.
V. REMARKS
VI. REFLECTION
A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who

require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners
who have caught up the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal and supervisor
help me solve?
G. What innovation or
localized I used/discover
which I wish to share
with other teacher?
Prepared by: Checked by:
ELVIRA F. FANDAGANI MA. FE SILFAVAN
English Teacher III Principal II

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Republic of the Philippines

DETAILED LESSON PLAN

1. Teacher’s Guide Pages

- Please arrange your chairs properly

Source:DepEd Order #42 s. 2016

All (to their seatmate):

- Great! Always bear in mind that

- Let’s begin, then. Everyone please

- Okay. What do you think is the

Source:DepEd Order #42 s. 2016

- Gossip. Rumor. “Marites”.

- Your time begins, now.

Source:DepEd Order #42 s. 2016

- Good job, row 1. Your answers reasonable authentic

- Very good, row 1 and 2. Let’s indicators traces

- Validity is the quality of being proof

- Now, I can say that you are now

Source:DepEd Order #42 s. 2016

- Class, which of the statements

- Why is it John not Marites? What

Source:DepEd Order #42 s. 2016

group. I want to divide the class

- Great! So, I will flash on the

- I will be giving you 10 seconds to

- Then, let’s begin.

1. The doctor ordered the

- Your timer starts now.

Source:DepEd Order #42 s. 2016

- Times up! All boards up! The

- Next, flip your paper now.

- The timer begins now.

- Ten seconds is over. Let me see

- Your timer starts now.

Source:DepEd Order #42 s. 2016

- Ok, settle down now and prepare

- Timer starts now.

- Ten seconds is over, papers up.

- Great! Both groups got the

- The answer is RESTRICTIONS

- Job well done, group 1 and 2. Let

Source:DepEd Order #42 s. 2016

concepts and practicing

Directions: When you want to be

Source:DepEd Order #42 s. 2016

infected with COVID-

- Do this in a ¼ paper. Answer only.

- Are you done? - Yes, Ma’am.

- Ok, let’s check. 1) Valid

-In judging the validity of the

- Let’s proceed. Answer your Activity

Directions: Write TRUE if the statements

- Please raise your hand if you want

Source:DepEd Order #42 s. 2016

4. Reliable newspaper and

5. An article that has

G. Finding Practical ELABORATE

Group 1: Make or write a slogan about