School Guiguinto National Vocational High School

Grades Teacher Maianne Joy C. Marquez

7 to 12
Teaching Dates and Time January 15, 2024 1:30-2:30pm
DAILY
LESSON Grade Level Grade 9
PLAN Learning Area English
(LESSON EXEMPLAR) Quarter Second

I. OBJECTIVES
A. Content Standards
Classroom
Observable
Objective
The learner demonstrates communicative competence through his/
her understanding of 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

B. Performance applying effective verbal and non-verbal strategies and ICT
Standards resources based on the following criteria: Focus, Voice, Delivery and
Dramatic Conventions.

C. Learning MELCS: The learner demonstrates communicative competence

Competencies/ through his/ her understanding of British-American Literature,
Objectives including Philippine Literature and other texts types for a deeper
Write the LC code for appreciation of Philippine Culture and those of other countries.
each
LEARNING OBJECTIVES:

 Define what prose is.

 Differentiate fiction from non-fiction.
 Appreciate the value of literature by writing a story about one’s
life.

Analyzing Literature as a Means of Understanding Unchanging

II. CONTENT Values in the VUCA (Volatile, Uncertain, Complex, Ambiguous)
World

(Fiction and Non-fiction)

III. LEARNING
RESOURCES

A. References Quarter 2 - Module 5

Analyzing Literature as a Means of Understanding Unchanging

Values in the VUCA (Volatile, Uncertain, Complex, Ambiguous)
World
(Fiction and Non-fiction)
1. Teacher’s Guide pp. 3-18
pages
2. Learner’s Materials pp. 3-18
pages
3. Textbook pages
4. Additional Materials https://lrmds.deped.gov.ph/
from Learning
Resource (LR) portal
B. Other Learning https://www.google.com/
Resources

IV. PROCEDURES

A. Reviewing previous The teacher will ask the learners about the meaning of the words: Indicator 2
lesson or presenting REAL and UNREAL. Indicator 3
the new lesson Indicator 4
 (Review/Recall) Indicator 5
ENGAGE Indicator 7

B. Establishing a Indicator 1
purpose for the Students will play a game. Books and movies will be shown, and Indicator 2
lesson they will choose if it's real or unreal. Example: Harry Potter Series. Indicator 3
(Motivation) Indicator 4
ENGAGE Indicator 5
Indicator 7

C. Presenting Indicator 1
examples/instances Indicator 2
of the new lesson The teacher will present the 2 major classifications of Literature: Indicator 3
(Pre-Activity) PROSE AND POETRY. Indicator 4
EXPLORE Indicator 5
Indicator 7
Indicator 9

D. Discussing new The teacher will ask the learners about the difference of Fiction and Indicator 1
concepts and Non-Fiction. Indicator 2
practicing new skills Indicator 3
#1 Indicator 4
EXPLAIN Indicator 5
Indicator 7
Indicator 9

E. Discussing new Indicator 1

concepts and Indicator 2
practicing new skills The teacher will discuss the types of prose fiction: fable, legend, Indicator 3
#2 myth, novel, and short story. Indicator 4
EXPLAIN prose non-fiction: biography, essay, aphorism, auto biography, Indicator 5
journal, literary critcism and diary. Indicator 7

F. Developing mastery Assessment Indicator 1

(leads to Formative Indicator 2
Assessment) Indicator 3
ELABORATE Indicator 4
Indicator 5
Indicator 6
Indicator 7
Indicator 9

G. Finding practical Group Task Indicator 1

applications of Indicator 2
concepts and skills in 1. Learners will be divided into 5 groups. Indicator 3
daily living 2. They will group the titles and types of writings into two logical Indicator 4
ELABORATE groups: fiction or non-fiction. Indicator 5
3. Scores of each group will be based on the number of their correct Indicator 6
answers. Indicator 7
Indicator 9
 H. Making Indicator 1
generalizations and Indicator 2
abstractions about Learners will answer the following questions: Indicator 3
the lesson Indicator 4
ELABORATE 1. Differentiate fiction from non-fiction. Indicator 5
2. What are the types of prose fiction and prose non-fiction? Indicator 6
3. What is the importance of knowing the difference between Indicator 7
fiction and non-fiction?
I. Evaluating learning Indicator 1
EVALUATE Indicator 2
Indicator 3
Indicator 4
Indicator 5
Indicator 6
Indicator 7

J. Additional activities The learners will write an essay of the most influential person in their Indicator 1
for application or lives and how he/she has influenced them as well as how he/she Indicator 2
remediation was able to overcome challenges in this VUCA (Volatile, Uncertain, Indicator 3
EVALUATE Complex, Ambiguous) World. Please be guided by the rubrics for Indicator 4
essays and other narrative works. Essay must be three paragraphs Indicator 5
with a maximum of ten sentences each. Indicator 6
Indicator 7
Indicator 8

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 with 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 or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

Prepared by:

MAIANNE JOY C. MARQUEZ

Subject Teacher

Checked & Reviewed by:

EVANGELINE T. SARMIENTO
Master Teacher I

Recommending Approval

EMMANUEL S. MANUEL
Head Teacher VI

Approved by:

EFREN M. SANTIAGO
Secondary School Principal IV

CLASSROOM OBSERVABLE OBJECTIVES MATRIX FOR CLASSROOM OBSERVATION

MELCS: The learner demonstrates communicative competence through his/ her understanding of British-American
Literature, including Philippine Literature and other texts types for a deeper appreciation of Philippine Culture and
those of other countries.

LEARNING OBJECTIVES:

1. Recognize whether the sentence is a direct speech or an indirect speech;

2. Identify the relevance and worth of ideas presented in a direct and indirect speech; and
Showcase skills in newswriting and news casting.
CLASSROOM ACTIVITY/IES REMARKS

OBSERVABLE

OBJECTIVES

10

11

12

13

14

16