Lesson Plan DLP

Republic of the Philippines
Department of Education
REGION IV–A CALABARZON
SCHOOLS DIVISION OF GENERAL TRIAS CITY
GOVERNOR LUIS A. FERRER JR. EAST NATIONAL HIGH SCHOOL
SAN FRANCISCO, GENERAL TRIAS CITY, CAVITE
School GOVERNOR LUIS A. FERRER

Grade level 9
DAILY JR. EAST NATIONAL HS
LESSON Teacher Learning Area English
LOG Teaching Dates
Quarter 3rd Quarter
and Time
I. OBJECTIVES INDICATORS
A. Grade Level  The learner demonstrates communicative competence
Standard through his/her understanding of British-American
Literature, including Philippine Literature and other text
types for a deeper appreciation of Philippine Culture and
those of other countries.
B. Content  The learner demonstrates understanding of how Anglo-
Standards 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.
C. Performance  The learner proficiently plays an active part in a Chamber
Standards 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.
D. Most Essential
 Determine relevance and truthfulness of ideas presented in
Learning
the material viewed.
Competency
E. Learning at the end of the lesson, the learners are expected to be able to:
Competencies/  identify the tone and mood in the song;
Objectives  perform tasks showing different tones and moods in a
text.
 Appreciate/show the importance of using the right tone
and mood in everyday interaction.
II. LEARNING CONTENT
A. Topic TONE AND MOOD
B. Materials Visual Aids, PPT
C. References Division of General Trias City: English 9 Curriculum & Content:
A Guide for Teachers
D. Strategies Collaborative
E. Integration Science
Address: Brookside Lane, Arnaldo Hi-way, San Francisco, City of General Trias, Cavite
Telephone no.: (046) 423-8361
Email Address: 307812@deped.gov.ph
Facebook Page: www.facebook.com/DepEd Tayo Governor Luis A. Ferrer Jr. East
NHS - General Trias City
III. LEARNING PROCEDURE

A. Preliminaries a. Prayer
b. Greetings
c. Classroom Management
d. Checking of Attendance
Sing the bridge part of the song “Cruel Summer”
to set the mood of the students.
e. House Rules 6. Maintained learning
To foster a positive and conducive learning environment: environments that promote
fairness, respect, and care to
(sTAY SWIFT/be SWIFT) encourage learning.
 S – Show Respect
 W – Work Together
 I – Involve Yourself
 F – Follow Expectations
 T – Treat Everyone Kindly
f. Health Protocols
B. Activity PRE-TEST
Directions: Read each scenario carefully and choose the best 1. Applied knowledge of
content across curriculum
answer inside the box that describes the tone or mood of the teaching areas.
situation
A. Wonder and fascination D. Inquisitive and fascinated Integration: Ecosystems,
B. Excited and curious E. Engaged and focused Water Cycle, Human
Impact on the
C. Urgent and concerned Environment, Cells, and
Forces and Motion.
___1. The teacher begins the lesson by showing a video of
diverse ecosystems around the world, highlighting the
interconnectedness of plants, animals, and their environments.
What is the likely tone of the video and the classroom
atmosphere?
___2. The class is conducting an experiment where they observe
the process of evaporation, condensation, and precipitation using
simple materials.
What is the mood of the students as they observe the water cycle
experiment?
___3. The teacher presents graphs and data showing the alarming
rate of deforestation in various parts of the world, emphasizing
the need for conservation efforts.
What tone is most likely present in the teacher's presentation and
the students' reactions?
___4. Students are using microscopes to observe plant cells for
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the first time. They are fascinated by the intricate structures they
see under the lens.
What is the overall mood as students explore the plant cells?
___5. The class is conducting an experiment to study the effects
of different forces on objects. They observe how gravity, friction,
and air resistance influence the motion of toy cars down ramps.
What mood is most likely present during the experiment?
ACTIVITY 1: DIRECTOR’S CUT

Mechanics:
 The class will be divided into five groups.
 The students will choose a group member who will
perform the said activity.
 The students will be assigned to deliver a short line reading
from famous Philippine movies.
 After the presentation, other students will raise their emoji
to describe how they feel about the line.
When the group is ready to present, they must sing these lines.
Group 1: “We are never ever ever getting back together”
Group 2: “You belong with me, you belong with me”
Group 3: “It’s me, hi! I’m the problem, it’s me.”
Group 4: “We never go out of style, we never go out of style” 5. Established safe and
secure learning
Group 5: “I was enchanted to meet you” environments to enhance
learning through the
consistent
Remind the students to sTAY SWIFT implementation of
policies, guidelines, and
procedures.
ACTIVITY 2: WDYM
Directions: Guess the word by performing the Mathematical 2. Used a range of teaching
strategies that enhance
operations. Then, use the answer to identify its corresponding learner achievement in
literacy and numeracy skills.
letter. Lastly, Match the following words to its meaning then use
it in a sentence. Literacy and
Numeracy
1. P R (5×1) T E (10+4) D E R (15+4) - Pretenders

2. (12÷4) Y N (3×3) (3÷1) S - Cynics
3. A (50÷25) S U (9×2) D - Absurd
A. Ridiculously unreasonable, unsound, or extremely silly
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B. A person who claims or aspires to a title or position.

C. A person who believes that people are motivated purely by
self-interest rather than acting for honorable or unselfish
reasons.
MOTIVATION/ ACTIVITY 3: LET’S HEAR IT!

Directions: Listen to the song. Take note of the lyrics that caught
your attention.
***Some lyrics from the song
Long live the walls we crashed through
How the kingdom lights shined just for me and you
5. Established safe and
I was screaming, "Long live all the magic we made" secure learning
environments to enhance
And bring on all the pretenders learning through the
One day we will be remembered. consistent
implementation of
Remind the students to sTAY SWIFT procedures.
C. Analysis The teacher will use (a) wheel of names and (b) popsicle sticks 6. Maintained learning
(with the name of the students written on it) to call someone who environments that promote
fairness, respect and care to
will answer all the questions. encourage learning,
 What did you feel after listening to the song? 3. Applied a range of
 What lines catch your attention? teaching strategies to
develop critical and creative
thinking, as well as other
 Do you feel related to the said lyrics? Share your higher-order thinking skills.
experience.
D. Abstraction Key Points
 Trivia about the singer.
Localization
 TONE - is the writer’s attitude toward a subject,

character, or audience. It is achieved through word
choice
(diction), sentence construction and word order (syntax),
character’s viewpoint, imagery, figurative language, 1. Applied knowledge of
content within curriculum
and other details. teaching areas.
 In other words, tone is how the author feels about his Integration:
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subject, character, or audience, and he shows it through Expressing Opinions

Explicitly and
the words he chooses, and how he puts them together. Implicitly
 Tone, on the other hand, is less sensual play and more the
attitude of the characters toward the subject at hand. It is
strongly related to the narrator’s point of view, delivered
most reliably through the choice of words, either
explicitly or implicitly.
For example, a dog described as a lovable puppy is

positive, but one described as a fierce fighter is more
frightening.
Example of words to describe tone:
Amused, Angry, Cheerful, Horror, Clear, Formal,
Gloomy, Humorous, Informal, Ironic, Light, Matter-Of-
Fact, Resigned, Optimistic, Pessimistic, Playful, Sad,
Serious, Suspicious
 Mood – is what the reader feels while reading a scene or

story. It is not the reader’s emotions, but the atmosphere
(the vibe) of a scene or story. This could be happiness,
sadness, darkness, anger, suspicion, loneliness, or even .
excitement. You can think of mood as the atmosphere of

the story. It is the overall feeling that the reader or
audience gets.
 (Use the song to determine the different tones and moods)
Processing Questions:
 What is the message of the song?
 Do you celebrate your achievements? How? 3. Applied a range of
 Who are the people included in your celebration? Why did teaching strategies to
develop critical and creative
you choose them to be with you? thinking, as well as other
higher-order thinking skills.
 If you would be given a chance to be born again, would
you choose to experience the same problems or struggles
you have in this lifetime?
 How important is tone or having the right attitude when
communicating with other people?
E. Application Directions: Read the paragraph then as a group, identify the tone
and with the help of words used, and identify the mood as well.
Group 1: Finally, one of the girls pointed to the grass and

giggled. “Meow!” A cat sat on the edge of the field and licked
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its paw. They did indeed have company. The girls ran over to
the cat and pet his belly. They laughed and the cat sauntered
back to the field.
Group 2: After New Year, the time came to pull all the
decorations away and settle in for so long, cold winter. The
housed seemed to sigh as we boxed up its finery. The tree was
dry and brittle, and now waited sadly by the side of the road to
be picked up.
5. Established safe and
Group 3: “She huddled in the corner, clutching her tattered secure learning
blanket and shaking convulsively, as she feverishly searched the environments to enhance
learning through the
room for the unknown dangers that awaited her.” consistent
implementation of
procedures.
Remind the students to sTAY SWIFT
FEEDBACK:
5 pts. (Cute Face): Excellent! The student has a strong grasp of
tone and mood in a paragraph.
3 pts. (Happy Face): Good job! The student demonstrates
understanding of tone and mood in a paragraph.
1 pt. (Sad Face): Some improvement needed. The student shows
a poor understanding tone and mood in a paragraph.
GENERALIZATION:
One student per group will share his/her takeaways.
F. Assessment Directions: Read the statements carefully and write the word true
if it is correct. Otherwise, write false.
___1. Mood is the reader’s feeling in a written work.
___2. Mood is not the reader’s emotions, but the vibe.
___3. Tone is the overall feeling that the reader or audience gets. 5. Established safe and
secure learning
___4. Tone is how the author feels about his subject, character, environments to enhance
or audience, and he shows it through the words he chooses. learning through the
consistent
___5. You can think of tone as the atmosphere of the story. implementation of
procedures.
Remind the students to sTAY SWIFT
G. Assignment Directions: Write the tone and the mood of the passage. Then,
write the context clues that convince you.
When the young man summoned to the principal’s office he just
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shrugged; but as he stood to leave the room, I thought I could

detect the faintest quiver about his lips.
TONE: __________ MOOD: ___________________________

CONTEXT CLUES: ___________________________________
Prepared by:
Observed by:
Teacher I/English Teacher
Head Teacher I/English Key Teacher
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Republic of the Philippines

School GOVERNOR LUIS A. FERRER

III. LEARNING PROCEDURE

ACTIVITY 1: DIRECTOR’S CUT

1. P R (5×1) T E (10+4) D E R (15+4) - Pretenders

A. Ridiculously unreasonable, unsound, or extremely silly

B. A person who claims or aspires to a title or position.

MOTIVATION/ ACTIVITY 3: LET’S HEAR IT!

 TONE - is the writer’s attitude toward a subject,

subject, character, or audience, and he shows it through Expressing Opinions

For example, a dog described as a lovable puppy is

 Mood – is what the reader feels while reading a scene or

excitement. You can think of mood as the atmosphere of

 (Use the song to determine the different tones and moods)

Group 1: Finally, one of the girls pointed to the grass and

Remind the students to sTAY SWIFT

When the young man summoned to the principal’s office he just

shrugged; but as he stood to leave the room, I thought I could

TONE: MOOD: _________________

Teacher I/English Teacher

Head Teacher I/English Key Teacher

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