Republic of the Philippines

Department of Education
Caraga Administrative Region
Schools Division of Siargao
SAPAO NATIONAL HIGH SCHOOL
Sta. Monica, Surigao del Norte

SEMI-DETAILED LESSON PLAN IN ENGLISH 9

School SAPAO NATIONAL HIGH SCHOOL Grade Level 9
Teacher ALOHA J. DELA PEÑA Quarter 3
Learning Area ENGLISH Teaching Dates March 18-22, 2024
Time 1:00-2:00 pm
 LEARNING OBJECTIVES
Grade Level Standards 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 Competencies/Code Determine the relevance and the truthfulness of the ideas presented in
the material viewed (EN9VC-IVa-10).

Objectives At the end of the lesson, the learners would be able to:
● Knowledge  identify the messages or symbolic values of visual cues or
images;
● Skills  write a critical essay that explains the satirical image using its
artistic elements;
● Attitude  analyze issues present in any visual images.

 CONTENT INTERPRETING THE MESSAGE CONVEYED IN A VISUAL

MATERIAL
 LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages MELCs (English 9)
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from English – Grade 9
Learning Resource (LR) portal Quarter 3 – Module 10: Interpreting the Message Conveyed in a
Material

B. OTHER LEARNING Activity Sheets, Pictures, TV Set/ Projector, Laptop

RESOURCES
C. SUPPLIES, EQUIPMENT,
TOOLS, ETC.
D. OTHER LEARNING
RESOURCES/MATERIALS
E. MATERIAL/S
F. PROCESS-SKILLS
G.TEACHING STRATEGIES 4A’s, contextualization, collaborative activity, differentiate activities &
prompting

 SUBJECT INTEGRATIONS Introduction to Computer Technology (ICT)

Review/Introductory Activity Preliminaries

 Prayer
 Greetings

 Attendance Checking
- How many are absent for this afternoon’s session?
  Reviewing Class Rules
- Class, I just want to remind you all to cooperate and
participate in our activities.
- So, are you ready to learn with our new topic today?
- Okay that’s good, so let’s start this with an activity! Are you
ready?

4 PICS ONE WORD GROUP ACTIVITY

B. Activity/ Motivation Directions: The teacher will divide the class into 5 groups. Each group
will be given image that they will interpret the whole range of visual
information given. However, each group will answer the question
below.

 How do you arrive in getting the word being described in the

four pictures?

C. Analysis/Presenting examples
of the new lesson where the  What have you noticed in the conducted group activity?
concepts are clarified - Awhile ago, you are tasked to identify the word being
describe in four pics…

 How do you arrive in getting the word being described in the

four pictures?

- This through the presented visuals…

 Class, the activity being conducted awhile ago is connected or

linked to our new topic this afternoon.
  Today, you will be learning about the importance of
interpreting visuals materials or today you will be able to
interpret the message conveyed in a certain visual material.

D. Abstraction
INTERPRETING THE MESSAGE CONVEYED IN A
VISUAL MATERIAL

o Visual literacy is the ability to interpret the meaning of visual

images (Giorgis, 1999). It is also the ability to construct effective
visuals in order to convey ideas to others (Valmont 2003 and
Heinich 1999).
o Through the help of social media platforms such as Facebook and
Twitter, many people have already been reacting or even giving
their varied opinions and comments on certain powerful images or
visual cues which can help you gain an array of perspectives and
interpretations.

 Why is visual literacy important or why is visual literacy an

important skill?

o Considering how visually orientated we are as humans, it is no

surprise that images have such a powerful impact on us. Research
shows that there are a wide range of benefits derived from
improved visual literacy including:

a. Visual Information is More Memorable

-Studies show that we retain approximately 10-20% of written
or spoken information, but around 65% of information when it
is presented visually.

b. Visual Information is Transferred Faster

- Information presented visually is processed extremely
quickly by the brain. Around 90% of the information
transmitted to the brain is visual in nature.

c. Helps Us Communicate with the World Around Us

- Visual literacy involves similar processes of interpreting
images and creating images. In a fast-moving world, with
ever-increasing diagnosis of attention deficit disorders, we
increasingly rely on images to quickly convey meaning.

d. Enriches Understanding
- Images can greatly enrich our understanding of a text or
other media, but to be able to interact with these deeper
levels of meaning, we must possess the necessary skills to
access those depths.

e. Increases Enjoyment
- Not only does increased visual literacy enrich our
understanding of the media we consume, but it can also
enrich our enjoyment too – especially of visual art.

Pointers in Interpreting Visual Material

1. What Can You See?

- Familiarizing with Visual Literacy Clues (VLCs) such as
subject matter, colors, symbols vectors, lighting, gaze,
gestures, and shapes enable us to develop the method of
 approaching any image with a view to decoding its
meaning.

2. How Does It Make You Feel?

- Through the Visual Literacy Clues you would now be able
to express how the image makes you feel and how it has
influenced you to feel this way. You may feel anger,
anguish, excited, happy etc. There is no limit to the
emotions you may refer to, provided you can point to
evidence from the image. Here are some suggested
questions to help the you explore your responses:

3. What is the Image Trying to Tell Us?

- This aspect peels back another level of meaning to get to the
overall message underlying the image. This question asks
you to delve into the intentions of the image maker
themselves.
- The genre of the image will be of significance here too, as
the you consider the nature of the image as art,
entertainment, advertisement or a fusion of the various
genres.

Guided Practice
Let us try! Analyzing the following visual materials.
- The students will choose their answer inside the box.

3.

4.

5.
E. Application Application no. 1: R-E-B-U-S this! (Brain Teaser)

Directions: A REBUS is a picture representation of a name, work,

or phrase. Each "rebus"puzzle box below portrays a common word
or phrase. Can you guess what it is?
Study the sample below:

Answer: Since the word HEAD is over the word HEELS, the
answer to the puzzle would be HEAD OVER HEELS!

- In this application, the teacher will group the students into

four groups. Then, they will answer each presented picture
immediately (like oral recitation). The group who raise their
hand first will be the one to answer.
 Application no. 2: DIFFERENTIATED ACTIVITIES

Directions: With the same group, each group will be given visual
material to be interpreted. Their interpretation will be expressed
through song, chant, poem, drawing and choral reading.

Group 1 Group 2

Group 3

Group 4

F. Valuing: Finding Practical Directions: Make a critical interpretation of the satirical image
Applications of Concepts and given below by writing a 2- paragraph essay. Make use of the
Skills in Daily Living (4 artistic elements previously discussed to analyze and interpret the
minutes) image. Create an eye- catching title.
G. Generalization Instructions: To wrap everything up that we have talked about in this
lesson, please do this activity that summarizes the lesson by completing
the semantic map.

H. Assessment I. Study the advertisement given below. Then, answer the questions
that follow. Write the letter of the correct answer before each
number.

_________1. What product is being advertised in the image?

A. Milk C. Chocolate
B. Soap D. Deodorant

_________2. What beneficial effect does the product have on the

consumers?
A. The product can make the house clean.
B. The product can make a person healthy.
C. The product can protect a person from germs that cause
infectious
diseases.
D. The product can help the body store its energy.

_________3. What does the red cross sign attached on each box in
the advertisement
represent?
A. Philippine Red Cross
B. National Disaster Risk Reduction and Management Council
C. Department of Health
D. Food and Drug Administration

_________4. What do you think is the health workers’ role in the

advertisement?
A. To make the consumers believe that health is wealth.
B. To encourage the consumers to patronize the product more
because of its
health benefits in the medical community.
C. To display the beneficial help of the product to the health
workers.
D. To satisfy the consumers’ need.

_________5. What message does the advertisement want to

impart?
 A. The advertisement wants every people to work together and be
united.
B. The advertisement convinces the people to use the product.
C. The advertisement shows the effects of personal hygiene to
people.
D. The advertisement wants every people to give primary
importance on their health.

III. Matching Type: Match the road and traffic sign pictures in
Column A with its description o-in column B. write the letter of your
answer before each number.
 REMARKS
REFLECTIONS
A. No. of learners who earned 80% on the formative
assessment
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 works?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?

Prepared by:

ALOHA J. DELA PEÑA

Teacher I

Checked by:
Noted by:

SUSAN R. NAPOCO JOVY C. LIZA, PhD

Master Teacher II/JHS Coordinator School Principal IV