Weekly Lesson Plan

Subject Area: English Grade Level: 9 Inclusive Dates: Week 5 (Mar. 11 – 15, 2024)

Intended Learning Outcomes:

At the end of the week, the students are expected to:

● COGNITIVE – Understand the origins of eponyms and explain how words are derived from names of people or places;
● AFFECTIVE – appreciate the importance of being optimistic and its impact on our personal growth and development as individuals; and

● PSYCHOMOTOR – transform verbs into gerund forms and create sentences using the different functions of gerunds.

Meeting #1 Meeting #2 Meeting #3 Meeting #4

Topics: Topic: Topic: Topic:

● Reading Session Understanding Eponyms Using Gerunds and Gerund Phrases in Review and recall
Sentences.
Optimism Within (for the midterm examination)

By: Helen Keller

Reference/s: Reference/s: Reference/s: Reference/s:

● Irang, L. (2020). Exploring Literature ● Irang, L. (2020). Exploring Literature ● Irang, L. (2020). Exploring Literature ● Irang, L. (2020). Exploring Literature
and Grammar 9: British-American and Grammar 9: British-American and Grammar 9: British-American and Grammar 9: British-American
Literature, pp. 218 – 221. Brilliant Literature,. pp. 223-224. Brilliant Literature,. pp. 226-227. Brilliant Literature,. Brilliant Creations
Creations Publishing. Creations Publishing. Creations Publishing.
 Publishing.

Materials: Materials: Materials: Materials:

● Notebook ● Television ● Television ● Television

● Workbook ● Laptop ● Laptop ● Laptop

● Notebook ● Notebook ● Notebook

● Workbook ● Workbook ● Workbook

Preliminary Activities Preliminary Activities Preliminary Activities Preliminary Activities

☐ Arranging of chairs, books, and other ☐ Arranging of chairs, books, and other ☐ Arranging of chairs, books, and other ☐ Arranging of chairs, books, and other
materials materials materials materials

☐ Attendance Check ☐ Attendance Check ☐ Attendance Check ☐ Attendance Check

☐ Greetings ☐ Greetings ☐ Greetings ☐ Greetings

Lesson Flow: Lesson Flow: Lesson Flow: Lesson Flow:

1. Ask the students to read the selection, Presentation of the Lesson Presentation of the Lesson Review and recall (Group Activity)
Optimism Within by Helen Keller on
 their English books, found on page 218.
2. Ask the students to take note of all of
the important details that are included
in the given story.
3. Discuss the post-reading activity.
a. Motivation
Activity: “Name it!”
Instruction: Imagine that you are going to
invent and create a thing that will make
people’s daily lives easier. What would it
be, and what name would you give it?
Motive Questions:
1. How were you able to name your
invention?
2. Is giving a name to an object easy?
Why?
3. Do you know any words or objects that
have a history behind their names?
b. Lesson Proper
1. Review the previous lesson and asked
the students about their take aways on
the reading selection last meeting.
a. Motivation
Activity: “What’s on the picture?”
Instruction: Observe the pictures given and
try to explain what the picture says. After
describing the pictures, try to connect them
and create a short story.
1.
2.
a. Lesson Proper
1. Divide the class into four groups.
2. Check if each group brought one
illustration board, chalk, and an eraser for
the review activity.
3. Instruct the students to form circles
among their groups and to assign one
person as the secretary who will write
their answers in each round.
4. Explain the scoring system in each
round and recall all the topics that will be
included in the review.
5. Let the students ask questions or get
clarifications, if any.
Questions:
Instruction: Each question will be shown
on the slide, and the groups will be given
a time limit to answer. After the time limit,
each group will raise their answer, and
the teacher will check and give points to
the groups that get the correct answer to
2. Ask the students to answer and
participate in the given preliminary
activity.
3. Introduce the new lesson:
Understanding Eponyms
4. Along the discussion ask the students
to share their ideas about the topic and
if they have any clarification or
questions about it.
5. After the discussion, ask the students
about their ideas regarding this
question: How do you associate the
phrase “Give credit where credit is due”
with our topic for today?
6. Before dismissal, Ask the students to
take down notes of their assignment
found on their English books on page
224.
3.
Motive Questions:
1. Based on your observation, the pictures
show action words that end in -ing and
function as a noun. What do you call these
words?
b. Lesson Proper
1. Review the previous lesson. Ask the
each question.
Easy Round: 1 point each.
1. Who is the author of “Sorry, wrong
number?”
2. Who is the main character of the radio play
“Sorry, wrong number”?
3. do you call a person who writes plays?
4. What is the element of drama that provides
the substance of a play?
5. What do you call the art of designing and
creating the stage in a drama?
Average Round: 2 points each.
1. What do you call a long speech by one
actor in a play or movie, or as part of a
theatrical or broadcast program?
2. What is the first step in writing a
monologue?
3. What is the relative pronoun in the
 students if they have any questions or
need clarification about the topic.
2. Instruct the students about the
preliminary activity and let the students
answer the activity.
3. Introduce the next topic: Using Gerunds
and Gerund Phrases in Sentences.
4. Along the discussion, Ask the students
to create their own sentences using
gerunds and it’s different functions.
5. Answer student’s clarification and
questions if they have any regarding the
lesson.
6. After the discussion, the students will
answer a seatwork on page 227.
sentence? "The man who came to the door
left flowers for you."
4. Fill in the blanks: _________ pronouns
aren't essential to a sentence's basic
meaning.
5. What do you call the noun that is replaced
by a pronoun?
Difficult Round: 3 points each
1. What are the three functions of opinion-
marking signals?
2. What are eponyms?
3. Give one example of an eponym.
4. Define gerunds.
5. What is the function of the gerund in this
sentence? "Falling in love at first sight is not
at all impossible."
Valuing: Valuing: Valuing: Valuing:

1. How does optimism affect a person’s life, 1. How do you associate the phrase “Give credit 1. What do you think is the importance of 1. 1. Why is it important that we know how to
growth, and development? Does it affect their where credit is due” with our topic for today? learning how to use gerunds and determining always listen effectively and attentively?
relationships with other people too? their different functions in a sentence?

Assessments: Assessments: Assessments: Assessments:

Workbook #3: Comprehension Check on Page Recitation, Preliminary activity: Name it, Preliminary activity: Tell me what’s wrong, Review and recall: Group Activity
222. Homework/Assignment on pg. 224 Recitation, Workbook #3, page 206

Prepared by: Checked by: Rechecked by:

Ms. Ana Nicole M. Espeña Ms. Honey Grace M. Galendez Mr. John Errol Jay C. De Leon
Student-Teacher Cooperating Teacher Subject-Coordinator

Comments: Comments:

Submitted on: ________________________

Checked on: _________________________

Rechecked on: _______________________