DETAILED LESSON PLAN IN ENGLISH 9
SY 2019-2020
I. Objectives
Identify and categorize the different types of adverb.
Use the different types of adverbs in role playing, song/rap and illustration/pictures.
Value the importance of adverbs in making sentences more meaningful and interesting.
A. Content Standards:
The learner demonstrates understanding of how Anglo-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.
B. Performance Standards:
The learner proficiently plays an active part in a Chamber 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.
C. Learning Competencies:
• EN9G-IIb19: Use adverbs in narration.
Discipline Integration: MATH (Algebra) and MAPEH (Performing Arts)
II. Subject Matter
Topic: Types of Adverbs (Time, Place, Manner, Degree, and Frequency)
Reference: A Journey through Anglo-American Literature Learner‘s Material for English (pages 126-128)
Materials: Visual Aids, Activity Materials, Powerpoint Presentation
III. Procedure
Teacher’s Activity
DAILY ROUTINE
Greetings
Good morning class!
Students’ Activity
o
Good morning. Mrs.
Bautista!
I would like to request Ms.
Nonong to please lead the
prayer.
(Prayer…)
o
You may take your seats.
How was your morning?
o
I feel energized ma’am and
ready for the whole day’s
activity.
o
(Students perform the
energizer)
I’m glad you feel that way especially that your first subject this
morning, which is English will be needing your 100% cooperation
for us to be able to achieve our objectives for today.
Before going on to our lesson proper, let us be energized first by
performing 10 jumping jacks so you will be awakened and become
more energized.
Attendance Check
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May I know from the class secretary how many are present and
absent today?
That’s great! I’m glad to know that everyone is here this morning.
House Rules
In order for us to have a smooth flow of our discussion I want
everybody to always remember the following rules as we go on
with our class. Okay all girls kindly read the rules in odd numbers
and boys in even numbers.
1. Everyone must actively participate in group activities and class
discussion.
2. Always take note of the time limit given in every activity.
3. Avoid unnecessary noise as you perform the activities.
4. Listen carefully and avoid talking when somebody is speaking
and sharing his/her ideas.
5. Raise your hand if you want to share your ideas to the class.
o Everybody is present
ma’am!
o “Yes, ma’am!”
I hope you are going to remember all of these.
PRIMING
Recall
Anybody from the class who can share their insights on the topic
that we have discussed yesterday?
That is right! We had a meaningful exchange of ideas as we have
discussed the poem. Can you share quickly what is it all about?
o Ma’am, last meeting we
have discussed about the
poem entitled “Auld Lang
Sayne.”
o The poem revolves around
the theme friendship. This is
a very good poem telling us
not to forget our friends
after so many years that had
already passed.
o None ma’am!
Very Good! I hope this poem will inspire you to always connect
with your friends and never forget them no matter how far he/she is
and how long it has been since you were together.
o
Yes ma’am, we are ready.
o
(Students will form their
groups)
Any questions/clarifications on that topic?
Motivation (Integration in Math)
Great! This time I want you to group yourself according to your
seating arrangement (row 1-G1, row 2-G2, row 3-G3, row 4-G4).
I want you to gather and move closer with your groupmates so you
can work closely.
1. This activity is called “Algebra in Puzzle.”
2. Each group is going to solve problems given that X=2. The
answer in every problem is equivalent to the words which will
complete the puzzle.
3. The words equivalent to the answer is written in the box.
4. Output stations in every group is provided. Once done, the group
o None ma’am!
o (Students will do the
activity and post their
answer after.)
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may post it immediately.
5. The first group to complete the puzzle with all correct answers is
the winner.
Any clarification with the instructions?
Great! So let’s start!
(The teacher will distribute the activity materials.)
o
So enjoyable ma’am.
o
I find it very interesting
ma’am especially that we
have to solve mathematical
problems first to do it
successfully! This somehow
refreshes our knowledge in
fractions.
o
It’s very clear ma’am that
we will be discussing about
adverbs. And the rest of the
words are its kinds.
o
(Students will read the
objectives posted on the
board.)
o
(Students will read the
instructions.)
o
o
None ma’am! We got it!
(Students will do the
activity. After which, they
will post there outputs.)
o
(Group reporting)
o
It’s quiet difficult ma’am
though words are just
On my cue, ‘Let the game begin!’
(All of the groups have posted their answers)
Let’s see if you have formed the puzzle correctly!
So the winner is group….
How did you find the activity? Yes (name of student…)
Good that everyone enjoyed it. Anyone else?
Very good! I’m glad that everyone has followed one of our house
rules, which is to participate.
So let’s go back to the puzzle that you have formed.
Can someone share their idea what will be our topic today based on
the words in the puzzle.
Great Observation (name of the student)!
For us to be guided of what are we going to tackle today, everybody
read our objectives.
(Teacher will expound the objectives.)
To know more about adjectives and its different kinds let’s have
another activity with the same group.
Activity
•
•
The activity is called “Where do I belong?”
Here is the instruction. (Instructions will be read by group)
1. Each group is provided with strips of paper.
2. Each group is going to group the words written on the strips of
paper into Adverb of time, place, manner, degree and frequency.
3. Definition will also be given and must be matched to the correct
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type of adverb.
4. Once you are done, you may post to your output stations your
manila paper. Reporting will then follow.
5. You are given 5 minutes to finish the task.
6. The first group to complete the table with correct answers will be
declared as a winner.
o
Any clarification/questions about the activity?
Okay! Your 10 minutes starts now!
simple to understand yet it’s
somehow difficult for us to
group them especially that
they are not used in a
sentence.
With our group ma’am, we
find it interesting
discovering the definition of
every type of adverb.
o
Ma’am, we did a thorough
analysis of the words given
in order for us to group
them. Besides, identifying
its definition first helped us
a lot in doing the groupings
of the words.
o
I think ma’am, looking for
keywords will help a lot.
o
(Students will be called to
read the definition and give
examples in each type.)
o
Students will answer the
Time is up! Let us proceed to sharing of outputs.
ANALYSIS
How do you find this activity?
Okay! How about the other group?
Good to hear!
Seems that everybody is working and cooperating for you to come
up with your outputs. But aside from helping one another, how did
you come up with your answer? How did you group the words?
Very good! Of course by identifying first its definition, it will then
be easier for you to group the words according to its type.
Some more? How about in matching the definition? How did you
do it? How did you match the definition to every type of adverb?
Great! Keywords in the definition will help you associate it with the
type of adverb.
So for you to have a full understanding of what an adverb is and its
different kinds. Let us now reveal the correct answers.
(The teacher will show the correct answers)
So adverb is a part of speech do you use when giving details about
verbs or adjectives to make a sentence more meaningful and
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adjective, verb, or other adverb or a word group, expressing a
relation of place, time, circumstance, manner, cause, degree, etc.
The following are the types of adverbs.
1. Adverb of Time- An adverb of time tells us when something is
done or happens. We use it at the beginning or at the end of a
sentence. We use it as a form of emphasis when we place it at the
beginning. Adverbs of time
include afterwards, already, always, immediately, last
month, now, soon, then, and yesterday.
2. Adverb of Place- An adverb of place tells us where something is
done or happens. We use it after the verb, direct object or at the end
of a sentence. Adverbs of place include words
such as above, below, here, outside, over there, there, under,
and upstairs.
3. Adverb of Manner- An adverb of manner tells us how something
is done or happens. Most adverbs of manner end in –ly such
as badly, happily, sadly, slowly, quickly, and others
that include well, hard and fast.
4. Adverb of Degree- An adverb of degree tells us the level or extent
that something is done or happens. Words of adverb of degree
are almost, much, nearly, quite, really, so, too, very, etc.
5. Adverb of Frequency- An adverb of frequency tells us how often
something is done or happens. Words used as adverbs of frequency
include again, almost, always, ever, frequently, generally, hardly,
every, nearly, nearly always, never, occasionally, often, rarely,
seldom, sometimes, twice, usually and weekly.
questions based from the
discussion.
o
None ma’am!
o
o
None ma’am!
(Group Presentation…)
ABSTRACTION
So we have already discussed what is adverb and its different types.
Again let us recall…
What is adverb?
What are the different types of adverbs?
Give examples in every type.
What is the importance of using adverb?
Very good! Any questions/clarifications?
Seems like you have already understood our topic today. So for
now, let us further check your understanding and mastery of the
topic.
APPLICATION
Okay, since everything is already clear, as an application you will
be using the concepts that you have learned in our discussion in
doing the different presentation. You will be group into three based
from your area of interests. Based from the result of your multiple
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intelligences group yourselves into three tasks:
G1- Role Playing
Create a short story about love in the family (Based from one
member experience) Include in your script/ dialogues examples of
adverbs. At least two examples in every type of adverb.
G2- Singing and Dancing
Compose a song about your dream vacation using adverbs.
Incorporate tune and actions as you present it. Use at least one
example in every type of adverb.
G3- Drawing
Draw sketches/scenarios about your experiences in school.
Write a sentence in every sketch/scenario using adverbs. One in
every type of adverb.
Any questions with the different tasks to do?
Okay, You will only be given 20 minutes to do it then presentation
will follow!
Performances will be rated based from the following rubrics. Each group is
given a copy of the rubric.
ROLE PLAYING
Criteria
4
Relevance To All of the
scenes are
The Topic
related/conn
ected to the
topic
3
Some of the
scenes are
not
related/conne
cted to the
topic.
Lacking 3 of
the required
number of
adverbs to be
used and is
used
correctly.
2
Most of the
scenes are
not
related/conne
cted to the
topic.
Lacking 5 of
the required
number of
adverbs to be
used and
some are not
used
correctly.
Many events
interrupted
the sequence
of the events.
The
beginning,
middle and
end is not
clearly
shown.
1
None of the
scenes are
related/conne
cted to the
topic.
The
Lacking 7 of
required
the required
number of
number of
adverbs to
adverbs to be
be used is
used and
complete
many are not
and is used
used
correctly.
correctly.
There is a
Very few of
No sense of
Organizatio
very clear
the events
beginning,
n
sequence of interrupted
middle and
events
the sequence
end.
showing
of the events.
that the
The
beginning,
beginning,
middle and
middle and
end has
end is shown
worked
in correct
together
order.
well for the
story to be
understood.
Voice is
Voice is loud Voice is loud None of the
Clarity Of
loud and
and clear.
and clear.
three are
Voice, Use
clear. Facial Facial
Facial
observed.
Of Facial
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Use Of
Adverbs
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And
Blocking
Quality Of
Acting
are
appropriate
to the
scenes.
Blocking is
properly
observed.
Lines/
Dialogues
are
mastered
and was
delivered
well. Acting
is very
convincing.
are
appropriate
to the scenes.
Blocking is
not observed.
and blocking
are not
observed.
Some of the
lines/
dialogues are
not mastered.
Acting is
convincing.
Many of the
lines/
dialogues are
not mastered.
Acting is not
totally
convincing.
Most of the
lines/
dialogues are
not mastered.
Acting is not
convincing at
all.
(Checking of paper)
SINGING AND DANCING
Criteria
4
Relevance To All of the
The Topic
lines of the
song are
related/conn
ected to the
topic
Use Of
The
Adverbs
required
number of
adverbs to
be used is
complete
and is used
correctly.
Melody
Sing the
entire song
with
appropriate
melody.
Choreograp Dance
hy
moves
matched
with the
melody of
the song.
Many
change of
formation is
observed.
Synchronizat All of the
ion
members
are
synchronize
d.
3
Some of the
lines of the
song not
related/conne
cted to the
topic.
Lacking 1 of
the required
number of
adverbs to be
used and is
used
correctly.
Sing entire
song with
only 1-2
lapses in
melody.
Some of the
dance moves
did not match
with the
melody.
Several
change of
formation is
observed.
2
Most of the
lines of the
song are not
related/conne
cted to the
topic.
Lacking 2 of
the required
number of
adverbs to be
used and
some are not
used
correctly.
Sings entire
song with
only 3-4
lapses in
melody.
Many of the
dance moves
did not match
with the
melody. Only
few change
of formation
is observed.
1
None of the
lines of the
song are
related/conne
cted to the
topic.
Lacking 3 of
the required
number of
adverbs to be
used and
many are not
used
correctly.
Sings entire
song out of
tune.
o
None so far ma’am!
o
So long and thank you Mrs.
Bautista!
None of the
two is not
observed.
Few of the
members
commit
mistakes in
singing and
the execution
of the dance
movements.
Many of
members
commit
mistakes in
singing and
the execution
of the dance
movements.
Most of the
members
commit
mistakes in
singing and
the execution
of the dance
movements.
3
2
1
DRAWING
Criteria
4
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Relevance To The output
contains
The Topic
meaningful
ideas
supporting
details that
demonstrate
clear
connection
to the topic.
The
Use Of
required
Adverbs
number of
adverbs to
be used is
complete
and is used
correctly.
Clarity
The picture
drawn can
be clearly
understood
in a single
glance.
The output
contains a
little but
meaningful
ideas that
demonstrate
connection to
the topics.
The output
contains little
ideas that
demonstrate
a little
connection to
the topics.
The output
has no idea
and did not
demonstrate
connection to
the topics.
Lacking 1 of
the required
number of
adverbs to be
used and is
used
correctly.
Lacking 3 of
the required
number of
adverbs to be
used and
many are not
used
correctly.
The picture
drawn is not
clear.
Understandin
g it would be
difficult.
Drawing
shows a
mastery of
advanced
techniques
in drawing.
All objects
are placed
in correct
space.
Negative
and positive
space is
balanced.
Paper is
completely
drawn on.
Drawing
reflects a
high level
of
originality.
Student uses
line,
shading or
form in a
highly
original
manner.
Drawing
shows good
technique.
All objects
are placed in
correct space.
Negative and
positive
space is
almost
balanced.
Paper is
drawn on
leaving some
area undone.
Lacking 2 of
the required
number of
adverbs to be
used and
some are not
used
correctly.
The picture
drawn can’t
be easily
understood
and needs
more time to
be
interpreted.
Drawing
shows some
technique
and
understandin
g of art
concepts.
Average use
of negative
and positive
space. Paper
is half filled.
Drawing
shows some
evidence of
originality.
Student uses
line, shading
or form in a
slightly
original
manner.
Drawing
shows little
or no
evidence of
original
thought.
Student does
not use line,
shading or
form in a
creative
manner.
Craftsmansh
ip
Creativity
•
The picture
drawn can be
understood if
given enough
attention.
Drawing
reflects
originality.
Student uses
line, shading
or form in an
original
manner.
Drawing
lacks
technique
and/or
understandin
g of art
concepts.
Paper is left
mainly blank.
Very good! Everybody did a great job!
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EVALUATION
Get your test notebook and answer this.
Encircle the adverb and identify its type.
1. Alice fell into the rabbit hole.
2. I often visit my grandparents.
3. Wet pieces of clay fell everywhere.
4. Sean never likes that old hotel.
5. I jog sometimes.
6. Yesterday, they play the games.
7. The show will begin soon.
8. George will come here?
9. Allison moved away.
10. Dennis always brings his dog.
11. She is amazingly skillful in both spending and saving money.
12. The boys were extremely nice to the new student.
13. The football game was rather fun.
14. Today, mother is inspired.
15. Jim saw the cat on the sidewalk.
Let’s check your paper.
Very good! It seems that everybody has already understood the
topic today.
Any questions?
If there’s none, then that would be all for today. Goodbye class
and see you on Monday for another meaningful discussion.
Prepared by:
EVANGELINE S. BAUTISTA
Teacher-1
Observed and Checked by:
WILLY C. DUMPIT, PhD, FRIEdr
School Head
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