DAILY LESSON PLAN IN ENGLISH 9
Quarter 2 – WEEK 1
School Mauswagon IS
Teacher Jannaica Mae S. Baldon
Learning English
Area
I. LEARNING OBJECTIVES
Learning Competencies/Code
Objectives
 Knowledge/Cognitive

Skills/Psychomotor

Attitude/Affective
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
Grade Level & Section 9
Quarter 2
Teaching Dates & Duration November 6-10,
2023 / Up to 4 days
Make connections between texts to particular social issues, concerns,
or dispositions in real life
-
Recognize how to make connections between texts to
particular issues, concerns, dispositions in life.
- Draw illustrated annotations to take note of important details
and concepts taken from the text The Gift of the Magi by O.
Henry.
- Appraise making connections between texts to particular
social issues, concerns, or dispositions in real life
Making Connections and Annotations
PIVOT 4A Learner’s Material Quarter 2 First Edition, 2020 Written
by Melanie Mae N. Moreno
Laptop (if available), Chalkboard, Modules
C. Supplies, Equipment, Tools, etc.
IV. PROCEDURES
The teacher will show a poem by Alfred Lord Tennyson entitled Crossing the Bar and
A. Review/Introductory
let the students reflect if it relates to them and the world they live in by answering the
Activity
questions that follow.
anza 2 mean?
B. Activity/ Motivation
The students will read an excerpt from President Obama’s Presidential Proclamation
(Martin Luther King Jr. Day, January 15, 2010).
The teacher will then ask the following questions.
C. Analysis/Presenting
examples of the new
lesson where the
1. On the eve of his death, what did Dr. King say about the opportunity that we
concepts are clarified
have to do?
2. Even after his death, Dr. King has continued challenging the Americans to
make America a better nation. What evidence from the text supports this
conclusion?
3. Based on this speech, what can you infer about economic and social justice in
America?
4. Based on this proclamation, how could Americans support each other in
bringing America closer to Dr. King's "promised land" of equality and
opportunity? Support your answer with evidence from the text.
5. In the last paragraph of the text, what did President Obama try to persuade
people to do? Do you think this could also be applied in the current situation
of our country? Explain your answer.
D. Abstraction
The teacher will then proceed with the discussion of the lesson.
MAKING CONNECTIONS
Connections are links that readers can make between what they are reading and things
they already know about.
You might have not noticed, but your previous experiences, knowledge, emotions, and
understanding affect what and how you learn (Harvey & Goudvis, 2000). Called the
schema, your background knowledge and experiences actually help you make sense
and meaning of the material you are exposed to. Learning how to access these prior
knowledge, experiences, emotions, and opinions can help you make a connection to
the text to help you understand concepts better.
Keene and Zimmerman (1997, as cited in Kardash, 2004) concluded that students like
you comprehend better when you make different kinds of connections. These three (3)
connections include the following:



text-to-self,
text-to-text, and
text-to-world.
How you relate yourself to the character of King Arthur in the “King Arthur and His
Knights of the Round Table” by Roger Lancelyn Green is text-to-self connection. The
way you compare the theme of the novels written by Nicholas Sparks to each other is
text-to-text connection. Relating real-life issues and scenarios to things read from a
selection, on the other hand, is text-to-world connection.
MAKING ANNOTATIONS
Annotating is to make marks on the text. It is not simply highlighting appealing words
or sentences; though you will most likely end up highlighting the entire selection. It is
a purposeful strategy to help you comprehend what you are reading on a deeper level
than if you were to just read it straight through. It is an excellent way to deconstruct
the text into meaningful pieces for better understanding. Its main goal is to make
connections between what you already know—about practically anything—and the
world around you.
There are four (4) major benefits of annotating (Azevedo, 2017).
A. It makes you more engaged in the material.
B. It slows your reading that helps you to focus on details and have better
retention and comprehension.
C. It helps you process what you are reading.
D. It records textual evidence for later reference. You may even note your
questions for further research.
Azevedo (2017) added that the following annotation strategies may be used:
1. Circle any unfamiliar words, then look them up, and write down the definition.
2. Use question marks to indicate areas of uncertainty.
3. Use stars to indicate anything that seems important such as themes, symbols,
foreshadowing, etc.
4. Use exclamation points to indicate something dramatic or a key turningpoint.
5. Circle (or mark somehow) character names any time they are introduced for
the first time.
6. Keep a list somewhere, maybe on the inside cover, of all the characters and
their traits. Add to this list as new characters are introduced or as you learn
more about existing characters.
7. Write your notes in the margins (best method), on sticky-notes (decent
method), or in a separate notebook (least favorable method).
8. Paraphrase or summarize each chapter after you finish reading it. You only
need a few sentences to do this. Write them down at the beginning or end of
the chapter.
9. Write down any questions you have about the text – either questions you are
willing to wait to find out the answer as you read further, or questions you
want to bring up to your teacher in class the next day.
10. Use a color-coded system if that type of thing appeals to you.
11. Give each chapter a title. So after you finish reading each chapter, go back to
its title page and give it a title.
To make it more engaging and interesting, you may also use illustrated annotations
which use images to represent concepts and elements. The creation of illustrations may
help you synthesize information and, at the same time, may help increase creativity
and engagement while reading. They make annotating texts a more hands-on
experience and learning a more meaningful and personal (Gehr, 2019).
Below is an example of how a student used simple symbols and/or annotations to note
significant elements from the poem Crossing the Bar by Alfred Lord Tennyson.
E. Valuing: Finding
Practical
Applications of
The student used symbols which served as his/her guide in understanding the text.
Other annotations were also used to express ideas, ask questions and clarify important
points.
The teacher will let the students read the short story The Gift of the Magi by O. Henry
from the given material. The students will draw illustrated annotations to take note of
Concepts and Skills
in Daily Living
important details and concepts taken from the text. Afterwards, they will answer the
questions that follow.
1.
2.
3.
4.
5.
Who are the characters in the story?
Why did the characters sell their most valuable items?
What are magi? Relate your answer to the characteristics of Jim and Della.
How will you relate the story to your personal experiences?
How will you relate this story to the account on the three magi in the story of
the birth of Jesus?
6. Does this world need more magi? Explain what life lessons can be
derived/learned from the given story.
The students will then accomplish the Notice, Wonder, Connect Organizer below.
Notice, Wonder, Connect Organizer
The Gift of the Magi
by O. Henry
What I NOTICE while
What I WONDER about How I CONNECT to the
Reading
while Reading
Text
You may focus on the following:
unfamiliar words, characters
and their characteristics, plot,
etc.
You may focus on the following:
meaning of unfamiliar words,
behavior of the characters, plot,
etc.
You may focus on your personal
experiences on the idea of
giving.
F. Generalization
The students will make connections with the text they read by O. Henry by answering
the Reflection Using Big Questions form below.
Reflection Using Big Questions
The Gift of the Magi
by O. Henry
What features or elements of the story How did they surprise me?
surprised me?
What did the author think I
knew?
already What do I need to do to address my
confusion?
What challenged, changed, or confirmed How has this impacted my thinking?
my thinking?
G. Assessment
Read the article carefully. Then, in your notebook, answer the questions that follow.
Use annotations to get the main idea of the selection.
Community spirit drives volunteer firefighters in Portugal
By Associated Press, adapted by Newsela Staff
This summer, 2,000Portuguese firefighters battled a deadly, weeklong wildfire
that killed 64 people. Besides facing serious danger, these firefighters had something
in common: they were doing it for no pay.
Over 90 percent of Portugal's firefighters are volunteers. From lawyers to
construction workers, they take time off work to risk their lives. The volunteer fire
departments where they work need donated money to pay for their equipment.
During the summer fire season, firefighters are often sent to fires far from their
homes. Then the government pays these brave men and women $2 an hour. The
volunteer firefighters usually give the money to their fire departments.
Sense of Duty Pushes Volunteers
Hugo Simoes is a 33-year-old bombeiro, or firefighter. In June, he was sent to the
country's deadliest wildfire. He says a sense of duty and brotherhood drives the
volunteers. "We do it out of community spirit," he says.
Volunteer firefighters are not uncommon in Europe and beyond. More than 97
percent of German firefighters are volunteers. In the United States that figure is
around 70 percent. But in Portugal, these volunteer services are the front line in
emergencies. There are just seven paid fire departments in the country.
Cultural Tradition
Simoes works for Portugal's oldest fire department, the Bombeiros Voluntarios de
Lisboa. It was created in 1868 in the capital city of Lisbon. For him, the volunteer
spirit shown by generations of firefighters is not remarkable. It is a cultural tradition.
"Here in Portugal, it has been like this for a long time," he shrugs. "We like what
we do. On hot days when we could go to the beach, we come here to the fire
department instead."
Simoes works full-time doing administrative work at the fire department. He
earns around $700 a month.
In June, there was a huge blaze about 90 miles north of Lisbon in Pedrogao
Grande. Simoes set off with four vehicles and their crews.
"Some walked out of work and risked being marked as absent," Simoes says.
Across the country, other volunteer firefighters did the same.
Summer is the Time for Wildfires
The Pedrogao Grande blaze grew because of hot weather, strong winds and dry
woods. The fire spread quickly and trapped people in their cars when they tried to
escape.
"The stress, the adrenaline, the heat — they demand a huge effort," Simoes said.
"At times it can get a bit hairy, but our training kicks in."
Similar scenes play out every summer in Portugal. Giant flames make the
firefighters look tiny. Huge clouds of smoke stretch to the horizon. Locals help out
with buckets and garden hoses and try to stop the flames with broken-off tree
branches. Wildfires race through eucalyptus and pine forests that are uncleared and
tightly packed.
This year has been particularly bad, due to a severe drought. Portugal is one of 28
countries in the European Union. But the wildfires in Portugal caused more than onethird of the burnt forest of the European Union.
Last week, Simoes and his team were sent to a major forest fire near
Pedrogao Grande. Firefighters had the blaze under control within 48 hours.
Donating Food and Water
The volunteer firefighters are seen as heroes in Portugal. A recent fundraising
effort called them "heroes without capes." The people of Portugal happily donate
large amounts of food and water to help the firefighters.
About 80 people are on call at the Bombeiros Voluntarios de Lisboa. They receive
more than 300 hours of training, which is also done outside their day jobs.
Simoes says the department has always had enough workers, though it is stretched
in emergencies. It has just enough money. Fire suits cost over $2,000 each. The
recent purchase of 100 new helmets cost $33,000.
Portugal's volunteer fire departments often buy used vehicles. In Lisbon, that
includes a fire truck purchased in Luxembourg. A new one costs almost $300,000 —
way too expensive for the department. Their dream, they confide, is to own a big
American fire truck.
Questions:
1. What are the two main ideas of the article?
2. What do you think is the purpose of the article?
3. Do you know any similar circumstances experienced by Filipino firefighters
and/or other risk-reduction personnel in your community?
4. Complete the Community Connections graphic organizer below.
Community spirit drives volunteer firefighters in Portugal
The article said:
My thoughts about my community
V. REMARKS
VI. REFLECTIONS
A.
No.of learners who
learned 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 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:
JANNAICA MAE S. BALDON
Teacher 1, Mauswagon Integrated School
Checked by:
MELANIE M. FABREA
Teacher III / School-In-Charge