PROBLEM-BASED LEARNING LESSON PLAN IN ENGLISH 9
School: Dumaguete City National High School
Teacher: Franklin M. Bituin
Teaching Dates and Time: May 23, 2024
I.
II.
III.
IV.
Grade Level: 9
Learning Area: English
Quarter: Fourth
Content Standard:
Performance Standard:
Most Essential Learning Competency: Use conditionals in expressing arguments.
Objectives:
Knowledge- Determine when it is appropriate to use conditional statements in
argumentation, such as in making predictions, expressing hypothetical scenarios, or
presenting logical consequences.
Skills- Build arguments that use conditionals to convey ideas logically and
coherently, ensuring that the conditionals are consistent and meaningful within the context of
the argument.
Affective- Actively listen to counterarguments and opposing viewpoints that involve
conditionals, and respond effectively by providing counterarguments or clarifications.
V.
Content: Conditional Statements, including Zero, First, Second, Third, and Mixed
Conditionals.
VI.
Modality: Face-to-face
VII. Learning resources:
VIII. Problem-based Learning Procedure
A. Reviewing Previous Lesson or
Presenting the New Lesson
minutes)
B. Engage/ Establishing a purpose
for the lesson
Review/Quiz
The teacher plays a video clip that highlights
statements that use conditionals.
The teacher asks the students to pay attention to
the highlighted statements by taking down notes.
The teacher plays the video clip twice.
Then, the teacher asks the students to analyze how
the statements are constructed.
Then, teacher communicates the expectations to
the class by presenting the lesson objectives:
Knowledge- Determine when it is
appropriate to use conditional statements in
argumentation, such as in making predictions,
expressing hypothetical scenarios, or
presenting logical consequences.
Skills- Build arguments that use
conditionals to convey ideas logically and
coherently, ensuring that the conditionals are
consistent and meaningful within the context
of the argument.
C. Presenting examples/ instances of
the new lesson
Affective- Actively listen to
counterarguments and opposing viewpoints
that involve conditionals, and respond
effectively by providing counterarguments or
clarifications.
The teacher presents the lesson.
The teacher shows two verses and asks the
students to determine which clause is dependent
and independent.
If I were a tree
I would comfort
You with my shade
If I were the moon
I should soothe
Away your cares
Types of Conditionals
1. Present Real Conditionals
The present real conditionals also called
Zero conditional is used to talk about
when you normally do in real-life
situations.
Form
If/when… simple present…, simple
present
…simple present … if.when … simple
present
Example:
When I have a day off from work, I often
go to the beach.
If the weather is nice, she walks to work.
Note:
If suggests that something happens less
frequently.
When suggests that something happens regularly.
2. Present Unreal Conditional
Present Unreal Conditional is used to talk
about what you do in an unreal or
imaginary situation. The key word is
would; it makes the conditional unreal.
Would can only be used in the result
clause of the sentence.
Form
If/when … simple past …,
would/could/should/might + simple
present
Simple present … if/when … simple
present
Example:
If I were an animal, I would like to be a
panda.
If I were you, I should start saving money.
D. Discussing new concepts and
practicing new skills #1
The teacher gives more examples by showing a
video clip.
The teacher plays a song entitled Locked Away
by Adam Levine. Then, the students are asked to
list down lines from the song that use
conditionals.
If I got locked away
And we lost it all today
Tell me honestly, would you still love me the
same?
If I showed you my flaws
If I couldn't be strong
Tell me honestly, would you still love me the
same?
Right about now
If I judge for life, man, would you stay by my
side?
Or is you gonna say goodbye?
Can you tell me right now?
If I couldn't buy you the fancy things in life
Shawty, would it be alright?
Come on show me that you know
Now tell me would you really ride for me?
Baby tell me would you die for me?
Would you spend your whole life with me?
Would you be there to always hold me down?
Tell me would you really cry for me?
Baby don't lie to me
If I didn't have anything
I wanna know would you stick around?
If I got locked away
And we lost it all today
Tell me honestly, would you still love me the
same?
If I showed you my flaws
If I couldn't be strong
Tell me honestly, would you still love me the
same?
Let's get it diddly-down-down-down
All I want is somebody real who don't need much
A girl I know that I can trust
To be 'ere when money low
If I did not have nothing else to give but love
Would that even be enough?
Gotta need to know
Now tell me would you really ride for me?
Baby tell me would you die for me?
Would you spend your whole life with me?
Would you be there to always hold me down?
Tell me would you really cry for me?
Baby don't lie to me
If I didn't have anything
I wanna know would you stick around?
E. Discussing new concepts and
practicing new skills#2
The teacher shows pictures representing social
and environmental issues. The students express
their stand and argument by using conditional
statements.
1. Poverty
2. Bullying
3. Water Pollution
4. Mining
5. Reclamation
Sample argument using Conditional:
F. Making generalizations and
abstractions about the lesson
G. Developing mastery
(Leads to Formative Assessment
3)
H. Finding practical applications of
concepts and skills in daily living
I. Making generalizations and
abstractions about the lesson
I think the government can help the poor. If they
create more jobs and raise the minimum wage of
worker, the parents could provide the needs of the
family.
The teacher shows statements. Then students are
asked to agree or disagree with them by
expressing their argument.
1. We live in a fair and just society.
2. The Earth is a fine place and worth
fighting for.
3. It is important to treat others with justice
and fairness.
The teacher presents a problem.
The students are asked to propose a solution by
making either a placard, a poster, a slogan, or a
collage that encourages others to make an action
to solve the given problem.
The teacher shows scenarios. Then the students,
provide the best conditional statement that best
fits the given scenarios.
The teacher asks students to explain the
importance of knowing when to use a specific
type of conditional.
Refer to criteria in scoring:
J. Evaluating Learing
Criteria:
1. Clarity of Message:
- Ensure that the message is clear and easily
understandable.
- Use simple language and avoid jargon.
- Make sure the main idea or call to action is
prominent and not lost in clutter.
2. Visual Impact:
- Use bold and attention-grabbing visuals, colors,
and fonts.
- Ensure that the design elements are visually
appealing and appropriate for the target audience.
3. Relevance:
- The content should directly relate to the problem
or issue being addressed.
- Use images, symbols, or metaphors that are
relevant to the cause.
4. Conciseness:
- Keep the content concise and to the point. Avoid
information overload.
- Use short and impactful slogans or captions.
5. Engaging Design:
- Utilize whitespace effectively to make the content
more readable.
- Balance text and visuals to create a visually
pleasing composition.
- Experiment with typography and layout to make
the design stand out.
6. Call to Action:
- Clearly state the action you want the audience to
take. Whether it's signing a petition, recycling,
volunteering, or any other action, make it explicit.
- Use action verbs to prompt engagement (e.g., "Join
us," "Take action," "Support the cause").
7. Emotional Appeal:
9. Consistency:
- Ensure consistency in design elements, color
schemes, and branding (if applicable) to create a
cohesive visual identity.
I. REMARKS
II.
REFLECTION
A. No. of learners who earned 80% in
the evaluation
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 work
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
Prepared by:
FRANKLIN M. BITUIN