DETAILED ENGLISH LESSON PLAN
MISAMIS OCCIDENTAL NATIONAL HIGH
SCHOOL
Teacher NORILYN T. ABORDO
Teaching Dates and Time April 3-5, 20223 ( CLASS OBSERVATION)
School
Content Standards
B.
Performance
Standards
C. Learning
Competencies/
Objectives
(Write the LC code)
Learning Area English 9
Quarter 4
7 Es Instructional Strategy
I. OBJECTIVES
A.
Grade Level 9
The learner demonstrates an understanding of how the validity of evidences serve as means of valuing other people; also, how to use processing information
strategies.
The learner competentlyapplyin a full- length individual and group presentation
Judge the validity of the evidence listened to. (EN9LC-IVh-2.15)
Enabling competency: Judge the validity of ideas /information presented.
II. CONTENT
Validity of Evidence
Process Skill
Judging, Listening,
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
Other Learning
Resources
English Aglo-American Literature pp. 536,607
Quarter 3 – Module 3: Judge the validity of the Evidence listened to
Department of Education - Bureau of Learning Resources (DepEd-BLR)
https://www.youtube.com/watch?v=A8xfG9Edomc
IV. PROCEDURES
Teacher’s Activity
Learner’s Activity
INDICATORS
Learning Preliminaries
Prayer
(Prayer)
Learners rise for the
prayer.
Greetings
Good afternoon, class.
Good morning, ma’am.
In concordance to the Core Values of the Department
of Education: Maka-Diyos where learners:
●express their spiritual beliefs while respecting the
beliefs
of others.
In concordance to the Core Values of the Department
of Education: Maka-tao where learners:
DETAILED ENGLISH LESSON PLAN
MISAMIS OCCIDENTAL NATIONAL HIGH
SCHOOL
Teacher NORILYN T. ABORDO
Teaching Dates and Time April 3-5, 20223 ( CLASS OBSERVATION)
School
Management and Order
Checking of Attendance
A. Reviewing previous
lesson or presenting the
new lesson
How are you today?
Students will answer.
 The teacher will ask the learners to arrange the chairs, pick up pieces
of papers/trash. And seat according to the class’s seat plan.
 The teacher will then remind the learnings of the following house
rules/reminders:
Learners do as told.
1.
2.
3.
4.
5.
6.
Be polite and courteous to everyone.
Raise your hands if you have questions to be acknowledged.
Respect and listen to the teacher.
Be attentive to listen when the teacher is talking.
Listen when classmates share their ideas.
Prepare your pen and notebooks to take note significant details from
the lesson.
Learners repeat the
classroom rules.
•The teacher will see to it that learners with hearing problems and those
that are visually challenged are seated on the front by saying:
“Make sure that you are on your proper seats, especially those that have
hearing problems as well as those who are nearsighted or farsighted.
Alright, since everyone is seated on their proper seats. Let’s proceed with
our attendance.”
Learners do as told.
 The teacher will check the attendance.
Learners will raise their
hands when called.
Judge the validity of the evidence listened to. (EN9LC-IVh-2.15)
1. The Earth revolves around the Sun - FACTUAL
Learning Area English 9
Quarter 4
● be sensitive to individual, social, and cultural
differences thru showing respect to all.
Indicator 4
Managed classroom structure to engage learners,
individually or in groups, in meaningful
exploration, discovery and hands-on activities
within a range of physical learning environments.
 Setting classroom rules/guidelines
Indicator 6
Used differentiated, developmentally appropriate
learning experiences to address learners’ gender,
needs, strengths, interests, and experience.
 Design, adapt and implement teaching
strategies that are responsive to learners
with disabilities, giftedness, and talents.
 Students with eyesight and hearing problems
are seated in front.
Indicator 3
Applied a range of teaching strategies to develop
critical and creative thinking, as well as other higherorder thinking skills.
 The given statements promote higher-order
thinking skill.
ELICIT
Teacher say: Today we are going to tackle the competency that is…
Teacher says: Before we proceed I have a set of statements. Let us first
exercise our brains from our previous lesson by identifying the statement
if it is factual or not.
Grade Level 9
Learners answer the
activity spontaneously
Indicator 5
Managed learner behaviour constructively by
applying positive and non-violent discipline to ensure
learning-focused environments.
 Showing positive body and verbal languages
such as saying, “Very Good!” and “Good job!”
DETAILED ENGLISH LESSON PLAN
MISAMIS OCCIDENTAL NATIONAL HIGH
SCHOOL
Teacher NORILYN T. ABORDO
Teaching Dates and Time April 3-5, 20223 ( CLASS OBSERVATION)
School
1.
2.
1.
2.
Grade Level 9
Learning Area English 9
Quarter 4
Indicator 3
Applied a range of teaching strategies to develop
critical and creative thinking, as well as other higherorder thinking skills.
2. Coronavirus 19 is considered to be an infectious disease and has caused
a pandemic around the world - FACTUAL
3. The Philippines is a country found in Southeast Asia - FACTUAL
4. From my perspective, Filipinos go out despite the pandemic in order to
find food – NON FACTUAL
5. The brain, along with the heart are some of the most important organs
in our body. – FACTUAL
TEACHING STRATEGY:
 Recognizing factual information.
Very good!!!
Teacher says: These are based on actual studies conducted
and has been confirmed by Science or own experience or
also known as your schema.
1. Establishing a purpose for
the lesson
ENGAGE
Teacher says:Now. Let’s UNLOCK the following terms that focuses our
lesson this afternoon.
Teacher says:
Class, I have here the word VALIDITY and EVIDENCE. I want
row 1 to write a word or phrase in connection or synonym of the
word VALIDITY and row 2 will work on the word EVIDENCE. I
will give you this strip of illustration board and written on it are the
first and second letters of a word that is related to the word
VALIDITY and EVIDENCE. Use Marker to write your answer.
You will be given 2 minutes to post your answers on the board.
VALIDITY
- The quality or being factually sound
- The state of being legally of officially binding or acceptable
- soundness and strength of an argument.
EVIDENCE
- it is a single fact or set of facts.
- Refers to facts documentation or testimony is used to
Learners do the task.
Expected output
Row 1
Indicator 2
Used a range of teaching strategies that enhance
learner
achievement in literacy and numeracy skills.
 Learners are asked how many words related
to VALIDITY and EVIDENCE they had
created.
 Teacher also ask how many types of
evidence tackled from previous lesson
Row 2
Indicator 5
Managed learner behavior constructively by
applying positive and non-violent discipline to
ensure learning-focused environments.
 Showing positive body and verbal languages
such as saying, “Very Good!” and “Good
DETAILED ENGLISH LESSON PLAN
MISAMIS OCCIDENTAL NATIONAL HIGH
SCHOOL
Teacher NORILYN T. ABORDO
Teaching Dates and Time April 3-5, 20223 ( CLASS OBSERVATION)
School
strengthen a claim support an argument or reach a
conclusion.
Grade Level 9
Learning Area English 9
Quarter 4
job!”
JUDGE
3. Presenting
examples/instances of the
new lesson
Teacher says: I will play a recorded audio and all you have to do is to
determine which one is relevant. This recorded audio clip is about the
popular Korean film squid game.
(Teacher will replay the audio if necessary)
Question.
- Which among the two recordings you think is more relevant to
the movie squid game?
Teacher says: The correct answer is the first recording. (then replay the
audio recording.) Good job
Question.
- What makes you decide that the first recording is more
relevant?
- What proof you can site from the first recording that makes it
relevant?
Teacher says: You are right! It is the first recording because it has more
reliable source or evidence compared to the second one.
Learner’s listen to the
played audio clip
The students will raise a
finger heart if they
believe that the first audio
clip is relevant and the
correct answer and raise a
life finger if it’s the
second one.
Students answer the
questions by stating what
Indicator 3
Applied a range of teaching strategies to develop
critical and creative thinking, as well as other higherorder thinking skills.
DETAILED ENGLISH LESSON PLAN
MISAMIS OCCIDENTAL NATIONAL HIGH
SCHOOL
Teacher NORILYN T. ABORDO
Teaching Dates and Time April 3-5, 20223 ( CLASS OBSERVATION)
School
Question:
- Which among the five macro skills did we utilize earlier to
identify the relevant information?
Grade Level 9
Learning Area English 9
Quarter 4
they’ve heard from the
first recording.
Teacher says: Nice one! It’s listening. Remember the other macro skills
are reading, writing, viewing and speaking. Expert says that listening is
said to be the most challenging macro skills because we are often and
able to accurately attend the messages due to various noises around us
not to mention people with weak concentration.
Listening – effective listening requires the ability to evaluate whether
we should believe a point raised. Listening also involves assessing the
weight of the evidence used to support a statement.
Teacher says: We will be exploring this macro skill as we go along our
learning engagement also we will be dealing with more activities
involving how to judge the validity of evidences sets used to support a
statement.
Question:
How, will you judge the validity of evidence presented to you or you
have listened to?
Teacher says: To judge the validity of the evidence listened to, you need to
employ various skills and understanding of the text listened to, your values prior
knowledge or schema or experiences may you arrive at the correct judgment in
some cases you will be forced to make decisions or make a stand about an issue or
to judge the validity the evidence you heard from an issue.
EXPLORE and EXPLAIN
4. Discussing new concepts
and practicing new skills
#1
As 21st century Learners the changing world and global trends may influence
or affect you as a person and as a citizen. Every day in our lives you hear or
encounter information from different sources, in some cases you will be
forced to make decisions or make a stand about an issue or to judge the
validity of evidence presented to you or you’ve from an issue. All those things
have an implication in your daily life it will either make or break you as a
Indicator 3
Applied a range of teaching strategies to
develop critical and creative thinking, as well as
DETAILED ENGLISH LESSON PLAN
MISAMIS OCCIDENTAL NATIONAL HIGH
SCHOOL
Teacher NORILYN T. ABORDO
Teaching Dates and Time April 3-5, 20223 ( CLASS OBSERVATION)
School
person. That is why it is necessary/important that you know how to verify
facts by looking into the evidence again to know if the given information is…
-
Fake news
Biased information
Misleading Information
Propaganda
Twisted Information
Remember?
VALIDITY – soundness and strength of an argument.
EVIDENCE - it is a single fact or set of facts.
Teacher says: Before we can judge. We need to validate first the evidence
given. The question is How are we going to validate the evidence?
TIPS YOU MAY CONSIDER WHEN VALIDATING EVIDENCE
1.
Credential of the source
AUTHORITY – Person of Authority or those that are experts/
Recognized Organizations. power to inspire belief or weight of testimony
Does this person knows what he or she is talking about?
Is the person that testify qualify about the issue or the given
information?
Is he/she an expert in that particular field?
Ex. A medical practitioner has more authority over law practitioners when
talking about health and wellness.
You may also want to consider his/her educational background.
2. Publication date
It’s a good idea to look for that date that the information is published
3. Check for biases of the evidences
Does the set of evidence of the claim is an objective source?
Does it look at both sides of an argument, or is it biased in favour of
Grade Level 9
Learning Area English 9
Quarter 4
other higher-order thinking skills.
 The given questions promote higher-order
thinking skill.
DETAILED ENGLISH LESSON PLAN
MISAMIS OCCIDENTAL NATIONAL HIGH
SCHOOL
Teacher NORILYN T. ABORDO
Teaching Dates and Time April 3-5, 20223 ( CLASS OBSERVATION)
School
one side only?
Teacher says: Information in a biased source may still be useful, but the
author may be overstating benefits, overlooking negatives, or otherwise
reflecting only one side of an argument.
-
-
4.
-
An Author may cite specific studies or other evidence to back up
his/her assertions. Authors who list their sources are generally more
credible, particularly if they refer recent studies or well known
authorities.
Use your Judgement; a biased author may have found biased
sources and/or may have taken information out of the context to
support a thesis.
Data presented.
A given data is a useful proof/support to validate the validity of the
evidence, this will anchor the claim of the evidence presented that
present exact data with the recognized program or study also
anchor from the data presented.
CLAIM – it is a statement that can be disputed and therefore requires further
evidence.
Teachers says:
Now, you are consumers of information from various sources and media as
consumers you must know how to spot textual evidence to validate a statement or
information.
Teacher says: I have here set of example evidences we will validate the
statement weather it proves a point of the claim.
Grade Level 9
Learning Area English 9
Quarter 4
DETAILED ENGLISH LESSON PLAN
MISAMIS OCCIDENTAL NATIONAL HIGH
SCHOOL
Teacher NORILYN T. ABORDO
Teaching Dates and Time April 3-5, 20223 ( CLASS OBSERVATION)
School
1. Discussing new concepts
and practicing new skills
#2
Ex. Testimonial of a Doctor
When we put a breathing tube in for a patient we are really
exposed to everything that is in that patient’s mouth. It’s like
looking down the barrel of a gun –says Dr. Karen Sibert
(This statement is valid evidence about how dangerous covid 19
infection is because it is coming from a person of authority who is
a certified medical practitioner)
Ex. The literacy rate was estimated at 93.8% among those five
years old or older, the Philippine Statistics Authority (PSA) said,
citing survey results.The PSA’s 2019 Functional Literacy,
Education and Mass Media Survey (FLEMMS) returned that
estimate for “basic literacy,” defined as to read and write “with
understanding of simple messages in any language or dialect.”This
corresponds to around 90.8 million Filipinos out of 96.8 million
who are considered to be literate on a basic level, or around six
million above the age of five who cannot read or write.
Teacher says:
(This statement is a valid evidence to the claim of how the literacy
in Philippines estimated among five years old or older with
millions of Filipinos considered to be literate on a basic level plus
considering the Philippine National Statistics as the source, it
makes the statement even more valid.)
Grade Level 9
Learning Area English 9
Quarter 4
DETAILED ENGLISH LESSON PLAN
MISAMIS OCCIDENTAL NATIONAL HIGH
SCHOOL
Teacher NORILYN T. ABORDO
Teaching Dates and Time April 3-5, 20223 ( CLASS OBSERVATION)
School
Grade Level 9
Learning Area English 9
Quarter 4
Teacher’s Elaboration: In making your judgement after validating
the evidence we can use different ways to conclude the validity of
the evidence as your judgement.
1. Using a graphic Organizer/Table
Ex no.2
2. Developing mastery
(leads to Formative
Assessment 3)
Literacy Rate in The Philippines
(Main Idea)
(Evidence 1)Data
(Evidence 2)
(Evidence 3)Date
literacy rate was
Authorized
90.8 million Filipinos
estimated at 93.8%
Organizations
out of 96.8 million
among those five
Philippine Statistics
who are considered to
years old or older
Authority (PSA) said, be literate on a basic
citing survey
level, or around six
results.The PSA’s
million above the age
2019 Functional
of five who cannot
Literacy, Education
read or write.
and Mass Media
Survey (FLEMMS)
Conclusion: This statement is a valid evidence to the claim of how the
literacy in Philippines estimated among five years old or older with
millions of Filipinos considered to be literate on a basic level plus
considering the Philippine National Statistics as the source, it makes
the statement even more valid.
2.
Narrative Essay Using Cohesive Devices or Connectors
Ex 2. The given evidence about the Literacy Rate in the Philippines said
to be valid for the following proofs; First, the estimated rate at 93.8%
among those five years old or older conducted by PSA and Secondly, in
2019 during the Functional Literacy, Education and Mass Media Survey
(FLEMMS) the result corresponds to around 90.8 million Filipinos out of
96.8 million who are considered to be literate on a basic level, or around
six million above the age of five who cannot read or write.
The group leader will
Indicator 6
Used differentiated, developmentally appropriate
learning experiences to address learners’ gender,
needs, strengths, interests and experiences.
DETAILED ENGLISH LESSON PLAN
MISAMIS OCCIDENTAL NATIONAL HIGH
SCHOOL
Teacher NORILYN T. ABORDO
Teaching Dates and Time April 3-5, 20223 ( CLASS OBSERVATION)
School
Differentiated Activity:
(The teacher will play an audio text and the students will listen attentively
and take note important details and cite valid evidences about an
excerpted Text: Students Should Not Be Allowed to Bring Mobile Phones
To School)
Audio-assisted learning (AAL) strategy
Directions: You will be group into 4 and each group will be given
different task to perform on how to judge the validity of evidence
listened to. You will given an audio recorded text and you must listen
attentively, jot down important proofs that will support your
judgement.
First group: Narrative Essay using cohesive devices/connectors
Second group: Graphic Organizers/Table
Third Group: Poster
Fourth Group: Jingle
Teacher will ask the each group what are the basis for their performance
to form a rubric and they will be the one to score theirselves.
Sample rubric
Grade Level 9
Learning Area English 9
Quarter 4
present their output in
front of the class.

Learners will give their
comments, reactions, or
ask questions regarding
the output of the other
groups.

Design, adapt and implement teaching
strategies that are responsive to learners with
disabilities, giftedness and talents.
Differentiated activities are given to fast and
slow learners.
TEACHING STRATEGY:
 Collaborative Learning
 Use of graphic organizers
 Narrative Essay
 Posters
 Jingles
Indicator 2
Used a range of teaching strategies that enhance
learner
achievement in literacy and numeracy skills.
DETAILED ENGLISH LESSON PLAN
MISAMIS OCCIDENTAL NATIONAL HIGH
SCHOOL
Teacher NORILYN T. ABORDO
Teaching Dates and Time April 3-5, 20223 ( CLASS OBSERVATION)
School
Finding practical applications
of concepts and skills in daily
living
ELABORATE
To ensure that the students understood the concept, the teacher will
explain further about their presentation.
Learning Area English 9
Quarter 4
Indicator 1
Applied knowledge of content within and across
curriculum teaching areas.
Students give varied
answers
Let us apply our knowledge about validity of evidence in our real life.
-
Grade Level 9
Why is it necessary to check the validity of evidence?
How can we apply our skills in validating the evidences?
How does validating helps you make a stand or judgement?





3.
SCIENCE– Research Experiments
Social Studies – Update in the society,
History
Journalism – No to Fake news
MAPEH – measurement of your day to day
activity
Mathematics – Valid formula that gives
valid solutions
Students were asked how judging the validity of
evidence helpful in their day encounter in the school
in different subjects.
Making generalizations
and abstractions about
the lesson
Question and answer activity:
-
What is evidence?
What are the tips on validating the evidence
What are the ways in making a conclusion or
Students give their
answers
Indicator 5
Managed learner behavior constructively by
applying positive and non-violent discipline to
ensure learning-focused environments.
Showing positive body and verbal languages such as
saying, “Very Good!” and “Good job!”
DETAILED ENGLISH LESSON PLAN
MISAMIS OCCIDENTAL NATIONAL HIGH
SCHOOL
Teacher NORILYN T. ABORDO
Teaching Dates and Time April 3-5, 20223 ( CLASS OBSERVATION)
School
4.
Evaluating learning
EVALUATION
Following the rubric.
Learners do as told.
8
9
Grade Level 9
Learning Area English 9
Quarter 4
TEACHING STRATEGY:
 Individual work
10
Indicator 3
Applied a range of teaching strategies to develop
critical and creative thinking, as well as other
higher-order thinking skills.
 The given guide questions promote higherorder thinking skills.
Instruction:
Listen
and
analyze
the
video
presentation
https://www.youtube.com/watch?v=G4H1N_yXBiA . Make a narrative
essay about the video presented following the guide questions.
1. What is the video all about?
2. What are the evidences presented to prove it claim? Site in your
essay at least 3 evidence and explain.
3. Does the evidences presented in the video Valid? What is your
DETAILED ENGLISH LESSON PLAN
MISAMIS OCCIDENTAL NATIONAL HIGH
SCHOOL
Teacher NORILYN T. ABORDO
Teaching Dates and Time April 3-5, 20223 ( CLASS OBSERVATION)
School
4.
5.
Grade Level 9
Learning Area English 9
Quarter 4
stand?
How does the information helpful to you as a person?
Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A.
B.
C.
D.
E.
F.
G.
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation
Did the remedial lessons work? No. of learners who have caught up with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why did these work?
What difficulties did I encounter which my principal or supervisor can help me solve?
What innovation or localized materials did I use/discover which I wish to share with other teachers?
PREPARED:
NORILYN T. ABORDO
Teacher I
OBSERVED:
NIKKI HONEYBEE A. GODINEZ
LAC, English Department