LESSON PLAN IN ENGLISH 7

Division: ANTIQUE Grade Level: GRADE 9

Name of Teacher: Raymundo, Christian Jude Learning Area: ENGLISH
Teaching Date Quarter: 3rd Quarter
March 15, 2023
and Time: Duration: 1 HOUR AND 30 MINS.

I. OBJECTIVES
A. Content
Standard

B. Performance
Standard
C. Learning Determining the relevance and the truthfulness of the ideas presented in the materials
Competency viewed (EN9VC-lva-10)
with code
D. Learning At the end of the lesson, the learners are expected to accomplish the following tasks:
Objectives 1. Discuss the relevance of the ideas presented in the material viewed;
2. Construct a relevant poetry related to the topic
3. Reflect on and relate the lesson to daily life

II.CONTENT
Topic: Determining the relevance of the ideas presented in the materials viewed
Subjects Edukasyon sa pagpapakatao
Integrated
Values Kindness
Integration
III.LEARNING
RESOURCES
A. Materials Laptop, Television, Chalkboard, Powerpoint slides
Needed
B. References Learning Activity Sheets in English Quarter 3 (page 7-10)
C. Skills Oral and written skills , Critical Thinking

IV. PROCEDURES
A. Preliminaries
Teacher’s Activity Students’ Activity
1. Greetings
“Good morning class! How are you today? “Good morning, sir! We’re fine.”

2. Prayer
Before we start our lesson, may I request everyone to The students bow their head and start to pray.
stand as we pray? (The teacher leads the prayer.)

3. Checking of Attendance ( Students will state the names of absences.)

“Who’s absent today?”

B. ACTIVITY
Teacher’s Activity Students’ Activity
a.) Motivation

Let’s play the game called, “Four Pics One Word!”Are (Students listen)
you familiar with that? Yes, Sir!

I will present a collaged pictures and then you guess (Students listen)
what specific word fits with the theme of the photos
presented. Did you get it? Yes, Sir!

I think you’re ready to now. Here is our first picture. (Student answer)
Who can guess this picture?
1. C O N N E C T I O N

Okay! Correct. Here’s another picture. What idea does

the picture try to say/state? 2. R E L A T I O N S H I P

Next picture is all about?

3. S U P P O R T

Who can guess this picture?

4. V I E W I N G

And the last picture?

5. T E L E V I S I O N

Now, I want you to compliment yourself for actively

participating in this activity by giving yourselves a five
claps and five stamps!
(Teacher will demonstrate how to do the routine.)

Ready? Go!
( Student Clapping)

I think you are now ready for our lesson for today.
(Student listen)

C. ANALYSIS
Teacher’s Activity Students’ Activity

How do you feel while doing the activity? (Student answer)

Upon each set of pictures presented to you, what is the (Student answer)
first idea that comes into your mind that relates to our
topic this morning?

Do you think that relevance has something to do with (Student answer)

this?

You are absolutely correct, because this morning our

topic for today is all about Determining Relevance on
the viewed material.
C. ABSTRACT
Teacher’s Activity Students’ Activity
a.) Presentation

At the end of the lesson, you are expected to accomplish

the following tasks:
1. Discuss the relevance of the ideas presented in
the material viewed (Student listening)
2. Construct a relevant poetry related to the topic
3. Reflect on and relate the lesson to daily life

“Are you familiar with the word “relevance”? Yes, sir!

“Can you think of synonyms for this word”? Connected, Sir!

Appropriate Sir1

“Everyone kindly read the definition of the word

relevance.”

Relevance Relevance is the concept of one topic being connected to

 is the concept of one topic being connected to another topic in a way that makes it useful to consider the
another topic in a way that makes it useful to second topic when considering the first.
consider the second topic when considering the
first.
“Relevance is somehow a material to connect one topic “Relevance is somehow a material to connect one topic to
to another, meaning the first topic or the first another, meaning the first topic or the first information has
information has a relation and it supports the second a relation and it supports the second topic to be
topic to be considered.” considered.”

 Relation to the matter at hand.

For example, a piece of information can be relevant if it

helps to answer the questions. Moreover, relevant
information supports the topic.

In this lesson, not only that you will know how relevant (Students Listening)
the word “kindness” is to the lives of others, but most
importantly how the materials you are going to view
present ideas that surround around the topic.

So, how will you determine if the topic in the material is

viewed as relevant?

There are questions to be considered.

Who can read the following?

1. Is the material viewed organized and focused on

a topic or story? 1. Is the material viewed organized and focused on a
“Is it organized? Is the material viewed focuses on a topic or story?
specific topic or story?” “Is it organized? Is the material viewed focuses on a
specific topic or story?”

2. What is the goal of the material? 2. What is the goal of the material?
“What does the material viewed trying to tell us? “What does the material viewed trying to tell us?

3. Is there a central theme? 3. Is there a central theme?

“what do you think is the message of the video?” “what do you think is the message of the video?”

It is the main or central idea in a literary work It is the main or central idea in a literary work
 4. Is there a narrative structure?
Narrative structure refers to the way in which a 4. Is there a narrative structure?
story is organized and presented to the reader or Narrative structure refers to the way in which a
audience. It includes the elements of plot, story is organized and presented to the reader or
character, setting, and theme, as well as the audience. It includes the elements of plot,
techniques and devices used by the author to character, setting, and theme, as well as the
convey these elements. techniques and devices used by the author to
convey these elements.
5. Does it make linear sense?
How will you know if it is relevant? 5. Does it make linear sense?
How will you know if it is relevant?

Consider these guide questions also:

1. How is the information useful to you?

2. How does it answer the questions?
3. What details are provided that specifically
answers the questions? (Student Listening)
4. Relevance is intermixed with all the other
evaluation criteria
 What is the purpose of this source? is it
to sell a product, educate, advocate,
persuade, or to entertain?
 Who is the intended audience? Are
political, ideological, cultural, religious,
institutional, or personal biases evident?

a. Activity 1. Kindness Begets Kindness

Before we go further with this lesson, I want you to
watch the video titled Kindness Boomerang. And after
watching the video I will be asking you some
comprehensive questions related in the video.

Does anyone know what Boomerang is?

A Boomerang is a burst of photos or videos that plays

back and forth to create a video that continuously
replays on a loop.

(Video Playing)

“Did you enjoy the video?”

1. What is the video all about? (Students watching)

Yes sir!

2. In what way is “working with others” shown in “Living kindly, change is possible” indeed.
the video? “Kindness is about being generous and considerate of
other’s need.”

“It is shown that working with others through showing

small acts of kindness will also return to that person.
Various people showed that kindness is free and what
comes around goes around. Just as the saying goes as the
3. Why is it entitled “Kindness Boomerang?” first person showed/helped the young boy get up due to
(Support your answer.) tripping while skating board, the young boy then helped an
old woman carry her things and cross the road.”

4. Do the ideas presented on the video focus on the “The purpose of this video is to show the positive change
topic? Support your answer. of people after every day acts of kindness.”

5. Is the content of the video relevant to the title

 itself? “In the same way the boomerang returns to its point of
(Support your answer.) origin.”

“What goes around comes around, the way in which

receiving an expected moment of generosity from a
stranger can cause us to those around us and to take action
to become a vector of goodness.”
6. If someone does something good for you, will
you do the same for others? (Students answer)

7. How kindness does affects one’s life?

(Students answer)

A while ago I, gave you an activity, based on the

questions on how to determine if the topic in the
material viewed is relevant. If these questions get yes
for an answer, then the material you viewed is relevant.

 Is the material viewed organized and focused in Yes, sir!

a topic or story?

 What is the goal of the material? To Remind us about the current issue of our society.

 Is there a central theme? What is it? Yes, Sir!

 Is there narrative structure? What is it? Yes, Sir!

 Does it make linear sense? How? Yes!

E. APPLICATION
A Activity 2. Group Activity
“Fun in Acrostic”
One way to also determine relevance is to
associate words to the given topic. Create an (Student Listening)
acrostic poem featuring your own version of
“KINDNESS”

“I will group you into 5 and after you finish the activity,
one representative to present your work in front of the Okay sir!
class.

“Any question or clarification? If none, you can start None Sir!

working now”

K
I
N
D
N
E
S
S
“Are you done with your activity? Yes, Sir!

V. ASSIGNMENT
A.. Direction: View another clip, “TEEN CAN”,
produced by the Durham Region Health Department,
then try to determine the relevance by answering the
questions.
Source:

(Video Playing) (Students watching)

Questions

1. What is the video clip all about?

2. What is the main point of the material you have

just viewed?

3. What is the relevant information that supports

the main point?

4. Are the data presented in the material viewed

relevant to the whole video? (Support your
answer.)

Submit this at the next meeting.

Okay, Sir!