Aniano-LP.docx

Republic of the Philippines
Surigao del Sur State University
Cantilan Campus
Cantilan,Surigao del Sur
Telefax No. 086-212-5132
Website: www.sdssu.edu.ph
Detailed Lesson Plan
for
Grade 9 Learners
Submitted to:
Myla P. Millondaga, PhD
Submitted by:
Aniano O. Saloma Jr.
BSED 4E ENGLISH

Detailed Lesson Plan in English 9
CONTENT STANDARD: The learner demonstrates understanding of how Anglo-American
literature and other text types serve as means of connecting to the world; also how to use ways
of analyzing one-act play and different forms of verbal for him/her to skillfully perform in a
one-act play.
LEARNING COMPETENCY: EN9G-IIe-20: Analyze literature as a means of understanding
unchanging values in the VUCA (volatile, uncertain, complex, ambiguous) world.
I. Objectives: At the end of the session, students are expected to:
a. Define expressions found in the literary text
b. Analyze the literature as a means of understanding unchanging
values in the VUCA (volatile, uncertain, complex, ambiguous) world
c. Express the importance of having good values to cope in the VUCA world
through differentiated instruction
II. Subject Matter
Topic: Understanding Unchanging values in the VUCA world
Subtopics: Ask yourself: “Who are you inside?”
References: K to 12 basic Education Curriculum
: Online Sources
Materials: PowerPoint Presentation, Laptop, Mobile phones
III. Lesson Proper
TEACHER’S ACTIVITY
A. Preliminary Procedures
 Organization
*Please arrange your chairs and pick up
all the dirt that you see under, beside, in
front or at the back of your chair.
 Prayer
*Lina, please lead the prayer.
 Checking of Attendance
Say PRESENT when your name is called.
STUDENT’S ACITIVITY
(students picked-up all the dirt and arranged
their chairs)
In the name of the Father, of the son, and of the
holy spirit…………..
(Students listen attentively and say PRESENT
when their names are called)

Good morning, class!
How are you today?
Good to hear that.
Before we start, let’s first have a clap to awaken our
mind, and this is called “GOOD JOB CLAP”. Let’s
do this clap every time we did good in every activity.
Okay?
B. REVIEW
Class, last meeting we discussed about making
connections. You have learned how to make
connections between texts to social issues, concerns
and dispositions in real life.
For us to have a review, who can enumerate to the
class the types of text connections? Yes, Adam!
Very good Adam. Now, what have you noticed as we
connect the text we are reading? Why is it important
to connect with the text that we read? Yes, Vina!
Excellent!
It only means that you have understood the previous
topic.
Motivation
This morning, we will have first a game before we
start our new lesson. This game is called "Correct
Me”. I will group you into two like this is group 1 and
this is group 2 (students are group by no. of rows).
Your task is to rearrange the jumble letters to form it
into a one word. Just raise your hand if you have your
answer as I flash each word. I will call some of those
who are raising their hands alternately per group.
Am I understood, class?
Okay, are you ready?
STUDENT’S ACITIVITY
Good morning Sir!
We’re doing great Sir! Thank you!
(Students perform the GOOD JOB CLAP)
Sir, the types of text connections are:
1. Text-to-self connections
2. Text-to-Text connections
3. Text-to-World connections
Sir, we have noticed that to be able to make those
connections, we would have to dig deeper into our
own values and understand fully the text.
Yes, Sir!
Yes, Sir!

Let’s start the game!
(The teacher presents in his PPT the jumbled words)
1. RAGTELUF - GRATEFUL
2. LHOPUFE - HOPEFUL
3. URCIOTYSI – CURIOSITY
4. OCOAREPVETI- COOPERATIVE
5. NITERESDET – INTERESTED
6. YRVEARB – BRAVERY
7. OLVE – LOVE
8. OMCPSSNAIO- COMPASSION
9. REISLEICYN- RESILIENCY
10. HMNTRNUAIAIA- HUMANITARIAN
How did you find our activity class? Do you like our
activity?
Very Good. What do you call the words that you formed?
Yes Amara!
You did a great job!
Based on our activity, what do you think is our lesson for
today? Yes Andy!
Very good, great idea! Another idea?
Yeah, That’s right! So, let’s do our GOOD JOB CLAP
together.
Presentation
(Presentation proper through PowerPoint)
Our topic for today is all about Understanding
Unchanging values in the VUCA world
STUDENT’S ACTIVITY
(Students are raising their hands to answer and the
teacher record the score of the group in the board)
It is fun Sir and it allow us to think critically to form the
word.
These are values Sir!
I guess Sir our topic is something connected with the
word values.
For me Sir, it’s all about values we developed as we read
some literary works since our previous topic is all about
text connections.
(Students perform the clap)
(G DOUBLE O D J O B!2X GOOD JOB3X)

Everybody read our objectives for today’s lesson. (The
teacher presents the lesson objectives.)
At the end of the session, students are expected to:
a. Define expressions found in the literary text
b. Analyze the literature as a means of understanding
unchanging values in the VUCA (volatile,
uncertain, complex, ambiguous) world
c. Act out a scenario given that depicts values in the
VUCA world.
SETTING STANDARDS
Before we have our activity, let us be guided first with
our rules. Everybody read the rules.
1. Listen attentively
2. Participate actively
3. Raise your hand when you have questions and if
you want to answer.
4. Do not talk with seatmates.
Are our rules being clear?
Okay! Let’s always remind ourselves and our classmates to
stick with our rules.
ACTIVITY
ACTIVITY 1 – ASK YOURSELF
Direction: I will group you into 4 groups and you will be
given a script to read and then answer the given questions.
Select a repertoire of the group to present your work. I will
give you 10 minutes to do your task
Are my instructions clear?
Read the script about a particular meeting between
Pastor Ed and some kids, especially his conversation
with Ray. (The teacher distributed the script to each
group together with the material they needed for the
activity)
(The students read the objectives)
(Students read the rules presented in the PPT)
Yes. Sir!
Yes, Sir!
Yes, Sir!
(Each member of the group participates in the given
activity.)

Read the script about a particular meeting between
Pastor Ed and some kids, especially his
conversation with Ray.
BOYS AND GIRLS CLUB MEETING ROOM-NEXT
DAY
Ray and Pastor ED are back at it
Ray: So how’d you go from the military to being’ a
pastor type?
Pastor Ed: I am a pastor. Nine years of seminary is
too much to forget about, trust me. Too many all-
nighters.
Ray: And?
Pastor Ed: I started reading books, articles,
anything I could find on spirituality and psychology
back then. Today a lot of it’s called self-help. I
needed answers about how I was feeling. About
everything. There was an older guy from my
church who became my mentor. He helped me see
a lot of this is why I’m here today.
Ray: Really! Your studies and your friend led you
to this room, right now.
Pastor Ed: Yes, in a manner of speaking. I’m here
to give back. Here for you.
Ray: Aahh man. Don’t gimme that. Don’t give me a
buncha jive. I’m not stupid. You’ll be gone like all
the rest of ‘em. I’m not buying’.
Pastor Ed: All the rest of whom?
Ray hesitates as Pastor Ed gazes intensely into
his eyes.
Ray: Ya know, my grandma was good for me, but
she died when I was eight.
Pastor Ed: Is your Dad around?
Ray: Left before I was born. Told Moms he didn’t
want no more kids. Mom is always gone at work,
till after we go to bed. Barely even see her in the
morning. Even my group abandoned out the night I
got caught.

Pastor Ed: I see. Any brothers, sisters?
Ray: Older brother, twenty-two. Don’t work or
nothing. A sister, she’s seven.
Pastor Ed: We’re going to work on your anger and
teach you to be a strong, confident person. You
have all you need inside you, if you can just learn to
tune into it.
Ray: Don’t get all weird on me now. I just starting
to get you.
Pastor Ed: Today’s writing assignment. Who are
you?
Ray: What? I just told you.
Pastor Ed: You told me your circumstances. Now
tell me who you are in there.
(Pastor Ed to Ray’s heart. Ray sighs but begins
writing.)
Answer the following questions:
1. What are some values that we may gather from the
script?
2. We can see from Ray's character that he seemed
somewhat cocky, indifferent, and doubtful towards Pastor
Ray. But when he started asking questions, what do you
think did he show?
3. What can you say about Pastor Ray when he said that
he started reading books, articles, anything he could
find on spirituality and psychology?
4. Why do you think did Ray still write even when he
refused to be helped by Pastor Ed in dealing with his
anger?
5. Based on the script, what value should we nurture
inside of us in order for us to survive in this volatile,
uncertain, complex and ambiguous world?
(Students answers may vary.)

(The teacher keeps on roaming around to check
each group’s work)
POSSIBLE ANSWERS
script?
Some of the values that we may gather from the
script are open-mindedness, curiosity, grateful,
hopeful, cooperative, inspiring, interested,
determined and willing to learn things.
think did he show?
He showed curiosity; at some point we can say
that he's interested because even he shows
negative response towards Pastor Ed, still he
keeps on asking about him how did Pastor Ed
succeeded.
He worked very hard and was willing to
figure things out on his own. But he wasn't too
proud to accept help when someone offered to
be his mentor. He was friendly and open.
anger?
Because deep within his personality he
possesses good values. As we try to know him
deeply, he is actually grateful to people who
show that they sincerely want to help him get
out the dark hole he digs for himself. He is
hopeful that his life could still turn out for the
better.
Being open minded, curious, brave, hopeful,
grateful, cooperative, resilient and kind;
these are unchanging values that we have,
that despite the circumstance and situation
we are in, we continue to survive, we learn to
cope in this volatile, uncertain, complex and
ambiguous world.

(after 10 minutes)
Okay Class, time is up! Paste your output in the board in
the count of three. 1, 2, 3…
Reporter of each group, you may now present your
work. Let’s start with group 1, 2, 3 and then 4.
ANALYSIS
The teacher checks the group’s answer to each question and
give also his inputs.
script?
Input: Values can be contagious; if you practice them,
many others will also, including our children. Hopefully
more practice from all of us will leave the world a better
place for future generations.
think did he show?
Input: Remember that every person with a bad attitude
has a story, and we need to be careful and aware of their
actions. We should try to understand that person and find
out more about them because, behind those responses,
there is still good in them that needs to be brought out.
Input: Sometimes, we need to do things by ourselves
if we want to get better. Even though it is hard, we
need to take some steps. The bottom line is that it's
for our own good.
anger?
Input: Let's also keep in mind that people often
complain, but they still do what they need to do and
do what's expected of them.
Input: Being open-minded, curious, brave, hopeful,
grateful, cooperative, resilient, and kind are values
that don't change, and they help us keep going no
matter what happens. We learn to deal with this
volatile, uncertain, complex, and ambiguous world.
(Each group posted their output)
(The reporter presented their work)
(Students are listening attentively to all the inputs.)

ABSTRACTION
KEYPOINTS
 We live in a VUCA world where rapid and
unpredictable change has become the norm.
But what does VUCA actually mean?
Volatile – Change is violent and uncontrollable.
Uncertain – The future is unpredictable, making
it hard to prepare for.
Complex – With so much going on, things can
often feel chaotic and confusing.
Ambiguous – We lack clarity because it’s hard to
know what the root cause of the problem is.
 A VUCA environment can be dangerous and
disruptive. So it’s vital that we know how to
cope. We need to equipped ourselves with good
and positive values for us to cope up in the
VUCA world.
 The script we read is a kind of literature that
shows us not only what is meant to be enjoyed
but also what is meant to help us learn more
about life, people, and the world.
We learned from the script that we read that we
should be kind and understanding to everyone
because we didn't know what they had been
through. We all need to be reminded that
everyone has a good heart that needs to be
brought out by being treated well.
 We should always remember the saying, "Don't
judge a book by its cover." We shouldn't be so
quick to judge, but instead we should be more
kind.
 It is true that the only constant thing in this
world is change. But not all changes are for the
better. In making changes therefore we have to
apply some "brakes" in the form of the
traditional values arising from the eternal
teachings of Christ in the Gospel.”
(Students are listening attentively)

APPLICATION
DELIVER ME!
Direction: With the same grouping, you must express
the importance of having good values to cope in the
VUCA world. Each group must have a representative to
pick in the box on what they are going to perform. You
are given only 15 minutes to rehearse and then present
your performance.
Group 1: Act out a scene that depicts good
values despite the circumstances and
difficulties.
Group 2: Make a short poem that depicts
good values
Group 3: Make a letter to the youth
expressing how important to have good
values in a VUCA world
Group 4: Make a yell expressing the
importance of good values.
III. EVALUATION
The Thief Who Became a Disciple
One evening as Shichiri Kojun was reciting sutras
(Buddhist scriptures) a thief with a sharp sword entered,
demanding either his money or his life. Shichiri told him:
‘Do not disturb me. You and find the money in that drawer.’
Then he resumed his recitation.
A little while afterwards he stopped and called: ‘Don’t take
it all. I need some to pay taxes with tomorrow.’
The intruder gathered up most of the money and started to
leave. ‘Thank a person when you receive a gift,’ Shichiri
added. The man thanked him and made off.
A few days afterwards the fellow was caught and
confessed, among others, the offence against Shichiri.
When Shichiri was called as a witness he said: ‘This man
is no thief, at least as far as I am concerned. I gave him the
money and he thanked me for it.’
After he had finished his prison term, the men went to
Shichiri and became his disciple.
(Each group did their task)

1. What characteristic does Shichiri Kojun has shown in the
text?
a. Understanding
b. Kind
c. Compassionate and Merciful
d. Brave
2. What do you think the kind of person the intruder is?
a. Courteous
b. Respectful
c. Good Follower
d. All of the above.
3. What do you think the text would like to tell?
a. People should change.
b. People should be sensitive to other’s needs. -
c. People should know the difference between right
and wrong.
d. People should realize that we need each other’s
help.
4. Nowadays, do you think we can still see people like
Shichiri Kojun and the intruder? If yes, in what way? State
your answer.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
5. Who do you think you are? Shichiri Kojun or the
intruder? And why?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
IV. ASSIGNMENT
Read the story entitled "The Necklace by
Guy de Maupassant" and write what you can say
about the story and what you have learned from it.
ANSWERS
1. C
2. D
3. B
4. Answers may vary depends on the understanding of
the students
5. Answers may vary depends on the understanding of
the students

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