This document outlines a lesson plan on making text-to-text connections. The lesson begins with an introduction and objectives. Students will read a poem and watch a video clip about environmental issues. They will answer questions to analyze connections between the two texts. Additionally, students will complete activities identifying connections between quotes from another text. The lesson concludes with an evaluation of statements about text-to-text connections and an additional differentiated activity for students.

2. A blessed
day!
Welcome to
English 9 Class
Anglo-American Literature
with Ma’am VVA

3. • Prayer
• Checking of Attendance
• Setting of the Classroom
Rules
PRELIMINARIES

5. REVIEW

6. REVIEW
Recall the human values
and social issue present
in the previously
discussed story of
“Mulan.”

7. Establishing a purpose
for the lesson

8. Most Essential Learning
Competency
(MELC)
Make connections between
texts to particular social issues,
concerns, or dispositions in real life.

9. TOPIC:
Quarter 2
Module 1: Lesson 1
Making Connections:
Text-to-Text

10. OBJECTIVES:
At the end of the lesson, you should be able to:
a. point out connections between texts,
b. share the importance of understanding the
connections between texts by appreciating
it; and
c. identify if each statement defines and shows
text-to-text connection. Write true or false.

11. Presenting examples/instances
of the new lesson

12. Complete the statement,
“A deeper understanding of a text
happens when we relate it to other
_______.
Answer: texts

13. Watch and learn from
a video clip.

14. ACTIVITY

15. ACTIVITY 1
Read a poem, then watch and listen to
a video clip.
Make sure to take note important
points from both. Table 1&4, prepare to
answer questions related to the poem, and
table 2&3 prepare to answer questions
related to the song. Guide questions
are presented ahead.

16. 1.What social issue is being
discussed in both the poem and
video?
2.According to the poem, who
creates the congestion?
3.How about in the video, what
message did you get?

17. 4. The authors call for what?
5.How would you describe the
emotion of the speaker/ author
towards the situation?
6.How do you feel about it? Elaborate
possible things you can do to help.

18. ACTIVITY 1
Un-warranted and un-controlled civilization,
and exponential population explosion,
Open drainage and ever-growing pollution,
Human being creating all congestion.
Nature is bound to suffer,
Nobody really bothers.
POEM

19. ACTIVITY 1
Man-made Factories & industries
releases harmful gases,
Added by vehicular carbon monoxide,
Is human being really bothering?
Leading to abnormal suicide.
POEM

20. ACTIVITY 1
Friends, get cautioned, awake and arise,
Stop playing with nature guys,
If nature starts playing with us.
Unwarranted and untimely deaths will rise.
My caution
let not the nature suffer,
POEM

21. ACTIVITY 1
Care and bother for the nature to prefer,
Save trees and let the environment be
user-friendly,
Generation next will thank us surely.
Save nature and nature will save our
generations.
POEM

22. ACTIVITY 1
Video

23. ANALYSIS

24. Sharing of answers to the
given questions.

25. 1.What social issue is being
discussed in both the poem and
video?
2.According to the poem, who
creates the congestion?
3.How about in the video, what
message did you get?

26. 4. The authors call for what?
5.How would you describe the
emotion of the speaker/ author
towards the situation?
6.How do you feel about it? Elaborate
ways you can do to help save our
environment.

27. ACTIVITY 2
ACTIVITY 2 - QUOTE-nnections!
Below are some lines taken from the
poem, ―Desiderata‖ by Max
Ehrmann.

28. ACTIVITY 2
Choose which of the given
quotes in the box show
connections with each of the
identified lines. The first one is
done for you.

29. ACTIVITY 2

30. ACTIVITY 2
D Go placidly amid the noise and haste,
And remember what peace there may be in silence.
1. And listen to others,
Even the dull and ignorant, they, too have their own
story.
2. If you compare yourself with others,
You may become bitter or vain.
For always, there will be greater and lesser
persons than yourself.
A
E

31. ACTIVITY 2
3. Exercise caution in your business affairs,
For the world is full of trickery.
4. Take kindly the counsel of the years,
Gracefully surrendering the things of
youth.
5. Be cheerful,
Strive to be happy.
F
C
B

32. ANALYSIS

33. Examine the connections with
each of the identified lines in
Activity 2.
Share your reasons in
choosing the answer.

34. ABSTRACTION

35. Answer the following questions.
1. What is text-to-text connections?
2. When do we use text-to-text
connections?
3. Why is text-to-text connections
important?

36. APPLICATION

37. Share your understanding
and appreciation on learning
the lesson and how will they
be able to apply it in daily
living.

38. EVALUATION

39. Direction:
Identify if each statement
defines and shows text-to-text
connection. Write true or false.

40. 1. Making connections is a critical reading
comprehension strategy that helps
students make meaning of what they are
reading.
2. Text-to-Text Connections are made when
a student cannot connect what they are
reading to other books that they have
read or songs they have listened to
before.

41. 3. A solid text-to-text connection occurs
when students can apply what
they‘ve read from one text to
another text.
4. One of the guide questions in
making text-to text connections is
can you relate with the characters in
the story?

42. 5. While reading, Anthony notices that the main
character in the story is tough, just like the main
character in the book he read yesterday.
Anthony shows text-to-text connection.
6. My dad and I were solving math puzzles. My dad
loves math and is very quick at it. I am a little scared
of numbers, but with my dad by my side, I was
having fun!
Connection response: That reminds me of a time I
read a story about numbers fighting with each other.
The author shows text-to-text connection.

43. 7. Eddie is reading a book where a character
visits a loved one in the hospital. It reminds
Eddie of a time when he visited his
grandmother in the hospital.
Eddie made a text-to-text connection.
8. Marshall is reading a book and notices that
the main character's aunt is very similar to his
Aunt Maria.
Marshall made a text-to-text connection.

44. ADDITIONAL ACTIVITY

45. The class shall be grouped
into four to perform differentiated
instruction activity.

46. For learners who are able to receive
squares:
Through drawing, show the
message conveyed by the POEM
and the VIDEO CLIP.

47. For learners who picked:
SQUIGGLE:
Choose a music that is relevant to
the message of the POEM and
VIDEO CLIP. Prepare and perform a
2-3 minutes dance.

48. For learners who picked:
TRIANGLE:
Compare and contrast the two
texts (Poem and Video Clip)
using the Venn Diagram.

49. For learners who picked:
CIRCLE:
Choose a song that convey a
message similar to the POEM
and VIDEO CLIP. Sing it on the
class the next meeting.

51. God bless everyone!
Thank you ,
gracias,
gamsahapnida,
arigato,
merci,
xie xie…
- Ma’am VVA