A Semi-Detailed Lesson Plan in English for Grade IX
Prepared by: Ermy C. Oliva
I. Objectives
At the end of the lesson the students will be able to:
summarize Martin Luther King’s speech
identify what are the main points of Martin Luther King’s speech
explain how White Americans violated the rights of African Americans
II. Subject Matter:
Topic: I Have A Dream
By: Martin Luther King Jr.
Author: Department of Education
References: A Journey Through Anglo-American Literature 9
Pages: 184-193
Values: Rights, Justice and Freedom
III. Instructional Materials:
Materials: Visual Aids, Copy of the Speech, Pictures
IV: Procedure
A. Preliminary Activities
Prayer
Greetings
Checking of attendance and cleanliness of the classroom
B. Introduction
Motivation:
1. The teacher will let her/his students identify the word that common to all
pictures that shown to them. Then, the students will write the answers on the
board. A prize will be given on each correct answer.
2. The teacher will explain the mechanics of the game.
Interaction
Lesson Proper
[Link] teacher will introduce the main topic of the day “I Have A Dream” speech
by Martin Luther King Jr.
2. She will give a brief background of Martin Luther King Jr.
3. She will make the students read the speech of Martin Luther King Jr.
4. The following questions will be asked after reading the selection.
What is the speech all about?
What was the purpose of Martin Luther King’s speech?
Why did King choose the word Dream?
Why was Martin Luther King’s speech so powerful?
Integration
The teacher will let the students answer the word search activity.
The teacher will ask a volunteer from the students to answer the word search that
is posted on the board.
The student should underline the correct words.
V. Evaluation
Direction: Answer A Journey Through Anglo-American Literature Learner’s Materials.
TASK 5.1 B. Geogra-ture (Geography and Literature) on page 191. Write your answer on
a 1/2 crosswise.
Notice how Martin Luther King Jr. used geographical orientations as vehicles of idea.
Match column A with Column B to complete King’s characterization of social injustice in his
time.
Column A Column B
1. island A. (of poverty)
2. ocean B. (of racial justice);
3. valley C. (despair);
4. sunlit path D. (of prosperity;
5. quick sands E. (of racial injustice);
6. rock F. (justice);
7. waters G. (of brotherhood);
8. a mighty stream H. (of freedom and justice);
9. an aosis I. (righteousness)
10. mountain J. (of segregation and later, of despair);
VI. Assignment
Illustrate your dream in life on a one long size bond paper. Then, explain it in 3-5 sentences.
A Semi-Detailed Lesson Plan in English for Grade IX
Prepared by: Ermy C. Oliva
I. Objectives
At the end of the lesson the students will be able to:
interpret the non linear text through visual elements
identify the non linear text
understand the non linear text
II. Subject Matter:
Topic: Non-Linear Text
Author:
References:
Pages:
Values: Understanding, Identify and Interpret
III. Instructional Materials:
Materials: Visual Aids, Drawings
IV: Procedure
A. Preliminary Activities
Prayer
Greetings
Checking of attendance and cleanliness of the classroom
B. Introduction
The teacher will recap the previous lesson.
1. I Have A Dream by: Martin Luther King Jr.
Motivation:
1. The teacher let her/his students answer the road and traffic signs that posted on
the board.
2. Let the students raise their hands before answering.
3. The teacher will ask a volunteer to answer the road and traffic signs that posted
on the board.
Interaction
Lesson Proper
1. The teacher will introduce the main topic of the day the “Non-Linear Text”
2. The will discuss the topic.
Integration
The teacher will ask the students to answer the following questions that posted on
the board.
Pie Graph Questions:
1. What are the three biggest sectors?
2. Which two sector have the same labor force?
3. Which sector has only 3.5 percent of the total labor force?
4. How many percent is the sector for commerce bigger than that of manufacturing?
Pictograph Questions:
1. What was the population in Manila in 1903?
2. How does it compare with the population in 1939?
3. What was the population in 1986?
4. What is the difference between the population for 1986 and 2000?
5. What generalization can be made about population in Manila?
Bar Graph Question:
1. Which of the graph illustrate the drop and rise in the picture of copra?
V. Evaluation
The teacher will post the non linear text like pictograph, pie graph, line graph,
table and bar graph on the board.
The teacher will dictate the following questions.
Pie Graph questions:
1. What division/sector has the lowest calorie intake?
2. How many percent is the calorie intake for sugar lower than that of complex
carbohydrates?
3. What kind of graph is this?
Line Graph Questions:
4. What kind of graph is this?
5. In 1960, how much was the water usage?
6. What generalization can you arrive at just looking at the graph?
Bar Graph Questions:
7. What kind of graph is this?
8. What group of animals that has the least number of endangered species?
9. What group has the most?
Pictograph Questions:
10. What do you call this graph?
11. How many trees were destroyed in 1985?
12. How many Trees were destroyed in 2000?
13. How many trees were more destroyed in 1990 from 1995?
14. What generalization can you arrive at just looking at the graph?
Table Questions:
15. What kind of graph is this?
16. In what jobs do women outnumber men?
17. In what jobs do men outnumber women?
18. Which job has the least number of women employed?
19. Which job has the most number of women employed?
20. In what job are men and women employees got the equal numbers of employees?
VI. Assignment
Prepare one whole sheet of paper tomorrow for the test about non linear text.
A Semi-Detailed Lesson Plan in English for Grade IX
Prepared by: Ermy C. Oliva
I. Objectives
At the end of the lesson the students will be able to:
explain the important use of telephone/cellphone by giving example based on a real life
situation
write the pros and cons of the telephone/cellphone
understand what is wrong and what is right in using a telephone/cellphone
II. Subject Matter:
Topic: “The Telephone” By: Edward Field
Author: Department of Education
References: A Journey Through Anglo-American Literature 9
Pages: 234-239
Values: Happiness and Communication
III. Instructional Materials:
Materials: Visual Aids, Pictures, Chalk
IV: Procedure
A. Preliminary Activities
Prayer
Greetings
Checking of attendance and cleanliness of the classroom
B. Introduction
Motivation:
1. The teacher will show to the class the picture of a Telephone/Cellphone.
2. She will ask the students randomly to share their thoughts about the pictures
shown.
3. She will ask the following questions to the students.
What is your most important use of a cell phone?
Have you used it to call for help?
Try to imagine, there are no cellphone or technologies nowadays, what will you
feel.
Interaction
Lesson Proper
1. The teacher will introduce the main topic of the day “The Telephone”
By: Edward Field.
2. Let the students read the poem silently for 5 minutes.
Integration
1. Unlocking of difficulties.
2. The teacher will show the meaning of the unfamiliar words together with a jumbled
letters.
3. She will let the students arrange the jumbled letter to get the correct answer.
4. Let the students read the poem for the second time.
5. The teacher will group the class into five and will let the students to discuss the
message of the poem.
V. Evaluation
Individual Activity
Direction: On a ½ crosswise. Write five (5) pros and five (5) cons of “Bringing Mobile
Phone to School”
VI. Assignment
On a one (1) whole sheet of paper. List 5 (five) advantages and (5) disadvantages of the
following communication technology.
1. Computer/Laptop
2. E-mails
