DETAILED LESSON PLAN

ENGLISH
SCHOOL Maluso National High School LEVEL Grade 9

Curriculum TEACHER Jimlani, Rashida Sahak. SUBJECT English 9

Guide DATE January-14-2026 QUARTE 3

R

I. OBJECTIVES
a. 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’s for him/her to
skillfully perform in a one-act play.

b. Performance The learners skillfully perform in one-act play through utilizing

Standard effect verbal and nonverbal strategies and ICT resources based
on the following criteria: Focus, Voice, Delivery, and Dramatic
Conventions.

c. Learning  EN9LC-IIIb-2.15 - Identify possible solutions to problems

Competencies

Unpack Competencies

a. Identify possible solutions to problems.

b. Cite possible solutions to a certain problem.

c. Value the alignment between solutions and problem

II. SUBJECT MATTER Identify possible solutions to problems

a. Materials Visual aids (tarpaper) ,Markers, and printouts

b. References [Link]
Module4-Week4-Identifying-Possible-Solutions-to-
Problems#google_vignette English MELCs
c. Integration Critical Thinking

III. PROCEDURE
 Teacher's Activity Student's Activity

A. Preliminary Activity
 Prayer
 Akmad do lead the Yes, ma'am. (Akmad, led the
 Greetings
prayer in front prayer for the class.)
 Good morning class!
Good morning ma'am!
How's your day?
 Do pick up the pieces Great ma'am!
 Classroom of trash under your
management chair and put it in the
trash bin. And arrange
(The learner's do the tasks
your chair's as you
asked by the teacher.)
take your seat
 These are the rules
 House Rules during our class
discussion. Let's read
together
a. Don't talk when
someone's talking.
b. If you have a
question or concern,
do raise your right
hand.
a. Don't talk when someone's
c. Roaming around
talking.
during discussion is
strictly prohibited. b. If you have a question or
d. If you violate the concern, do raise your right
rules I will mark you as hand.
absent and you may
leave the class. c. Roaming around during
Are we clear? discussion is strictly prohibited.

d. If you violate the rules I

will mark you as absent and you
may leave the class.

Yes, ma'am!

B. Review What was our last lesson all

about? who can still
remember?
 Yes, Antonio. It was about hyponyms ma'am!

Very good. Then, what is

hyponyms again, Mundheer? A specific names of things that
belongs to a group..

Very good! How about give us

an example of hyponyms and
what group does it belongs to
Jamila? Carrots, Cabbage, and bell
peppers are vegetables

Do you have any questions

about our previous topic or is
it already cleared? Cleared ma’am!

C. Motivation Since you already understand

what hyponyms are, let’s
move on to our next lesson.
But before that, let’s have a
short activity.

I have here a Mystery

Situation Box. Inside this box
are short real-life situations
that usually happen in school.

Each of you will pick one card

from the box.
Once you read the situation,
do not answer yet, just think
about this question:

“What should be done in this

situation?”

After everyone has picked,

group yourselves according to
the number written on your
card.

Is that clear, class?

Yes, ma’am! (The students pick
situation cards and group
themselves accordingly.)
1. Activity Is everyone already in their
group?

Good.
Yes, ma’am!
Now, each group will receive
one situation card related
to school or daily life.

Your task is called “Fix It

Fast!”
(student will do the task)
You may write your answers
on ½ sheet of paper.
Write your group number and
members’ names. You have 5
minutes to finish.

Your situations are:

 Group 1: A student
always procrastinates
on assignments.
 Group 2: You
witnessed a classmate
bullying another
student.
 Group 3: A classmate
struggles with reading
comprehension.
 Group 4: One group
member refuses to
help during group
work.
 Group 5: The
classroom is always
messy after class.
 Group 6: Students
throw garbage
anywhere in the
school campus.

Start now.
Yes, ma’am!

2. Analysis Time’s up!

 Each group, please state your
problem first, then present
your possible solutions.

After presenting, answer

these questions:

• How did you come up with

your solutions?

• Did everyone in the group

participate?

• If you rate your solutions

from 1–10, how effective are
they?

• Do your solutions really

match the problem? Why?

• Why is it important to think

of more than one solution?
(The groups present their answers
Why is it important to choose and respond to the questions.)
a solution that really fits the
problem, and not just any
solution?
3. Abstract Great job, everyone! Now,
let’s understand more clearly
how to Identify possible
solutions to problems in a
text.

Let’s read together.

Problem in the text is

something that needs to be
solved or fixed.
Usually, the problem is found
near the beginning of the text.

(Teacher explains using simple

classroom examples.)

Are we clear on what a

problem is? Yes, ma’am!

Now, let’s read the definition

of solution.

A solution is the way the

problem is solved.
It is the “fix” and is usually
found near the end of the
text.

Does that make sense? Yes, ma’am!

Now, let’s read the process.

Steps in Identifying
Possible Solutions

1. Find the Problem

 Look at the beginning

 Look for signal words
(problem, issue,
trouble, conflict)
 Ask: Who? What?
Why?

2. Find the Solution

 Look for actions

 Look near the ending
 Look for answers or
changes

3. Connect the Problem and

the Solution

 Check if the action

really fixed the
problem
 Focus on important
details only
 Let’s look at this example:

Leslie hid behind the house.

Carlos could not find her and
started to cry. When Leslie
came out, Carlos stopped
crying.

Problem: Carlos could not find

Leslie and started to cry.
Solution: Leslie came out and
Carlos stopped crying.
Yes, ma’am!
Is everything clear?

Very good!
4. Application Now that you already know
how to identify problems and
solutions, let’s apply what you
learned.

This activity is called “Spot the

Fix.”

Get ½ sheet of paper.

Read each situation carefully.

Identify which part is the
problem and which part is the
solution.

1. Miya forgot her

homework at home.
She asked her teacher 1. Problem: Miya forgot
if she could submit it her homework.
during recess. The Solution: The teacher
teacher allowed her. allowed her to submit it
later.
2. Layla forgot to set her
alarm and arrived late 2. Problem: Layla forgot to
to class. That night, set her alarm and was
she checked her alarm late.
carefully to avoid Solution: She checked
being late again. her alarm carefully.

You have 5 minutes.

 Yes ma’am!
( The students will form a line
and do the task)

IV. EVALUATION Direction: Read each situation

carefully. Identify the problem
and the best solution from
the choices given. Write the
letter of the correct answer
on a ¼ sheet of paper.

1. Mark forgot to bring his

notebook to class. He became
worried because the teacher
asked them to write notes.
What is the best solution?

a. Mark ignored the lesson.

b. Mark borrowed a notebook 1. b
from his classmate. 2. c
c. Mark went home during 3. c
class time. 4. c
d. Mark stayed silent and did 5. a
nothing.

2. The classroom floor

became dirty after lunch
break.
What is the best solution?

a. Leave the trash on the

floor.
b. Wait for someone else to
clean it.
c. Sweep the floor and throw
the trash properly.
d. Close the classroom door.

3. Anna could not understand

the instructions for the
activity.
What should Anna do?

a. Cry quietly in her seat.

b. Copy answers from her
seatmate.
c. Ask the teacher for
 clarification.
d. Leave the classroom.

4. A student noticed that his

classmate was being bullied.
What is the best solution?

a. Join the bullying.

b. Ignore what is happening.
c. Report the situation to a
teacher.
d. Record the bullying and
share it online.

5. Leo was late for school

because he forgot to set his
alarm.
What is the best solution?

a. Sleep earlier and set the

alarm properly next time.
b. Blame his classmates.
c. Stop going to school.
d. Forget about the problem.
V. AGREEMENT For your assignment. I want you
to research about Identify the
elements of an
Informational/factual text heard.
And of course you indicate your
source.

Prepared by: Jimlani, Rashida Sahak.

BSED - IV Students

Corrected by; Mrs. Nahda K. Mohammad-Jupuri, LPT

Resource Teacher

Signed by: MRS. Roaina S. Cawanan, LPT, MAED.

Field Study Instuctor