ARALING PANLIPUNAN 8 LEARNING PLAN

ARALING PANLIPUNAN 8 LEARNING PLAN

1. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 1
SCHOOLS DIVISION OFFICE URDANETA CITY
Divine Word College of Urdaneta
Urdaneta City, Pangasinan
HIGH SCHOOL DEPARTMENT
TEACHER: VIRGIL B. NIERVA SUBJECT: ARALING PANLIPUNAN CLASS LEVEL: GRADE 8 WEEK/ DATE: AUGUST 9-18, 2023
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
COMPETENCIES
PROCEDURES
ASSESSMENTS
OF LEARNING
MATERIALS/
RESOURCES
VALUES
Lesson 1:
Heograpiya
Naipamamalas ang pag-
unawa sa interaksiyon ng tao
sa kaniyang kapaligiran na
nagbigay-daan sa pag-
usbong ng mga sinaunang
kabihasnan na nagkaloob ng
mga pamanang humubog sa
pamumuhay ng
kasalukuyang henerasyon
Nakabubuo ng
panukalang
proyektong
nagsusulong sa
pangangalaga at
preserbasyon ng
mga pamana ng
mga sinaunang
kabihasnan sa
Daigdig para sa
kasalukuyan at sa
susunod na
henerasyon
Sa araling ito,
inaasahang
maisakatuparan ng
mga mag-aaral ang
mga sumusunod na
layunin:
Nasusuri ang
katangiang pisikal
ng daigdig
a. Naipaliliwanag
ang dahilan ng
pagkaiba-iba ng
klima at panahon na
nararanasan sa
mundo.
b. Naipaliliwanag
ang Limang Tema
ng Heograpoiya.
●PRETEST
Magbigay ng mga
iba’t ibang uri ng
Heograpiya.
●INTRODUCTION OF
LESSON
Magpapanood ng
short clip na tungkol
sa Heograpiya sa
Mundo.
https://www.youtube.
com/watch?
v=49IgPoJVk9s

Magbigay ng
mga
depenesyon sa
Heograpiya.
Ibigay ang
sariling opinion
at paniniwala
tungkol sa iba’t
ibang uri ng
heograpiya
Araling
Asyano 7
Ikalawang
Edisyon. Sibs
Publishing
House
Powerpoint
Presentation,
Projector
Laptop
Internet
Pagpapahala
ga sa
Heograpiya.

2. c.
napapahalagahan
ang heograpiya ng
daigdig
●DISCUSSION
●Ipaliwanag ang
dahilan ng
pagkakaiba-iba ng
mga klima at
panahon na ating
nararanasan
●Ibigay ang
dipenisyon ng
Limang Tema ng
Heograpiya.
●
●GENERALIZATION
Ibahagi ang iyong
paboritong klima o
panahon. Ipaliwanag.

3. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 1
SCHOOLS DIVISION OFFICE URDANETA CITY
Divine Word College of Urdaneta
Urdaneta City, Pangasinan
HIGH SCHOOL DEPARTMENT
TEACHER: VIRGIL B. NIERVA SUBJECT: ARALING PANLIPUNAN CLASS LEVEL: GRADE 8 WEEK/ DATE: AUGUST 21 – SEPTEMBER 1, 2023

4. CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
COMPETENCIES
PROCEDURES
ASSESSMENTS OF
LEARNING
MATERIALS/
RESOURCES
VALUES
Lesson 2: Mga
Sinaunag
Kabihasnan
Naipamamalas ang pag-
unawa sa interaksiyon ng tao
sa kaniyang kapaligiran na
nagbigay-daan sa pag-
usbong ng mga sinaunang
kabihasnan na nagkaloob ng
mga pamanang humubog sa
pamumuhay ng
kasalukuyang henerasyon
Nakabubuo ng
panukalang
proyektong
nagsusulong sa
pangangalaga at
preserbasyon ng
mga pamana ng
mga sinaunang
kabihasnan sa
Daigdig para sa
kasalukuyan at sa
susunod na
henerasyon
Napahahalagahan
ang natatanging
kultura ng mga
rehiyon, bansa at
mamamayan sa
daigdig (lahi,
pangkat-
etnolingguwistiko,
at relihiyon sa
daigdig)
a. Naiuugnay ang
heograpiya sa
pagbuo at pag-
unlad ng mga
sinaunang
kabihasnan sa
daigdig.
b. Nasusuri pag-
usbong ng mga
Sinaunag
Kabihasnan.
c. Naipaliliwanag
ang ugnayan ng
tao sa kapaligiran
REVIEW
Irerecall ng mga
estyudyante ang
mga alam nila
tungkol sa Mga
Sinaunang
Kabihasnan
● INTRODUCTIO
N OF LESSON
Magpapanood
ng short clip na
tungkol sa Mga
Sinaunang
Kabihasnan sa
Asya.
https://www.yout
ube.com/watch?
v=N8gfVuptdoM
DISCUSSION
Ipaliwanag Mga
Iba’t Ibang
Kabihasnan sa
Asya
Tukuyin ang
mga kahalagaan
ng mga

Quiz
Itala Ang Iba’t
Ibang Mga
Sinaunang
Kabihasnan Sa
Asya At Mga
Ambag Nito Sa
Asya.
Araling
Asyano 7
Ikalawang
Edisyon. Sibs
Publishing
House
Powerpoint
Presentation,
Projector
Laptop
Internet
https://
www.youtube.
com/watch?
v=N8gfVuptd
oM
Pagpapahal
aga sa mga
Sinanunag
Kabihasnan

5. sinaunang
kabihasnan sa
Asya
GENERALIZATI
ON
Ang mga mag-
aaral ay
malalaman ang
iba’t ibang
Sinaunang
kabihasnan sa
Asya at
malalaman ang
mga kahalagan
ng mga ito sa
buhay ng mga
Asyano

6. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 1
SCHOOLS DIVISION OFFICE URDANETA CITY
Divine Word College of Urdaneta
Urdaneta City, Pangasinan
HIGH SCHOOL DEPARTMENT
TEACHER: VIRGIL B. NIERVA SUBJECT: ARALING PANLIPUNAN CLASS LEVEL: GRADE 8 WEEK/ DATE: SEPTEMBER 4 -8, 2023
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
COMPETENCIES
PROCEDURES
ASSESSMENTS
OF LEARNING
MATERIALS/
RESOURCES
VALUES
Lesson 3: Mga
Kultura bago
ang Panahon ng
Kasaysayan
Naipamamalas ang pag-
unawa sa interaksiyon ng
tao sa kaniyang
kapaligiran na nagbigay-
daan sa pag-usbong ng
mga sinaunang
kabihasnan na
nagkaloob ng mga
pamanang humubog sa
pamumuhay ng
kasalukuyang
henerasyon.
Nakabubuo ng
panukalang
proyektong
nagsusulong sa
pangangalaga at
preserbasyon ng
mga pamana ng mga
sinaunang
kabihasnan sa
Daigdig para sa
kasalukuyan at sa
susunod na
henerasyon
Nasusuri ang yugto
ng pag-unlad ng
kultura sa
panahong
prehistoriko
a. Naunawaan ang
uri ng pamumuhay
noong panahong
pre-historiko
b. Naipapaliwanag
ang iba’t ibang mga
teorya ng
pinagmulan ng
sansinukob
c. Naipahahayag
REVIEW
Irerecall ng mga
estyudyante ang mga
alam nila tungkol sa
Kultura bago ang
Panahon ng
Kasaysayan
INTRODUCTION OF
LESSON
Magpapanood ng
short clip na tungkol
sa Mga Kultura bago
ang Panahon ng
Kasaysayan.
https://www.youtube.c
om/watch?
v=LVLyQLZJ7Ok
Quiz
Itala Ang Iba’t
Ibang Mga
Kultura bago ang
Panahon ng
Kasaysayan At
Mga Ambag Nito
Sa Asya. .
Araling
Asyano 7
Ikalawang
Edisyon. Sibs
Publishing
House
Powerpoint
Presentation,
Projector
Laptop
Internet
https://
www.youtube.
com/watch?
v=LVLyQLZJ
7Ok
Pagpahahalaga

7. ang mga kultura
bago ang
panahong pre-
historiko
DISCUSSION
Ipaliwanag Ang Mga
Kultura bago ang
Panahon ng
Kasaysayan
Tukuyin ang mga
kahalagaan ng mga
ito
GENERALIZATION
Ang mga mag-aaral
ay malalaman ang
iba’t ibang kultura sa
Asya at malalaman
ang mga kahalagan
ng mga ito sa buhay
ng mga Asyano

8. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 1
SCHOOLS DIVISION OFFICE URDANETA CITY
Divine Word College of Urdaneta
Urdaneta City, Pangasinan
HIGH SCHOOL DEPARTMENT
TEACHER: VIRGIL B. NIERVA SUBJECT: ARALING PANLIPUNAN CLASS LEVEL: GRADE 8 WEEK/ DATE: SEPTEMBER 12- 18, 2022
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
COMPETENCIES
PROCEDURES
ASSESSMENTS
OF LEARNING
MATERIALS/
RESOURCES
VALUES
Lesson 4:
Kabihasnang
Mesopotamia;
Kabihasnang
Egypt;
Kabihasnang
India At China
Naipamamalas ang pag-
unawa sa interaksiyon ng tao
sa kaniyang kapaligiran na
nagbigay-daan sa pag-
usbong ng mga sinaunang
kabihasnan na nagkaloob ng
mga pamanang humubog sa
pamumuhay ng
kasalukuyang henerasyon
Nakabubuo ng
panukalang
proyektong
nagsusulong sa
pangangalaga at
preserbasyon ng
mga pamana ng
mga sinaunang
kabihasnan sa
Daigdig para sa
kasalukuyan at sa
Nasusuri ang mga
sinaunang
kabihasnan ng
Egypt,
Mesopotamia,
India at China
batay sa politika,
ekonomiya,
kultura, relihiyon,
paniniwala at
●
REVIEW
Irerecall ng mga
estyudyante ang
mga alam nila
tungkol sa
kabihasnang
Egypt,
kabihasnang India
at China
Quiz
Itala Ang Mga
Ambag ng
Kabihasnang
Mesopotamia;
Kabihasnang
Egypt;
Araling
Asyano 7
Ikalawang
Edisyon.
Sibs
Publishing
House
Powerpoint
Presentation
,
Pagkilala sa
mga
sinaunang
kabihasnan

9. susunod na
henerasyon
lipunan
a. Nasusuri ang uri
ng pamumuhay ng
mg Sinaunang
kabihasnang
Egypt,
Mesopotamia,
India, at China.
b. Naipaliliwanag
ang mga konsepto
tungkol sa
Sinaunang
Kabihasnan.
c. Nailalarawan
ang uri ng
pamumuhay ng
mga Sinaunang
Kabihasnan.
INTRODUCTION
OF LESSON
Magpapanood ng
short clip na
tungkol sa
Kabihasnang
Mesopotamia;
Kabihasnang
Egypt;
Kabihasnang India
At China.
Mesopotamia
https://
www.youtube.com
/watch?
v=V1HDwXHUoEk
Egypt
https://
www.youtube.com
/watch?
v=KLqmH1Wy1W
0
China
https://
www.youtube.com
/watch?
v=5cCIWZ4GNlA
India
https://
www.youtube.com
Kabihasnang India
At China saating
mga Asyano
Projector
Laptop
Internet
Mesopotamia
https://
www.youtube.c
om/watch?
v=V1HDwXHUo
Ek
Egypt
https://
www.youtube.c
om/watch?
v=KLqmH1Wy1
W0
China
https://
www.youtube.c
om/watch?
v=5cCIWZ4GNl
A
India
https://
www.youtube.c
om/watch?
v=93msT1V3Kx
0

10. /watch?
v=93msT1V3Kx0
DISCUSSION
Ipaliwanag Ang
Kabihasnang
Mesopotamia;
Kabihasnang
Egypt;
Kabihasnang India
At China at
Tukuyin ang mga
kahalagaan ng
mga ito
GENERALIZATIO
N
Ang mga mag-
aaral ay
malalaman
Kabihasnang
Mesopotamia;
Kabihasnang
Egypt;
Kabihasnang India
At China at
malalaman ang
mga mga
mahalagang
naiambag nito sa
buhay ng mga
Asyano.

11. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 1
SCHOOLS DIVISION OFFICE URDANETA CITY
Divine Word College of Urdaneta
Urdaneta City, Pangasinan
HIGH SCHOOL DEPARTMENT
TEACHER: LEAN FLITZ G. DE LENA SUBJECT: ENGLISH CLASS LEVEL: GRADE 9 WEEK/ DATE: SEPTEMBER 24- OCTOBER 08, 2022

12. CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
COMPETENCIES
PROCEDURES
ASSESSMENTS
OF LEARNING
MATERIALS/
RESOURCES
VALUES
Lesson 5:
Communicative
Styles
Employ the
appropriate
communicative
styles for various
situations
(intimate, casual,
conversational,
consultative,
frozen)
The learner demonstrates
communicative competence
through his/ her
understanding of British-
American Literature,
including Philippine
Literature and other texts
types for a deeper
appreciation of Philippine
Culture and those of other
countries.
The learners
understands on
how to use in
appropriate way
the communicative
styles.
In this lesson,
students are
expected to
accomplish the
following
objectives:
A. Distinguish
between various
formal and
informal
communicative
styles;
B. Value the
effectiveness of
these styles in
communication
considering
variety of
audience and
purposes; and
C. Analyze
situations, which
are appropriate
for each style.
●
●PRETEST
Students are able to
read sentences and
listed statements with
an “Agree-Disagree”
continuum.

●REVIEW
Read the following
lines without fear and
hesitations.
1. “How are you
today?’
2. “Come over here,
Kara. Quick!”
3. “How should I
protect myself
against COVID-19?
●INTRODUCTION
OF LESSON
Read the sample
dialogs presented.
Using the
checklist of
different
communication
styles/ scenarios.
Students will be
able to identify
each by checking
under the
appropriate
column.
Students will be
able to enrich
their
understanding by
Copying the
different
communicative
situations into the
right category.
Browse the
internet and look
for an article
about observing
safety measures
and giving
awareness among
English
Communicati
on Arts and
Skills
through
Anglo=Ameri
can and
Philippine
Literatures
PowerPoint
Presentation,
CLE Aralinks
Google Meet
Computer
Internet
Valuing
well the
situations
shown and
appreciating
the appropriate
usage of
communicative
styles

13. and they will be
asked to whom they
think the speaker is
talking to? Why do
they think it is
important to know
the difference
between formal and
informal language?
When does someone
use formal and
informal style?
●DISCUSSION OF
LESSON PROPER
The teacher will
discuss the
communicative styles
and on how to use it
in a proper way.
Filipino citizens.
Think of the
following
situations as if
they are one of
the following
persons listed
below. Will all of
the people listed
speak in same
way?

14. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 1
SCHOOLS DIVISION OFFICE URDANETA CITY
Divine Word College of Urdaneta
Urdaneta City, Pangasinan
HIGH SCHOOL DEPARTMENT
TEACHER: LEAN FLITZ G. DE LENA SUBJECT: ENGLISH CLASS LEVEL: GRADE 9 WEEK/ DATE: OCTOBER 12-16, 2022
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
COMPETENCIES
PROCEDURES
ASSESSMENTS OF
LEARNING
MATERIALS/
RESOURCES
VALUES
Lesson 6:
Making
Connections
The learner demonstrates
communicative competence
through his/ her
understanding of British-
American Literature,
including Philippine
Literature and other texts
types for a deeper
appreciation of Philippine
Culture and those of other
countries.
The learner
understands on
how to use in
appropriate way
the Making
Connections in
reading a text ( text
to text, text to self,
text to world)
In this lesson,
students are
expected to
accomplish the
following
objectives:
A. Define and
understand the
three types of
connections (i.e.,
text-to-self, text-
to-text, and text-
to-world)
●
●PRETEST
Read the statement
and choose the
correct synonym of
the underlined word
from the sentence.

●INTRODUCTION
OF LESSON
The teacher will
introduce the
characters from the
Students will
answer the
following questions
based on the short
story “ The Last
Leaf” by Henry Oh
1. Relate the
character of Johnsy
to the people who
are victims of
COVID-19.
2. How is this text
similar to things
that happen in the
English
Communicati
on Arts and
Skills through
Anglo=Ameri
can and
Philippine
Literatures
Powerpoint
Presentation,
CLE Aralinks
Google Meet
Computer
Internet
Valuing
well the
situations
shown and
appreciating
the
appropriate
usage of
communicati
ve styles

15. B. Make
connections and
react to various
texts using a
double-entry
journal.
C. Learn and
apply the
comprehension
strategy of making
connections.
story “ The last leaf”
by Henry Oh
DISCUSSION
Read the short story
“The Last Leaf” by
Henry Oh
The teacher will
introduce the proper
lesson “Making
Connection and its
types (text to text,
text to self, and text
to world)
real world?
3. How is this
different from
things that happen
in the real world?
4. How did that part
relate to the world
around me?
Identify how the
following readers
make connections
to the text. Choose
the correct
connections used to
the text.

16. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 1
SCHOOLS DIVISION OFFICE URDANETA CITY
Divine Word College of Urdaneta
Urdaneta City, Pangasinan
HIGH SCHOOL DEPARTMENT
TEACHER: LEAN FLITZ G. DE LENA SUBJECT: ENGLISH CLASS LEVEL: GRADE 9 WEEK/ DATE: OCTOBER 18-22, 2022

17. CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
COMPETENCIES
PROCEDURES
ASSESSMENTS
OF LEARNING
MATERIALS/
RESOURCES
VALUES
Lesson 7:
CONTEXT
CLUES
The learner
demonstrates
communicative
competence through
his/ her
understanding of
British-American
Literature, including
Philippine Literature
and other texts types
for a deeper
appreciation of
Philippine Culture and
those of other
countries.
The learner
competently
differentiates context
clues and how to use it
in communication.
In this lesson, students
are expected to
accomplish the
following objectives:
A. noting types of
context clues used for
a given word or
expression.
B. distinguish the
different types of
context clues.
D. Apply the context
clues in constructing
sentence.

●REVIEW
The teacher will ask
the students about
the poem “On His
Blindness” by John
Milton.
●DISCUSSION OF
LESSON PROPER
●
●Re-arrange the
jumbled words and
give synonyms of
the word.
Discussion about
the types of context
clues and its
examples.
The students
will connect the
words into its
correct
definition.
Read the
following
statement and
determine what
type of context
clues used for
each statement.
Scan for the
following
phrases in the
story and apply
the context
clues to
determine the
meaning of the
italicized word
in each phrase.
English
Communicati
on Arts and
Skills through
Anglo=Ameri
can and
Philippine
Literatures
Presentation,
CLE Aralinks
Google Meet
Computer
Internet
Appreciatin
g the
majestic
form of
literature

18. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 1
SCHOOLS DIVISION OFFICE URDANETA CITY
Divine Word College of Urdaneta
Urdaneta City, Pangasinan
HIGH SCHOOL DEPARTMENT
TEACHER: LEAN FLITZ G. DE LENA SUBJECT: ENGLISH CLASS LEVEL: GRADE 9 WEEK/ DATE: OCTOBER 25- NOVEMBER 05, 2022
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
COMPETENCIES
PROCEDURES
ASSESSMENTS
OF LEARNING
MATERIALS/
RESOURCES
VALUES
Lesson 8:
Words Parts
The learner
demonstrates
communicative
competence through
his/ her
understanding of
British-American
Literature, including
Philippine Literature
and other texts types
for a deeper
appreciation of
Philippine Culture and
those of other
countries.
The learner
competently
differentiates each
word parts and able to
give their examples of
each part.
In this lesson, students
are expected to
accomplish the
following objectives:
A. recognize the word
parts;
B. determine the
appropriate Word
Parts in a sentence.
C. provide the prefix
an suffix to complete
the word.

●REVIEW
Choose one word
from previous
lessons and discuss
it for one minute
●DISCUSSION OF
LESSON PROPER
Discussion about
the Word Parts:
Prefixes, Roots, and
Suffixes.
Justify what
word parts
used in the
statement.
Choose the
correct answer.
Draw a line
from the suffix
to its meaning.
Circle the
words with
prefixes in the
paragraph.
English
Communicati
on Arts and
Skills
through
Anglo=Ameri
can and
Philippine
Literatures
PowerPoint
Presentation,
CLE Aralinks
Google Meet
Computer
Internet
Appreciati
ng the
majestic
form of
literature

19. GENERALIZATION
Think of a word that
has a suffix.
Provide a word that
has a prefix.
Use a prefix or
a suffix to make
a new word out
of the word in
brackets.
Complete the
sentence with it
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 1
SCHOOLS DIVISION OFFICE URDANETA CITY
Divine Word College of Urdaneta
Urdaneta City, Pangasinan
HIGH SCHOOL DEPARTMENT
TEACHER: LEAN FLITZ G. DE LENA SUBJECT: ENGLISH CLASS LEVEL: GRADE 9 WEEK/ DATE: NOVEMBER 08-NOVEMBER 19, 2022
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
COMPETENCIES
PROCEDURES
ASSESSMENTS
OF LEARNING
MATERIALS/
RESOURCES
VALUES
Lesson 9:
Four Components of
Short Story
The learner demonstrates
communicative
competence through his/
her understanding of
British-American
Literature, including
Philippine Literature and
other texts types for a
deeper appreciation of
Philippine Culture and
those of other countries.
The learner competently
differentiates each word
parts and able to give their
examples of each part.
In this lesson, students are
expected to accomplish
the following objectives:
A. cite the five parts of
plot
B. classify the types of
conflict,
C. arrange the sequence of

●REVIEW
Students will be able
to answer the
following statement by
choosing the correct
answer from the given
choice.
Reflection;
What is the theme
of the story “ The
Cask of
Amontillado”
Arrange the
sequence of the
story using the
English
Communicati
on Arts and
Skills
through
Anglo=Ameri
can and
Philippine
Literatures
Appreciating the
majestic form of
literature

20. the story “The Cask of
Amontillado” using the
plot.
●DISCUSSION OF
LESSON PROPER
Discussion about five
parts of plot
Students will be asked
to read the story of
“The Cask of
Amontillado” By
Edgar Allan Poe

GENERALIZATION
Provide the five parts
of plot with its
definition.
Based on the statement
provided, what type of
conflict showed from
the context?
five parts of plot. PowerPoint
Presentation,
CLE Aralinks
Google Meet
Computer
Internet

21. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 1
SCHOOLS DIVISION OFFICE URDANETA CITY
Divine Word College of Urdaneta
Urdaneta City, Pangasinan
HIGH SCHOOL DEPARTMENT
TEACHER: LEAN FLITZ G. DE LENA SUBJECT: ENGLISH CLASS LEVEL: GRADE 9 WEEK/ DATE: NOVEMBER 08- 19, 2022
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
COMPETENCIES
PROCEDURES
ASSESSMENTS
OF LEARNING
MATERIALS/
RESOURCES
VALUES
Lesson 10: Poetry
Analyze literature as
a means of
The learner demonstrates
communicative competence
through his/ her understanding
of British-American Literature,
including Philippine Literature
The learner
understands on how
does poetry leave an
impact on readers.
In this lesson, students
are expected to
accomplish the
following objectives:

●REVIEW
Students will be able
to ask the question “
The students will be
given jumbled
words. They will be
tasked to arrange it
once it is arranged,
English
Communication
Arts and Skills
through Anglo
American and
Appreciating
the majestic
form of
literature

22. understanding
unchanging values and other texts types for a
deeper appreciation of
Philippine Culture and those of
other countries.
A. Familiarize with
the nature, structure,
and forms of poetry.
B. Appreciate the
application of imagery
in the text.
C. Respond critically
to the poem a visual
exhibit.
What is Poetry”
based on their prior
knowledge.
●INTRODUCTION
OF LESSON
The students will be
asked to read a
tongue twister.
●DISCUSSION OF
LESSON PROPER
Before the proper
lesson start, The
teacher will ask the
students “What is
rhythm in poetry”?
The teacher will
introduce the types of
poetry and its
definition.
they will identify
what forms of poetry
or structure has been
used.
There are different
images shown, and
students will be ask
to appreciate and
express themselves
by constructing their
own poem based on
the image presented.
The students will
comprehend a short
poem and express
how they interpret it.
Philippine
Literatures
PowerPoint
Presentation,
CLE Aralinks
Google Meet
Computer
Internet

23. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 1
SCHOOLS DIVISION OFFICE URDANETA CITY
Divine Word College of Urdaneta
Urdaneta City, Pangasinan
HIGH SCHOOL DEPARTMENT
TEACHER: LEAN FLITZ G. DE LENA SUBJECT: ENGLISH CLASS LEVEL: GRADE 9 WEEK/ DATE: NOVEMBER 20-DECEMBER 13, 2022
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
COMPETENCIES
PROCEDURES
ASSESSMENTS
OF LEARNING
MATERIALS/
RESOURCES
VALUES

24. Lesson 11:
The Romantic
Period
The learner demonstrates
communicative competence
through his/ her
understanding of British-
American Literature,
including Philippine
Literature and other texts
types for a deeper
appreciation of Philippine
Culture and those of other
countries.
The learner
understands on
how does poetry
leave an impact on
readers.
In this lesson,
students are
expected to
accomplish the
following
objectives:
A. Explain how the
elements specific
to a genre
contribute to the
theme to a
particular literary
selection
B. Analyze
literature as a
means of valuing
other people and
their various
circumstance in
life.
C. judge the
relevance and
worth of ideas
presented in the
material viewed.

●REVIEW
Share a famous
author.
●DISCUSSION OF
LESSON PROPER
●
Introducing the
Autobiography of
William
Wordsworth an
English
Romanticism.

Students will be
able to read the
poem “I Wandered
Lonely as a Cloud”
by William
Wordsworth
Analyze the poem
“I wandered
Lonely as a
Cloud” by
William
Wordsworth. And
reflect to the
context by
answering these
questions
1. Why would a
cloud be lonely?
2. What did the
speaker see?
3. What was its
effect on the
speaker?
4. What lasting
gift did the
daffodils give?
5. Do you also find
joy in the beauty
of nature? If you
do, then how
should you treat
nature?
English
Communicatio
n Arts and
Skills through
Anglo
American and
Philippine
Literatures
PowerPoint
Presentation,
CLE Aralinks
Google Meet
Computer
Internet
Appreciating
the majestic
form of
literature

25. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 1
SCHOOLS DIVISION OFFICE URDANETA CITY
Divine Word College of Urdaneta
Urdaneta City, Pangasinan
HIGH SCHOOL DEPARTMENT
TEACHER: LEAN FLITZ G. DE LENA SUBJECT: ENGLISH CLASS LEVEL: GRADE 9 WEEK/ DATE: JANUARY 06- JANUAR 14, 2023
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
COMPETENCIES
PROCEDURES
ASSESSMENTS
OF LEARNING
MATERIALS/
RESOURCES
VALUES

26. Lesson 12:
The
Neoclassical
Period
The learner demonstrates
communicative competence
through his/ her
understanding of British-
American Literature,
including Philippine
Literature and other texts
types for a deeper
appreciation of Philippine
Culture and those of other
countries.
The learners
understands on
how does poetry
leave an impact on
readers.
In this lesson,
students are
expected to
accomplish the
following
objectives:
A. Explain how the
elements specific
to a genre
contribute to the
theme to a
particular literary
selection
B. Analyze
literature as a
means of valuing
other people and
their various
circumstance in
life.
C. judge the
relevance and
worth of ideas
presented in the
material viewed.
●REVIEW
The teacher will
ask the students
to share the
learning they
take away from
the previous
lesson about
Poetry.
●DISCUSSION OF
LESSON PROPER
The teacher will
introduce the two
figures who stand
most prominently
in English
literature.
Students will be
asked to read
silently the Poem
“On His
Blindness”
written by John
Milton
Share the
reflections from
the poem “On His
Blindedness” by
John Milton
Answer the
following
questions based
on the poem “ On
His Blindedness”
by John Milton
1. What does light
refer to in the first
line of the poem?
2. What does
Milton mean by
his “one talent”?
3. According to
the poem, who
serves God best?
English
Communicati
on Arts and
Skills
through
Anglo
American
and
Philippine
Literatures
PowerPoint
Presentation,
CLE Aralinks
Google Meet
Computer
Internet
Appreciating
the majestic
form of
literature
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 1

27. SCHOOLS DIVISION OFFICE URDANETA CITY
Divine Word College of Urdaneta
Urdaneta City, Pangasinan
HIGH SCHOOL DEPARTMENT
TEACHER: LEAN FLITZ G. DE LENA SUBJECT: ENGLISH CLASS LEVEL: GRADE 9 WEEK/ DATE: JANUARY 17-24, 2023
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
COMPETENCIES
PROCEDURES
ASSESSMENTS
OF LEARNING
MATERIALS/
RESOURCES
VALUES
Lesson 13:
Recognizing
Roles in Life
The Seven
Ages of Man
(from As You
Like It) by
William
Shakespeare
The learner demonstrates
communicative competence
through his/ her
understanding of British-
American Literature,
including Philippine
Literature and other texts
types for a deeper
appreciation of Philippine
Culture and those of other
countries.
The learners
understands on
how does poetry
leave an impact on
readers.
In this lesson,
students are
expected to
accomplish the
following
objectives:
A. Explain how the
elements specific
to a genre
contribute to the
theme to a
particular literary
selection
B. Analyze
literature as a
means of valuing
other people and
their various
circumstance in
life.
●MOTIVATION
●Ten-minute
Image Talk
●DISCUSSION OF
The Seven Ages
of Man
(from As You
Like It) by
William
Shakespeare.
Read silently the
Poem “The
Seven Ages of
Man”
Share the
interpretation
from the poem
“The Seven
Ages of Man”
by William
Shakespeare
From the poem,
share and
reflect to the
context into the
real life stages.
Create a skit
that shows the
experiences in
life. From Infant
to Adult.
English
Communicati
on Arts and
Skills through
Anglo
American and
Philippine
Literatures
PowerPoint
Presentation,
CLE Aralinks
Google Meet
Computer
Internet
Self-reliance
when
working
independentl
y.

28. C. interpret the
relevance and
worth of ideas
presented in the
material viewed.
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 1
SCHOOLS DIVISION OFFICE URDANETA CITY
Divine Word College of Urdaneta
Urdaneta City, Pangasinan
HIGH SCHOOL DEPARTMENT

29. TEACHER: LEAN FLITZ G. DE LENA SUBJECT: ENGLISH CLASS LEVEL: GRADE 9 WEEK/ DATE: JANUARY 25- FEBRUARY 4, 2023
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
COMPETENCIES
PROCEDURES
ASSESSMENTS
OF LEARNING
MATERIALS/
RESOURCES
VALUES
Lesson 14:
Rhyme Scheme in
Poetry
The learner demonstrates
communicative competence
through his/ her understanding
of British-American Literature,
including Philippine Literature
and other texts types for a
deeper appreciation of
Philippine Culture and those of
other countries.
The learner
demonstrates the
difference between
internal and end
rhyme.
In this lesson,
students are expected
to accomplish the
following objectives:
A. determine the
features of
informative writing,
B. use the appropriate
stress in delivering
lines of poetry;
C. Identify if the lines
are in internal or end
rhyme and provide
words or expressions
appropriate for a
given situation
●MOTIVATION
●Tongue Twister
●
●DISCUSSION OF
Read the poem
“The Seven Ages
of Man” by
William
Shakespeare.
List all the words
that produce a
rhyme.
Spot the words that
rhyme from the
poem.
Make a list of these
rhyming words and
determine which
examples of internal
rhyme and end
rhyme are.
Fill it out with the
appropriate entries
and write the answer
on the Activity tab.
English
Communicati
on Arts and
Skills through
Anglo
American and
Philippine
Literatures
PowerPoint
Presentation,
CLE Aralinks
Google Meet
Computer
Internet
Appreciatin
g the
majestic
form of
literature
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 1
SCHOOLS DIVISION OFFICE URDANETA CITY

30. Divine Word College of Urdaneta
Urdaneta City, Pangasinan
HIGH SCHOOL DEPARTMENT
TEACHER: LEAN FLITZ G. DE LENA SUBJECT: ENGLISH CLASS LEVEL: GRADE 9 WEEK/ DATE: FEBRUARY 07- MARCH 11, 2023
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
COMPETENCIES
PROCEDURES
ASSESSMENTS
OF LEARNING
MATERIALS/
RESOURCES
VALUES
Lesson 15:
Poetic (Sound)
Device
Elements
(Alliteration,
Consonance,
Assonance)
The learner demonstrates
communicative competence
through his/ her
understanding of British-
American Literature,
including Philippine
Literature and other texts
types for a deeper
appreciation of Philippine
Culture and those of other
countries.
The learner
understand on how
to interpret sound
devices;
Alliteration,
Consonance, and
Assonance in a
Poem.
In this lesson,
students are
expected to
accomplish the
following
objectives:
A. Classify the
poetic sound
devices;
Alliteration,
Consonance, and
Assonance.
B. Analyze the use
of the poetic,
sound device
elements.
C. provide words
or phrases
appropriate for a
given situation
●MOTIVATION
●Sing Aloud and
complete the
lyrics.
●
●DISCUSSION OF
Present a Poem
entitled; The
Raven.
Read the poem
silently and
highlight the
lines that has a
poetic sound
Determine what
type of sound
Study the
structure of the
lines, phrases
and classify
whether it is
Alliteration,
Consonance, or
Assonance.
Given a song
(with lyrics),
Listen to the
song and read
the lyrics to
identify and
analyze the use
of the poetic,
sound device
elements in a
song their effect
on the overall
English
Communicati
on Arts and
Skills through
Anglo
American and
Philippine
Literatures
PowerPoint
Presentation,
CLE Aralinks
Google Meet
Computer
Internet
Valuing the
poetic sound
devices.

31. devices used
from the
highlight
phrases.
song's meaning.
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 1
SCHOOLS DIVISION OFFICE URDANETA CITY
Divine Word College of Urdaneta
Urdaneta City, Pangasinan
HIGH SCHOOL DEPARTMENT
TEACHER: LEAN FLITZ G. DE LENA SUBJECT: ENGLISH CLASS LEVEL: GRADE 9 WEEK/ DATE: MARCH 12-22, 2023
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
COMPETENCIES
PROCEDURES
ASSESSMENTS
OF LEARNING
MATERIALS/
RESOURCES
VALUES
Lesson 16:
Determining the
Relevance and
Truthfulness of the
Ideas Presented in
The Material
The learner demonstrates
communicative competence
through his/ her understanding
of British-American Literature,
including Philippine Literature
and other texts types for a
deeper appreciation of
Philippine Culture and those of
other countries.
The learner
participates efficiently
and effectively on
how to determine the
relevance and
truthfulness of the
material viewed
In this lesson,
students are expected
to accomplish the
following objectives:
A. determine
different ways on
identifying facts and
opinion and
techniques in
determining the
relevance and
truthfulness of the
ideas presented in the
material read;
●PRETEST
●Choose the correct
answer from the
following
questions.
●
●MOTIVATION
●Fact or Bluff!
Evaluate if it is
concrete
understanding
between facts and
opinion, put
thumbs up if the
statement is fact
and put thumps
down if the
statement is
opinion.
Describe what
happened in the
English
Communicati
on Arts and
Skills through
Anglo
American and
Philippine
Literatures
PowerPoint
Presentation,
CLE Aralinks
Google Meet
Computer
Internet
Determining the
Truthfulness
and Accuracy
of a Material
Viewed.

32. B. evaluate the
relevance of facts
and opinion given by
the writer to support
main point;
C. identify the main
ideas and supporting
details related to the
theme through
graphic organizers.
DISCUSSION
Recall the Fact and
Opinion based on
the prior
knowledge.
Recognizing the
difference between
main ideas and
supporting. Ant the
tips on how to
determine whether
the details are
truths or not by
detecting:
1. Fallacies
2. Fact
3. Opinion
4. Bias
Read the article: “
That Little Island
picture together
with insights about
it and tell how this
is related to the
main theme of the
lesson which is
patriotism.
Choose an article
to read from and
fill in the graphic
organizers with
the main idea and
supporting details
and facts and
opinions.

33. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 1
SCHOOLS DIVISION OFFICE URDANETA CITY
Divine Word College of Urdaneta
Urdaneta City, Pangasinan
HIGH SCHOOL DEPARTMENT
TEACHER: LEAN FLITZ G. DE LENA SUBJECT: ENGLISH CLASS LEVEL: GRADE 9 WEEK/ DATE: MARCH 23- APRIL 13, 2023
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
COMPETENCIES
PROCEDURES
ASSESSMENTS
OF LEARNING
MATERIALS/
RESOURCES
VALUES

34. Lesson 17:
Bias and
Prejudice
The learner demonstrates
communicative competence
through his/ her
understanding of British-
American Literature,
including Philippine
Literature and other texts
types for a deeper
appreciation of Philippine
Culture and those of other
countries.
The learner
participates
efficiently and
effectively on how
to determine the
relevance and
truthfulness of the
material viewed.
In this lesson,
students are
expected to
accomplish the
following
objectives:
A. make
judgement based
on the given
scenarios;
B. differentiate
biases from
prejudices
through examples;
C. weigh
information to
make decisions;
and
D. supply correct
answers to given
exercises.
●PRETEST
●Determine
whether the
given scenario
shows bias or
prejudice.
●
●MOTIVATION
●Guess or Past?
DISCUSSION
Share ideas
based on the
presented
picture “ BAWAL
JUDGEMENTAL”
Write one act
(per item) that
would take in
order to avoid
biases and
prejudices in
this pandemic
time especially
to people who
are:
a. Unenrolled
b. Unemployed
c. Online sellers
d. COVID-19
survivors
e. Affiliated to a
different
religious sect
- Determine
whether the
given statement
is bias or
prejudice.
English
Communicati
on Arts and
Skills through
Anglo
American and
Philippine
Literatures
PowerPoint
Presentation,
CLE Aralinks
Google Meet
Computer
Internet
Determining
the
Truthfulness
and Accuracy
of a Material
Viewed.

35. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 1
SCHOOLS DIVISION OFFICE URDANETA CITY
Divine Word College of Urdaneta
Urdaneta City, Pangasinan
HIGH SCHOOL DEPARTMENT
TEACHER: LEAN FLITZ G. DE LENA SUBJECT: ENGLISH CLASS LEVEL: GRADE 9 WEEK/ DATE: APRIL 19-23, 2023
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
COMPETENCIES
PROCEDURES
ASSESSMENTS
OF LEARNING
MATERIALS/
RESOURCES
VALUES
Lesson 18:
Extracting
Important
Information from
Argumentative/
Persuasive Text
The learner demonstrates
communicative competence
through his/ her
understanding of British-
American Literature,
including Philippine
Literature and other texts
types for a deeper
appreciation of Philippine
Culture and those of other
countries.
The learner
participates
efficiently and
effectively on how
to extract important
Information from
Argumentative/
Persuasive Text
In this lesson,
students are
expected to
accomplish the
following
objectives:
A. define
argumentative
and persuasive
●PRETEST
●Determine the
correct answer
based on the
prior knowledge
Scrutinize if the
writer used
supporting
details such as
arguments,
examples, or
descriptions
that justify,
explain, and
develop his
English,
American, &
Philippine
Literature and
Communicatio
n Arts
News Article
“Cebu
province
memo
encourages
Determining
the
Truthfulness
and
Accuracy of
a Material
Viewed.

36. texts;
B. note important
details/
information from
reading material;
C. extract
important
information from
an argumentative
and persuasive
texts; and
●REVIEW
●Bias and
Prejudice
DISCUSSION
Read the article
and find out if
the claim made
is convincing or
not.
Connect the
Argumentative
and Persuasive
from the article
presented
Note the issue
and the
supporting and
opposing
opinions
Familiarize with
the parts of an
argumentative
text
Extracting
information from
main points.
Read the text
properly.
Determine
whether the
given
statements are
true or false.
Study the text
closely. Match
the parts of the
text as to their
headings.
Provide an
article that
shows
Argumentative
and Persuasive
text.
Read the text
carefully.
Answer the
given items by
choosing the
correct answer.
employees tp
practice steam
inhalation vs
COVID-19”.
Published:
3:30 PM June
24, 2020
Updated: 9:02
AM June 25,
2020
PowerPoint
Presentation,
CLE Aralinks
Google Meet
Computer
Internet

37. an
argumentative
text/ paragraph.
Analyzing
persuasive text
Extracting
information from
a persuasive
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 1
SCHOOLS DIVISION OFFICE URDANETA CITY
Divine Word College of Urdaneta
Urdaneta City, Pangasinan

38. HIGH SCHOOL DEPARTMENT
TEACHER: LEAN FLITZ G. DE LENA SUBJECT: ENGLISH CLASS LEVEL: GRADE 9 WEEK/ DATE: APRIL 25-MAY 13, 2023
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
COMPETENCIES
PROCEDURES
ASSESSMENTS
OF LEARNING
MATERIALS/
RESOURCES
VALUES
Lesson 19:
Formal Essay
The learner demonstrates
communicative competence
through his/ her
understanding of British-
American Literature,
including Philippine
Literature and other texts
types for a deeper
appreciation of Philippine
Culture and those of other
countries.
The learner
composes a
meaningful and
well-developed
essay about the
values
underscored in an
essay read; makes
a poster with a
slogan depicting a
particular theme
creatively and
effectively.
In this lesson,
students are
expected to
accomplish the
following
objectives:
A. identifies and
explains the
structure of an
essay
B. expresses
appreciation of
the universal
values of faith,
hope, and love.
C. reacts to the
ideas and
message
expressed in an
essay
●PRETEST
●Determine the
correct answer
based on the
prior knowledge
●REVIEW
●Bias and
Prejudice
DISCUSSION
Reading
Comprehension
Teenagers,
Fulton Sheen
Let Hope Light
Your Way,
Norman Vincent
Peale
Read the
selection silently
and form three
questions that the
teacher will ask.
Scan the
selection
“Teenagers,
Fulton Sheen” for
the phrases
listed. Identify
and explain what
structure use
from the
selection.
Read the
selection “Let
Hope Light Your
way, Norman
Vincent Peale”
silently to find
out how the
speaker
differentiates
English,
American, &
Philippine
Literature and
Communication
Arts
Powerpoint
Presentation,
CLE Aralinks
Google Meet
Computer
Internet
Reflecting to
the
appreciation of
the universal
values of the
selection.

39. Listening Traits
Basic Personality
Traits
Read the title of
the selection.
From the
viewpoint as an
adolescent,
name the traits of
typical
teenagers.
Mention both
positive and
negative traits.
Write them in
the first column
of the chart.
From the
selection “Let
Hope Light Your
Way, Norman
Vincent Peale”
Reflect to the
question: “What
is the difference
between “hope”
and “wish”?
Write a short
definition of
each concept.
between hope
and wish.
Think of words
that come from
the root word
hope, and write
them around the
circle. Then
complete the
sentences with
words containing
the root word
hope.
Write a well-
structured essay
of not less than
three paragraphs
about one of the
suggested topics
below.

40. Then compare
the definitions to
those pair.
Hope means
_____
Wish means
_____
Prepared By: Checked By:
Mr. Virgil B. Nierva Mrs. Marlyn R. Laroco
Subject Teacher Principal