DETAILED LESSON PLAN IN ENGLISH

GRADE LEVEL QUARTER/DOMAIN Week

Grade 9 Second Quarter- Module 1 3 Week
rd

I. OBJECTIVES

A. Learning Competencies/ a. Identify the connections between text-to-world in a given

Objectives sentence;
b. Analyze images and relate them to the current situation in
their community; and
c. {Understand the given text by performing differentiated
tasks creatively.}
II. Subject Matter A. Topic: Making Connection Between Text-to-World
B. Materials: Visual Aids, Worksheets
C. Multiple Intelligences:
D. Values Integration
E. Time Frame: 50 minutes
References English Quarter 2 – Module 1- Lesson 2: Making Connection
Between Texts (Text-to-World)
III. PROCEDURE

Teacher’s Activity Students’ Activity

A. Preliminary Activities
 Prayer
 Greetings

“Good morning class.” “Good morning, ma’am.”

“Before you take your seat, kindly

arrange your chairs and pick up the
pieces of paper and plastics on the
floor.”

 Checking of Attendance “No one is absent today ma’am.”

“Who’s absent today?”

B. Recapitulation/Review
(One of the students raised a hand)
“What was the lesson we’ve discussed
last meeting?”
“Last meeting, we discussed about text to text and
Yes, (name of the student) text to self, ma’am.)

“You’re correct! So last meeting, we

tackled about text to text and text to “No, ma’am”
self. Do you have question about our
previous topic?”

“So, if none let’s have an activity

before we proceed to our next lesson.”

C. Motivation
(“Paint Me a Picture”)
 “You will be group into five and I’ll give you
a certain situation (ex. poverty, teenage
pregnancy, etc.). Using only your bodies,
facial expressions, and personal effects. You
will illustrate the given situations within 30
seconds. I will give a signal and everyone
should stop moving. Points will be given to
the most creative and portrayed the given
situation realistically.”

“Is the instruction clear to everyone?”

“Yes, ma’am.”
D. Activity

(“Picture Analysis”)

(The teacher will post a picture on the board)

E. A
n
a l (Some of the students raise their hands)
y
s i
“It’s about issues and problems ma’am.”
s
“Poverty ma’am”

“So, what can you say about the pictures

class?" “It’s a about the issues and problems that we faced
globally.)
Okay, (name of student)

“What do you think picture #1 is all about?”

(The teacher will ask about the remaining

picture)

“Do these issues portrayed in the images

present in your community?

“So, what do you think our lesson for today?” (Some of the students share their opinions in class.)

“That’s good! You got a point there since our

topic for today is making connection between
text to world.”

F. Abstraction
“Before we proceed to our proper discussion,
let’s all know our objectives for today’s
discussion.”
 (Present the Objectives)

“Again, our topic is about making connection “Yes, ma’am. It talks about how we connect the
between text to world, so do you have any text to what is currently happening today in our
idea what is it?” world.”

“Very good! When we say real-world

connections, it draws from, or upon, actual
objects, events, experiences and situations to
effectively address a concept, problem, or
issue. Simply means that, we are trying to (Students listen attentively.)
relate the current, relevant, and prevalent
events on the texts.”

“But, do you have any idea how can we

connect a text to the world?”
“No, ma’am.”
So, here’s a following prompts as your guide
in making text-to-world connections:

G. What does this remind me of in the real

world?
H. How is this text similar to things that happen
in the real world?
I. How is this different from things that happen (Students read the texts presented.)
in the real word?
J. How did that part relate to the real world
around me?

“In short, when you read and evaluate a text

you should consider the
similarities/differences between the text from
something you have seen on television, heard
over the radio, encountered conversations,
read on newspaper story, or learned from “Yes, ma’am.”
historical events. Are we clear?

“Now, let’s know the reason why we should

use text-to-world connection. Are you ready?”

 Making real world connections utilizes Yes, ma’am.”

concepts, problems, or issues that are
similar to ones you have encountered
or are likely to encounter in life.
 Learning is based on information
derived from real-world sources.
 It supports character education as
relationships between the community,
the school and students are enhanced. (Call random students to read each of it)
 Real-world connections provide more
opportunities to learn how our
communities and society work.

“Those are the reason why text-to-world connection

is significant to you as a learner, for you to become
critical thinker and a problem solver. Now. Let’s
know the reasons why connecting to text helps
readers according to Tovani of 2000.

 It helps readers to understand how characters

feel and the motivation behind their actions.
(Students listen attentively)
 It helps readers have a clearer picture in their
head as they read, thus, making the reader
more engaged.
 It sets a purpose for reading and keeps the
reader focused.

“Do you have any questions or clarifications (Call a student or a volunteer to read and explain
class?” what they understand on each statement.)

“None so far, ma’am.”

G. Application

“Since, we are done with our discussion and

you don't have any question at all we will
proceed to our next activity. Are you
excited?” “Yes, ma’am. We’re very excited!”

“That's good!”

“So, for our activity, I will group you

according to your specialization. Each group
should have one representative to come here
in front to get your assigned task.”

 Group 1: Visual Art Your task is to

create a poster slogan about your
understanding of the songs' lyrics in
titled “Heal the World by Michael
Jackson.”

 Group 2: Theater Art Make a short

play about the social issues you like to
focus (teenage pregnancy, poverty,
etc.). You should show the cause,
effect and the probable solution of the
problem you choose to present.

 Group 3: Creative Writing Your

task is to make a short poem about the
importance of understanding our
lesson, making connections: Text to
World. Your poem should have 3
stanzas with four lines.

 Group 4: Music Art Create a song

about the importance of understanding
our lesson, making connections: Text
to World. Group 5: Dance Art Your
 task is to perform an interpretative
dance based on the music “Heal the
World by Michael Jackson.”

“I will give you 10 minutes to prepare and 2-3

minutes to perform. Do you have any questions or
something unclear regarding your assigned task?”
“No, ma’am.”
IV. Assessment
“Did you enjoy the activity? Or you find it “It’s fine ma’am”
hard?”

“Moving on to the next activity, I have here

the test questionnaires. I want you to get ¼ “Okay ma’am.”
sheet of paper and answer the given questions
within 10 minutes.”

(Content of the given worksheet)

Test A: Identify whether the statement

shows Text-to-World connections or not. If
it has Text-to-World connection, write
TTW, if does not, write NTTW.

1. Marshall is reading a book and notices

that the main character's aunt is very
similar to his Aunt Maria.
2. It was a hot summer's day and there was
no breeze. Linda wanted to open the
window, but it was stuck. Instead, she
went outside. That reminds me of the time
we brought home a turtle.
3. Carly is reading a non-fiction book about
the Civil War. She thinks that the author
of the book would disagree with a point
another author made about the Civil War.
4. Joe is reading a book about a country in
Africa. While he is reading, he thinks
about a news story he just heard about that
country.
5. 5. Liz was homesick one day and she was
bored of lying on her bed. She sat up and
looked out of the window. Spring was just
beginning and yellow flowers were
growing in the field outside. That reminds
me of a story that I heard on the news
about the Carlsbad Flower Fields.

Test B. Identify the following social

issues in the lines.

6. “Poor Lino! He was sent to the Prefect of

the Discipline because he skipped class.”
A. absenteeism
 B. alcoholism
C. criminality
D. poverty

7. “She achieved her dreams through hard

work.”
A. success
B. education
C. vengeance
D. mental health

8. “Amoebiasis is a common disease in our

barangay. Our water is not safe for
drinking anymore.”
A. Drugs
B. Pollution
C. Depression
D. Juvenile delinquency

TEST C. Below are books with different stories.

Read and evaluate each summary that show
connections to real-world. Choose the letter of the
correct answer.

9. Wemberly Worried by Kevin Henkes

Wemberly worries about everything: big

things, little things, and everything in
between. Her thoughts are consumed with
worries until something magical happens.
Wemberly meets a friend who is just like
her. Soon, Wemberly’s worries start to
fade away. What is the most common
reason why people worry about things in
their life?

A. People are bored of their life.

B. People want what others people have.
C. People let ill thoughts in their minds.
D. People are busy thinking
pessimistically about their life.

10. A Lesson Before Dying by Ernest J.

Gaines.

This is a story about two black men –one a

teacher, and the other a death row inmate
who struggle to live and die with dignity.
How can discrimination be eliminated?

A. Ban social media accounts.

B. Respect each other’s strengths and
weaknesses.
C. Do not allow reporters to expose
incidents that are negative.
D. Imitate other countries‟ beliefs,
 customs, and tradition to belong.

“Class, are you done?”

“Okay, pass your paper in front.”

“Yes, ma’am”

V. Assignment
“All papers are here?” -Yes Ma’am.

“Good. So, now for your assignment kindly -Direction: Use the diagram below to express how
read the direction class.” you understand the concept of Text-to-World. Copy
and fill the diagram in a ½ crosswise.

“Thank you, class”

(Present the graphic organizer)

Text-to-World

“Class you will be graded based on this

rubric.”
Area of Needs Good (5) Very Excellent (10)
Assessment Improvement (2) Satisfactory (7)

Understanding The writer The writer The writer The writer

shows little shows adequate shows a clear shows strong
understanding of understanding of understanding of understanding of
the subject the subject the subject the subject
matter. matter. matter. matter.

“No, ma’am.”
“Do you have any questions about your assignment?”

“Okay, see you tomorrow. Good bye class.” “Good bye, ma’am.”