Tabon M.
Estrella National High
School: Grade Level: Grade 9
School
Learning
Teacher: English
Area:
Teaching
Dates and Quarter: 4
Time:
Sections: Chrysanthemum, Gumamela, Tulip, Anthurium
I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of how Anglo-
American literature and other text types serve as means of
preserving unchanging values in a changing world; also how
to use the features of a full-length play, tense consistency,
modals, active and passive constructions plus direct and
indirect speech to enable him/her competently perform in a
full-length play.
B. Performance Standards: The learner competently performs in a full-length play through
applying effective verbal and non-verbal strategies and ICT
resources based on the following criteria: Focus, Voice,
Delivery and Dramatic Conventions.
EN9OL-IVc-2:
C. Learning Competencies / Employ effective and appropriate non-verbal communication
Objectives: Write the LC Code strategies
for each.
At the end of the lesson, at least 80% proficiency level of the
students are able to:
1. identify synonyms and antonyms;
2. provide examples of synonyms and antonyms for a
specific word; and
3. demonstrate clear understanding on synonyms and
antonyms through active learning.
II. CONTENT Topic: Synonyms and Antonyms
Values integration: uniqueness
III. LEARNING RESOURCES
A. References A Journey through Anglo-American Literature (English 9 LM)
1. Teacher’s Guide Pages page 211
2. Learner’s Materials page
Pages
3. Textbook Pages None
4. Additional Materials from None
Learning Resource (LR)
portal
B. Other Learning Resources Laptop, TV Monitor, Pictures, Manila Paper, Felt-tip-pen,
Handouts
IV. PROCEDURES
1.ELICIT
A. Reviewing Previous Lesson or Preliminaries: Prayer, Greetings, Energizer, Checking
Presenting the New Lesson of Attendance, Reading of Class Rules, Assignment,
Recap
Teacher’s Activity Students’ Activity
Everybody please stand Let us all remember that
Prayer
for the prayer. Please lead we are in the most holy
the prayer, __________. presence of God. In the
name of the Father…
Best afternoon, class!
Greetings
Best afternoon, Teacher!
Please remain standing for
Energizer an energizer. I will be (Students will execute the
playing a video and exercise)
everybody shall execute
the exercise that will be
shown.
(The teacher will play the (Students will execute)
video)
Yes teacher!
Are you all energized
now? (Students will take their
seats)
Very well. You may now
take your seats.
Checking of Attendance (The class secretary will
check the daily
attendance)
(Students will read-aloud
Reading of Class Rules the Class Rules)
Before we move to our
new lesson this afternoon,
let us set first the rules
that you have to observe
during class. Altogether, Yes! Yes! Yes!
let us read our Class
Rules…
Please keep in mind our
class rules. Can I expect
for a full participation from
the class? I want to hear a Yes teacher!
“Yes! Yes! Yes!”
Collecting and Checking Very well. (Students will pass their
of Assignment assignment in front)
Last meeting, I gave you
an assignment, right?
Everybody pass your
assignment. I will be the
one to check. Last meeting, we
Recapitulation of the discussed the first act of
Previous Lesson the play, “Death of a
What was our topic last Salesman” by Arthur
meeting? Miller.
(Students will share their
thoughts about the play)
What was the play all
about?
Very good! Yes, we are!
Are you now ready for our
new lesson?
2. ENGAGE
B. Establishing a Purpose for the
Lesson
Reading of Objectives Before we begin with our (Students will read the
first activity for this objectives for the new
afternoon, let us read first lesson)
our objectives.
Objectives Objectives
At the end of the lesson, at At the end of the lesson, at
least 80% of the students least 80% of the students
are able to: are able to:
EN9OL-IVc-2: EN9OL-IVc-2:
Employ effective and Employ effective and
appropriate non-verbal appropriate non-verbal
communication strategies communication strategies
1. identify synonyms 1. identify synonyms
and antonyms; and antonyms;
2. provide examples 2. provide examples
of synonyms and of synonyms and
antonyms for a antonyms for a
specific word; and specific word; and
3. demonstrate clear 3. demonstrate clear
understanding on understanding on
synonyms and synonyms and
antonyms through antonyms through
active learning. active learning.
For your set of activities
this afternoon, we will be
dividing the class into four
groups.
(Students will proceed to
their permanent groups)
Group 1 will stay here,
Group 2 will stay at the
back of Group 1… Group
3… Group 4… (Students will proceed to
their respective groups)
Please move to your
respective areas silently,
without dragging the Yes, we are!
chairs.
Are you with your group
now?
1st Activiy For your first activity this
afternoon, each group will
be provided sheets of
paper with different words
in it.
A word will be displayed
on the screen.
(The teacher will ask the
following)
Which word has the same abundant
meaning with the word on stop
the screen? fragile
sufficient
cease
delicate
Which word has a different knowledgeable
meaning with the word on defeat
the screen?
ignorant
victory
C. Presenting Examples/Instances of Based on your activity, abandon and
the Lesson which pair of words have forsake
similar or the same sufficient and
meanings? abundant
cease and stop
delicate and fragile
eternal and
everlasting
How about those with genuine and fake
opposite or different ignorant and
meanings? knowledgeable
superior and inferior
polite and rude
victory and defeat
What do we call those Synonyms.
words with similar or the
same meanings?
How about words with Antonyms.
different meanings?
3. EXPLORE
D. Discussing New Concepts and Very good! This afternoon
Practicing New Skills #1 analysis we will be discussing
about Synonyms and
Antonyms.
Unlocking of Before we discuss the
Terms/Presenting of difference between the
the Words of the Day two, let us define first
these two terms that you
will come across during
our discussion.
Similar (adjective)
/ˈsim(ə)lər/
–alike or having
characteristics in common
Opposite
(adjective)/ˈäpəzət/
– partly or totally unlike in
nature, form, or quality
The words for today are
“Similar”, and “Opposite.”
Take note of their
meanings so that you will
be guided throughout the
discussion.
Discussion
A synonym is a
word or expression
that has the same
or almost the same
meaning as
another.
Examples:
Afraid – Scared
Blank – Empty
Evil – Wicked
Gloomy – Sad
Quick – Fast
An antonym is a
word that means
the opposite of
another word.
Fast - Slow
Heavy – Light
Old - Young
Noisy - Quiet
Right - Left
E. Discussing New Concepts and Questions about None, so far.
Practicing New Skills #2 synonyms and Antonyms?
Okay. Let’s have an
exercise.
Direction: The underlined
words in each item are
words from the play,
“Death of a Salesman.”
Read each definition
carefully then identify from
the choices which word
has the same or opposite
meaning with the
underlined word.
(Identifying synonyms) ANSWER KEY:
Idealist
- one who sees the best in C. fantasizer
things; a dreamer
Incipient
- beginning to exist B. developing
Incarnate
- personified, given a E. embody
human form
CHOICES:
A. bored
B. developing
C. fantasizer
D. unwillingly
E. embody
(Identifying antonyms)
Avidly
- enthusiastically, with D. unwillingly
great interest
Enthralled A. bored
- Held spellbound;
captivated
CHOICES:
A. bored
B. developing
C. fantasizer
D. unwillingly
E. embody
4.EXPLAIN
F. Developing Mastery (Leads to (After the exercises, the
Formative Assessment 3) teacher will let the
students do the following
task:)
Direction: In the middle of
each Word Chart are
words found in the play,
“Death of a Salesman.”
With your group, give the
definition of your assigned
word in focus. Then, give
examples of words with
similar meanings
(SYNONYMS) and words
that have opposite
meaning (ANTONYMS) to
that word. Finally, use the
word in a sentence. Write
your sentence in the line
at the bottom.
Group 1 – Mercurial (Presentation and
Group 2 – Laconic Checking)
Group 3 – Philandering
Group 4 – Remiss
(Each group will present
their outputs in front.
Checking will follow
afterwards.)
(The students will execute
Group 1 got _____ points, the Good Job Clap)
Group 2 got _____ points,
Group 3 got _____ points, None, teacher.
and Group 4 got _____
points.
Let us give everyone a
Good Job Clap!
Any
questions/clarifications
about Synonyms and
Antonyms?
5. ELABORATE
G. Finding Practical Applications of What is the importance of Possible answer:
Concepts and Skills in Daily Living knowin the synonyms and
antonyms of specific
words?
Knowing synonyms and
Knowing synonyms and antonyms can help us
antonyms can help us express ourselves better
express ourselves better with more variety and
and more clearly. more colorfully. Using
If we know different words synonyms makes speech
that describe the same or writing richer and more
thing (but in a slightly "colorful."Using antonyms
different way, or from a helps to emphasize our
different angle), we can point, show contrast, or
choose the best word explain exactly what we
(synonym) to use. That mean. Antonyms too add
way, we are able to deliver "colors" to speech or
the exact message we writing.
intend to communicate.
H. Making Generalizations and Again, what are Synonyms are words that
Abstractions about the Lesson synonyms? have similar or the same
meaning.
How about antonyms? Antonyms are words
having opposite or
different meanings.
Very good! I believe you
are now ready for a quiz.
6. EVALUATE
I. Evaluating Learning (The teacher will distribute
the handouts for the quiz)
Please get one and pass. (The students will answer
in their seats for 3
QUIZ ON SYNONYMS minutes)
AND ANTONYMS
Name:
________________ Answer Key:
Grade & Section: _______
I. Give the SYNONYMS of I.
the following words.
1. difficult 1. hard
2. urgent 2. important
3. ordinary 3. usual
4. identical 4. alike
5. cozy 5. comfortable
II. Give the ANTONYMS of
the following words.
1. agree 1. disagree
2. friend 2. enemy
3. gain 3. lose
4. enlarge 4. reduce
5. vague 5. clear
Are you done? Exchange (The students will
your papers with your exchange papers with
seatmates… their seatmates for the
checking)
Let us check your
answers…
This time, let us go back to
our objectives and see if
we have achieved them.
Students will read the
Everyboy please read… objectives.
Objectives Objectives
At the end of the lesson, at At the end of the lesson, at
least 80% of the students least 80% of the students
are able to: are able to:
EN9OL-IVc-2: EN9OL-IVc-2:
Employ effective and Employ effective and
appropriate non-verbal appropriate non-verbal
communication strategies communication strategies
1. identify synonyms 1. identify synonyms
and antonyms; and antonyms;
2. provide examples 2. provide examples
of synonyms and of synonyms and
antonyms for a antonyms for a
specific word; and specific word; and
3. demonstrate clear 3. demonstrate clear
understanding on understanding on
synonyms and synonyms and
antonyms through antonyms through
active learning. active learning.
Did we achieve Objective Yes!
number 1?
How about Objective Yes!
numbers 2, 3, 4 and 5?
Well done everyone!
Let us give each other a (The students will execute
Standing Ovation clap. the Standing Ovation clap)
7. EXTEND
J. Additional Activities for Application Enhancement: To those
or Remediation who got a score of 16 –
above, you will construct:
Pick out 5 words
from the first act of
the play, “Death of
a Salesman.” then
give the synonym
and antonym of
each word.
Remediation: To those
who got a score below 16,
you will construct:
Pick out 5 words
from the first act of
the play, “Death of
a Salesman.” Give
the definition of
each word then
provide its synonym
and antonym.
Finally, use this
word in a sentence.
Write it on a ½ sheet of
paper crosswise. None, teacher.
Assignments will be
collected next meeting. (The students will do as
the teacher says)
Any more questions?
If none, arrange your
chairs, pick up pieces of Good bye, teacher!
paper and make sure your
area is clean. Let’s call it a
day.
Good bye class! See you
next meeting.
VI. REMARKS
VII. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I use/discover which
I wish to share with other teacher?
Checked and Observed: MARITESS B. LAMELA
Cooperating Teacher
Date:
