School: Paraiso National High School Grade Level Grade 9 Daffodil

Teacher: Kylie Ria R. Escario Learning Area English 10

DETAILED LESSON
PLAN IN ENGLISH 10
Teaching Date & Time 7:15-8:15 AM Quarter 2
JANUARY 18, 2024 Week No.
Mode of Instruction: Face-to-face/In-person CO # 2
Strategy/ies: Effective Lecturing and Digital Learning

Subject Integration: Edukasyon sa Pagpapakatao (ESP) – giving importance to the use of adverbs in expressing one’s disposition in literary forms
Arts – enhancing creativity in making an essay or poem

Learning Competency/ies: Make connections between texts to particular social issues, concerns, or dispositions in real life
Code/s:

1. OBJECTIVES
Knowledge Identify adverbs in each text

Skills Pick out adverbs in the given paragraph/s

Attitude Express one’s disposition in literary forms such as poem and essay using adverbs appropriately and effectively
Values
2.CONTENT/SUBJECT MATTER: ADVERBS
3. LEARNING RESOURCES
* Self-Learning Module for Quarter 2-Module 1 about Making Connections between texts to Particular Social Issues, Concerns, or Dispositions in Real Life
* Smart TV, laptop, video clips, pictures, printouts, power point presentation (if available)

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY Annotations

4.1 Introductory Activity
 Prayer
Everybody please stand. Let us pray. Let’s make the sign of the cross. In the name
of the Father, of the Son, and of the Holy Spirit. Amen. (The students recite the prayer.)

 Checking of Attendance
Is everybody present today? Yes Ma’am.
 Energizer
I know all of you are familiar With the play "siomai, siopaw and suman" with
corresponding actions. If I say siomai you do its action then if I say, siopaw you do
its action too and same with suman. The students who will demonstrate it wrong
will be given a sanction, Understood? Yes Ma’am.

 Setting of Classroom Standards

I have here pictures and all you have to do is to relate it to our classroom standards. PPST MODULE 5
You tell me what each picture is telling you while we are having our discussion. KRA 2, OBJ. #5
T I-III RUBRIC, INDICATOR 5
 Picture number 1. -Manages learner behavior
constructively by applying
Ma’am, don’t make unnecessary noise. positive and non-violent
discipline to ensure learning-
focused environments.
MOV—To avoid and prevent
misbehavior, house rules/ standards/
guidelines are set before the class
starts or before doing an activity
 Picture number 2

Ma’am, turn off your gadgets while the class

is going on.

 Picture number 3

Ma’am, sit properly.

 Picture number 4
 Ma’am, listen attentively.

 Review
In our previous lesson, you have learned how to identify and use figurative languages. We will
have an activity called “MEMORY RECALL” to recall what you have learned about the
previous topic.
Read these interesting lines with the emotions they convey then answer the questions for each
item. Choose your answer in the box.

1. 1. In poetry, how do you call the underlined words?

“Mirror, mirror, on the wall
Who’s the greatest of them all?” 1. Rhyme

2. What literary device is used in the tongue twister below?

“Peter Piper picked a peck of pickled pepper
A peck of pickled pepper Peter Piper picked 2. Alliteration
If Peter Piper picked a peck of pickled pepper
Where’s the peck of pickled pepper Peter Piper picked?”

3. Where are these romantic lines lifted?

“If I profane with my unworthiest hand
This holy shrine, the gentle fine is this; 3. Shakespeare’s Romeo and Juliet
My lips, two blushing pilgrims, ready stand
To smooth that rough touch with a tender kiss.”
4. What is the rhyme scheme of these lines from Shakespeare’s Sonnet 130?
“My mistress' eyes are nothing like the sun; 4. ABAB
Coral is far more red than her lips' red;
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.”

5. “I should have forgotten you if not for the wind who whispered your name to me!”
What figure of speech is used in the sentence? 5. Personification

6. What literary devices are used in the poem, “O Captain, My Captain,” by Walt
Whitman? 6. Apostrophe and alliteration
“But O heart! heart! heart!, O the bleeding drops of red,
Where on the deck my Captain lies, Fallen cold and dead”

Very good! Let’s give everyone a round of applause!

I am happy that you have understood our previous lesson.

 Checking of Assignment
I understand that we don’t have any assignments from our previous lesson.
You really did well in the activity. Great job everyone! PPST MODULE 2
KRA 1, OBJ. #2
T I-III RUBRIC, INDICATOR 2
B. Establishing Purpose of the Lesson -Uses range of teaching strategies that
Motivation enhance learner achievement in
This time, we will have a riddle. literacy and numeracy skills
MOV—Literacy in giving and
understanding the meaning of difficult
___ ___ V ___ R ____S words shown during the Unlocking of
Difficulties
I am the 1st letter in the alphabet.
I am the last letter in the word “BAND”.
I am vowel letter that looks like a ring around a finger. PPST MODULE 4
I am a letter that buzzes around. Who am I? KRA 2, OBJ. #4
T I-III RUBRIC, INDICATOR 4
What was the word being formed out of the riddle? -Manages classroom structure to
Thank you so much for your wonderful idea. ADVERBS engage learners, individually or in
groups, in meaningful exploration,
Now, what do you think is our topic for this afternoon? discovery and hands-on activities
within a range of physical learning
 You got it right! I think our new lesson is about ADVERBS. environments.
This afternoon, our lesson will be about ADVERBS. Before we proceed, I will let you MOV—The utilization of learning
know first the objectives of our lesson for us to be guided as we go on with our environments such as individual
discussion. activity in the classroom purposes is
observed.

PPST MODULE 3
KRA 1, OBJ. #3
At the end of the lesson, at least 75% (17/23) T I-III RUBRIC, INDICATOR 3
of the class will be able to: -Applies a range of teaching strategies
to develop critical and creative
a. identify adverbs in each text; thinking, as well as other higher-order
b. pick out adverbs in the given thinking skills.
paragraph/s; and MOV—The questions presented are
c. express one’s dispositions in literary arranged from lower level to higher
forms such as poem and essay using level thinking skills. Students are
adverbs appropriately and effectively. challenge to think creatively.

 Presenting examples and instances

Before we start with the discussion on adverb and its types, it might be of great help to
recall what you previously know about adverbs as a part of speech.

Study the sentences below:

1. The room was elegantly decorated.
2. The horse runs quickly.
3. The house was painted yesterday.
4. The sun shines brightly.
5. He delivered all the items in the hospital.

What have you noticed in the underlined words?

Some of the underlined words have an –ly in

How are the underlined words used? the end of the word.

The underlined words used to modify the

adjective, verb, and another adverb.
ADVERB
An adverb is a part of speech that simply acts or functions to modify an adjective, a
verb, or another adverb. It answers the questions: When? Where? How? To what
extent? Simply, it tells us how a thing is done, and when and where it is done.

Examples:
1. An adverb describes an adjective.
The doctors are extremely busy attending COVID-19 patients.
What adjective describes doctors?
How busy? PPST MODULE 7
Busy. KRA 3, OBJ. #7
2. It describes another adverb. Extremely is the adverb. T I-III RUBRIC, INDICATOR 7
-Plans, manages and implements
The victim acted quite suspiciously.
developmentally sequenced teaching
How did the victim act? and learning processes to meet
How suspiciously? curriculum requirements and varied
= suspiciously (adverb) teaching contexts.
3. It describes a verb. = quite (adverb describing another adverb) MOV—Knowledge, skill and attitude
The sun shines brightly amid the rain. or KSA is applied in lesson planning
What did the sun do? objectives in order to meet curriculum
How did it shine? requirements based on the Curriculum
= Shines (verb) Guide/CG.
Remember: = brightly (adverb)
A. Adverbs can be anywhere in a sentence.
1. Quickly, the doctors attend to the needs of the COVID-19 patients.
2. The doctors attend quickly to the needs of the COVID-19 patients.
3. The doctors attend to the need of the COVID-19 patients quickly.

B. Two or more adverbs may be present in a sentence, a combination plainly of an

adverb and an adverb phrase.
The teachers are crafting modules carefully and skilfully in the library hub.
Carefully, skilfully (adverb of manner)
in the library hub- adverb phrase (adverb of place)

C. Adverbs remind us about the what, when, where, why, and how of the events in
our life. Hence, let us face these circumstances/events with courage and with arms
widely open to handle and hurdle challenges bravely and wilfully.
4.2 Analysis
D. Discussing new concepts and practicing new skills #1
Activity 1: Pick Me Rightly!
Choose the word that best fits in to complete each sentence.
1. The woman designed the room (elegant, elegantly). 1. elegantly
2. Front liners perform their job carefully and (skilful, skilfully). 2. skilfully
3. The soldiers and policemen stayed (steady, steadily) all day and all night in 3. steadily
checkpoint areas. 4. currently
4. We are (current, currently) in Modified Extended Community Quarantine (MECQ). 5. clearly
5. The Prime Minister explained (clear, clearly) his points of view.

E. Discussing new concepts and practicing new skills #2

The students will be grouped accordingly.
Proceed to your groups.

Activity 2: It’s Adverb Harvest Time!

Read the text below and pick all the adverbs you can see, and then put them
in the column where they belong in the table provided below.
Adverb of time:
- Since time immemorial
Adverb of place:
- in a VUCA World
- on the government
Adverb of manner:
- loudly, eagerly, differently, suddenly,
gradually, slowly, fully, truly,
strongly, dearly, swiftly, primarily

PPST MODULE 4
KRA 2, OBJ. #4
T I-III RUBRIC, INDICATOR 4
-Manages classroom structure to
engage learners, individually or in
groups, in meaningful exploration,
discovery and hands-on activities
within a range of physical learning
environments.
MOV—The utilization of learning
environments such as groupings inside
the classroom and the room structure
arrangement for group activity
purposes is observed.
4.3 Application PPST MODULE 9
F. Developing mastery (leads to formative assessment) KRA 3, OBJ. #9
Let’s have another activity. T I-III RUBRIC, INDICATOR 8
Activity 3: A PENny for Your Thoughts? -Selects, develops, organizes and uses
Have a flashback of your experiences during the pandemic. Scribble your ideas using appropriate teaching and learning
adverbs correctly by following the format below. resources, including ICT, to address
learning goals.
MOV—The lesson is delivered through
(answers may vary) the use of power point presentation,
video clip, laptop and smart tv.

PPST MODULE 3
KRA 1, OBJ. #3
T I-III RUBRIC, INDICATOR 3
-Applies a range of teaching strategies
to develop critical and creative
thinking, as well as other higher-order
thinking skills.
MOV—The questions presented are
arranged from lower level to higher
level thinking skills. Students are
challenge to think creatively.

Directions:

Follow this rubric for rating.

Criteria Excellent Very Satisfactory Fair
(20) Satisfactory (10) (5)
(15)
1.Correctness of the output
2.Presentation
3.Behavior/ participation PPST MODULE 6
KRA 2, OBJ. #6
T I-III RUBRIC, INDICATOR 6
 Your time starts now. -Uses differentiated, developmentally
appropriate learning experiences to
Time is up! address learners’ gender, needs,
Time to present your output. strengths, interests and experiences.
MOV—The learners are given
differentiated activities according to
(Teacher assess the students’ presentation.)
their strengths and interests.
MOV---By applying differentiated
Well done class! activities with rubrics, learners are
ensured of their active participation.

Let us give everyone a “You are Very Good Clap”. PPST MODULE 9
(Teacher leads the clap.) KRA 3, OBJ. #9
T I-III RUBRIC, INDICATOR 8
G. Finding practical application of concepts and skills in real life -Selects, develops, organizes and uses
Activity: Express Your Heart Out! appropriate teaching and learning
Amidst the situation you have right now, do you still find reason/s to smile and be resources, including ICT, to address
learning goals.
grateful about what you have? Why? Jot down your ideas in a 2-3 paragraph essay or
MOV—The learners use ICT in
in a 4-5 stanza poem depicting your gratefulness about your life’s circumstances. State presenting their output.
also who you cling to and depend on in this trying time. Remember to use the types of
adverb in your poem or essay. PPST MODULE 1
KRA 1, OBJ. #1
Be guided of the following mechanics: T I-III RUBRIC, INDICATOR 1
Organization- 10 points -Applies knowledge
Content- 30 points of content within and across
Effective use of adverb and its types- 10 points curriculum teaching areas.
Total- 50 points MOV—Arts is integrated during poster
making.
MOV---Music is integrated during
4.4 Abstraction
song presentation.
H. Making generalizations and abstractions about the lesson MOV---ESP/Values is integrated
1. In this lesson, I learned new words, such as: during the discussion.
a. _____________________

b. _____________________

c. _____________________

 Through this lesson, I realized that life _______________

________________________________________________________

I. Evaluating Learning
This time, I want you to go back to your seats for the quiz.
Read and analyze the statements below. Write your answer on your activity
notebook.
Multiple Choice. Choose the letter of the best answer. Write the
chosen letter on a separate sheet of paper.

1. Which is NOT one of the basic characteristics of an adverb?

1.D
A. It modifies a verb or another adverb. 2.A
B. It tells when, where, or how an action is done.
3.A
4.A
C. Time, place, and manner are some of its types. 5.A

D. It modifies a noun or pronoun.

2. Which of the following sentences contain an adverb of time?

A. I had a nightmare last night about this global pandemic.

B. I had a vision that this pandemic will vanish immediately.

C. I had a dream of helping humanity globally.

D. I had high hopes that it will disappear quickly as a bubble.

3. Which of the following sentences depict an adverb of place?

PPST MODULE 10
A. In the hospital the doctors and nurses serve with a wide smile.
KRA 4, OBJ. #10
B. They serve all their patients cheerfully and patiently. T I-III RUBRIC, INDICATOR 9
-Designs, selects, organizes and uses
C. They only rest for few minutes. diagnostic, formative and summative
assessment strategies consistent with
D. They quickly run to meet the president. curriculum requirements.
MOV—Formative questions are raised
 4. Which of the following sentences expresses an adverb of manner? to learners to diagnose how far they
have learned or if the objectives of the
A. The policemen and soldiers greatly suffer from lack of sleep. lesson are carried.

B. The policemen and soldiers stayed the whole night on their post.

C. The policemen and soldiers work day and night.

D. The policemen and soldiers cannot stay in their own homes. PPST MODULE 10
KRA 4, OBJ. #10
5. The teachers will soon work as front liners in the academe. What type of T I-III RUBRIC, INDICATOR 9
-Designs, selects, organizes and uses
adverb is the underlined word? diagnostic, formative and summative
assessment strategies consistent with
A. Adverb of time curriculum requirements.
MOV—The use of formative
B. Adverb of place
assessment consistent with curriculum
requirements is followed in order to
C. Adverb of manner
interpret the result of the learners’
progress.
D. All of the above

Time is up! Let’s check your papers.

That’s all for today. Goodbye class.

Prepared by: Approved by:

KYLIE RIA R. ESCARIO
RAIM A. PANAL
SST-I English Teacher-in-Charge