Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Antipolo
ANTIPOLO NATIONAL HIGH SCHOOL
ENGLISH DEPARTMENT
MODULE NO. 1- ENHANCING THE SELF PHASE: DATE: July 25, 2019
LESSON NO. 3 – Leaving a Legacy INITIAL TASK DAY: Thursday
TOPIC: The Harmony of Man and Environment LESSON LOG NO.
REFERENCE/S: CG GR.9,ENGLISH 9 LM PAGES
RESOURCE/S NEEDED: board, marker, copy of the test
The learner demonstrates understanding of how Anglo-American
literature and other text types serve as means of enhancing the self; also
CONTENT how to use processing, assessing, summarizing information, word
STANDARD derivation and formation strategies, appropriate word order, punctuation
marks and interjections to enable him/her to participate actively in a
speech choir.
The learner actively participates in a speech choir through using effective
PERFORMANCE verbal and non-verbal strategies based on the following criteria: Focus,
STANDARD Voice, Delivery, Facial Expressions, Body Movements/ Gestures and
Audience Contact.
I. LEARNING COMPETENCIES/OBJECTIVES:
In this learning session, the participants should be able to:
A. Focus Skill/s
1. Agree or disagree with the ideas of the author.
2. Summarize the contents of the material viewed.
B. Support Skill/s
1. Use sequence signals or connectors in summarizing a text.
II. LEARNING PROCEDURE
***Preliminary Activities/Daily Routine
ACTIVITY 1: What’s their legacy?
Picture Talk: Name these following people.
1. Many pacquiao
2. Lea Salonga
3. Catriona Gray
Guide Questions:
1. What are the contributions of these people to the Philippines?
2. Did their contribution make a difference in the lives of other people?
3. Do you agree or disagree that they left a legacy?
ANALYSIS 1:
1. How did you find the activity?
2. How would you like to be remembered?
3. What legacy would you like to leave behind?
Introduce today’s objectives.
ACTIVITY 2: Harmony of Men and Environment
Let us react to the official music video of “Truth to Power” by One Republic
Group 1: Who is the speaker in the song? Why do you say so?
Group 2: What are the problems presented in the video?
Group 3: What are the solutions suggested in the video?
Group 4: What is the author’s attitude in the song? What are the words that shows how
the speaker feel?
Group 5: What is the purpose of the video?
ANALYSIS 2:
1. How did you find the activity?
2. What do you think motivated them to the video?
3. Did the people in video make a difference? How?
4. What do you think are the causes and effects of the problems shown?
5. If you were one of them, how would you rise to the challenges presented?
6. Here in our school, what are the environmental problems?
7. How many in your class buy bottled water every day? How many bottles of water do
your class consume in a week? What could be the best solution to reduce the use of
bottled water in your class?
ABSTRACTION:
What are the ideas presented in the song?
Do you agree or disagree with the ideas of the song?
Based from the ideas presented, what could be the main idea?
What legacy did these people leave through the video? Do you consider it
worthy?
What is the importance of leaving a legacy?
Would you also like to make a difference? What could be your legacy?
APPLICATION:
Task: Think-Pair-Share: Summarize the content of the song and video using the ideas you
have given. Use connectors and sequence signals in your summary.
The song is about
______________________________________________________________________.
Do it ½ crosswise.
What I think… What my partner thinks… What we will share…
CLOSURE:
Be the change, you want to see the world.
HOMEWORK:
Triad: Create a collage showing the things you can do for the environment.
III. INSTRUCTIONAL DECISION
INDEX OF MASTERY INSTRUCTIONAL DECISION
50%
SECTIONS POPULATION 75% - (Re-teach/Proceed/Conduct
- 49% - BELOW
ABOVE Intervention)
74%
ILOILO
ANTIQUE
SULU
BULACAN
IV. REMARKS
Prepared by: Checked by:
JOY MARIETTE B. CRISTO MR. ROMEO R. YUSAY JR.
English 9 Teacher DLL Checker for G9-AM
Chairman, AP Dept.
