Alaminos City National Grade 9
School Grade Level
DAILY High School
LESSON Teacher Danna Mae P. Ceralde Learning Areas English
PLAN
Teaching Dates 3rd
Quarter
and Time
I. Objectives
A. Content Standards The learner demonstrates understanding of how Anglo-American literature and
other text types serve as means of connecting to the world; also, how to use ways of
analyzing one-act play and different forms of verbals for him/her to skillfully
perform in a one-act play
B. Performance Standards The learner skillfully performs in one-act play through utilizing effective verbal and
non-verbal strategies and ICT resources based on the following criteria: Focus,
Voice, Delivery, and Dramatic Conventions.
C. Learning Competencies/ Most Essential Learning Competency
Objectives EN9G-IIIa-21: Use verbals.
Write the LC code for each Learning Objectives:
Differentiate gerund from gerund phrase;
Identify the functions of gerunds as used in sentences and
Perform a one-act play dialogue using gerunds and gerund phrases.
1. identify the various
communicative styles;
2. create short
conversations out of the
given communication
situations
using appropriate
communicative style; and
3. appreciate the
importance of a suitable
approach in communication
for
every situation, person or
place.
1. identify the various
communicative styles;
2. create short
conversations out of the
given communication
situations
using appropriate
communicative style; and
3. appreciate the
importance of a suitable
approach in communication
for
every situation, person or
place.
GAD Integration Equalized Opportunity
II. Content Gerunds and Gerunds Phrases
III. Learning Resources
A. References Essential English Book Grade 9 (A Relevant Worktext for the 21st Century
World)
1. Teacher’s Guide Pages page 411
2. Textbook pages Page 411-413
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning PowerPoint Presentation, Laptop, Activity sheets
Resources
IV. PROCEDURES
A. Reviewing previous Activity 1: Act it Out! (Charades)
lesson or presenting the The teacher will split the group into 4 teams and choose one person to stand as the
new lesson actor for the first round.
Directions: The actor selects a word or phrase and silently acts it out while the rest
of their team tries to guess. No words or sounds are allowed, only gestures and
motions. If the team correctly guesses the word or phrase within a set time limit,
they earn a point. Then, it's the other team's turn with a new actor, and the game
continues until all players have had a chance to act. The team with the most points
at the end wins the game.
Words to Guess:
Singing
Dancing
Playing
Diving
Whispering
B. Establishing a purpose The teacher will explain the connection of the game to the lesson by asking the
for the lesson students on what have they observed in the words they acted out and guessed.
After that, she will be mentioning the desired learning outcomes for the students.
Define and gerund and gerund phrase;
Identify the functions of gerunds used in the sentences and
Compose a one-act play dialogue using gerunds and gerund phrases.
C. Presenting examples/ The teacher will present the words they acted through the use of PowrPoint and let
instances of the new lesson the students give more examples of words that end with “ing”.
D. Discussing new Through PowerPoint presentation, the teacher will present and discuss gerunds and
concepts and practicing gerund phrases.
new skills #1
Discussion:
Gerunds are verb forms ending in –ing (v + ing) used as nouns. They are identical
to the present participle in form but differ in function.
Examples of gerunds:
speaking
jogging
skimming
listening
jumping
reading
A gerund plus a word or words makes gerund phrases.
Gerund phrase:
speaking to elders
listening to music
skimming the text
reading novels
E. Discussing new concepts The teacher will present a table about the different functions of gerunds in
and practicing new skills #2 sentences.
A gerund or gerund phrase Sentences
functions as nouns. They can be
used as:
Subject of the sentence Watching TV is my past time.
Subjective complement or a My past time is watching TV.
predicate noun
Direct object I love watching TV.
Object of the preposition I am interested in watching TV.
Subject appositive My past time, watching TV, makes
me relax.
3
Direct object
My sister Lucia dislikes
eating
Subject Verb
Direct object
sweets.
Object of the preposition
He was reprimanded
for
Subject Verb
Preposition
writing on the classroom
wall.
Object of the preposition
Subject appositive
My mother's passion,
painting, makes
Subject
Appositive Verb
her happy and fulfilled.
F. Developing Mastery Through the use of PowerPoint, the teacher will present an activity to be answered
by students. She will call random students to answer.
Directions: Identify the gerunds and gerund phrases in the following sentences and
tell its function.
1. Staying at home is the best prevention in this time of pandemic.
2. She enjoys running in the morning.
3. I keep on praying every day.
4. My hobby, swimming, strengthen my body.
5. The best thing to do is applying what you have learned.
(Can you make/construct sentences using gerunds or gerund phrases?)
G. Finding practical The teacher will ask the question:
applications of concepts
and skills in daily living Do you think gerunds and gerund phrases help you to communicate
effectively? Why do you think so?
H. Making generalizations The teacher will ask the students the following question:
and abstractions about the What are the definitions of gerunds and gerund phrases?
lesson What are the different functions or use of gerunds?
The teacher will also give a sample sentence and let the students underline the
gerund and identify its function.
I. Evaluating learning Quiz time!
Directions: Read each statement carefully. Choose the letter of the correct use of
the underlined gerund in each of the sentences, then write your answer on a separate
sheet of paper.
1. Attaining good grades is most of the students' goal.
a. Direct object c. Subjective complement
b. Subject appositive d. Subject of the sentence
2. Eloisa prioritizes studying over other activities that a teenager usually does.
a. Direct object c. Object of the preposition
b. Subject appositive d. Subject of the sentence
3. Her priority is studying and submitting requirements on time.
a. Direct object c. Subject appositive
b. Subjective complement d. Subject of the sentence
4. Her hobby, reading, enriches her vocabulary, and expands her learning
horizons.
a. Object of the preposition c. Subject appositive
b. Subjective complement d. Subject of the sentence
5. Just like Eloisa, everyone must exert efforts in studying to attain his/her goal.
a. Subjective complement c. Subject appositive
b. Direct object d. Object of the preposition
Answers:
1. D
2. A
3. B
4. C
5. D
J. Additional activities for Have Fun Using Gerund!
application or remediation
Instructions: The teacher will instruct the students to act a dialogue given by the
teacher using gerunds about the problem in the world that we are facing right now.
The students will be divided into 5 groups.
Dialogue:
Person 1: Discussing world problems can be quite overwhelming.
Person 2: Absolutely! Solving climate change seems like an insurmountable task.
Person 3: And combating poverty remains a persistent challenge, with no easy solutions.
Person 4: Don't forget about addressing inequality, which perpetuates many other problems.
Person 5: True, tackling corruption would be a crucial step towards building a fair society.
Person 6: Promoting education is key to empowering future generations to strive for
change.
Person 7: We mustn't neglect the issue of healthcare, ensuring access for all individuals.
Person 8: And fostering sustainable development is vital to preserve our planet's
resources.
After the activity, the teacher will integrate GAD which is about equalized
opportunity where she explains that based on the dialogue, all the students are given
an opportunity to talked and participated. In that way, every one of them can feel
the sense of belongingness and being valued.
V. Remarks
VI. Reflection
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lesson
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 worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
