ADAPTIVE LESSON PLAN IN ENGLISH 9

For Gifted and Talented Learners

Prepared by: Nina Iligan

PLOP:
Gifted and talented learners’ additional need is the enrichment of curriculum wherein
they must be provided additional or different instruction added on the usual curriculum goals
and activities, with this, the learning environment must be positive, organized, challenging
and socially active. They are known to be high-ability learners who seek for challenging
instructions when presented to them that is why self-contained programs are appropriate for
their unique needs. Instead of experiencing a mainstream classroom, it allows them to
receive services outside the four-cornered room that caters their advanced needs like
developing their technology skills along the learning process. Classroom environment and
educational placement must work together to provide learners the learning experience they
deserve because right environment plus appropriate service are equal to effective
instruction. Their relationship is to address the learners’ unique needs to create an effective
learning experience.
LC: Identify the various elements, techniques and literary devices in fiction.
I. OBJECTIVES

At the end of the session, students should be able to:

a. determine accurately the basic elements of fiction;
b. apply technology skills in demonstrating the elements of a given text; and
c. realize the importance of the elements in creating a fiction
II. SUBJECT MATTER
TOPIC: ELEMENTS OF FICTION

CONCEPTS: Setting- includes the place and time of the actions.

Characters- person or any entity presented in a
narrative or dramatic work
Plot- flow and sequence of events in a story.

Point of view- vantage point as to how the story

unfolds.

Conflict- opposition of forces that may set forth the

problems that the main character needs to face.

Symbols- object used to represent ideas aside from its

literal
meaning.
 Theme- significant truth about life.
VALUE(S): Leadership, Cooperation, Respect

REFERENCES: Baronda, A.J. (2016). 21st Century Literature

from the Philippines and the World. Pasay City,
Phillipines. JFS Publishing Services.

MATERIALS: TV screen, Paper, Art materials, Laptops,

ADAPTATIONS:

Interest centre
In presenting the subject matter, the class will be
divided into small groups. Each member of the group will be
given a paper that contains the details of the lesson and some
arts materials. After reading, each member is encouraged to
talk and share their knowledge. Using the art materials, they
can choose how they want to present their discussion within
their group. Example: creating a concept map in the basic
elements of fiction
Extension activities
After the discussion, the teacher will provide follow-up
activities as a reinforcement of the subject matter. It aims to
move the learners while learning, and at the same time, this
will help the teachers in lessening the boredom that a learner
may feel during the teaching-learning process.
III. PROCEDURE

A. CLASSROOM ROUTINE
Prayer
Reading of classroom policies
B. REVIEW
The teacher will call someone from the class who wears the same
color of shirt like him to recapitulate the previous lesson.
C. MOTIVATION
The teacher will pick five random students from the class to form the
jumbled letters flashed on the TV screen. The jumbled letters form
words related to the lesson. This is s to assess if the students have
prior knowledge to the topic. As a challenge, each will be only given 5
seconds to answer.
D. LESSON PROPER
The teacher will play a short clip discussing the subject matter. He will
then create small groups in the class and distribute the papers
containing the full content of the lesson and some art materials to
creatively discussed the subject matter within the group. It is up to the
 members in how would they demonstrate their learnings using only
the art materials. Each is encouraged to talk and share something.
After discussing, they will be tasked to determine the elements
present on a sample story that will be assigned to them. When done,
learners are tasked to present their output using PowerPoint
presentation. They will be graded according to the rubrics. Other
groups will be also given a chance to critic and grade the output.
E. GENERALIZATION
In the same group, learners have to complete the unformed blocks
that contain incomplete sentences. They have to find the missing
blocks which are hidden somewhere inside or outside the classroom
to complete a thought. The thought summarizes the general idea of
the lesson.
F. APPLICATION
To test the mastery of concepts, each learner is tasked to create 3
short stories of their own within a given amount of time. Learners who
successfully excel in the activity are automatically exempted to do the
homework.
G. REFLECTION
In the same group, members are encouraged to share something they
have learned from the lesson. Afterwards, the teacher will pick a group
representative for the last activity. In a form of speech, the group
representatives will answer the question, “WHAT IS THE
IMPORTANCE OF ELEMENTS IN CREATING FICTION?”

IV. ASSESSMENT

Complete the table below by supplying the necessary information.

TITLE OF THE STORY AND

AUTHOR
CHARACTERS (classify)
SETTING
PLOT
a. Exposition
b. Rising Action
c. Climax
d. Falling Action
e. Denouement

CONFLICT
POINT OF VIEW
SYMBOLS AND THEIR MEANINGS
THEME

V. ASSIGNMENT
 Learners will choose three fictional stories that they like and determine the
elements of fiction found in the stories. They will have to present their output
in a creative manner.
ADAPTIVE LESSON PLAN IN ENGLISH 9
For Learners with Difficulty in Seeing
Prepared by: Nina Iligan

PLOP:
Learners with difficulty in seeing need more visual instructional materials to support
their learning experience inside the classroom. These visual IMs must be capable enough to
supplement the learner’s need in visualizing the concepts. The classroom environment must
be socially active to encourage interaction between the teacher and the students. Designs
inside the classroom must be of light colors only and must be readable from afar. Learners
receive direct instruction and education aides from the teacher. Instructional materials are
made specialized like bigger fonts and light colors for text.

LC: Understand literary meanings in context and the use of critical reading strategies.

I. OBJECTIVES:

At the end of the session, students should be able to:

a. determine accurately the critical reading strategies;

b. understand its uses; and
c. apply critical reading strategies in understanding the text

II. SUBJECT MATTER

TOPIC: TEXT AND CONTEXT

CONCEPT: Previewing
Contextualizing
Formulating questions
Outlining and Summarizing
Evaluating an argument
Comparing and Contrasting

VALUE(S): Respect, Patience, Understanding

REFERENCES: Baronda, A.J. (2016). 21st Century Literature from the

Philippines and the World. Pasay City, Phillipines. JFS
Publishing Services.

MATERIALS: Paper, Big Books, TV screen, Handouts, Cartolina

Marker
 ADAPTATIONS:
Aside from the visual materials for the whole class like
televisions, learners with difficulty in seeing are also
provided with their own IMs like personalized modules
and fact sheets for convenience. From time to time,
teachers will help the learners by accommodating them
during discussions. Out from the personalized IMs like
modules, individual fact sheets and big book, individual
and group activities will also follow for reinforcement.
III. PROCEDURE

H. CLASSROOM ROUTINE
Prayer
Reading of classroom policies

I. REVIEW
The teacher will call someone from the class who wears the same
color of shirt like him to recapitulate the previous lesson.
J. MOTIVATION
The teacher will pick two random students from the class to read the
short story contained in a strip of paper. Facing the class, he will then
ask the students what they have understood from the text and share it
to the class. This is to test their reading comprehension using any
critical reading strategy.

K. LESSON PROPER
The teacher will divide the class into groups. Each group has a
personalized big book that contains a story. For 5-10 minutes, they
have to read the story and answer few questions. For lecturing,
learners will watch a short clip presented on a wide flat screen
television. While the teacher is discussing, they are given handouts for
further readings about the lesson. The handouts are made simple with
less distracting colors and texts are in bigger font styles.
E. GENERALIZATION
Through concept map, students are tasked to write a short summary
about the topic. The concept map must contain the critical reading
strategies presented and its respective uses. The teacher will call
someone from the class to present his work.
F. APPLICATION
To test the mastery of concepts, each learner is given a tablet that
contains a feature article about a specific country. Using the
 comparing and contrasting strategy, learners are tasked to evaluate
Philippines from the country featured in the article. They will be only
given 20 minutes to do the activity. Their evaluation must be in
accordance to a rubric.

G. REFLECTION

The teacher will call someone from the class to share something he
have learned from the lesson.
IV. ASSESSMENT
Learners are given an article about the revolution of the Philippine
history. Their task is to summarize the content of the article through a
time map. They will be given 30 minutes to study the article. Their
output will be based on a rubric provided by the teacher.

V. ASSIGNMENT
Learners are assigned to research and read more about critical
reading strategies.
 ADAPTIVE LESSON PLAN IN ENGLISH 9
For Learners with Difficulty in Hearing
Prepared by: Nina Iligan

PLOP:
Learners with difficulty in hearing need additional hearing resources. These
resources will enable the learners to catch-up with the lessons. The class environment must
have enough audio sound system support and the services offered to learners must be
teacher-student teaching or with the assistance of the resources available in the classroom.

LC: Identify the figures of speech and other literary techniques and devices in the text.

I. OBJECTIVES:

At the end of the session, students should be able to:

a. determine accurately the different figures of speech

b. understand its uses; and
c. use figures of speech in creating a text

II. SUBJECT MATTER

TOPIC: FIGURES OF SPEECH

CONCEPT: Figures of speech is also known as figurative language,

it creates figures (pictures) in the mind of the reader or
listener. These pictures help convey the meaning faster
and more vividly than words alone. We use figures if
speech in ‘figurative language’ to add color or interest
and to awaken the imagination.

VALUE(S): Respect, Patience, Understanding

REFERENCES: Baronda, A.J. (2016). 21st Century Literature from the

Philippines and the World. Pasay City, Phillipines. JFS
Publishing Services.

MATERIALS: Box, Paper, TV screen, Sound System

 ADAPTATIONS:
During instruction, learners with difficulty in hearing are
encouraged to sit in front. While the lecture is going on,
they are given specialized earphones to clearly hear
the teacher as he is discussing. The earphones will
allow the learners to effectively digest the words being
spoken by the teacher in font. During activities that
require sounds or music, audio sound systems are built
in every corner of the classroom. This is to ensure that
the child receives enough support in the learning
process. For application phase, the teacher would
create ‘pair activities’ in which learners will have to find
his pair for the activity. Unlike group activities where
noise could hinder communication transfer, pair
activities would encourage focus and attention to the
learners.

III. PROCEDURE

L. CLASSROOM ROUTINE

Prayer
Reading of classroom policies

M. REVIEW
The teacher will call someone from the class who wears the same
color of shirt like him to recapitulate the previous lesson.
N. MOTIVATION
In a box that contains the names of the learners, the teacher will
randomly pick five papers inside. After picking, the chosen names
printed in the picked papers will have to create a sentence comparing
two different things.
Example: Bernadeth is as white as a snow.

O. LESSON PROPER
During the instruction, the teacher will present a video clip that
discusses the lesson. While the video is playing, learners are given an
equal transcription of the video printed in a paper. After the
discussion, learners will watch a video of two persons having a
conversation. The dialogue in the said conversation uses figures of
 speech and their task is to write down the lines that contain such.
Built-in audio sound systems will be used for the activity. When done,
teachers will call names to share their answer and he will provide
inputs and corrections if necessary.

E. GENERALIZATION
For 15 minutes, each learner is tasked to create an essay about their
understanding from the subject matter. Learners will underline the
phrases and sentences that use such. The teacher will choose names
from the class to share their output.

F. APPLICATION
Learners are tasked to find their own pair. The pair will have to listen to
another audio dialogue saved in the tablet. They are requested to use
their earphones and jot down the lines that contain figures of speech.
Afterwards, the pair will have to identify what figures of speech are being
used.

Note: Each pair has different audio dialogue assigned.

G. REFLECTION
The teacher will call students from the class to share something they
have learned from the lesson.

IV. ASSESSMENT
DIRECTIONS: Identify the figures of speech used in the following items.
1. Little red-cap raised her eyes, and when she saw the sunbeams
dancing here and there through the trees, she thought, suppose I take
grandmother a fresh nosegay.
2. The wolf thought to himself, what a tender young creature.

3. After cutting the stomach of the sleeping wolf, the little girl sprang
out, crying. The aged mother came out alive also but scarcely able to
breathe.

V. ASSIGNMENT
Learners are assigned to research more types of figures of speech,
aside from the types already discussed in the lesson.
 ADAPTIVE LESSON PLAN IN ENGLISH 9
For Learners with Difficulty in Communicating
Prepared by: Nina Iligan

PLOP:
Learners with difficulty in communicating need an instruction that doesn’t just teach
them but also let them experience. This learning experience like verbal activities would help
them practice uttering and this could support the nourishment of their communication skills.
The classroom environment must have mutual respect as the foundation in teaching this
type of learners, who need keen monitoring in their verbal performance. In this setting, a
teacher-student instruction is a need to develop the confidence of the learners in
communication. Teachers must engage in multi-activities that will develop the learners’ skills.

LC: Compare and contrast the various 21st century literary genres and their elements,
structures and traditions from across the globe.

I. OBJECTIVES:

At the end of the session, students should be able to:

a. determine accurately the different literary genre; and

b. distinguish its similarities and differences

II. SUBJECT MATTER

TOPIC: LITERARY GENRES

CONCEPT: Poetry- most economical means of expression since it

only uses limited number of words. Its beauty is mainly
forced by the intricate and careful use of words,
figurative expression, imagery, rhythm and sound.

Prose- covers short stories and novels in which these

are said to be a manifestation of the creative and
imaginative thinking of a particular writer.
 Drama- presents fictional or imaginative events
presented or portrayed by actors and actresses before
an audience.

Non- Fiction Prose- attempts to present, interpret or

describe facts.

VALUE(S): Respect, Patience, Understanding

REFERENCES: Baronda, A.J. (2016). 21st Century Literature from the

Philippines and the World. Pasay City, Phillipines. JFS
Publishing Services.

MATERIALS: Handouts

ADAPTATIONS:
With regards to the subject matter, learners will be
exposed to speech activities wherein they could
practice speaking. Teachers will facilitate the class and
the learners will be the central target. They will be
encouraged to participate during class sessions
through reporting, open-mic speaking and the like.
These kinds of activities will encourage the learners to
speak-up in front of the class, and at the same time,
empower their confidence in communicating.

III. PROCEDURE

P. CLASSROOM ROUTINE

Prayer
Reading of classroom policies

Q. REVIEW
The teacher will call someone from the class who wears the same
color of shirt like him to recapitulate the previous lesson.
R. MOTIVATION
The teacher will play THE LAST MAN STANDING. The last person to
stand would have to recite any poem of his interest in front of the
class.
S. LESSON PROPER
In the presentation of lesson, the teacher will distribute handouts to
the class, containing the details of the subject matter. Learners are
encouraged to recite the sentences in the text every after discussion.
Afterwards, he will call 2 students to read the entire text. For the
activity, students are grouped into groups. Each group will make a talk
 show, reporting, etc. out from the lesson, depending on the task they
are assigned to. For the next activity, the same groups are tasked to
create a stage drama, reenacting the scenes from the movie, Starting
Over Again. The two presentations will be graded according to the
teacher’s rubric.

E. GENERALIZATION
The teacher will call names from the class to summarize the lesson.
He or she will also be given a chance to share his or her experience
during the activities. After sharing, follow-up questions from the
teacher will be given.
F. APPLICATION
For the application phase, students have to perform poem recitation. They
have three different poems to choose from and they have to select the
best entry because their performance will cover the 20-item quiz. The best
speaker will receive the highest points, and his profile will be posted in the
classroom bulletin board as the “Best Student of the Day.” This is to
encourage every learner to do their best in speaking.
G. REFLECTION
The teacher will call students from the class to share something they
have learned from the lesson.

IV. ASSESSMENT
DIRECTIONS: Show the similarities and differences among prose, poetry,
drama and non-fiction.

Prose

Non-
Poetry
Fiction

Drama
 V. ASSIGNMENT
Learners will record themselves in a video, reenacting the favorite
scenes from their favorite movie.

ADAPTIVE LESSON PLAN IN ENGLISH 9

For Learners with Difficulty in Walking/Moving
Prepared by: Nina Iligan

PLOP:
Learners with difficulty in walking/moving need an intensive assistance during the
teaching-learning process. They require assistance in manipulation of equipment, access to
facilities and even for activities that require mobility, speed and balance.

LC: Differentiates various models of communication.

I. OBJECTIVES:

At the end of the session, students should be able to:

a. identify the thee models of communication; and

b. distinguish its unique features

II. SUBJECT MATTER

 TOPIC: MODELS OF COMMUNICATION

CONCEPT: Shannon and Weaver’s Linear Model- information

centered rather than meaning centered.

Schramm and Wood Interactive Model- exchange of

messages between sender and receiver where each
take turns to send or receive messages.

Aristotle’s Model of Communication- more focused on

public speaking than interpersonal communication.

VALUE(S): Respect, Patience, Understanding

REFERENCES:
https://www.academia.edu/27412026/Topic_Lesson_N
ame_Nature_and_Elements_of_Communication_Conte
nt

MATERIALS: Handouts, TV screen

ADAPTATIONS:
Instruction for the discussion are made possible with
the use of pictures, visual aids and fact sheets. While
the teacher Is lecturing about the subject matter,
learners will be given fact sheets that contain the over-
all content of the lesson. Models of communication are
presented through pictures and activity reinforcements
are done through modules and group performance. The
group performance should only require less body
movements like speaking, singing, and the like. The
application phase Is measured through pen and paper
test.

III. PROCEDURE

T. CLASSROOM ROUTINE

Prayer
Reading of classroom policies

U. REVIEW
The teacher will call someone from the class who wears the same
color of shirt like him to recapitulate the previous lesson.
 V. MOTIVATION
The teacher will flash pictures in the TV screen that show different
communication settings. Out from the presented pictures, 3 students
will be called to determine what speech settings are displayed.
W. LESSON PROPER
In the presentation of lesson, the teacher will present the different
models of communication through pictures. While discussing, fact
sheets will be distributed to the whole class. The said fact sheets
contain more details about the subject matter so that the learners will
have enough understanding about the topic. After the lecture, the
teacher will initiate a group activity wherein they would have to role
play a particular scene in a communication setting. Examples are; (1)
A family planning about their Christmas vacation. (2) Group of friends
talking about their memorable experience in their province, or (3) An
ongoing symposium about war and drugs. The activity only requires
them to speak the dialogues rather than to act. After performing, they
would have to answer which model of communication is used in their
chosen situation. Their performance will be graded according to the
teacher’s criteria.

E. GENERALIZATION
The teacher will call one member from the group who excelled in the
previous activity to summarize the lesson.

F. APPLICATION
In a piece of paper, students will answer what appropriate model of
communication should be utilized in 5 different communication settings.
They will briefly explain their answer into 3-5 sentences.

1. A symposium about teenage pregnancy.

2. A journalism seminar-workshop.
3. Job interview.
4. Catholic mass
4. Two persons casually talking.

G. REFLECTION
The teacher will call students from the class to share something they
have learned from the lesson.

IV. ASSESSMENT
 DIRECTIONS: In the table below, classify the words from the box that best
describe each model of communication.

Shannon-Weaver Schramm Aristotle

1.
2.
3.
4.
5.

One-way speaker listens taking turns interdependent

Only the speaker speaks simultaneous interactive communication

Provides feedback noise affects

V. ASSIGNMENT
Learners will have to research other models of communication.

ADAPTIVE LESSON PLAN IN ENGLISH 9

For Learners with Difficulty in Remembering/Focusing
Prepared by: Nina Iligan

PLOP:
Learners with difficulty in focusing often have problems staying still, inattentiveness
towards class and uncontrolled behavior. On the other hand, learners with memory problems
have deficits in registering information that is why most of the time, they struggle to
remember even the easiest instructions or directions they have been given.

LC: Identify the various elements, techniques and literary devices in fiction.

I. OBJECTIVES:

At the end of the session, students should be able to:

a. determine accurately the basic elements of fiction; and
b. realize the importance of it in writing literary pieces.
II. SUBJECT MATTER

TOPIC: ELEMENTS OF FICTION

CONCEPT: Setting- includes the place and time of the actions.

Characters- person or any entity presented in a
narrative or dramatic work
Plot- flow and sequence of events in a story.

Point of view- vantage point as to how the story

unfolds.

Conflict- opposition of forces that may set forth the

problems that the main character needs to face.

Symbols- object used to represent ideas aside from its

literal
meaning.

Theme- significant truth about life.

VALUE(S): Respect, Patience, Understanding

REFERENCES: Baronda, A.J. (2016). 21st Century Literature

from the Philippines and the World. Pasay City,
Phillipines. JFS Publishing Services.

MATERIALS: TV screen, personalized books

ADAPTATIONS:
In the presentation of lesson, set of video clips about
the subject matter are to be presented. It is better that
the teacher must have many video references about
the topic so that the learners will have enough
understanding, and at the same time, this is to ensure
that they will not easily forget it. To exercise their
memory, set of activities are to be conducted after the
lecture. Meanwhile, learners who have difficulty in
focusing will be given different forms of instructional
materials like visually appealing books to steal their
attention. In order for them to be focused on what they
are doing, books must contain a lot of entertaining
pictures to suffice their attention. Teachers must be
keen enough to look-out for these types of learners
because they are very crucial to handle. Out of the box
strategies must be exhibited.
III. PROCEDURE
A. CLASSROOM ROUTINE
Prayer
Reading of classroom policies
B. REVIEW
The teacher will call someone from the class who wears the same
color of shirt like him to recapitulate the previous lesson.
C. MOTIVATION
The teacher will flash pictures in
D. LESSON PROPER
In the presentation of lesson, the teacher will play set of video clips
about the topic. Once a video is finished, the teacher will discuss
again what was presented, afterwards, he will pick someone to retell
what he had discussed. When done, he will proceed to another video
and the same manner will be done again until the learners can already
master the concepts. On the other hand, he will provide visual
instructional materials to the learners who struggle in focusing. Since
they are known as learners who cannot just stay in one place, he can
let them stay wherever they want inside the classroom, while browsing
the instructional material, as long as they are not distracting the other
learners. The teacher must monitor these learners from time to time.
For the activity phase, the teacher will task the students to list down
the different elements of fiction in a piece of paper. After writing, he
will again task them to write the elements and its corresponding uses
in another 5 sheets of paper. Afterwards, he will call random students
to read what they had written. Then, the learners will have to recite
those elements without looking at the paper until the students had
already memorized it.
E. GENERALIZATION
The teacher will call 3 students from the class to summarize the
lesson by speaking in front of the class. Follow-up questions will follow
and these questions must be repeatedly asked until the learners
already memorized the concepts.
F. APPLICATION
The teacher will divide the class into groups. Each group is tasked to
arrange the elements of fiction in ascending and descending order. After
such, they will explain its uses.
G. REFLECTION
Learners who have difficulty in focusing are to be called one by one to
share something they have learned out from the instructional materials
that were given to them. This is to test if they have learned something
 meaningful. They will be also asked the importance of the subject
matter in creating literary pieces.

IV. ASSESSMENT
DIRECTIONS: Complete each sentence by supplying the missing word(s) in
each item.
1. Characters are __________ or any entity presented in a __________ or
dramatic work.
2. Plot is the flow and sequence of __________ in a story.
3. __________ is the vantage point as to how the story unfolds.
4. Conflict is the __________ of forces that may set forth the __________
that the main character needs to face.
5. Symbols are objects used to ________ ideas aside from its literal meaning.

V. ASSIGNMENT
Learners will have to research about the elements of drama for the
next discussion.