Republic of the Philippines

Department of Education
Region VII, Central Visayas
DIVISION OF CARCAR CITY
P. Nellas St., Poblacion III, Carcar City, Cebu

INSTRUCTIONAL PLAN

Date: Learning Area: Quarter: Duration:

Grade Level: 9
April 29, 2023 ENGLISH Fourth 48 minutes

Learning Competency: Employ analytical listening to make prediction/projections Code:

EN9LC-IVc-13.2

Key Concepts/ A. Analytical Listening is about the ability and the capacity to properly analyze what
Understandings to be is being said. This not only means understanding what the other person is saying
Developed: and what they mean to say, but also being able to divide difficult questions into
separate parts in order to get to the core.

B. Predicting involves thinking ahead while reading and anticipating information and
events in the text.
1. Objectives
Cognitive Define analytical listening and explain its importance in making
predictions/projections;
Psychomotor Make a different prediction/ projection in different specific scenes; and
Affective Recognize the importance of analytical listening in making accurate predictions or
projections.
2.Content/Topic
Analytical Listening to Make Predictions/ Projections
3. Learning Resources/ Learning Resources:
Materials/ Equipment English 9 Quarter 4 Module 6

Materials/ Equipment:
Laptop
Television
Printed Materials

Youtube Link:
https://youtube.com/watch?v=PGatzxZx7u8&si=kGHDgAMXwpKi6Aix
https://bit.ly/3ii0h16

4. Procedures
A. Preliminary Activity
4.1 Engage
(6 minutes)  Initially, the teacher chooses one student to lead the prayer, and after doing so, the
teacher greets the students and checks the attendance.
B. Review

 The teacher reviews the previous meeting’s discussion on Social, Moral and
Economic Issues Affecting the Nation.
C. Motivation: “INTERACTIVE STORY TELLING”

 The teacher will start by narrating the story entitled “The Guiding Light” to the
students and use expressive voice modulation and gestures to make the
storytelling more captivating. The teacher will pause at strategic points in the story
where there is suspense or a decision point. The teacher will encourage the
students to predict what they think will happen next based on the information
provided so far. The teacher will ask students to justify their predictions by
explaining the clues or evidence from the story that led them to make that
 prediction.

Story: The Guiding Light

In a quaint village where knowledge blossomed like flowers in spring, there lived a
young girl named Sarah. Sarah's eyes sparkled with curiosity, and her heart resonated with
the melody of learning. She dreamed of becoming a teacher to illuminate young minds and
nurture the seeds of wisdom.

From a tender age, Sarah found joy in sharing stories, solving puzzles, and igniting
the flames of curiosity in those around her. She believed that education was the key to
unlocking endless possibilities and dreams waiting to be realized.

Pause Point 1:
As Sarah's dream of becoming a teacher takes root in her eager heart, what do you
predict will be the first step she takes towards pursuing her passion for education? Take a
moment to make your predictions.

Continuation of Storytelling:
Eager to kindle the flames of knowledge and nurture young minds, Sarah volunteered at
the village school. She discovered the magic of storytelling, the art of patience, and the joy
of witnessing a spark of understanding light up in a child's eyes.

Pause Point 2:
Now that Sarah has embraced the joys and responsibilities of teaching, what challenges
and triumphs do you think await her on her journey to becoming a teacher? Share your
thoughts and reasoning.

Armed with books, a heart full of compassion, and a mind brimming with ideas, Sarah
embarked on a journey of teaching and learning. Each lesson she taught, each student she
inspired, became a testament to the power of dreams, the transformative impact of
education, and the enduring legacy of a guiding light.

4.2 Explore
(4 minutes)  Subsequently, the teacher asks the following questions:

Process Questions:
1. How did Sarah's passion for education and her desire to inspire others shape her
journey towards becoming a teacher?
2. How can Sarah's story of pursuing her dream of becoming a teacher inspire others
to follow their passions and make a positive impact in the field of education?
3. If you were to continue Sarah's story, what further challenges or successes do you
think she might encounter as she progresses in her teaching career?
4. How would you visualize Sarah's impact on her students and the community as a
dedicated teacher, based on her experiences and aspirations?
5. What do you call about the ability and the capacity to properly analyze what is
being said?
6. What do you call involves thinking ahead while reading and anticipating
information and events in the text?

4.3 Explain
(10 minutes)  After the activity, the teacher presents or setting of objectives.
 She presents the lesson (power point presentation)
 She then discusses on Analytical Listening to Make Predictions/ Projections

What is Analytical Listening?

Analytical Listening is about the ability and the capacity to properly analyze what is being
said. This not only means understanding what the other person is saying and what they
mean to say, but also being able to divide difficult questions into separate parts in order to
get to the core.

What is Predicting?
 Predicting involves thinking ahead while reading and anticipating information and
events in the text. After making predictions, students can read through the text and
refine, revise, and verify their predictions.
 Effective readers use pictures, titles, headings, and text—as well as personal
experiences—to make predictions before they begin to read.

Why is it important?
Making predictions activates students’ prior knowledge about the text and helps
them make connections between new information and what they already know. By
making predictions about the text before, during, and after suppose might happen
—to make connections to the text.
Snow (1998) has found that throughout the early grades, reading curricula should
include explicit instruction on strategies used to comprehend text either read to the
students or that students read themselves. These strategies include summarizing
the main idea, predicting events or information to which the text is leading, drawing
inferences, and monitoring for misunderstandings.
Making predictions in reading and listening activities is a great way to develop
learners’ critical thinking skills. In order to make predictions, learners need to
evaluate the components of the information they have while also making
reasonable judgment about possible outcomes. Evaluating, reflecting, and making
judgments are all part of the critical thinking skills needed for learners to fully
engage in learning and to use what they learn beyond the classroom.
Predicting requires the reader to do two things: 1) use clues the author provides in
the text, and 2) use what he/she knows from personal experience or knowledge
(schema). When readers combine these two things, they can make relevant,
logical predictions.

Readers should make predictions before, during, and after reading. There are several
different kinds of predictions that a reader can make with a text. Readers can:

 predict what the book will be about (Reader use titles and cover illustrations, etc.)
 predict the author’s purpose (Is the author trying to convince us of something?
Does the author want to teach us something? etc.)
 predict future events in the book (Reader bases these predictions on previous
events or character words and actions)
 predict why an author included a specific text feature (What does it teach us? What
information does it help clarify?)
 predict what they will learn from the text or section within a text (Reader uses titles,
headings, and subheadings to inform predictions)
 predict what would happen next at the end of the book if it were to continue

Predicting involves more than just trying to figure out what will happen next. In fact,
predicting requires students to draw on a variety of other secondary skills. As
students look for evidence for their predictions, they also ask themselves
questions, reread the text, recall information given in the text, infer, and draw
conclusions.
Making predictions helps set the stage for students to monitor their own
comprehension. Making predictions naturally encourages the reader to want to
continue reading in order to find out if their predictions were correct or not. Using
 the prediction strategy correctly will result in comprehending the text more fully.

 To integrate numeracy, the teacher presents two examples of using probability to

make predictions and demonstrates their solutions. She discusses the application
of Analytical Listening to Make Predictions/ Projections in solving these
mathematical problems.

Using Probability to Make Predictions

4.4 Elaborate
(16 minutes)
PREDICT ME!
 To practice learned concepts, the class is tasked to formulate predictions based on
the given pictures.

This video is because__________

1. about_____________ _________________
__________________ _________________
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__________________ _________________
__________________ _________________
__________________ _________________
__________________ _________________

Source: https://youtube.com/watch?v=PGatzxZx7u8&si=kGHDgAMXwpKi6Aix

This video is because__________

2. about_____________ _________________
__________________ _________________
__________________ _________________
__________________ _________________
__________________ _________________
__________________ _________________
__________________ _________________
__________________ _________________
__________________ _________________
Source: https://bit.ly/3ii0h16

DIFFERENTIATED ACTIVITY
 Afterwards, the class will be group into three (3) groups and make a different
prediction/ projection in different specific scenes.

Group 1
Scenario 1: Weather Predictions

Objective: Predict the weather for the next day based on observations.
 Activity:
1. Look outside and describe the weather (sunny, cloudy, rainy).
2. Draw a picture of what they think the weather will be like tomorrow.
3. Group 1 will share their predictions with the class.

Group 2
Scenario 2: Sports Predictions

Objective: Predict the outcome of a sports game based on team performance.

Activity:

1. Watch a clip of a recent sports match.

2. Predict which team will win the next game and by how much.
3. Group 2 will discuss their predictions and share with the class.

Group 3
Scenario 3: Population Growth Projections

Objective: Predict the population of a city in the future.

Activity:
1. Research the current population of a city and its growth rate.
2. Create a chart showing the population growth over the next 10 years.
3. Group 3 will present their projections to the class and explain their reasoning.

4.5. Evaluate
(10 minutes) Test I. TRUE OR FALSE

Directions: Read the statements carefully and tell if it is TRUE or FALSE. Write T if the
statement is true and F if it is not. Write your answer on a separate sheet.

___________1. Analytical Listening is about the ability and the capacity to properly analyse
what is being said.
___________2. Making predictions in reading and listening activities are a great way to
develop learners' critical thinking skills.
___________3. Predicting does not involve thinking ahead while reading and anticipating
information and events in the text. After making predictions, students can read through the
text and refine, revise, and verify their predictions.

___________4. Effective readers use pictures, titles, headings, and text as well as
personal experiences-to make predictions before they begin to read.
___________5. The strategy of making predictions actively engages students and
connects them to the text by asking them what they think might occur in the story.
___________6. Predicting requires the reader to do two things: 1) use clues the author
provides in the text, and 2) use what he/she knows from personal experience or knowledge
(schema).
___________7. Readers should make predictions before, during, and after reading.
___________8. Making predictions do not help set the stage for students to monitor their
own comprehension.
___________9. Asking students to justify their predictions, keeps them accountable for
their thinking and helps them take their thinking deeper.
___________10. Using the prediction strategy correctly truly will result in comprehending
the text more fully.
Test II. MULTIPLE CHOICE

Directions: Read each situation. Choose the appropriate ending by writing the letter of the
correct answer.

1. Paul and Melika always have a date on Friday. Paul picks up Melika at 7:00 p.m.,
and they go to movie at 7:30 p.m. This Friday, Paul has to work overtime and is
running late. When he gets out of the shower, it is already 7:00 p.m. What probably
happens next?
a. Paul calls Melika and tells her he will be a little late.
b. Paul decides to call off the date and stays home.
c. Melika is angry that Paul is late and cancels the date.
d. Paul reads his e-mail and then leaves to pick up Melika.

2. Randy smelled smoke. He looked outside and saw where it was coming from. A
pile of leaves had caught on fire! Randy ran to the phone and started dialing.
Whom did Randy most likely call?
a. the market b. his cousin c. his doctor d. the fire department

3. Nikki and Pablo found a good spot in the park. They spread a blanket on the grass.
Then they took lots of food out of their basket. What do the kids probably do next?
a. play softball b. dance together
c. eat a picnic lunch d. take naps

4. The soccer field was at the top of a hill. On each side, there was a steep slope
down. The view was great. If the ball got kicked out of bounds, though, there would
be a big problem. What might happen to the ball next?
a. It will roll down the hill. c. It will go flat.
b. It will go up a tree. d. It will bounce too high

5. Nan was at the beach all day long. She forgot to put suntan lotion on her body.
What do you predict will happen next?
a. She will get sunburn. c. She will swim in the ocean.
b. She will make a sandcastle. d. She will eat an apple.

6. "I'll race you to my house!" Meg shouted. Jane struggled to catch up with her. She
ran through the deep snow. Both girls dragged their sleds behind them. As soon as
they reached the house, they pulled off their wet mittens, scarves, caps, boots, and
coats. Meg made hot chocolate and offered some to Jane.
What might happen next?
a. Jane and Meg will drink the hot chocolate.
b. The girls will clean Meg's room.
c. The girls will clean their clothes.
d. Jane will go back outside to play.

7. Use the clues in the paragraph to choose the best prediction. Ron happily wrapped
the box and put his sister's name on it. The room was decorated and had a big
"Sweet Sixteen!" sign. As he lit the candles, Ron knew everything was ready.
a. Ron left to go to the store
b. Ron's sister is going to have a birthday party.
c. Ron checked the weather forecast.

8. Read the sentence, and then complete the prediction. Jonathan was working on a
 paper when he realized that his computer's printer had run out of ink. Jonathan
grabbed his keys and ____________.
a. went to get something to eat
b. walked to the library to take out some computer books drove to the computer
store
c. drove to the computer store

9. Ashanti had worked in the garden all day with her mother. They had started early
in the morning while it was still cool. First, they had broken up the soil, which had
been packed hard by years of rain and her and her brother playing on it. Next, they
had added some soil nutrients and mixed those in by hand. She had wanted to
plant the seeds then, but her mom said they had to lay out the garden paths first.
"How do we do that?" she asked. "Get down on your knees and push the soil into
piles," her mother said. By the end of the day, Ashanti was covered in dirt.
What is likely to happen next?
a. She will put on a jacket because it's cool.
b. Ashanti will decide what she wants to eat.
c. Ashanti will call friends to come look
d. Ashanti will take a bath or shower.

10. If you make logical guesses by considering the text and your own experiences, you
are making:
a. Strategies b. inferences c. settings d. information

Test III. ESSAY

Direction: Give at least 6-8 sentences.

1. Define analytical listening and explain its importance in making predictions and
projections.

5. Assignment
(2 minutes) Making Predictions
Directions: Read each paragraph, then predict what is going to happen next. Write your
prediction on a short bond paper and be creative. Then explain why you predicted what
you did.

1. Amelia stood looking at the baby squirrel, which was no bigger than her own small
fist. She pointed through the sliding glass door and said, “Look, Mama.” Her
mother joined her at the door and said, “Oh, my.” Just then a shadow swooped
across the grass, where the small thing lay curled in their back yard, helpless.
“That was a hawk,” Mama said.

What happens next?

Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. In that moment Kelly had only a single goal in life – to make it to the other end of
the field and score the winning goal. She guided the puck effortlessly with her
stick, weaving in and out of her opponents. One girl nearly got the puck from her,
 but Kelly was able to quickly snatch it back ang keep going. Her heart pounded in
her chest, her breath heaved, and the muscles in her legs ached as she put on a
last bit of speed. The goal was just ahead of her, and the goalie stood just inside of
it, a fierce look on her face.

What happens next?

Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

6. Remarks

Prepared by:

Name: Genebeth W. Espinosa School: Carcar Central National High School

Position/Designation: Student Teacher Division: Carcar City

Checked by:

CATHERINE A. BASCO
Cooperating Mentor
 tional Appeal
method of persuasion that's designed to create an emotional response