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Grade 9 English Lesson Plan

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0% found this document useful (0 votes)

79 views143 pages

Grade 9 English Lesson Plan

Uploaded by

virgie rey valenzuela

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOC, PDF, TXT or read online on Scribd

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Grade

School: ST. URIEL COLLEGE INC. Level: 9

GRADES 1 to Learning
12 Teacher: VIRGIE REY A. VALENZUELA Area: English
DAILY LESSON Teaching Dates
LOG and Time: WEEK 1 Quarter: 1st
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing
OBJECTIVES
content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
Standards: valuing other people; also how to use processing information strategies, different forms of adverbs and
conditionals for him/her to play an active part in a Chamber Theatre presentation.

C. Learning EN9RC-IIa-3.2.7: EN9VC-IIa-1.4: EN9LT-IIa-15: EN9OL-IIa-3.7: Employ

Competencies/Obj Compare and Establish Analyze literature varied verbal and non-
ectives: contrast similar connections of as a means of verbal strategies to create
information events and how
Write the LC Code valuing other impact on the audience
presented in different these lead to the
for each people and their while delivering lines in a
texts. ending of a material.
EN9LC-IIa-11: Shift EN9V-IIa-27: Give various Readers Theatre or in a
from one listening the appropriate circumstances in Chamber Theatre.
strategy to another communicative life.
based on topic, styles for various EN9LT-IIa-15.1:
purpose, and level of situations (intimate, Identify the
difficulty of the casual, distinguishing
argumentative or conversational, features of notable
persuasive text. consultative, frozen).
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content
can be tackled in a week or two.
I. CONTENT
Lesson 1.Finding Others’ Greatness
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
II. LEARNING
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
RESOURCES learning promotes concept development.
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning None – textbook only Copy of the reading None – textbook only None – textbook only
Resources text

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always
III. be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
PROCEDURES learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing Post on the board Sharing of answers Recall the two text in Let the students read the excerpt
Previous Lesson or the quote of William on the additional the previous lesson about greatness through the life of
Presenting the Shakespeare. task given. Martin Luther King Jr.
New Lesson

B. Establishing a Sharing of Ask: Sharing of ideas Ask the students to read the
Purpose for the observation and Who do you about the text by excerpt about greatness through
Lesson discussion of the consider truly great compare and the life of Martin Luther King Jr.
quote. in your life? contrast. considering the proper gestures.

C. Presenting Sharing of thoughts Instruct them to write Do task 3: Finding Discuss:

Examples/Instance related to greatness their answers. similarities and Give a mini-lecture on the
s of the Lesson differences on p123 importance of using facial
of the LM. expression and gestures to
convey the meaning of the excerpt
about greatness
D. Discussing New Do task 2. Reading text 2 on Sharing of answers Brainstorming of the excerpt by
Concepts and Connecting Lives on p122 0f the LM. in pairs on the task 3 group.
Practicing New pp119-120 of the given.
Skills #1 LM.

MONDAY TUESDAY WEDNESDAY THURSDA FRIDAY

Y
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always
IV. PROCEDURES be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
E. Discussing New Ask: Discuss the reading Let the students justify their Take note of the list of adverbs
Concepts and How do we celebrate text given answers. on the excerpt.
Practicing New the “greatness” of the
Skills #2 people we know?

F. Developing Mastery Choral reading text 1 Ask the processing What is the importance of Discussion on adverbs.
(Leads to Formative on pp120-121 of the questions on p122 of finding similarities and
Assessment 3) LM. the LM. differences of ideas?
G. Finding Practical Sharing of ideas Call two pairs to do Draw out insights from the . Do task 7: Controlled practice
Applications of about the reading text the sharing. class like: comparing and on p126 of the LM
Concepts and Skills contrasting about
in Daily Living greatness.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
IV. PROCEDURES Always be guided by demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations Ask: Complete the Write the strong points of Do drills on adverbs.
and Abstractions about What is greatness sentence: each message from the
the Lesson for you? Today, I realized… text.

I. Evaluating Learning How would Note the significant Ask a students to Teacher-made quiz on
communicate others responses of the compare and contrast adverbs
of their experiences students about each of the messages.
on greatness? greatness.

J. Additional Activities for Share own Journal writing: Do the sharing of Complete the sentence:
Application or experiences on Write your answers to the class. I realized that
Remediation greatness and how experiences on “greatness”…
would you share it how you show
to others. appreciation of
others of their
greatness.
V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week.
What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
A. No. of learners who
earned 80% in the
evaluation

B. No. of learners who

require additional
activities for
remediation

C. Did the remedial

lessons 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 work well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?

G. What innovations or
localized materials did I
used/discover which I
wish to share with
other teachers?

Prepared by: Checked by:

VIRGIE REY A. VALENZUELA

DINA MAE B. NOTARIO

School Head
School: ST. URIEL COLLEGE INC. Grade Level: 9
Learning
Teacher: VIRGIE REY A. VALENZUELA Area: Englis
GRADES 1 to 12 Teaching Dates
DAILY LESSON LOG and Time: WEEK 2 Quarter: 1st
MONDAY TUESDAY WEDNESDAY THURSDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and compet
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable childre
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
people; also how to use processing information strategies, different forms of adverbs and conditionals for him/her t
part in a Chamber Theatre presentation.
B. Performance Standards: The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal
strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or
C. Learning EN9RC-IIb-19: Get EN9VC-IIb-21: Summarize EN9LT-IIb-15: Analyze EN9OL-IIb-3.7: Employ Remed
Competencies/Objectives: information from various the information contained literature as a means of varied verbal and non- Readin
Write the LC Code for each print media like brochures, in the material viewed. valuing other people and verbal strategies to
pamphlets, periodicals, and EN9V-IIb-27: Give the their various circumstances create impact on the
audio-video recordings. appropriate communicative
in life. audience while
EN9LC-IIb-11.1: Listen to styles for various situations
get important information (intimate, casual,
EN9LT-II0-14.2: Explain delivering lines in a
from argumentative/ conversational, how the elements specific to Readers Theatre or in a
persuasive texts. consultative, frozen). a selection build its theme. Chamber Theatre.
EN9LC-IIb-2.8: Make
inferences from what was
said.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content ca
week or two.
II. CONTENT Lesson 2: Observing Others’ Circumstances
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learni
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept de
A. References
1. Teacher’s Guide Pages P86-89 P86-89 P86-89 P86-89
2. Learner’s Materials P133-143 P133-143 P133-143 P133-1
Pages
3. Textbook Pages P133-143 P133-143 P133-143 P133-1
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources Pictures None – textbook only None- textbook only None-

MONDAY TUESDAY WEDNESDAY THURSDAY

B. Establishing a Purpose for Share your observations on Let the students read the Motive question: Cite ex
the Lesson the pictures. poem on pp135-136 of the “How does the persona deal manne
LM. with the circumstance he is
in?”

C. Presenting Ask: Group activity: Share answers in pairs. Do drill

Examples/Instances of the As a teenager, how do you Let the students pick out
Lesson converse with your parents? difficult words in the poem
With your peers? entitled “The Man with the
Hoe”.

D. Discussing New Concepts Call two pairs to share their Discuss: Let the students pick lines Do task
and Practicing New Skills answers. List of difficult words from from the poem that captures practic
#1 the poem. their attention.
MONDAY TUESDAY WEDNESDAY THURSDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be g
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systemati
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Create a dialogue between Using difficult words in a Elaborate the meaning of Write a
and Practicing New Skills teenager and parents; sentence. the pick lines from the in mod
#2 teenagers and peers. poem. 1(Findi
Greatn
adverb

F. Developing Mastery Call the two pairs to present Engage the students in the Discuss: Sharing
(Leads to Formative their output in class. discussion by processing What do those lines mean class.
Assessment 3) the questions from p137 of to you?
the LM.

G. Finding Practical Ask: Sharing of answers in pairs. Share answers with What is
Applications of Concepts What have you learned from partner. adverb
and Skills in Daily Living the dialogue that you have gramm
created?

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be g
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systemati
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations Complete the sentence: Call any pairs to present Ask: Comple
and Abstractions about Today, I realized… their answers in class. What have you learned out Today,
the Lesson from the poem?

I. Evaluating Learning Ask: Call any pairs to present Group activity: Teache
How do you view other their answers in class. Present answers through adverb
people’s circumstances? news report.

J. Additional Activities for Rethink their responses on Read in advance the poem Group activity: Giving
Application or the said question. “Sonnet 29” on p137 of the Present answers through worksh
Remediation LM. news report.

VI. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What w
VII. REFLECTION needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them re
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
additional activities for
remediation

C. Did the remedial lessons

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 work well? Why did
these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

Prepared by: Checked by:

VIRGIE REY A. VALENZUELA

DINA MAE B. NOTARIO

School Head

School: ST. URIEL COLLEGE INC. Grade Level: 9

Learning
Teacher: VIRGIE REY A. VALENZUELA Area: Englis
GRADES 1 to 12 Teaching Dates
DAILY LESSON LOG and Time: WEEK 3 Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and compet
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable childre
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
people; also how to use processing information strategies, different forms of adverbs and conditionals for him/her t
part in a Chamber Theatre presentation.
B. Performance Standards: The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal
strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or
C. Learning EN9RC-IIc-19: EN9VC-IIc-21: Summarize EN9LT-IIc-15: Analyze EN9F-
Competencies/Objectives: Get information from the information contained literature as a means of correc
Write the LC Code for each various print media like in the material viewed. valuing other people and Englis
brochures, pamphlets, EN9V-IIc-27: their various circumstances sound
periodicals, and audio- Give the appropriate in life.
sound
video recordings. communicative styles for EN9LT-IIc-2.2: Explain how
EN9G-
EN9LC-IIc-3.12/3.14: Listen various situations the elements specific to a
to paraphrase and (intimate, casual, genre contribute to the adverb
summarize information conversational, theme of a particular
from persuasive texts. consultative, frozen). literary selection.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content ca
week or two.
II. CONTENT
Lesson 3: Feeling For Others
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learni
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept de
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources Pictures Task sheet Copy of the text PowerP

MONDAY TUESDAY WEDNESDAY THURSDAY

B. Establishing a Purpose for Ask: Practice the role play. Discuss: Discus
the Lesson Based on the picture tell Difficult words found in the Sensor
briefly what you think the story, “The Lottery”. Sensor
story is all about.

C. Presenting Write five sentences based Present the rubrics of the Group activity: Small g
Examples/Instances of the on the picture of “The role play. Discuss your mental sensor
Lesson Hunger Games”. pictures of the story. The Lo

D. Discussing New Concepts Do task 3: Piece by Piece Present the role play. Discuss: Ask:
and Practicing New Skills on pp146-147 of the LM. Describe the setting, Explain
#1 characters, and the help m
important events in the realistic
story.

E. Discussing New Concepts Let them watch “The Let the students share their Group activity: Presen
and Practicing New Skills Hunger Games” movie. observation of the role play Draw your class.
#2 in each group. understanding/interpretati
on about the story.

F. Developing Mastery Divide the class into five Ask them follow-up Let the students explain Each g
(Leads to Formative groups and discuss the questions to draw out ideas. their drawing in the group. justify t
Assessment 3) important events in the
story.

G. Finding Practical Present the output of the Complete the sentence: Write important points Ask:
Applications of Concepts group to the class. From the role play, I have from the drawing. What im
and Skills in Daily Living learned that… hear, fe
in the s

H. Making Generalizations Ask: Each group must write the Ask: Comple
and Abstractions about What is the message of the significant event from the What have you learned from I have
the Lesson movie? role play. the interpretation of the
story?

I. Evaluating Learning Create a role play about the Do the group sharing Present your output. Do the
message of the movie.

J. Additional Activities for Make a script. Checking of answers about Reflect: Reflect
Application or the significant events in the From the story, I learned From th
Remediation role play. that… that…

IV. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What w
V. REFLECTION needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them re
A. No. of learners who
earned 80% in the
evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons

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 work well? Why did
these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?

Prepared by: Checked by:

VIRGIE REY A. VALENZUELA DINA MAE B.

NOTARIO, LPT

School Head
School: ST. URIEL COLLEGE INC. Grade Level: 9
Learning
GRADES 1 to 12 Teacher: VIRGIE REY A. VALENZUELA Area: Englis
DAILY LESSON LOG Teaching Dates
and Time: WEEK 4 Quarter: 1
MONDAY TUESDAY WEDNESDAY THURSDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and compet
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable childre
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
people; also how to use processing information strategies, different forms of adverbs and conditionals for him/her t
part in a Chamber Theatre presentation.
B. Performance Standards: The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal
strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or
C. Learning EN9RC-IId-19: EN9VC-IId-22: Agree or EN9LT-IId-15: Analyze EN9F-
Competencies/Objectives: Get information from disagree with the ideas literature as a means of correc
Write the LC Code for each various print media like presented in the material valuing other people and Englis
brochures, pamphlets, viewed. their various circumstances
sound
periodicals, and audio- EN9V-IId-27: in life.
sound
video recordings. Give the appropriate EN9LT-IId-2.2.1: Express
EN9LC-IId-11.2: Anticipate communicative styles a appreciation for sensory EN9G-
the points that will be situation (intimate, casual, images used. adverb
made based on the conversational,
speaker’s purpose. consultative, frozen).
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content ca
week or two.
II. CONTENT Lesson 4:Supporting Other’s Advocacies
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learni
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept de
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
E. Other Learning Copy of the text Task sheet Copy of the text PowerP
Resources

MONDAY TUESDAY WEDNESDAY THURSDAY

B. Establishing a Purpose for Ask the students to share Read the selection about Discuss: Do the
the Lesson with the class their personal Ida B. Wells - Barnett and Use conditionals in the tas
opinion about the ideas Her Passion for Justice on expressing arguments and
presented in the video clip pages 173 -175 of the LM fallacies

C. Presenting Provide worksheets and Do task 5 Crafting a Read the essay about Create
Examples/Instances of the Work on the concept of Timeline on page 176 of the helping others-”The time to play, p
Lesson justice (to be written LM help is now” on page 178- story te
vertically down the side of a 179 of the LM any su
page) advoca

D. Discussing New Concepts Let the students read the Discuss: Ask? Give tim
and Practicing New Skills quotation on the board. piece.
#1 ( “Silence speaks louder Different types of short What is the essay all about?
than words.”) prose How did the writer develop
her main point?

E. Discussing New Concepts Sharing of thoughts about Ask: Ask the

and Practicing New Skills the quotation about “Silence From the selection being Scrutinize the message improv
#2 speaks louder than words.” read, analyze what kind of from the essay.
prose it is?
F. Developing Mastery Discuss: Let the students justify their Make a news report about Give th
(Leads to Formative answers the message based on the questio
Assessment 3) The importance of pausing essay. unders
or timing in speaking work

G. Finding Practical Post varied quotations Group activity: Group sharing about the Presen
Applications of Concepts about supporting or helping Ask the students to said topic output.
and Skills in Daily Living others scrutinize the message of
. the selection.

H. Making Generalizations Read the quotations and Create a Finalize the output of the Group
and Abstractions about observe proper pausing. commercial/advertisement group. works.
the Lesson based from the selection
being read.

I. Evaluating Learning Incorporate what they have By group: read parts in the Let the students have their Today,
learned in the previous script according to group practice about their ______
lessons about stress and characters. presentation
intonation.

J. Additional Activities for Make your own quotation Finalize your advertisement Presentation of the group. . Summa
Application or about justice. about the message of the importa
Remediation selection. facts le
IV. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What
works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.
A. No. of learners
who earned 80%
in the evaluation

B. No. of learners who

require additional
activities for
remediation

C. Did the remedial

lessons 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 work well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did
I used/discover which I
wish to share with
other teachers?

Prepared by: Checked by:

VIRGIE REY A. VALENZUELA DINA MAE B. NOTARIO, LPT

School Head

School: ST. URIEL COLLEGE INC. Grade Level: 9

Teacher: VIRGIE REY A. VALENZUELA Learning Area: English

GRADES 1 to 12
Teaching Dates
DAILY LESSON LOG
and Time: Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a
deeper appreciation of Philippine Culture and those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other
people; also how to use processing information strategies, different forms of adverbs and conditionals for him/her to play an
active part in a Chamber Theatre presentation.
B. Performance The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective
Standards: verbal and non- verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions,
Style and Body Movements or Gestures.
C. Learning Express opinions through EN9LT-IIIa-16: Analyze EN9RC-IIg-5: Interpret Compose an essay. Remedial/Enhancement
Competencies/Objec extemporaneous literature as a means of information found in Reading Schedule/ICL
tives: speaking activity connecting to the world. non-linear texts such
IIIa-6.1: Extract important
Write the LC Code for as diagrams, maps,
information from
each charts, etc.
argumentative/
persuasive texts
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content
can be tackled in a week or two.
II. CONTENT
Lesson 5 : Seeking Justice for Others

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
III. LEARNING
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
RESOURCES learning promotes concept development.
A. References
1. Teacher’s Guide P
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning None – Textbook only None – Textbook only None – textbook only Textbook and activity
Resources sheets

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
I. PROCEDURES guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Reviewing Previous Work on Task 4 II Unlock the difficult Task 7 texts or Ask: Remedial/
Lesson or Presenting words. Figures? Enhancement Reading
the New Lesson Tell students about Read the story “Ida Study information Have you ever helped Schedule/ICL
extemporaneous Wells-…” presented on a graph. someone? What did
speaking activity. Give other examples of you do?
Draw lots on the topic graphs/ charts. We are going to read
they will talk about. an essay today.
B. Establishing a
Purpose for the Be able to express Sympathize the call Interpret information Share personal
Lesson one’s ideas on the topic against discrimination. found in non- linear experience on helping
given. text. others.

C. Presenting
Examples/Instances of Give example on an Enumerate examples Discuss the different What have you known
the Lesson extemporaneous on movies that have kinds pf graphs/ charts. of organizations who
speaking activity, ex. themes about Venn diagram extended help to
Beauty pageant discrimination. others? What programs
question and answer… have they conducted?

D. Discussing New
Concepts and Give them techniques Craft a timeline of the Interpret tables. Read and note
Practicing New Skills on organizing their important events in the Read the data important details.
#1 ideas. story. presented on the table
Explain how present on page 176-177.
their ideas.
Show/ illustrate an
example.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
IV. PROCEDURE guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
S systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate
the time allotment for each step.
E. Discussing New Remedial/Enhancement
Concepts and Pronunciation skill, Go over the story. Discuss the natural Get the author’s ideas Reading Schedule/ICL
Practicing New vocabulary or Guide the class calamities that hit the of his experience on
Skills #2 diction. discussion that country, in the community. helping others.
students would be
able to identify Discuss the news, or discuss
important events that personal experiences.
took place in the story.
F. Developing
Mastery Perform sample The teacher may Study the table and talk Students point out the
(Leads to Formative extemporaneous. present the list of about the column on storm. author’s experience on
Assessment 3) events in the story. Which storms do the helping others. What
Students will arrange students remember? were his personal
them accordingly. Why? experiences?

G. Finding Practical
Applications of Extemporaneous Noting details and Interpreting graphs and Noting details and
Concepts and speaking activity arrangement of events charts is an important skill. It arrangement of events
Skills in Daily skill is very useful according to the story is even part of achievement according to the story
Living in any job interview are relevant skills in tests. are relevant skills in
or project proposal, any reading activity. any reading activity.
defense of
investigatory
project…

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
IV. PROCEDURES guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate
the time allotment for each step.
H. Making Ask: Remedial/Enhancement
Generalizations and I realized that leaning Data found on graphs Expressing or sharing Reading Schedule/ICL
Abstractions about How does it feel when how to take note and are very well organized. personal experiences in
the Lesson you express your own arrange events in the _____ the form of essay
idea? When you speak story help me ___________________ writing.
English? ___________________ ___
__
___________________ Venn diagram shows
__. data
___________________
__.
I. Evaluating Learning 1 whole ½ crosswise
The extemporaneous Teacher-made quiz on Refer to the same table.
speaking activity is arrangement of events. What were the
graded. Study data about flood. experiences of the
What is your stand Which years showed so author on the call of
about discrimination? much flooding? Which helping others?
Make example hotel have less? What challenges did he
policy that shows Why do you think is this encounter?
fairness and equality. happening?
J. Additional Activities
for Application or Read in advance “Ida .
Remediation Wells- Barnett and Her
Passion for Justice” p.
173-175.

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What
works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.
A. No. of learners who
earned 80% in the
evaluation

B. No. of learners who

require additional
activities for remediation

C. Did the remedial lessons

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 work well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?

G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?

Prepared by: Checked by:

VIRGIE REY A. VALENZUELA

DINA MAE B. NOTARIO, LPT

School Head

Grade
School: ST. URIEL COLLEGE INC. Level: 9
Teacher: VIRGIE REY A. VALENZUELA Learning English
GRADES 1 to 12 Area:
DAILY LESSON LOG
Teaching Dates
and Time: Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a
deeper appreciation of Philippine Culture and those of other countries.
A. Content The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other
Standards: people; also how to use processing information strategies, different forms of adverbs and conditionals for him/her to play an
active part in a Chamber Theatre presentation.

B. Performance The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective
Standards: verbal and non- verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions,
Style and Body Movements or Gestures.
C. Learning EN9LT-IIIa-16: Analyze EN9LT-IIIa-16: Analyze Literary Devices. Identify and use the Remedial/
Competencies/Objecti literature as a means of literature as a means of different kinds of Enhancement Reading
ves: connecting to the world. connecting to the world. Present conditional Schedule/ICL
Write the LC Code for statements.
each
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content
can be tackled in a week or two.
II. CONTENT Lesson 6: Overcoming Indifference
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
III. LEARNING
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
RESOURCES learning promotes concept development.
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning None – Textbook only None – Textbook only Textbook and activity Textbook and activity
Resources sheets sheets

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Reviewing Previous Ask: Ask: Remedial/Enhancement
Lesson or Presenting How do you contribute Discuss the different Discuss the present Reading Schedule/ICL
the New Lesson Work on Task 2 to an equitable, literary devices cited in real and present unreal
Use the song “Imagine” respectful, and just this lesson. conditional sentences.
by John Lennon society for everyone? Show similarities and
Discuss each one. differences.

B. Establishing a
Purpose for the Find the reflection of Value a just and Identify the literary Use conditional
Lesson the song into our world, humane world for us. devices found in the statements in
our community. speech I Have a expressing message.
Dream”.

C. Presenting
Examples/Instances of Provide the copy of the What forms of social Provide several Provide examples and
the Lesson song “Imagine” injustice have you examples for each of drills on the verb forms
known or observed? the literary device. to use for each type.
Play the song and let
the students sing with
the lyrics.
D. Discussing New
Concepts and Identify the persona of Gather background of Students give their own Give the formula of
Practicing New Skills the song. the life of the writer, examples on the literary forming present real
#1 What group of people Martin Luther King, Jr. devices discussed in conditional statements.
does he represent? the class. Give fill-in the blanks
drill.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

F. Developing Mastery
(Leads to Formative Find similarities of the List all his arguments, Work on Task 5.1 A Give sentence drill
Assessment 3) message of the song to his call for change, and Task 5.1 B combining the present
what is happening to his dream for the future. real and present unreal
our society today. conditional statements.

G. Finding Practical
Applications of Songs like any other It is a very useful skill to Literary devices help Conditional statements
Concepts and Skills in genre of literature are know about the life of the readers to are used in expressing
Daily Living vehicles of important the authors. We will understand the realistic and unreal
message to the world. have a wider author’s message situations.
understanding of his
fast.
works.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
IV. PROCEDURES guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
H. Making Ask: Remedial/Enhancement
Generalizations and Now, when I sing my Martin Luther King Jr.’s Give the similarities and Reading Schedule/ICL
Abstractions about favorite song, I realized dream is also my Why do authors make differences of the 2
the Lesson that _______ use of the literary conditional statements.
___________________ ___________________ devices in conveying
___ __ their message to the
___________________ I am sad with what I world?
___ saw in the world today,
like _____
___________________
___.
I. Evaluating Learning
Give the same song. ½ crosswise Teacher may use Use teacher-made quiz
Ask: teacher-made quiz in on the use of Present
Write your response to What can you making the students real conditional
the message of the contribute for us to identify literary devices statements, and the
song. have a respectful in the sentences or present unreal
You can express community? lines of a selection. conditions.
agreement or
disagreement to his
message.
J. Additional Activities
for Application or
Remediation

V. REMARKS

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons

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 work well? Why did
these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

Prepared by: Checked by:

VIRGIE REY A. VALENZUELA

DINA MAE B. NOTARIO, LPT

School Head
Grade
School: ST. URIEL COLLEGE INC. Level: 9
Learning
GRADES 1 to 12 Teacher: VIRGIE REY A. VALENZUELA Area: English
DAILY LESSON LOG Teaching Dates
and Time: Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
I. OBJECTIVES procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing
content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
preserving unchanging values in a changing world; also how to use the features of a full-length play, tense
consistency, modals, active and passive constructions plus direct and indirect speech to enable him/her
competently performs in a full-length play.
B.Performance The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT
Standards: resources based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning EN9RC-IIg-5: EN9LC-IIg-3.13: EN9V-IIg-28: EN9G-IIg-20: Remedial/Enhancement
Competencies/Objecti Interpret information React and share Determine the Reading Schedule/ICL
found in non-linear personal opinion about vocabulary or jargons Use conditionals in
ves: texts such as diagrams, the ideas listened to expected of a expressing arguments
Write the LC Code for maps, charts, etc EN9VC-IIg-23: communicative style
each Share personal opinion EN9LT-IIg-15:
about the ideas Analyze literature as a
presented in the means of valuing other
material viewed people and their
various circumstances
in life
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content
can be tackled in a week or two.
II. CONTENT OVERCOMING INDIFFERENCE
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
III. LEARNING
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning
RESOURCES promotes concept development.
A.References
1. Teacher’s Guide p 124-128 p 124-128 p 124-128 p 124-128
Pages
2. Learner’s Materials p.195-197 pp.199-200 pp.201-204 pp. 206
Pages
3. Textbook Pages p.195-197 pp.199-200 pp.201-204 pp. 206
4. Additional Materials
from Learning
Resource (LR) portal
B.Other Learning Sample graphs Pictures Pictures, Charts
Resources

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B.Establishing a Students study the Ask: Students share their Teacher posts sample
Purpose for the graph Would you like to ride in ideas pictures on real-life
Lesson a rocket ship? situations

C. Presenting Teacher facilitates Teacher facilitates Teachers process Teacher asks the class
Examples/Instances of discussion on the graph reading of Task 1 answers what they would
normally do on given
the Lesson presented situations

D.Discussing New Teacher gives brief Teacher emphasizes on Class brainstorm Teacher conducts a
Concepts and definition on graphs unfamiliar words for answers for Task 4 short lecture on past
Practicing New Skills vocabulary Vocabulary conditionals
enhancement
#1 Development

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

F. Developing Mastery Students study and Students reflect on their Students read the text Students do Task 8
(Leads to Formative discuss the graphs decisions silently What if
Assessment 3)
G.Finding Practical Students study and Let students answer Process Teacher processes
Applications of discuss the graphs why they would take the comprehension through their answers
Concepts and Skills in six guide questions
Daily Living

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Evaluating Learning Students answer guide Process students’ Students do Task 6 In Students complete the
questions for better answers Line with the Text phrases
understanding
J. Additional Activities Homework: Homework: Homework: Homework:
for Application or Look for sample Do Task 3 Hands Do Do Task 7 What a Do Task 10 “If” salad
Remediation graphs, paste on a the Talking Feeling
sheet of paper. Give a
brief explanation of the
graph

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What
works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
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 work well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?

G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?

Prepared by: Checked by:

VIRGIE REY A. VALENZUELA

DINA MAE B. NOTARIO, LPT

School Head

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing
content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
Standards: preserving unchanging values in a changing world; also how to use the features of a full-length play, tense
consistency, modals, active and passive constructions plus direct and indirect speech to enable him/her
competently performs in a full-length play.
B.Performance The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT
Standards: resources based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning EN9LT-IIh-15: EN9LT-IIi-15: EN9LC-IIh-12.1: EN9G-IIh-20: Remedial/Enhancement
Competencies/Objecti Analyze literature as a Analyze the content Use the appropriate Reading Schedule/ICL
Analyze literature as a means of valuing other and feeling levels of prosodic features of
ves: means of valuing other people and their utterances in speech when
Write the LC Code for people and their various circumstances persuasive texts delivering lines in a
each various circumstances in life EN9LC-IIh-12.1: Readers’ Theater or in
in life EN9RC-IIh-11.1.1: Judge the relevance a Chamber Theatre
Match diagrams with and worth of ideas
their corresponding presented in the
write-ups material viewed
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content
can be tackled in a week or two.
II. CONTENT OVERCOMING INDIFFERENCE
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
III. LEARNING
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
RESOURCES learning promotes concept development.
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) portal
B.Other Learning
Resources
Grade
GRADES 1 to 12 School: Level: 9
DAILY LESSON LOG Learning
Teacher: Area: English
Teaching Dates
and Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY F

R
I
D
A
IV. PROCEDURES Y
These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment activities.
Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.

A. Reviewing Previous Teacher posts a sample Ask: Call some students to read Students watch a video clip R
Lesson or Presenting comic strip What is a news article? their homework on Reader’s Theatre or e
the New Lesson Chamber Theatre m
e
di
al
/
E
n
h
a
n
c
e
m
e
nt
R
e
a
di
n
g
S
c
h
e
d
ul
e/
IC
L
B.Establishing a Purpose for Students read the comic Teacher posts a sample Ask: Ask:
the Lesson strip new article. What are the things to What can you say about the
consider when making hard students’ performance?
decisions?

C. Presenting Students give insights Brainstorming of the Establish understanding Teacher posts brief
Examples/Instances of the regarding the comic features of news articles in good decision-making definition of a Reader’s
Lesson Theater or Chamber
Theater

D.Discussing New Concepts Teacher posts sample Teacher gives vocabulary Teacher gives brief Teacher facilitates brief
and Practicing New Skills sentences using past drills explanation of the pictures discussion on the
#1 conditionals presented on LM, pp. 212- Suprasegmentals on LM, p
214
213

\
School: Grade Level: 9
GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be g
VII. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systemati
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts In pairs, students create The class reads the news The class forms their Class reads rubrics in Remed
and Practicing New Skills their own dialogue on the article on LM, pp. 210-212 groupings. Teacher scoring their performance Readin
#2 comics using past facilitates enhancement of
conditionals vocabulary

F. Developing Mastery Students (dyads) do Task Reading of the news article Groups do Task 15 Case Teacher gives copies of the
(Leads to Formative 11 and Task 11.2 Much Closed literary piece for Reader’s
Assessment 3) Ado about What to Do Theater/ Chamber Theater.
Students work in groups.

G.Finding Practical Each pair shares their Teacher facilitates Teacher facilitates the Groups discuss the delivery
Applications of Concepts output with other pair discussion of the text group activity of the piece
and Skills in Daily Living through guide questions
School: Grade Level: 9
GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY

I. Evaluating Learning Sharing of outputs Students do Task 14 Mix Representatives from the Reader’s Theater/Chamber
and Match groups present their output Theater group presentations
to the class

J. Additional Activities for Homework: Homework: Reflect: Reflect:

Application or Answer Task 12 Vogue Do Task 14.2 What have you contributed How to deliver a good
Remediation Vignette for the success of your performance in reader’s
group work? theater/chamber theater?
V. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: Quarter:

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What w
VIII. REFLECTION needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them re
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
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 work well? Why did
these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

School: Grade Level: 9

GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: Englis
Teaching Dates
and Time: October 17-21,2016 (week 9) Quarter: 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and compet
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable childre
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
unchanging values in a changing world; also how to use the features of a full-length play, tense consistency, modal
passive constructions plus direct and indirect speech to enable him/her competently performs in a full-length play.
B.Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resource
following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning EN9G- IIi-20: EN9LT-IIi-15: EN9LC-IVe-8.8: EN9LC-IVe-8.8: Remed
Competencies/Objectives: Use conditionals in Organize information in Readin
Write the LC Code for each expressing arguments Analyze literature as a Analyze literature as a various ways (outlining,
means of valuing other means of understanding graphic, representations,
people and their various unchanging values in a etc.)
circumstances in life changing world
EN9LT-IIi-15: EN9LC-IVe-8.8:
Judge the relevance and Organize information in
worth of ideas presented in various ways (outlining,
the material viewed graphic, representations,
etc.)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content ca
week or two.
II. CONTENT Lesson 7 : WORKING WITH OTHERS
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learni
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept de
C. References
1. Teacher’s Guide Pages p
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
D.Other Learning Resources Laptop Chart Posters
DLP Laptop, DLP

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: Area: Englis
Teaching Dates
and Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY

B.Establishing a Purpose for Brainstorming of the Ask: Ask: Post posters on 3 animated
the Lesson message of the poem What materials/ingredients movies: Up, Harry Potter,
What animal is featured in do you use to bake a cake? Epic
the video clip? Establish the relevance of
these to the elements of a
story.

C. Presenting Teacher posts sample Ask: Ask: Let students do Task 13

Examples/Instances of the sentences using present What makes up a story? Post It
Lesson and past conditional What can you say about the
sentences character?

D.Discussing New Concepts Facilitate discussion on the Teacher gives vocabulary Post a chart found in Task 2 Class views on video
and Practicing New Skills given sentences drills Elementals, LM p. 228 clips/trailers of the 3 foreign
#1 films

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: Area:
Teaching Dates
and Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY

F. Developing Mastery Let some pairs write their Students read the text In groups, students Let students do Task 13.2
(Leads to Formative sentences on the board Happy Feet by George complete the chart by Organize information about
Assessment 3) Miller identifying the elements of the movies mentioned
the text Happy Feet

G.Finding Practical Reading of sentences Let students share their Review on groups’ work
Applications of Concepts understanding with a
and Skills in Daily Living partner

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: Area: Englis
Teaching Dates
and Time: Quarter:

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be g
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systemati
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H.Making Generalizations Teacher evaluate students’ Teacher facilitates Groups post their outputs to Presentation of students’ Remed
and Abstractions about answers comprehension of the text the class outputs Readin
the Lesson

I. Evaluating Learning Students do Task 10 Students answer guide Representatives from the Brainstorming of students’
Conditional Logic questions on LM, p. 227- group present their charts outputs
228 to the class

J. Additional Activities for Homework: Journal writing: Assignment: Answer:

Application or Complete lines found in How will you be true to Bring 3 posters of well Choose 1 film and describe
Remediation Task 10.2 yourself? known movies, e.g., Up, one character
Harry Potter, and Epic

V. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Engli
DAILY LESSON LOG Teaching Dates and
Time: Quarter: 2

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
VI. REFLECTION needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons 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

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?
Prepared by: Checked by:

DEJEHARA D. SORIA

JERSON M. LAGAT

Teacher I School Head

School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of P
those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
world; also how to use ways of analyzing one-act play and different forms of verbal for him/her to skillfully perform

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
II. CONTENT
Lesson 1: Through technology
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages \ \

3. Textbook Pages \
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG Teaching Dates and
Time: November 2-4, 2016 (week 1) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstratio
I. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn n
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge
allotment for each step.
A. Reviewing Previous Lesson or Ask: Ask: Remed
Presenting the New Lesson How do you respond to an Present the poem, “The Readin
emergency? Whom do you Telephone”
call for help?
What are the important
functions of a telephone in
the present times?

B. Establishing a Purpose for the Do Task 1 on page 235 of

Lesson your LM. Discover the benefits a
telephone brings.

C. Presenting Examples/Instances Solicit students’ answers on

of the Lesson their ways of responding to Ask:
emergency. How important is a
telephone to you?

-Unlock the difficult words.

D. Discussing New Concepts and Focus on the use of

Practicing New Skills #1 telephone or cellphone Read the poem “The.
during emergencies. Telephone”

Work on Task 5

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: November 2-4, 2016 (week 1) Quarter: 3
MONDAY TUESDAY WEDNESDAY THURSDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstratio
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn n
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge
allotment for each step.
E. Discussing New Concepts and Remed
Practicing New Skills #2 Discuss the different Allow the students to study Readin
emergencies, and how can their assigned lines, and
a cellphone possibly be of explain it to the class.
help.
All 5 groups will report to
the class the meaning and
explanation of their
assigned lines.

F. Developing Mastery
(Leads to Formative Assessment 3) Make a big concept map Review the unlocking of
using Telephone as the difficult words to give the
main idea. class and the groups clearer
understanding of the poem.

G. Finding Practical Applications of

Concepts and Skills in Daily Cellphones and telephones Understanding poetry can
Living today are becoming be easier if the difficult
popularly in use and words are unlocked.
indispensable.

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: November 2-4, 2016 (week 1) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY

I. Evaluating Learning
Write a short essay about Their group report will be
cellphones. graded according to the
Include the advantages and rubrics.
disadvantages of this
gadget.

J. Additional Activities for

Application or Remediation Read in advance the radio
play, “Sorry, Wrong
Number”

V. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: Quarter: 3

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs
VI. REFLECTION to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% in the
evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons 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

work well? Why did these
work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: Quarter: 3
MONDAY TUESDAY WEDNESDAY THURSDAY
I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of P
those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
world; also how to use ways of analyzing one-act play and different forms of verbals for him/her to skillfully perfor
play.

B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT re
the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LT-IIIa-16: Analyze EN9LC-IIIa-6: Employ EN9G-IIIa-21: Use Verbals. EN9WC-IIIa-9: Compose Remed
Competencies/Objectives: literature as a means of appropriate listening forms of literary writing Readin
Write the LC Code for each connecting to the world. strategies suited to type of EN9WC-IIIa-9.4: Identify
IIIa-6.1: Extract important text. types and features of a
information from
argumentative/ persuasive Sounding the words
play synopsis.
texts correctly
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
II. CONTENT Lesson 2:Making a Difference

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources None – Textbook only None – Textbook only None – textbook only None – textbook only

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:
MONDAY TUESDAY WEDNESDAY THURSDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstratio
II. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn n
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge
allotment for each step.
A. Reviewing Previous Lesson or Ask: Ask: Discuss the verbals. Show an example of plot Remed
Presenting the New Lesson How do you respond to an How would you feel when Point out the Gerunds. summary or synopsis Readin
emergency? Whom do you you heard the plot of your Give its different functions
call for help? own murder? in the sentences.

B. Establishing a Purpose for the Do Task 1 on page 235 of Read a script ( literary text) Be able to identify gerunds. Ask:
Lesson your LM. “Sorry Wrong Number”
What are the guidelines in
writing a good plot
summary?

C. Presenting Examples/Instances Solicit students’ answers on Work on Task 7 – Getting Use teacher-made activity
of the Lesson their ways of responding to the chill sheets on gerunds. Discuss each of the
emergency. guidelines.

D. Discussing New Concepts and Focus on the use of

Practicing New Skills #1 telephone or cellphone Work on Task 8 – Crossing Identify gerunds in the Study an example of plot
during emergencies. the difficulties sentences and tell its synopsis on the radio play,
function. “Sorry,…”

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY

F. Developing Mastery Work on Task 11-

(Leads to Formative Assessment 3) Work on Task 6 Teacher prepares verbs on In a group of 3, try making a
Answer questions about the pieces of paper for summary of a story the
radio play…. Individual student to convert class has taken up.
verbs into gerunds and use
Task 12 – Sound off some it in a sentence.
critical vowel sounds…

G. Finding Practical Applications of

Concepts and Skills in Daily Act out situations where the Write a short script/ dialog Work on Task 13 E Making summaries and
Living telephone is used to showing proper telephone synopsis are important skills
respond to an emergency. manners. that a student needs to be
able to save time in
studying and reviewing
lessons taken up in the
class.

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY

I. Evaluating Learning
½ crosswise: By pair: read parts in the Teacher prepares 5 Give a short selection to the
script according to gerunds on the board, and class, and ask them to
Do you approve of the characters. ask the students to use make a summary or
school policy not allowing them in the paragraph. synopsis out of it.
students to bring cellphones
in the school?
J. Additional Activities for
Application or Remediation Reading of difficult words/ Make summary about some
phrases familiar legends or
fairytales.

V. REMARKS
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons 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

work well? Why did these
work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?

Prepared by: Checked by:

DEJEHARA D. SORIA
JERSON M. LAGAT

Teacher I School Head

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of P
those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
world; also how to use ways of analysing one-act play and different forms of verbals for him/her to skilfully perform
play.

B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT re
the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LT-IIIg-2.11: Determine EN9F-IIIb-3.11: Produce the EN9G-IIIb-21: Use Remed
Competencies/Objectives: EN9LT-IIIb-16: Analyze tone, mood, technique, and English sounds correctly verbals. Readin
Write the LC Code for each literature as a means of purpose of the author and effectively when
connecting to the world delivering lines in a one-act ( possessive form of
play. nouns and pronouns)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
II. CONTENT
Lesson 3: Making A Difference
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References
5. Teacher’s Guide Pages

6. Learner’s Materials Pages

7. Textbook Pages
8. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources None – Textbook only None – Textbook only None – textbook only Textbook only and activity
sheets
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: ) Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstratio
III. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn n
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge
allotment for each step.
A. Reviewing Previous Lesson or Ask: Unlock difficult words found Remed
Presenting the New Lesson What is in the poster that in the selection “For Work on Task 13- Sounding Review on gerunds, and Readin
would make you accept the Conversation, Press #1” Words gerundial phrases.
invitation to join the
conference? Present the possessive
form of nouns and pronouns

B. Establishing a Purpose for the Emulate accomplished

Lesson people. Identify author’s purpose in Sound the voiced Th, and Be able to use possessive
the selection, and tone. voiceless th, b and v, p and forms correctly in
f.. sentences.

C. Presenting Examples/Instances Task 3- Emulating

of the Lesson accomplished people. Talk about products we use Work on Task 13, Drill on Use teacher-made activity
everyday. Ask the students pronouncing words sheets on the use of
the purpose of these possessive form of nouns,
commodities. and then possessive form of
pronouns.

D. Discussing New Concepts and Ask:

Practicing New Skills #1 1. What qualities Read the selction “For Work on Task 13-A. Group Discuss these possessive
make these people Conversation…” students and assign them forms of nouns and
extraordinary? vowel sound, and read the pronouns thoroughly.
Identify the speaker or given pronunciation drill.
Task 3 A persona or whose point of
view is used.
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstratio
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn n
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge
allotment for each step.
E. Discussing New Concepts and Remed
Practicing New Skills #2 Be able to note important Identify the author’s Work on Task 13, 2. Read Discuss these possessive Readin
details on what these purpose. the sentences with words forms of nouns and
accomplished people did used in the drill. pronouns thoroughly.
that make them popular. Identify the tone of the
selection. How does the
author feel toward his topic?
Notice the words he used in
the selection.
F. Developing Mastery
(Leads to Formative Assessment 3) Point out their advocacies in Read the selection once Ask the students to perform Make a short dialog making
life that created impact in again, and call other a dialog, or reading of a use of these 2 kinds of
the other people’s lives. students to identify the point tongue twister sentence drill possessive forms.
of view, the purpose of the with the words found in the
selection and the tone of the list.
author.

Work on Task 7

G. Finding Practical Applications of

Concepts and Skills in Daily Find people in the Work on Task 8 – Enriching Review reading of the script Possessive forms of nouns
Living community who made an Your experience of radio play taken up in the and pronouns can be used
impact or influence in previous lesson. in any written activity.
students’ lives.
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: November 14 – 18, 2016 (week 3) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY

I. Evaluating Learning
Write a short essay about a The teacher may use a Graded script reading of the Use teacher- made quiz on
relative who made an teacher-made quiz with the radio play. Focus on the the correct use of
impact in your life. similar selection where production of vowel sounds. possessive nouns and
students identify the pronouns.
purpose, the point of view, ( Correcting mistakes of
and the tone of the author. possessive forms)

J. Additional Activities for

Application or Remediation Mention Philippine heroes Work on Task 8, 2 Read more tongue twisters.
and talk about their impact Differentiated Group
to our history. Activity

V. REMARKS

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG Teaching Dates and
Time: November 14 – 18, 2016 (week 3) Quarter: 2

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons 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

work well? Why did these
work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

School: Grade Level: 9

GRADES 1 to 12 Teacher: Learning Area: Englis
DAILY LESSON LOG Teaching Dates and
Time: November 21-25, 2016 (week 4) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY

B. Performance Standards: The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT re
the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LC-IIId-6.5: Recognize EN9OL-IIId-5: Use the Remed
Competencies/Objectives: faulty logic, unsupported appropriate prosodic Use of literary devices in the Verbal - Infinitives Readin
Write the LC Code for each facts, and emotional appeal features of speech when selections
delivering lines in a one-act
play.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
II. CONTENT
Lesson 3: Despite Differences in Point of View
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 153 – 159 P 153 – 159 P 153 – 159 P 153 – 159

2. Learner’s Materials Pages P 282- 283 P 286- 291 P 293- 295 P 295- 296

3. Textbook Pages P 282-283 P 286 - 291 P 293 -295 P 295-296

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
Textbook and teacher-made textbook Textbook and teacher-made
activity sheet activity sheets

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and November 21-25, 2016 (week 4) Quarter: 3
Time:

MONDAY TUESDAY WEDNESDAY THURSDAY

B. Establishing a Purpose for the Appreciate the literary

Lesson Being aware that not all that Act out the scene prepared devices found in selections. Identify and use infinitives
we see and hear in the in the book.
media are true.
C. Presenting Examples/Instances
of the Lesson Teacher’s activity on Task Allow the students to read Go over these devices one Work on Task 8, A
2- Be wise. aloud the script prepared in by one and provide ample
Listen to the teacher. the book. Pair off students examples for each.
to act out any of the scripts
prepared.
D. Discussing New Concepts and
Practicing New Skills #1 Explain the meaning of the Practice sounding off words Use a poem as an example Work on Task 8,B
concepts: found in the script for better and ask the students to
performance. identify literary devices used
Faulty logic, unsupported in the poem.
facts, and emotional appeal.

Provide examples esp. on

common commodities.

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2016 (week 4) Quarter: 3
MONDAY TUESDAY WEDNESDAY THURSDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstratio
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn n
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge
allotment for each step.
E. Discussing New Concepts and Remed
Practicing New Skills #2 Work on Task 3 – A Time Focus also the intonation Use some lines from Work on Task 8, C Readin
for Us. and stress of the words. popular songs. Ask the
students what literary
Watch the music video, then Stress is also observed in device is used.
answer the Task 3 A, B placing emphasis to words
in the dialogs.

F. Developing Mastery
(Leads to Formative Assessment 3) Work on Task 4-5- Identify Pairs practice their delivery Continue the activity in part Use teacher-made activity
the theater terms as of their lines taking into using the songs. sheets on identifying
described in the given consideration their infinitives.
sentences characterization or roles in
the script.

G. Finding Practical Applications of

Concepts and Skills in Daily Examine more commodities Acting out different roles in Use infinitives in sentences.
Living found in our houses and our life helped much in the Use them in interesting
evaluate whether they also performance of plays or sentences.
belong to faulty logic, role-play.
unsupported facts or
emotional appeal.

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2016 ( week 4) Quarter: 3

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstratio
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn n
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge
allotment for each step.
H. Making Generalizations and Remed
Abstractions about the Lesson Ask: Ask: Ask: Nouns come in different Readin
forms. They can be gerunds
Of all the products we used Is it easy or difficult acting How important is the and infinitives in the
at home, are we wise out the roles of the employment of literary sentences.
enough in choosing our characters in the play devices in the selections?
products? “Romeo and Juliet”? Why?
Do they make difference in
the development of idea?
How?
I. Evaluating Learning
Answer teacher-made Presentation or The teacher may use Teacher may use teacher-
activity sheets on products performance of the script teacher-made test on made activity sheets in
found in the markets today. prepared in the book. identifying literary devices identifying infinitives and in
How do we choose used in the lines found in using infinitives in
products? Establish the rubrics for poems or songs. constructing sentences.
grading.

J. Additional Activities for

Application or Remediation

V. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2016 (week 4) Quarter: 3

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons 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

work well? Why did these
work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

Prepared by: Checked by:

DEJEHARA D. SORIA

JERSON M. LAGAT

Teacher I School Head

School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
II. CONTENT
Lesson 4 : With Fortitude and Determination
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Textbook only textbook only Textbook and activity Textbook and other IMs
sheets

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstratio
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn n
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge
allotment for each step.
A. Reviewing Previous Lesson or Remed
Presenting the New Lesson Review the story Romeo Review the story Romeo Review the figures of Discuss about Intonation. Readin
and Juliet and Juliet speech given ahead.
Add more figures of speech.
This time, present the
balcony scene in the comic
strip. Page 307
B. Establishing a Purpose for the Make a critical response to
Lesson a literary or other artistic Develop a deeper level of Learn more figures of Identify words or phrases
work. appreciation of the story, speech. that should be given
now that it is in comic strips. Identify them in sentences. emphasis.

C. Presenting Examples/Instances
of the Lesson React to the dialogs taken Go over the comic strip Work on Task 5-B. Read the sample script and
from the play Romeo and slowly reading the dialogs, Imagery, Figures of Speech guide students to create the
Juliet. and looking at the pictures. intonation pattern in their
The teacher may provide dialog.
these lines.

D. Discussing New Concepts and

Practicing New Skills #1 Discuss each of the lines Ask the students if Explain each one. Give Read the sample script and
used in the activity. understanding of the story several examples. guide students to create the
Allow the students to give differs when they read it in Or make use of activity intonation pattern in their
their personal reaction to it. comic strip form. sheets. dialog.
It can be on the use of
literary device or the
message of the line.

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY

F. Developing Mastery
(Leads to Formative Assessment 3) Task 2 – Past Sustain the activity. Make use of activity sheets Point out words that the
or games identifying figures class needs to be sure of
of speech. their pronunciation.

G. Finding Practical Applications of

Concepts and Skills in Daily Ask the students what other Figurative language are
Living comic strips do they enjoy found in poems, stories,
reading, why? songs.
Author’s message can be
understood immediately if
students knew this literary
device.

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstratio
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn n
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge
allotment for each step.
H. Making Generalizations and Remed
Abstractions about the Lesson Stories follow order of Compare and contrast Complete the sentence: Acting out roles are just as Readin
events. Chronological order understanding of the story important as performing our
is the most commonly used in paragraph form vs comic Today, I learned that roles I life. They should be
by the writers. Is it also strip. Figurative language done ________________.
followed in the story Romeo ______________________
and Juliet? _____________________.

I. Evaluating Learning
Students present to class Present a short narration of The teacher may use her Graded reading of the
their answers in Task 2. a story, then ask the teacher-made test on dialogs in the story. This
The group will report on the students to convert it into identifying figurative includes the intonation,
sequence of the pictures comic strip. It can be in stick language used. proper pronunciation of
according to events in the figures. words.
story, then retell the story.

J. Additional Activities for

Application or Remediation More drills on the Provide short scripts for
identification of figures of more reading exercises.
speech in the sentences.

V. REMARKS

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons 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

work well? Why did these
work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?

Prepared by: Checked by:

DEJEHARA D. SORIA

JERSON M. LAGAT

Teacher I School Head

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: December 5 – 9, 2016 (week 6) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
II. CONTENT Lesson 5: Across Time
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 166- 173 P 166- 173 P 166- 173 P 166- 173

2. Learner’s Materials Pages P 325 P 339 P 340 P 345

3. Textbook Pages P 325 P 339 P 340 P 345
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Textbook only Textbook and online Textbook and activity Textbook
sources sheets

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: December 5 – 9, 2016 (week 6) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstratio
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn n
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge
allotment for each step.
A. Reviewing Previous Lesson or Remed
Presenting the New Lesson Review the figures of Review the love story of Go over the function of Go over values that we Readin
speech. Romeo and Juliet. infinitive as nouns. usually develop in life.
Use the 3 scenes found in Provide several examples. List them on the board.
the textbook. Act 2, Scene Discuss the tragic ending of
4, Act 3, Scene 2, Act 3, Sc the play. Ask students
4 reasons for suicides.
B. Establishing a Purpose for the
Lesson Identify figures of speech in Gather information or Use infinitives with its Identify students’ life values.
the lines of the scenes students’ opinion about different functions. Arrange them according to
found in the textbook. reasons for people to importance or priority.
commit suicide.

C. Presenting Examples/Instances Discuss the story Romeo

of the Lesson Work on Act 2, Scene 4 and Juliet again and .find Work on Task 6 Grammar in Discuss these values one
possible reasons for the Focus A. by one.
lovers to end their lives.
Was it fate, or simply
consequence of their rush
decisions?
D. Discussing New Concepts and
Practicing New Skills #1 Identifying figures of speech Review how to write a Work on Task 6, B. Ask students their personal
speech. opinions or ideas about the
Provide procedure of writing values identified by the
compositions like this. class.
Give the guide questions for
them to follow.

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: December 5 -9, 2016 (week 6) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY

F. Developing Mastery
(Leads to Formative Assessment 3) Work on Act 3, scene 2 Write drafts to be checked Work on more examples At a random, ask students
by the teacher. to arrange set of values
according to his priority.
Explain his arrangement.

G. Finding Practical Applications of

Concepts and Skills in Daily Identifying figures of speech Committing suicide among Work on Task 6,C The practical application of
Living can also be done with other teenagers or younger the students’ set of values
shorter and easier poems to generation is getting the will be based on their
get its main idea. attention of schools and personal experience.
psychologists.

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: December 5 -9, 2016 (week 6) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY

I. Evaluating Learning ½ Crosswise:

Every group will identify the The evaluation can be in the Use a teacher-made test on
specific lines pointed out by form of the written speech, the use of infinitives. Work on Task 10 Your
the teacher for the figure of or the actual delivery of the Identification and fill-in the Treasure p. 345.
speech used. speech. blanks.

J. Additional Activities for

Application or Remediation Write a short essay on the
reasons for suicide in the
point of view of your
parents.

V. REMARKS
Page 4 of 5

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: December 5-9, 2016 (week 6) Quarter: 3

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons 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

work well? Why did these
work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: December 12-16, 2016 (week 7) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY

B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT re
the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning Remed
Competencies/Objectives: Appreciate the famous EN9RC-IIId-20: Analyze a Recognize the literary Identify Participles Readin
Write the LC Code for each people that touched / one-act play device of characterization Write a character
influenced the lives of EN9LT-IIId-2.1.5: Express sketch.
others. appreciation for sensory
images used
EN9LT-IIId-20.2: Explain the
literary devices used

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
II. CONTENT
Lesson 6: Despite Differences in Social Class
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 174- 184) P 174- 184 P 174- 184 P 174- 184

2. Learner’s Materials Pages P 348-349 P 352- 358 P 361 P 363 - 364

3. Textbook Pages P 348- 349 P 352 - 358 P 361 P 363 - 364
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Textbook and online Textbook and a video clip Textbook Textbook and activity
sources sheets

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: December 12-16, 2016 (week 7) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY

B. Establishing a Purpose for the

Lesson Show a sample speech of Read and appreciate the Identify or recognize the Identify the participles.
any of influential people one-act play, “While the literary device use in Use them in sentences.
mentioned in the textbook. Auto Waits” characterization.

C. Presenting Examples/Instances
of the Lesson Go over the important Actual reading of the play, Give examples for each of Provide several examples,
personalities and allow “While the Auto Waits”. the literary device used in esp. combining examples of
students to describe them Identify the characters. developing characters. Take gerunds and infinitives.
based on their research. Describe the characters one at a time.
according to their behavior
in the story.

D. Discussing New Concepts and

Practicing New Skills #1 Read sample speeches Go over the parts of the Go over stories that were Work on more examples on
delivered by any of the plot. taken up already in the participles. Ask students to
important personalities. class. Then identify how identify the participles and
Decide which one to deliver characterization was box the words that they
and pretend that you are the developed. modify.
person himself.
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: December 12-16, 2016 (week 7) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstratio
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn n
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge
allotment for each step.
E. Discussing New Concepts and Remed
Practicing New Skills #2 Practice reading the Allow students to identify Reading of the lines of the Use participles in the Readin
speech. Try also to practice the parts of the plot in the dialog. This will also help sentences.
to sound like the person. story. create the impression on Construct sentences that
Check pronunciation skill. characterization. use past participles, and
How do you find the ending other set of sentences with
of the play? present participles.

F. Developing Mastery
(Leads to Formative Assessment 3) Practice the speech delivery In a group of 3, students Sustain the activity Work on Task 9 and 10 on
with the copy of the speech. identify the sequence of page 364.
Teacher may advice or events and how the
guide the student’s choice, character reveal
or may present standard themselves.
speech for everyone to use.

G. Finding Practical Applications of

Concepts and Skills in Daily The ability to deliver an idea We are like the characters The literary device for Write a character sketch
Living or speech is useful to any of the play. There are times characterization is also using interesting participles
occasion. Confidence can when we pretend to be applicable to any other to describe something.
be developed through someone else, there are forms of narratives.
activities like this. also times when we reveal Refer to Task 16 p. 368 -
our true self. 370
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: December 12-16, 2016 (week 7) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstratio
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn n
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge
allotment for each step.
H. Making Generalizations and Remed
Abstractions about the Lesson This activity, delivering a The play “While the Auto The characters I knew in the I realized that all verbals are Readin
speech of ____________ Waits” showed me that stories taken up in the class actually coming from _____
________________makes there are people ______ are generally developed ______________________
me feel _______________ ____________________ through _______________ My sentences now are more
_____________________. ____________________. _____________________. _____________________.

I. Evaluating Learning
Actual speech delivery is Reading of the play by pair. ½ Crosswise Teacher may use her
graded. It can be any of the parts of Answer Task 7 page 361. teacher-made quiz on
the play. Intonation, identifying the participles
pronunciation and the and also pointing out the
volume of the voice will be nouns or words that they
part of the rubrics of the modify.
grade.

J. Additional Activities for

Application or Remediation

V. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG Teaching Dates and
Time: December 12-16, 2016 (week 7) Quarter: 3

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons 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

work well? Why did these
work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

School: Grade Level: 9

GRADES 1 to 12 Teacher: Learning Area: Englis
DAILY LESSON LOG Teaching Dates and
Time: January 2-6, 2017 (week 8) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY

B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT re
the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LT-IIIh-16: Analyze Remed
Competencies/Objectives: EN9V-IIIh-29: Get familiar literature as a means of Readin
Write the LC Code for each Appreciating New Year, Appreciating New Year, with the technical connecting to the world
New Life New Life vocabulary for drama and EN9LT-IIIh-3: Explain
theatre (like stage how a selection may be
directions) influenced by culture,
history, environment, or
other factors
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
II. CONTENT
Lesson 7: Despite Racial Differences
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages P 372 - 373 P 375 - 390

3. Textbook Pages P 372 - 373 P 375 - 390
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
textbook textbook

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG Teaching Dates and
Time: January 2-6, 2017 (week 8) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY

Task 3 Setting the mood for

the story/ play “Driving Miss
Daisy”

B. Establishing a Purpose for the Appreciate cultural Appreciate family tradition

Lesson differences on celebrating on celebrating new year Work on Task 3. Understand the culture
new year through the play.
Discuss the important job of
a driver, or family driver.
C. Presenting Examples/Instances Present different cultural Solicit answers
of the Lesson celebration of new year Say : Family drivers are Go over the story of the
hired for a very important play.
reason. Study the characters in the
Can you name some reason play.
for hiring a family driver? Work on task 5 Character
traits
D. Discussing New Concepts and Enumerate different cultural Group sharing of family
Practicing New Skills #1 groups tradition of celebrating new Ask: Connect the play to the
year culture and race of the
On the other hand, what are characters in the play.
common complaints of an
employer about his driver?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: January 2-6, 2017 (week 8) Quarter: 3
MONDAY TUESDAY WEDNESDAY THURSDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstratio
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn n
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge
allotment for each step.
E. Discussing New Concepts and Ask: Composition writing Remed
Practicing New Skills #2 What are the cultural Ask: Ask : Readin
celebrations of new year for
each group? What about benefits a driver What can you say about the
gets when he is employed culture as reflected in the
as a family driver? play?

Can friendship be part of Is there racial discrimination

that? happening with Hoke?

F. Developing Mastery Students describe the Review organization of

(Leads to Formative Assessment 3) celebration of each group ideas in composition writing Work on Task 3 B – Dyadic Work on Task 4 Sequencing
work events

Work with a partner and

discuss the meaning of the
quote, “A friend in need is a
friend indeed.”
G. Finding Practical Applications of Ask:
Concepts and Skills in Daily Friendship can be
Living developed in a any situation Do we have here in our
or occasion, only when it is community a kind of racial
allowed to happen . discrimination against
someone you know?
Cultural? Religious?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: January 2-6, 2017 (week 8) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY

I. Evaluating Learning 1 whole sheet of paper: 1 whole sheet of paper

Pick two cultural Write a composition on how Ask: ½ Crosswise
celebrations, show your family celebrate new
comparison and contrast year What do you expect the How do you feel towards
story to be about between the characters, Hoke and
Hoke, the driver, and Miss Miss Daisy? Mention parts
Daisy, his employer? of the story to prove your
point.
J. Additional Activities for
Application or Remediation

VIII. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: January 2-6, 2017 (week 8) Quarter: 3

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs
IX. REFLECTION to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
H. No. of learners who
earned 80% in the
evaluation

I. No. of learners who require

additional activities for
remediation

J. Did the remedial lessons work?

No. of learners who have caught
up with the lesson

K. No. of learners who continue to

require remediation

L. Which of my teaching strategies

work well? Why did these
work?

M. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

N. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: January 9 – 13, 2017 (week 9) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
II. CONTENT
Lesson 8: Transcending Differences
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 194-208 P 194-208 P 194-208 P 194-208

2. Learner’s Materials Pages P 398- 399 P 398 - 399 P 406 - 407 P 410 - 412
3. Textbook Pages P 398 - 399 P 398 - 399 P 406 - 407 P 410 - 412
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources textbook textbook textbook Textbook and activity
sheets

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: January 9 – 13, 2017 (week 9) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY

.
B. Establishing a Purpose for the
Lesson Assign groups of students Refer to page 399. Discuss Write or compose a good Show the different forms of
to do the Group the tips on how to improve synopsis of a play. participles.
differentiated Tasks in writing dialogues.
Tasks 12

C. Presenting Examples/Instances
of the Lesson Assist every group’s Review the play. Take the Discuss the parts of the Refer to page 410 for
performance output so they dialogues as examples of synopsis. The sequence of discussion and examples.
understand their the discussion. events must be clearly
assignment well. observed.

D. Discussing New Concepts and

Practicing New Skills #1 Assist each group. Work on Task 14. Go over the example of a Give more examples and
With partners, students synopsis. Point out the allow students to identify
develop dialogues or important details covered what form of participles is
conversation to be and how they make up the used.
presented to the class. entire composition.
Refer to page 419 for
details in making synopsis.

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: January 9 – 13, 2017 (week 9) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstratio
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn n
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge
allotment for each step.
E. Discussing New Concepts and Remed
Practicing New Skills #2 Group 1 – Perform a radio Go over and check This time, try working with a Include in the discussion Readin
play students’ drafts of the partner in composing a how to avoid dangling
conversation. synopsis for the play “While participial phrases.
Group 2 – Write a letter to the Auto Waits”.
Hoke Present the rubrics. Gather first the important Discuss two ways of
Group 3 – Draw a picture details needed for the correcting dangling
synopsis. participles on page 411.
Group 4 – Compose a song

F. Developing Mastery
(Leads to Formative Assessment 3) Allow the groups to practice Allow the students to Write the first draft of the Try to answer Task 7 B and
their performance or polish practice. synopsis. Partners must C on page 412.
their outputs. help each other come up
with a satisfactory
composition.

G. Finding Practical Applications of

Concepts and Skills in Daily Ask: Use of common situation or Writing synopsis is Develop skill in writing
Living daily scenario. applicable to any story. effective sentences without
Which part of the story do dangling phrases.
you find similar with our
situation in our community?
Describe the similarity.

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: January 9 – 13, 2017 (week 9) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstratio
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn n
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge
allotment for each step.
H. Making Generalizations and Remed
Abstractions about the Lesson I find the play “Driving Miss Making conversation or Writing synopsis is just like I realized that I have also Readin
Daisy a very good example dialogues with our usual writing a ______________ written dangling participial
of ___________________ casual daily affair is a very _____________________. phrases. With this lesson, I
_____________________ good way of ___________ will be able to __________
_____________________. ______________________.

I. Evaluating Learning
The presentation of the The presentation of the Submission of the draft of Make use of teacher-made
Differentiated Group Tasks conversation will be graded the synopsis of the play, activity sheets on identifying
are graded. according to the rubrics. “While the Auto Waits”. participial phrases, and
Rubrics already given to correcting dangling
class. participial phrases.

J. Additional Activities for

Application or Remediation

V. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
Teaching Dates and
Time: January 9 – 13, 2017 (week 9) Quarter: 3

B. No. of learners who require

additional activities for
remediation
C. Did the remedial lessons 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

work well? Why did these
work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Engli
Teaching Dates
and Time: January 23 - 27,2017 (week 1) Quarter: 4th
MONDAY TUESDAY WEDNESDAY THURSDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and compet
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable childre
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
unchanging values in a changing world; also how to use the features of a full-length play, tense consistency, modal
passive constructions plus direct and indirect speech to enable him/her competently performs in a full-length play.
B.Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resource
following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning EN9LC-IVa-13: EN9VC-IVa-10: EN9LT-IV-a-17: EN9OL-IVa-3.7: Reme
Competencies/Objectives: Listen to lay value Determine the relevance Analyze literature as a means Use varied verbal and Readin
Write the LC Code for each judgment on critical issues and the truthfulness of the of understanding unchanging non-verbal
that demand sound ideas presented in the values in a changing world communication
analysis and call for prompt material viewed EN9LT-IVa-17.1:
strategies when
actions EN9V-IVa-29: Explain how the elements
EN9RC-IVa-2.18: Get familiar with the specific to full-length plays performing in a full-
Relate text content to technical vocabulary for build its theme length play
particular social issues, drama and theater (like EN9F-IVa-3.11:
concerns, or dispositions in stage directions) Produce sounds of English
real life effectively when delivering
lines in a full-length play
EN9G-IVa-22:
Use active and passive
constructions
EN9WC-IVa-11:
Compose a play review
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content ca
week or two.
II. CONTENT Lesson 1: HOLDING ON TO A DREAM IN A CHANGING WORLD
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learni
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept de
A. References
1. Teacher’s Guide Pages pp.209-212 pp.209-212 pp.209-212 pp.209-212
2. Learner’s Materials p. 424-430 p. 424-430 p. 424-430 p. 424-430
Pages
3. Textbook Pages p.424-430 p. 424-430 p. 424-430 p. 424-430
4. Additional Materials
from Learning Resource
(LR) portal
B.Other Learning Resources Mp3 player, picture, copy of Mp3 player, picture, copy of Copy of the reading text Projector, CD Recording of
the song the song Listening outputs

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates January 23 - 27,2017 (week 1) Quarter: 4th
and Time:

MONDAY TUESDAY WEDNESDAY THURSDAY

B.Establishing a Purpose for Sharing of observations and Recall one significant issue Ask the students to read the Task 6: Instruct students to
the Lesson discussion of the picture in your life. Share it with a poem, “Dreams Deferred” analyze the picture and
partner. by Langston Hughes predict what could be the
dream of the people in the
picture.

C. Presenting Listening to a song Call two pairs to do the Ask them to associate the Task 7. Let students read
Examples/Instances of the sharing. poem to the story and analyze the dialogue
Lesson

D.Discussing New Concepts While listening to the song, Analyze the pictures posted Introduce the text. ( Tell Task 8. Discussion on
and Practicing New Skills students predict words or on the board. something about the author passive and active voice.
#1 phrases that they expect to any back-ground of the
hear from the song through story.
its title

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Englis
DAILY LESSON LOG
Area:
Teaching Dates
and Time: January 23 - 27,2017 (week 1) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

F. Developing Mastery Small group sharing Accomplish the chart with Brainstorming by group. Task 11. Design a board
(Leads to Formative forms of social injustice as game that presents a real-
Assessment 3) depicted by the pictures life journey.

G.Finding Practical Ask: Ask: Note the significant Illustrate the game board
Applications of Concepts 1. Among the issues, Give one resolution that will responses of the students with pictures appropriate to
and Skills in Daily Living what do you think minimize discrimination. and process it. the journey being chosen.
he values the most”
Why do you say
so?

School: Grade Level: 9

GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: Englis
Teaching Dates
and Time: January 23 - 27,2017 (week 1) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

I. Evaluating Learning Present a news report about Checking of answers Instruct them to write their Task 15. Choose a part of a
social issues answers. story or a play. Dramatize it
by exchanging dialogues.

J. Additional Activities for Journal writing: Select 5 words from the Reflect: Journal writing:
Application or Complete the sentence: activity and use them in a From the poem: I learned Complete the sentence:
Remediation Today, I realized that…. sentence. that... I believe I can realize my
dream because...

V. REMARKS
School: Grade Level: 9
GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: January 23 - 27,2017 (week 1) Quarter: 4th

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What w
VI. REFLECTION needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them re
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
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 work well? Why did
these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?
School: Grade Level: 9
GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates JANUARY 30 – FEBRUARY 3, 2017
and Time: (week 2) Quarter: 4TH

MONDAY TUESDAY WEDNESDAY THURSDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and compet
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable childre
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
unchanging values in a changing world; also how to use the features of a full-length play, tense consistency, modal
passive constructions plus direct and indirect speech to enable him/her competently performs in a full-length play.
B.Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resource
following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning EN9RC-1Vb-2.18: EN9VC-IVb-10: EN9LT-IVb-17: EN9F-IVb3.11: EN9W
Competencies/Objectives: Relate text content to Determine the relevance Analyze literature as a produce the sounds of Comp
Write the LC Code for each particular social issues, and the truthfulness of the means of understanding English effectively when EN9G
concerns, or dispositions in ideas presented in the unchanging values in a delivering lines in a full -
Use ac
real life material viewed changing world length play
constr
EN9LC-IVb-13.1: EN9V-IVb-29: EN9LT-IVb-17.1:
Get the different sides Get familiar with the Explain how the elements
social, moral and economic technical vocabulary for specific to full length
issues affecting the nation drama and theater(like
stage directions)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content ca
II. CONTENT week or two.
ENSURING FAMILY SECURITY
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learni
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept de
C. References
1. Teacher’s Guide Pages P 213-217 P 217-223 P 217-223 P 217-223
2. Learner’s Materials P 448-451 P 452-490 P 452-490 P 452-490
Pages
3. Textbook Pages P 448-451 P 452-490 P 452-490 P 452-490
4. Additional Materials
from Learning Resource
(LR) portal
D.Other Learning Resources Projector, audio&video Textbook ,laptop Textbook,laptop PowerPoint presentation
system

Grade
GRADES 1 to 12 School: Level: 9
DAILY LESSON Learning
LOG Teacher: Area: English
Teaching
Dates and JANUARY 30 – FEBRUARY 3,
Time: 2017 (week 2) Quarter: 4TH

MONDAY TUESDAY WEDNESDAY THURSDAY

B.Establishing a Purpose for Let them watch a video Do task 2 take a stand on Do task 4 World of words on Ask:
the Lesson about a father and a page 450 of the LM page 451 of the LM From among the characters,
daughter. who do you like best?
C. Presenting Ask the students to reflect Ask: Ask the students to predict Ask:
Examples/Instances of the on the video Why is it important to what this play is all about What values does she/he
Lesson analyze the stand of a based on its title (Death of a have drawn you to him/her?
speaker or a group of salesman)
people?

D.Discussing New Concepts Answer the Task 1 on page Work on task 3 with a Pick difficult words from the Ask the students to work the
and Practicing New Skills 449 of the LM partner on page 450 of the play task 7 by group on page
#1 LM 491 of the LM.

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates JANUARY 30 – FEBRUARY 3, 2017
and Time: (week 2) Quarter: 4TH

MONDAY TUESDAY WEDNESDAY THURSDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be g
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systemati
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Discuss : Let them watch a video Discuss with the students the Ask the students to choose Remed
and Practicing New Skills again about political ad that words in the play that must be a part of a play. Dramatize Readin
#2 Do you agree with how the features US President properly defined to aid in it by exchanging dialogues.
understanding the play
daughter treated her father? Ronald Reagan.
Why?

F. Developing Mastery Discuss: Ask them to pay particular Ask the students to use the Internalize the lines by
(Leads to Formative If you were to give an attention to the message of difficult words in a sentence feeling for the characters.
Assessment 3) ending to the video, how the ad.
would you do it?
G.Finding Practical Instruct them to highlight Discuss: Group activity: Ask:
Applications of Concepts important points they
and Skills in Daily Living discovered while watching What is the stand of the Work on task 5 Lit to What real life experience
the video speaker in the ad? Read on pages 453-490 you have that is similar to
any of the characters in the
of the LM
play?

School: Grade Level: 10

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates January 30– February 3, 2017 (week
and Time: 2) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

I. Evaluating Learning Write down what they think Call two pairs to do the Checking of answers Do task 15 Review Take
is the most important point sharing about their stand on Two on page 499 of the LM
of the video. the issue presented by the
ad.

J. Additional Activities for Let them present their Ask the students to connect Provide follow up questions Reflect:
Application or version of the video’s the video about campaign so students would get to From the play: I learned
Remediation ending. ad to the political ad in the know the characters better. that...
Philippines

V. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates January 30 – February 3, 2017 (week
and Time: 2) Quarter: 4th

D. No. of learners who continue

to require remediation
E. Which of my teaching
strategies work well? Why did
these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: February 6-10 , 2017 (week 3) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and compet
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable childre
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
unchanging values in a changing world; also how to use the features of a full-length play, tense consistency, modal
passive constructions plus direct and indirect speech to enable him/her competently performs in a full-length play.
B.Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resource
following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning EN9RC-IVc-2.18: EN9VC-IVc-10: EN9LT-IVc-17: EN9OL-IVc-2:
Competencies/Objectives: Relate text content to Determine the relevance Analyze literature as a Employ effective and
Write the LC Code for each particular social and the truthfulness of the means of understanding appropriate non-verbal
issues,concerns,or ideas presented in the unchanging values in a communication
dispositions in real life material viewed changing world
strategies
EN9LC-IVc-13.2: EN9V-IVc-29: EN9LT-IVc2.2.1:
EN9WC-IVd-11:
Employ analytical listening Get familiar with the Express appreciation for
to make technical vocabulary for sensory images used
Compose a play review.
prediction/projections drama and theater(like EN9G-IVd-23:
stage directions) Express permission,
obligation, and
prohibition
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content ca
week or two.
II. CONTENT LEARNING FROM OTHERS
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learni
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept de
E. References
1. Teacher’s Guide Pages P224 P225 P226 P227-231
2. Learner’s Materials P501-502 P503-510 P511-515 P516-520
Pages
3. Textbook Pages P501-502 P503-510 P511-515 P516-520
4. Additional Materials
from Learning Resource
(LR) portal
F. Other Learning Resources Pictures,strips of manila Projector, laptop Pictures,laptop PowerPoint presentation
paper

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates February 6-10,2017 (week 3) Quarter: 4th
and Time:

MONDAY TUESDAY WEDNESDAY THURSDAY

B.Establishing a Purpose for Ask: Ask them about important Do the task 7 Play vs. Short Do task 10 Mind the issues
the Lesson Can you predict what each learning about the play story with a partner on page on pages 511 -513
video is all about? 507 of the LM

C. Presenting Ask the students to give Cite examples on the Tell the students to continue Elaborating the given
Examples/Instances of the their recipe for success. journey towards a better work on task 8 Decipher the answers
Lesson understanding of the play symbols on page 508 of the
LM

D.Discussing New Concepts Show the class the three Discuss: Discuss: Discuss on identifying the
and Practicing New Skills video clips and let them Can you name any object , cause and effect.
#1 write important points about What are the elements of a idea, or place that
the video clips short story or play? symbolizes an unforgettable
event in your life? What
does it mean to you?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Englis
DAILY LESSON LOG
Area:
Teaching Dates
and Time: February 6-10, 2017 (week 3) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

F. Developing Mastery Draw out insights from the Group activity: Group Activity: Form groups and do the
(Leads to Formative class like: comparing and activity on page 514 of the
Assessment 3) contrasting Do task 6 on page 506 of Do task 9 Go “Less with LM
the LM Words” on pages 509-511
of the LM

G.Finding Practical Let them write down the Ask them follow up Group Activity: Let the students copy the
Applications of Concepts strong and weak points of questions to draw out ideas cause-effect chart
and Skills in Daily Living each message. Do task 9 Go “Less with
Words” on pages 509-511
of the LM

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Englis
DAILY LESSON LOG
Area:
Teaching Dates
and Time: February 6-10, 2016 (week 3) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

I. Evaluating Learning Do the sharing of answers Let the students share their Presentation of the group Complete the sentence:
to the class answers. activity To be ready for an
economic crisis,
I can...

J. Additional Activities for Journal writing: Ask: Reading homework: This week,
Application or
Remediation Today, I realized that....... What do you think are the Read the Worst depression I learned that...
similarities and differences of Modern HIstory
between short stories and
plays?

V. REMARKS

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Englis
DAILY LESSON LOG
Area:
Teaching Dates
and Time: February 6-10, 2016 (week 3) Quarter: 2

D. No. of learners who continue

to require remediation
E. Which of my teaching
strategies work well? Why did
these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?
School: Grade Level: 9
GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: February 13 -17, 2017 (week 4) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and compet
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable childre
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
unchanging values in a changing world; also how to use the features of a full-length play, tense consistency, modal
passive constructions plus direct and indirect speech to enable him/her competently performs in a full-length play.
B.Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resource
following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning EN9RC-IVd-2.18: EN9VC-IVd-1.3/2.3: EN9LT-IVd-17: EN9WC-IVd-2: Reme
Competencies/Objectives: Relate text content to Formulate predictions Analyze literature as a Employ effective and Readin
Write the LC Code for each particular social issues, based on the material means of understanding appropriate non-verbal
concerns, or dispositions in viewed unchanging values in a communication strategies
real life EN9V-IVd-29: changing world EN9G-IVd-23:
EN9LC-IVd-7.2: Get familiar with the EN9LT-IVd-2.2.2: Express permission,
Analyze the stand of the technical vocabulary for Explain the literary devices obligation, and
speaker based on the drama and theater(like used
prohibition.
explicit statement made stage directions)
EN9WC-IVd-11:
Compose a play review
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content ca
week or two.
II. CONTENT DISCERNING FUTURE OPPORTUNITIES

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learni
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept de
D. References
1. Teacher’s Guide Pages P232-236 P237-240 P241-245 P246-247
2. Learner’s Materials P521-525 P526-528 P529-531 P532-535
Pages
3. Textbook Pages P521-525 P526-528 P529-531 P532-535
4. Additional Materials
from Learning Resource
(LR) portal
E. Other Learning Copies of graphic Projector, laptop Speaker, laptop PowerPoint presentation
Resources organizers

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: February 13-17, 2017 (week 4) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be g
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systemati
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Have the class watch the Ask: Emphasize to the class the Recall the different types of Remed
Lesson or Presenting the video version of Death of A Can you name events or importance of distinguishing tenses Readin
New Lesson Salesman. happenings in your life between factual and
wherein your prediction subjective statements.
actually happened?
B.Establishing a Purpose for Group activity: Discuss: Ask the students to share Discuss:
the Lesson Write the events that would Task 2 What’s in a play? On their knowledge on direct Types of tenses and their
happen after Act 1. page 523 of the LM and indirect statements. examples.
(Teacher will provide the
materials needed)

C. Presenting Each group in the class will Do task 3 Speak with Discuss: Let the students write five
Examples/Instances of the justify their answers. feelings on page 524 of the sentences with use of
Lesson LM Post examples of direct and adverbs.
indirect sentences on the
board.
D.Discussing New Concepts Tell the class on what are Ask the class to arrange the Do task 9 practice the Direct Checking of sentences
and Practicing New Skills their ideas on facts and events in a play. and indirect ways on page
#1 opinions.. 532 of the LM.

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: February 13-17, 2016(week 4) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

F. Developing Mastery Ask the students to discern Read a video transcript of Checking their answers With a partner:
(Leads to Formative facts from opinion America’s President Barack Create a short dialogue
Assessment 3) Obama about life challenges
considering the use of
adverb

G.Finding Practical Read a political campaign Let the students identify Do comparing and Present your work to the
Applications of Concepts advertisement and tell the which among the contrasting the following class.
and Skills in Daily Living class to listen for facts and statements contain factual statements
determine the biases by the information or subjective
ads content

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: February 13-17, 2016(week 4) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

I. Evaluating Learning Graded group presentation Use teacher made quiz on Use teacher- made quiz on Use teacher- made quiz on
on the chart about facts and identifying between factual changing the direct adverbs
opinion. or subjective information statement to indirect
statement or vice versa

J. Additional Activities for Each group will present Copy at least five examples Let the students write their Journal writing:
Application or their answer infront of the of direct quotation from own example on the direct Write an essay about their
Remediation class famous personality. and indirect statement ambition in life considering
the proper use of adverb.

V. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: February 13-17, 2016(week 4) Quarter: 4th

D. No. of learners who continue

to require remediation
E. Which of my teaching
strategies work well? Why did
these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: February 20 - 24, 2017 (week 5) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

C. Learning EN9RC- IVe-2.18: EN9LC-IVe-8.8: EN9LC-IVe-8.8: EN9LC-IVe-8.8: Remed

Compare and contrast Analyze literature as a Analyze literature as a
Competencies/Objectives: Relate text content to ideas listened to means of understanding means of understanding Readin
Write the LC Code for each particular social issues, unchanging values in a unchanging values in a
concerns, or dispositions in changing world changing world
real life

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content ca
week or two.
II. CONTENT Lesson 5 :RECTIFYING ONE’S MISTAKES
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learni
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept de
A. References
1. Teacher’s Guide Pages pp.248-261 pp.250 pp.250-251 pp.250-251
2. Learner’s Materials pp.537 p. 538-542 pp. 542-591 pp. 542-591
Pages
3. Textbook Pages pp.537 p. 538-542 pp. 542-591 pp. 542-591
4. Additional Materials
from Learning Resource
(LR) portal
B.Other Learning Resources Laptop Copy of the reading text Copy of the reading text Copy of the reading text
DLP

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: February 20 - 24, 2017 (week 5) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be g
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systemati
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A.Reviewing Previous Ask: Brainstorm on the meaning Let students share Vocabulary drills Remed
Lesson or Presenting the What are the current issues of panel discussion observations on previous Readin
New Lesson in the country? activity
B.Establishing a Purpose for Let students share their Facilitate reading on the Ask: Assign groupings for the
the Lesson feelings/insights regarding Guidelines for Conducting a What are expressions? How reading of the Death of the
the issues raised Panel Discussion will you interpret them? Salesman

C. Presenting Let students study the ads Let students form groups Let students do Task 5 Reading of the text
Examples/Instances of the found in the textbook following the guidelines for Twisting the Meaning
Lesson panel discussion (Dyads)

D.Discussing New Concepts Let students decide whether Let students discuss Give meanings to unfamiliar Reading of the text
and Practicing New Skills in favor or against a issues stated in Task 2 words raised by students
#1 particular issue raised

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: February 20 - 24, 2017 (week 5) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be g
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systemati
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Discussion of answers Presentations of panel Let students read the text Teacher facilitates Remed
and Practicing New Skills discussion by group Death of a Salesman by discussion of the text Readin
#2 Arthur Miller Act II
F. Developing Mastery Use Task 2 Relating the Presentations of panel Facilitate comprehension of Discussion on Task 8
(Leads to Formative Truth discussion the text Firming One’s Act
Assessment 3) Let students listen to a
recorded article and take
important details

G.Finding Practical Let students fill out the Let students do Task 4 Reading of the text Discussion on Task 8
Applications of Concepts table of the facts Critiquing One’s Style Firming One’s Act
and Skills in Daily Living mentioned in the text

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: February 20 - 24, 2017 (week 5) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be g
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systemati
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H.Making Generalizations Let students fill the grid Facilitate understanding of Lets students share their Remed
and Abstractions about the text summary of the text Readin
the Lesson
I. Evaluating Learning Process the answers Let students answer Task 8 Let students do Task 9
Firming One’s Act Determining the Tone,
Mood, and the Author’s
Technique

J. Additional Activities for Do advance reading on Journal writing: Homework oral reading of Homework:
Application or guidelines for Conducting a How will you address the the text Do Your Final Task
Remediation Panel Discussion suggestions of your
classmates regarding your
performance?

V. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: February 27 - March 3, 2017 (week 5) Quarter: 4th

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What w
needs to be done to help the students learn?
VI. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them re

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons

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 work well? Why did
these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: February 27 - March 3, 2017 (week 6) Quarter: 4th
MONDAY TUESDAY WEDNESDAY THURSDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and compet
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable childre
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
unchanging values in a changing world; also how to use the features of a full-length play, tense consistency, modal
passive constructions plus direct and indirect speech to enable him/her competently performs in a full-length play.
B.Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resource
following criteria: Focus, Voice, Delivery and Dramatic Conventions.

C. Learning EN9VC- IVf-1.3/2.3: EN9LT-IVf-17: EN9RC-IVf-2.22: EN9V-IVf-29: Reme

Competencies/Objectives: Formulate predictions Analyze literature as a means Judge the relevance and Get familiar with the Readin
based on the material of understanding unchanging worth of ideas, soundness technical vocabulary for
Write the LC Code for each drama and theater (like
viewed values in a changing world of author’s reasoning, and
stage directions)
the effectiveness of the EN9WC-IVf-11:
presentation Compose a review play
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content ca
week or two.
II. CONTENT Lesson 6:TAKING A STAND
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learni
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept de
C. References
5. Teacher’s Guide Pages pp.262-285 pp.262-285 pp.262-285 pp.262-285
6. Learner’s Materials pp. 608-609 p. 610-613 p. 610-612 p. 621-623
Pages
7. Textbook Pages pp.608-609 p. 610-613 p. 610-612 p. 621-623
8. Additional Materials
from Learning Resource
(LR) portal
D.Other Learning Resources Laptop Copy of the reading text Copy of the reading text Copy of the reading text
DLP

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates February 27 - March 3, 2017 (week 6) Quarter: 4th
and Time:

MONDAY TUESDAY WEDNESDAY THURSDAY

B.Establishing a Purpose for Sharing of observations and Ask the students this Ask the students to read Brainstorming on the
the Lesson discussion of the picture question; again the text REQUIEM elements of stage play
How prepared are you to presentation
face the failure in life?

C. Presenting Watch a video clip Let students read the Review of the text for Let students read the texts
Examples/Instances of the pertaining to a value system text “Requiem ( Death of additional comprehension on Medical Overtreatment
Lesson a Salesman)” and Death with Dignity

D.Discussing New Concepts Fill-out the grid with details Let students do Task 6 Let students do Task 8 Brainstorm text
and Practicing New Skills extracted from the material Checking Your Immersing into the comprehension using Task
#1 viewed Comprehension Author’s Craft 11 Digesting the Text

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Englis
DAILY LESSON LOG
Area:
Teaching Dates
and Time: February 27 - March 3, 2017 (week 6) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

F. Developing Mastery Group activity: Group activity: Let students do Task 13 by

(Leads to Formative Based on the material Discuss the causes of the Groups do Task 9 Message group
Assessment 3) viewed, pick out valid and characters’ actions or Twisting
acceptable rites which can dialogues based on your
be adapted or enhanced for understanding of the text.
the preservation of the
values mentioned.

G.Finding Practical Task 2 Charading a Word Group activity: Group presentations of the Presentations of answers
Applications of Concepts Come up with a positive poem
and Skills in Daily Living disposition which you
should undertake

School: Grade Level: 9

GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: Englis
Teaching Dates
and Time: February 27 - March 3, 2017 (week 6) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be g
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systemati
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H.Making Generalizations Let students answer the Group presentation: Let students from other Discussion of answers Remed
and Abstractions about question; Explain the values which groups describe the Readin
the Lesson How to make a stand on will be instilled or developed presentations of other
issues concerning in the groups
family?

I. Evaluating Learning Make a sketch or illustration Feed backing of answers/ Let students do Task 10 Let students do Task 14 by
on values learned from the sharing of ideas Seeing the Other Side of a group
material viewed. Character

J. Additional Activities for Journal writing: Journal writing: Journal writing: Group writing:
Application or What are the positive values Complete the sentence: Answer the question; Compose a play review
Remediation I must remember in making To avoid conflicts in the How prepared are you to
a stand on issues family, I should… face a failure in life?
concerning in my family

V. REMARKS
School: Grade Level: 9
GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: February 27 - March 3, 2017 (week 6) Quarter: 4th

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons

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 work well? Why did
these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: March 6-10, 2017 (week 7) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

C. Learning EN9RC-IVg-2.22: Judge EN9LC-IVg-13.4: EN9V-IVg-29: EN9OL-IVg-1.14: Reme

Competencies/Objectives: the relevance and worth of Judge the relevance and Take a stand on critical Use the appropriate Readin
ideas, soundness of truthfulness of the ideas issues brought up in the suprasegmentals: pitch,
Write the LC Code for each material viewed stress, juncture, intonation,
author’s reasoning, and the listened to
EN9WC-IVg-11: etc
effectiveness of the Compose a play review EN9G-IVg-1:
presentation Change direct and indirect
speech and vice versa
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content ca
week or two.
II. CONTENT LESSON 7: UNCHANGING VALUES IN A CHANGING WORLD
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learni
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept de
A. References
1. Teacher’s Guide Pages pp. 286-289 pp. 286-289 pp. 286-289 pp. 286-289
2. Learner’s Materials P629-630 P631 P632-642 P632-642
Pages
3. Textbook Pages P629-630 P631 P632-642 P632-642
4. Additional Materials
from Learning Resource
(LR) portal
B.Other Learning Resources Pictures Pictures Copy of the reading text Charts
None-textbook only

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: March 6-10, 2017 (week 7) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

B.Establishing a Purpose for Ask: Ask: Let students share their Ask:
the Lesson How do you accept How close are you with your experiences
challenges that you will family and friends? What makes a good
encounter in your life? play?

C. Presenting Post pictures that imply Ask: Facilitate discussion on Discuss Intonation,
Examples/Instances of the addiction Have you extended help values extracted from Juncture, stress and pitch
Lesson from a relative or someone students’ experiences
close to you?

D.Discussing New Concepts Let students analyze each Class do Task 2 Who’s In, Write unfamiliar words for Give practical examples of
and Practicing New Skills picture who’s Out vocabulary enhancement phrases or sentences that
#1 would differ in meaning
when said differently

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: March 6-10, 2017 (week 7) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

F. Developing Mastery Let students share output Groups continue the activity Discussion on the meaning Form groups and do the
(Leads to Formative with partner until all groups have of unfamiliar words teacher-made activities
Assessment 3) participated

G.Finding Practical Call some students to do Pair-Share Activity: Let students read the text of Form groups and do the
Applications of Concepts the sharing to the class Each pair selects a picture Eric Cantor’s Policy Speech teacher-made activities
and Skills in Daily Living from the activity for on ‘Shared Vision”
discussion

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: March 6-10, 2017 (week 7) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

H.Making Generalizations Facilitate discussion in Brainstorm on the pair- Let students read the text of Why are intonation, Remed
and Abstractions about standing up for a reason in share activity Eric Cantor’s Policy Speech juncture, stress, and pitch Readin
the Lesson times of life’s challenges on ‘Shared Vision” important?

I. Evaluating Learning Write down what they think Choose one picture and Give guide questions for Groups make a dialogue
is the most important value create a story related to it comprehension with direct and indirect
they learned speech
J. Additional Activities for Reflect: Journal writing: Group writing: Group writing:
Application or
Remediation How to avoid negative Explain the importance of Compose a play review Compose a play review
addictions? good family ties.

V. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: March 6-10, 2017 (week 7) Quarter: 4th

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons

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 work well? Why did
these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: March 13-17, 2017 (week 8) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and compet
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable childre
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
unchanging values in a changing world; also how to use the features of a full-length play, tense consistency, modal
passive constructions plus direct and indirect speech to enable him/her competently performs in a full-length play.
B.Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resource
following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning EN9LT-IVg-17: EN9RC-IVh-2.22: EN9VC-IVh-14: EN9V-IVg-29: Reme
Competencies/Objectives: Analyze literature as a Judge the relevance and Take a stand on critical Get familiar with the Readin
means of understanding worth of ideas, soundness issues brought up in the technical vocabulary for
Write the LC Code for each material viewed drama and theater (like
unchanging values in a of author’s reasoning, and
EN9VC-IVh-14: stage directions)
changing world the effectiveness of the Analyze literature as a EN9WC-IVh-11:
presentation means of understanding Compose a play review
unchanging values in a
changing world
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content ca
week or two.
II. CONTENT
LESSON 7: UNCHANGING VALUES IN A CHANGING WORLD

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learni
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept de
C. References
1. Teacher’s Guide Pages pp.286-289 pp.286-289 pp.286-289 pp.286-289
2. Learner’s Materials P645-647 P645-647 pp.647-649 pp. 649-650
Pages
3. Textbook Pages P645-647 P645-647 pp.647-649 pp. 649-650
4. Additional Materials
from Learning Resource
(LR) portal
D.Other Learning Resources Copy of the reading text Copy of the reading text Pictures Charts
Laptop, DLP Copy of the reading text

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: March 13-17, 2017 (week 8) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

B.Establishing a Purpose for Ask: Ask: Ask: Explain:

the Lesson How does the speech affect What particular role did you Why will you choose such Do stage directions affect
you? have? role? the outcome of a stage
play?

C. Presenting Let students share their Ask: Post pictures of stage Ask:
Examples/Instances of the answers How will you conquer the directors, stage designers, What are the stage
Lesson world of a stage play? and props designers directions?

D.Discussing New Concepts Facilitate comprehension of Tell the class that they will Ask the class what Ask:
and Practicing New Skills the text through questions read a selection on stage particular roles do each What is the advantage of
#1 directions perform having varied personalities
as the composition of a
stage play production?

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: March 13-17, 2017 (week 8) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

F. Developing Mastery Let students share Read the text Discussion of the text by Discussion of answers
(Leads to Formative important points from the group
Assessment 3) text

G.Finding Practical Let students do Task 5 Share insights on the text Making of group report Ask:
Applications of Concepts Walking the Dream into with a group How can you assure of a
and Skills in Daily Living Reality stage play success?

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: March 13-17, 2017 (week 8) Quarter: 4th

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be g
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systemati
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H.Making Generalizations Group presentations of Summarize learning Presentations of group Ask: Remed
and Abstractions about outputs reports What sacrifices do you have Readin
the Lesson to face or take so as to be a
successful actor/crew
member of a stage play
production?

I. Evaluating Learning Group presentations of Group presentations of Sketch stage directions Discussion of student’s
outputs outputs answers/opinions

J. Additional Activities for Let students do Task 6 Reflect: Answer: Group writing:
Application or What Influences a Text? What role of the play would How important is stage Compose a play review
Remediation you rather choose? directions in a play?

V. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: March 13-17, 2017 (week 8) Quarter: 4th

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What w
needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them re

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons

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 work well? Why did
these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Englis
DAILY LESSON LOG
Area:
Teaching Dates
and Time: March 20-24, 2017 (week 9) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

B.Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resource
following criteria: Focus, Voice, Delivery and Dramatic Conventions.

C. Learning EN9LC-IVh-2.15: EN9G-IVi-25: EN9V-IVi-29: EN9WC-IVi-11: Reme

Competencies/Objectives: Make generalizations Observe tense consistency Get familiar with the Compose a play review Readin
Write the LC Code for each in writing an evaluation technical vocabulary for
drama and theater (like
stage directions)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content ca
week or two.
II. CONTENT LESSON 7:
UNCHANGING VALUES IN A CHANGING WORLD
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learni
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept de
A. References
1. Teacher’s Guide Pages pp.286-289 pp.286-289 pp.286-289 pp.286-289
2. Learner’s Materials pp. 649-650 P651-652 p. 650 pp.651-652
Pages
3. Textbook Pages pp. 649-650 P651-652 p. 650 pp.651-652
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Task sheet Task sheet Copy of the text Copy of the reading text
Resources
School: Grade Level: 9
GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: March 20-24, 2017 (week 9) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

B.Establishing a Purpose for Prepare strips of paper with Do drills on tense Ask: Brief discussion of answers
the Lesson varied scenarios consistency How will you adjust on your
weaknesses?

C. Presenting By pairs, students pick out a Brainstorm the rules for Students perform Task 11 Students watch the video of
Examples/Instances of the strip of paper tense consistency Mirroring Myself the “Death of a Salesman”
Lesson

D.Discussing New Concepts Pairs read and understand Students do board Students review the result Groups take note of the
and Practicing New Skills what is written on the strips exercises on tense of their personal dialogues, delivery, the
#1 consistency assessment blockings, the setting, the
props and sets, the
costume, the audio, the
lighting, and the stage
directions
School: Grade Level: 9
GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: March 20-24, 2017 (week 9) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

F. Developing Mastery Pairs are given time to Teacher facilitates checking Students do Task 12 Discussion of answers
(Leads to Formative practice the elected of correct answers Committing Myself
Assessment 3) scenario

G.Finding Practical Pairs present their scenes Story analysis: Supply the Students form groups Teacher presents rubrics for
Applications of Concepts with appropriate dialog, verb observing tense stage play production
and Skills in Daily Living gestures and facial consistency
expressions
School: Grade Level: 9
GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: March 20-24, 2017 (week 9) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY

I. Evaluating Learning Presentation of scenarios Teacher facilitates Final assessment of Teachers evaluate the list of
discussion of answers individual tasks roles of group members

J. Additional Activities for Journal writing: Review script observing Review the respective Compose a play review
Application or Rate your own tense consistency responsibilities of crew in a
Remediation performance. How will you stage play production.
improve?

V. REMARKS
School: Grade Level: 9
GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: Area: Englis
Teaching Dates
and Time: March 20-24, 2017 (week 9) Quarter: 4th

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What w
VI. REFLECTION needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them re
O. No. of learners who
earned 80% in the
evaluation
P. No. of learners who require
additional activities for
remediation
Q. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
R. No. of learners who continue
to require remediation
S. Which of my teaching
strategies work well? Why did
these work?

T. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

U. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

Page 5 of 5

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