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DLL English Grade 9 Quarter 1 Weeks 1- 9 (Palawan

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Secondary Education (Far Eastern University)

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School F. Lagan Sr. Memorial National High School Grade Level 9

DAILY LESSON LOG Teacher KRISTINE GARCE V. ASUQUE Learning Area ENGLISH
Teaching Dates and Time July 29 – August 2, 2024 Quarter QUARTER 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES 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 content knowledge and competencies. These are assessed 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 Standard The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing,
summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech
choir.
B. Performance The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on the following criteria:
Standard Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.

C. Learning EN9LC-Ia-3.6: Perform a EN9VC-Ia-3.8: Infer thoughts, EN9V-Ia-1: Provide words or EN9G-Ia-1.6/1.7: Use Remedial/
Competency/Objecti task by following instructions feelings, and intentions in the expressions appropriate for a appropriate punctuation Enhancement
ves material viewed given situation. marks and capitalization to Reading
EN9RC-Ia-16: Share prior meaning convey Schedule/ICL
knowledge about a text topic EN9OL-Ia-1.15: Use the
appropriate segmentals EN9G-Ia-18: Use interjections EN9G-Ia-17: Use normal and
EN9LC-Ia-8: Process (sounds of English) and the to convey meaning inverted word order in
information mentioned in the suprasegmentals or prosodic creative writing
text listened to features of speech when
delivering lines of poetry and EN9WC-Ia-8: Distinguish
prose in a speech choir, jazz between and among
chants and raps. informative, journalistic, and
literary writing.
EN9LT-Ia-14: Analyze literature
as a means of discovering the
self
II. CONTENT
Module 1 Module 1: Module 1: Module 1: Enrichment/
Lesson 1: Sharing prior Lesson 1: Inferring thoughts, Lesson 1: Providing appropriate Lesson 1: Remediation
Knowledge feelings and intentions words
Processing information
Analyzing and identifying features Using appropriate punctuation marks
of lyric poetry and capitalization

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III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 1-3 4 - 11 11 – 12 12 – 17
pages
2. Learner’s Materials 3-5 7 – 16 18 – 19 18 – 23
pages

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3. Textbook pages

4. Additional Materials picture

from Learning
Resource (LR)portal

B. Other Learning Power point presentation

Resource

IV. PROCEDURES
A. Reviewing previous In small groups, let students work Ask at least five volunteers to share Briefly review students of Task 11 – On Using Expressions Group Performance of
lesson or presenting on Your Initial Tasks Task 1 – their responses in Task 7. yesterday’s topic. (Can be done Appropriate to Situations the Students (10-20
the new lesson Three-minute Letter Search Riddle Briefly review students of yesterday’s creatively like asking students to Read the poem once more to minutes)
Game page 3 of LM. topic. present their learning through answer these questions.
song, chant, short poem, etc.) -Do you agree with the persona’s
description of the last age of man
in
the last two lines of the poem?
Why?
-Do you agree when he says that
the last stage is “second
childhood without everything?”
Prove your point.
B. Establishing a From the riddle, ask students: Your Text Let the students read the poem “The From your responses, what word/s Go back to the poem
purpose for the What is it in life that you have to
Task 8 – Ten-minute Image Talk Seven Ages of Man” once again. express/es agreement or “A Short History of
lesson perform? (if possible, the teacher presents a disagreement? Can you think of Punctuation” and to
(Same group) bigger version of the image on the other words/phrases that maybe the informative text.
Task 2 – All for the Best book) used to express agreement and What is being
(Each group will share their By pair, give students at least 5-10 disagreement? emphasized in both
responses to the class.) page 3 ofminutes to analyze the image and texts?
LM discuss their answers on the given How does the 1st text
questions. differ from the 2nd text?
(the teacher may present first the (poem and article)
guide questions before presenting the
image)
C. Presenting Task 3 – Inspirations Show picture of William Shakespeare Let students read the dialogues
examples/Instances From each group, at least two then ask students if they know presented in the LM. Then ask them
of the new lesson members will share their something about the author. Introduce to identify the expressions used to
responses. Discuss students’ the author/read brief biography. express agreement and
responses. Page 4 of LM. Discuss briefly how a poem shares disagreement.
certain experiences. Point out the

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characteristics of a lyric poetry.

D. Discussing new Task 4 1st Reading/Listening– video clip / by
Task 10 – Small Group Differentiated Discuss how one should express Discuss the difference
concepts and page 5 of LM. the teacher (if video clip is not
Work agreement and/or disagreement in between literary and
practicing new skills # In this activity, students should be available) Group 1 – Looking for Rhymes formal/informal conversation. informative text. Use
1 able to share their ideas on how to 2nd Reading – Let the students read
Group 2 –The Best Clue the given poem and
perform life roles (characteristics, after the teacher Group 3 – A2 and C article to point out the
traits). Divide the class into five groups. Give
Group 4 – Imagery differences. Ask
Discuss why each them 3 minutes to practice reading the
Group 5 – Word Bank students to tabulate
trait/characteristic will be effective, Group 6 – Meaningful Encounter
poem aloud. Decide who will be the their responses in a
partially effective or ineffective. 1st, 2nd, 3rd, 4th and 5th readers.
Group 7 – Meaningful Encounter chart (or they may also
Group 8 – Connect to Life
Note what group/s read/s expressively. use Venn diagram).
Students will be given at least 10-15 Task 13 – Involvement
minutes to work on their assigned (Process students’
task. Then, each group will present responses.)
their outputs in class.
Process students’ responses.
E. Discussing new Task 5 – Looking Back Discuss the importance of using For further discussion, identify the Read the poem again. Ask students Task 14 – Give Me
concepts and Let students connect their appropriate stress to words to convey stages of man as mentioned in the where (in what part/s) do they Eight
practicing new skills # responses on this task to their meaning and to appreciate literature. poem. Discuss what role/s is/are usually take a pause and/or stop? Group 1 – Yes, It’s
2 responses in Task 2 – All for the Pick out some words from the poem need to be performed by man in each What signals them to take a pause Simple But It’s Too
Best. Page 5 of LM. (at least 10) then ask students to stage. or stop? Good to Miss
practice reading them aloud Group 2 – Fan Letter
emphasizing the appropriate stress. Let the students read the text “A to A Role Model
Short History of Punctuation” by Group 3 – Personal
Polly M. Robertus. Heroes
Group 4 – Leading
How do you feel reading the text? Light
Discuss the informative text about Group 5 – Poetic
punctuation marks and Music Video
capitalization. Group 6 – Dance Duo
Group 7 – Roles and
Concerns
Group 8 – High/Low
Points
Process students’
responses.
F. Developing mastery Task 6 – Focus Questions Let the groups read the poem again. Guessing Game: Reread the poem “The Seven Present two different
(leads to Formative Give students at least 5-10 minutes Remind them that reading Each group will be assigned to each Ages of Man”. Find lines that texts to the class
Assessment 3) to think about their answers to the expressively with appropriate stress stage as mentioned in the poem. suggest man has to perform roles in (literary and
focus questions. Page 6 of LM. will help convey the meaning of the They will think of the role/s in each life. Specify which lines clearly point informative). Let
poem. stage and will act it out in front. The out positive sign of performing roles students analyze the
other groups will guess what stage is in life. texts and let them
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being acted out. They may also add Talk about which of them you agree identify whether it is
other role/s that is/are performed in or disagree with. Explain. Pair up literary or informative.
the given stage. and write dialogues to express your
ideas. Use appropriate punctuation
and capitalization in your written
dialogues. Present output to the
class.
G. Finding practical Ask: From the activities that we just Stress in words is important. In Shakespeare mentioned that there What problems can be caused by The class will be
application of had, what have you realized? everyday conversation, can you are seven stages in life and in each improper capitalization and use of divided into small
concepts and skills in How can your realizations help identify situations where stress in stage man has different roles to punctuation marks? groups and each group
daily living you? words affect the meaning of the perform. What can you consider the How can communication be affected will be given two
(Focus on identifying and words? What usually happens when different stages in your life? What if inappropriate expressions are articles. The group will
performing life roles.) words are not properly stressed? is/are the role/s you have to perform used in expressing agreement read and analyze each
in each stage? and/or disagreement? article applying what
they learned about
proper use of
punctuation marks and
capitalization, then
identify whether it is
literary of informative.
H. Making Ask: How important is it to know Ask: How do we appreciate literature Ask: Complete the statements below: How does proper use
generalizations and our roles in life? as compared with appreciating an What does the poem tell us? Agreement and/or disagreement can of punctuation marks
abstractions about the How should we perform our roles in artistic visual image? How important is it to know our roles be expressed through and capitalization
lesson life? How is stress important in appreciating in life? ______________. affect the meaning
poem and in conveying meaning? What do you think will happen if man Appropriate punctuation marks and conveyed in literary
fails to perform his role in a specific proper capitalization are important and informative texts?
stage? because ______________.
(Students may present their
completed statements through
chants.)
I. Evaluating learning SGDW: Give another example of an Anglo- MILEs: Paper-and-pencil test. (By group) Students
Through creative presentations, American lyric poem to the students (if What kind of roles in life are (10 items for expressing will choose whether to
(song, poem, jazz chant, visual possible, another work of William conveyed in the poem and how can agreement/disagreement and 10 write a literary or
arts, etc.) present what they have Shakespeare). (Sonnet 116) man perform these effectively? points for punctuation marks and informative text about
learned from today’s activities. Present rubric to the students before Each group may present their capitalization.) “Roles in Life” applying
(Prepare rubric for the letting them work in groups. responses through dance, chant, proper use of
presentation.) They will read the piece aloud applying pantomime, role play or visual arts. punctuation marks and
proper stress in words to convey capitalization.
meaning and to show appreciation of (Use rubric for this
the piece. activity.)
J. Additional activities Let students work on Task 7 – Students will create their own Assignment for the next lesson: Remind students about their group In groups of 5, do

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for application or What Do I Expect/Need/Hope to poem/jazz chants/raps applying the Read about expressions used in performance tomorrow. the final task-
remediation Learn? features of Anglo-American lyric expressing agreement and (created poem/jazz chant/rap about Community
poetry. (Take-home, by group). disagreement. Anglo-American lyric poetry) Service Brochure
Read about the rules in capitalization Refer to criteria on
and using punctuation marks. Tell students to do the Sensible page 26 of LM.
Role Plan activity.
V. Remarks
VI. Reflection
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
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 worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

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School F. Lagan Sr. Memorial National High School Grade Level 9

DAILY LESSON LOG Teacher KRISTINE GARCE V. ASUQUE Learning Area ENGLISH
Teaching Dates and Time August 5 -9, 2024 Quarter QUARTER 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

l. OBJECTIVES 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 content knowledge and competencies. These are assessed 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 Standard The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing,
summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech
choir.
B. Performance The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based

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Standard on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.

C. Learning EN9LC-Ia-8: Process information EN9VC-Ia-3.8: Infer thoughts, EN9VC-Ia-3.8: Infer thoughts, EN9VC-Ia-3.8: Infer
Competency/Objecti EN9WC-Ia-8: Distinguish mentioned in the text listened to feelings, and intentions in the feelings, and intentions in the thoughts, feelings,
between and among EN9VC-Ia-3.8: Infer thoughts, material viewed material viewed and intentions in the
ves feelings, and intentions in the - Write a movie analysis material viewed
informative, journalistic, and
Write the LC code for each. literary writing. material viewed based from the movie -Role play any part of
EN9G-Ia-17: Use normal and EN9V-Ia-1: Provide words or viewed “Beowulf” the movie “Beowulf”
inverted word order in creative expressions appropriate for a
writing given situation
EN9WC-Ia-8: Distinguish
between and among informative,
journalistic, and literary writing.
EN9G-Ia-1.6/1.7: Use
appropriate punctuation marks
and capitalization to convey
meaning
II. CONTENT
Module 1 Module 1 Module 1 Module 1 Module 1
Lesson 1 Distinguishin informative, Lesson 1 Taking a 30-item Lesson 2 viewing of the movie Lesson 2 Continuation of Lesson 2 Role playing
literary and journalistic texts
Using normal and inverted word in
summative test movie viewing
creative writing

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 18 - 19
pages
2. Learner’s Materials 24 - 27
pages

3. Textbook pages

4. Additional Materials LCD LCD

from Learning Laptop Laptop
Resource (LR)portal Speaker Speaker
B. Other Learning
Resource

IV. PROCEDURES
A. Reviewing previous Using Venn diagram, students will Ask at least three students to share Prepare the students for the film Continuation of film showing Presentation of role play

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lesson or presenting be asked to recall the differences their responses in “My Treasure” task. showing of the movie “Beowulf” by group.
the new lesson and similarities of informative and Review students of the topics
literary text. discussed in the lesson.
(The teacher may also write the
answers on strips of cartolina then
just ask students where to place
each strip in the Venn diagram.)
B. Establishing a The class will be divided into Tell students what the summative test Instruct them that they will write a Prepare the students for the role
purpose for the groups (depending on the class is all about. Remind them of the proper movie analysis after watching the playing of their favourite part of the
lesson size). The teacher will present behaviour when taking a test. movie. movie.
samples of brochures to the class
and will be given at least five
minutes to go over the brochures.
C. Presenting Ask students to identify Present the format of movie analysis Present the rubrics for role playing
examples/Instances organizations, clubs, and/or key
of the new lesson persons who offer services whether
in the school or in your
barangay/community.
D. Discussing new The teacher will discuss what a Discus each part of the movie Continuation of film showing
concepts and brochure is all about and will point analysis
practicing new skills # out what the content of a
1 community services brochure
should be.
E. Discussing new The students will discuss (by Film showing
concepts and group) the planning, gathering
practicing new skills # information, drafting, writing
2 and presenting their concepts
for their brochure.
(Refer to LM, pp.6-8)
F. Developing mastery (The students will be given time to
(leads to Formative work on their community services
Assessment 3) brochure.)

G. Finding practical How can your community services

application of brochure be of help in your school
concepts and skills in or in your community?
daily living
H. Making -What is a community
generalizations and services brochure?
abstractions about the What kind of text will you

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lesson include in your brochure?

(literary or informative)
I. Evaluating learning (Present the rubric to the class Summative Test I in Present rubrics for movie analysis
about how their brochures will be Lesson I – Recognizing Roles in Life
graded.)
J. Additional activities (The community services brochures of Advance Reading : Tell students to read in Instruct the students for the continuation Practice of their presentation “Role Relate the movie to the
for application or the students will be presented on advance the reading text about Beowulf in of film viewing the next day. playing” excerpt in the LM page
remediation Friday.) the next lesson. 34 -38.
Assignment: The students will work on
“My Treasure” on their notebooks.
V. Remarks
VI. Reflection
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
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 worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
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other teachers?

Prepared by:

KRISTINE GRACE V. ASUQUE

Teacher III

Checked/ Reviewed by:

EDNA J. EDEP
Head Teacher III
F. Lagan Sr. Memorial National High School

School Francisco Lagan Sr. Memorial High School Grade Level 9

DAILY LESSON LOG Teacher KRISTINE GARCE V. ASUQUE Learning Area ENGLISH
Teaching Dates and Time Quarter QUARTER 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

l. OBJECTIVES 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

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remedial activities may be done for developing content knowledge and competencies. These are assessed 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 Standard The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing,
summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech
choir.
B. Performance The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based
Standard on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.

C. Learning EN9RC-Ib-16: Share prior EN9V-Ib-1: Provide words or EN9WC-Ib-8: Distinguish EN9V-Ib-1: Provide words or EN9WC-Ib-8:
Competency/Objecti knowledge about a text topic expressions appropriate for a given between and among informative, expressions appropriate for a given Distinguish between
EN9LC-Ib-6.2: Infer thoughts, journalistic, and literary writing and among
ves feelings and intentions of the situation EN9VC-Ib-3.8: Infer thoughts, situation informative,
Write the LC code for each. speaker EN9OL-Ib-1.15: Use the appropriate feelings, and intentions in the EN9OL-Ib-1.15: Use the journalistic, and
- Restate the ideas conveyed segmentals (sounds of English) and material viewed appropriate segmentals (sounds of literary writing
by the text listened to. the suprasegmentals or prosodic EN9LT-Ib-14: Analyze literature English) and the suprasegmentals EN9VC-Ib-3.8: Infer
as a means of discovering the thoughts, feelings,
- Infer character traits based on features of speech when delivering self
or prosodic features of speech
and intentions in the
the characters’ deeds. lines of poetry and prose in a speech EN9LT-Ib-14.2: Explain how the when delivering lines of poetry and material viewed
choir, jazz chants and raps elements specific to a selection prose in a speech choir, jazz EN9LT-Ib-14:
- Unlock meaning of unfamiliar build its theme chants and raps Analyze literature as
words through word game. - Unlock meaning of unfamiliar a means of
discovering the self
- Identify what Kennings are and words through word game.
EN9LT-Ib-14.2:
how it helps make the selection - Identify what Kennings are Explain how the
richer. and how it helps make the elements specific to
selection richer. a selection build its
theme

II. CONTENT
Module 1 Module 1 Module 1 Module 1 Module 1
Lesson 2 Sharing prior knowledge Lesson 2 providing appropriate words Lesson 2 Lesson 2 providing appropriate Lesson 2
Inferring thoughts, feelings anf or expressions words or expressions
intentions Using appropriate segmentals and Using appropriate segmentals and
suprasegmentals suprasegmentals

IV. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials 20 - 21 22 – 23 33
pages

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3. Textbook pages

4. Additional Materials Pictures

from Learning Music video
Resource (LR)portal

B. Other Learning Power point presentation

Resource

V. PROCEDURES
A. Reviewing previous What is your Most Important Ask three-five students to share their (10-15minutes) Ask three-five students to share (10-15minutes)
lesson or presenting Learning (MIL) from our previous responses in their take home task. Each group will present their their responses in their take home Each group will present
the new lesson lesson? (call at least three-five community services brochure to the task. their community
students) class. (Peer and teacher evaluation services brochure to the
Let students read the quote by will be done using rubric.) class. (Peer and
Helen Keller in “Your Journey”. Ask Ask: What is Kennings? How can it teacher evaluation will
students about their ideas/opinions help in the richness of a literary be done using rubric.)
regarding what the quote says. piece? Ask: What is Kennings?
(.the quotation is on page 20 of How can it help in the
TG) richness of a literary
piece?
B. Establishing a Your Initial Tasks Your Text, Task 3 – Attack those Do you know any character in the Your Text, Task 3 – Attack those Do you know any
purpose for the Task 1 – Hit the Hints Words Philippine literature who possesses Words character in the
lesson (The teacher presents the images In small groups, ask students to work extraordinary strength or supernatural In small groups, ask students to Philippine literature who
on the board. Ask students if they on the Tic-Tac-Toe. Afterwards, powers? Can you recall their heroic work on the Tic-Tac-Toe. possesses
are familiar with the characters or discuss with them other examples of deeds using their strength and Afterwards, discuss with them extraordinary strength
with the movies. The teacher may Kennings and how they are used to powers? other examples of Kennings and or supernatural powers?
also let students watch a brief create an evocative and imaginative how they are used to create an Can you recall their
trailer/preview of the movie to have alternative word using the literary evocative and imaginative heroic deeds using their
ideas what the movies are all about piece Beowulf. alternative word using the literary strength and powers?
and who the characters are. piece Beowulf.
C. Presenting Ask students to list down the traits Let students watch a brief video clip Let students complete the graphic Let students watch a brief video Let students complete
examples/Instances common to all the characters. The regarding the background of Beowulf. organizer to be presented on the clip regarding the background of the graphic organizer to
of the new lesson teacher may also ask students to If video clip is not available, teacher board about the setting, characters, Beowulf. If video clip is not be presented on the
identify other characters similar may just present the background plot and conflict of the story Beowulf. available, teacher may just present board about the setting,
with the given ones. through visual aids. Let students watch a brief animated the background through visual characters, plot and
Ask students to answer the video of Beowulf for better aids. conflict of the story
question on p.30, LM. visualization of the story. Beowulf.
Discuss/Process students’ Let students watch a
answers. brief animated video of
Beowulf for better

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visualization of the
story.
D. Discussing new Task 2 – Say that Again The students will individually read the Divide the class into five groups. The students will individually read Divide the class into five
concepts and The teacher will play the song assigned stanza in front of the class each group will work on the following the assigned stanza in front of the groups. each group will
practicing new skills # three times. Remind students of applying the appropriate segmentals tasks: class applying the appropriate work on the following
1 the behaviour during listening and suprasegmentals in the delivery of Group I : Task 5 – Illustrate the segmentals and suprasegmentals tasks:
activity. poetry. (LM pp. 34 – 38) Creations (Heorot and Hrothgar) in the delivery of poetry. (LM pp. 34 Group I : Task 5 –
On the 2nd and 3rd time, ask Group II : Task 5 – Illustrate the – 38) Illustrate the Creations
students to find a partner to work Creations (Beowulf and Grendel) (Heorot and Hrothgar)
on Task 2. Group III : Task 6 – Compare and Group II : Task 5 –
Process students’ answers. Contrast Illustrate the Creations
Group IV : Task 7 – Into the Hero (Beowulf and Grendel)
nos. 1-5 Group III : Task 6 –
Group V : Task 7 – Into the Hero nos. Compare and Contrast
6-10 Group IV : Task 7 – Into
Students will present their output to the Hero nos. 1-5
be processed by the class. Group V : Task 7 – Into
the Hero nos. 6-10
Students will present
their output to be
processed by the class.
E. Discussing new Discuss what paraphrasing is, the During the read aloud, other students Task 8 – Epic Vs. Lyric During the read aloud, other Task 8 – Epic Vs. Lyric
concepts and steps to follow when paraphrasing will list down the Kennings found in Let students go back to the poem students will list down the Kennings Let students go back to
practicing new skills # lines as well as some tips in each stanza/in the poem. “Seven Ages of Man” by found in each stanza/in the poem. the poem “Seven Ages
2 paraphrasing. Afterwards, volunteers will be called to Shakespeare. Ask them to compare it Afterwards, volunteers will be of Man” by
Let students read the examples use the Kennings in their own with “Beowulf”. How are the two called to use the Kennings in their Shakespeare. Ask them
given on the LM. Discuss the sentences. different? Are there similarities own sentences. to compare it with
examples for further between them? Which one is a lyric “Beowulf”. How are the
understanding. and which is an epic? two different? Are there
Let students identify the similarities similarities between
and differences of lyric and epic them? Which one is a
poetry using the graphic organizer lyric and which is an
given in the LM. (Teacher may write epic?
the similarities and differences of the Let students identify the
two on cartolina strips then just ask similarities and
students to post it appropriately in the differences of lyric and
graphic oragnizer. epic poetry using the
graphic organizer given
in the LM. (Teacher
may write the
similarities and
differences of the two
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on cartolina strips then

just ask students to post
it appropriately in the
graphic oragnizer.
F. Developing mastery (Dyad) From the material listened Class will be divided into small groups. Task 4 – Say Yes or No Class will be divided into small Task 4 – Say Yes or No
(leads to Formative to, pick out some lines and ask Each group will be assigned to a (Students may answer the task groups. Each group will be (Students may answer
Assessment 3) students to paraphrase them. stanza and will read aloud at random individually, by pair or in a small assigned to a stanza and will read the task individually, by
Process students’ answers. instruction. group, depending on the teacher and aloud at random instruction. pair or in a small group,
class size.) depending on the
teacher and class size.)
G. Finding practical How can you apply paraphrasing in (same groupings) Each group will pick Create a short poem expressing your (same groupings) Each group will Create a short poem
application of your everyday conversation with out Kennings utilized in the response to this question: “How can pick out Kennings utilized in the expressing your
concepts and skills in people around you? How can poem/literary piece. one be a hero in his/her own way?” poem/literary piece. response to this
daily living paraphrasing help you understand Students will present output in front You may use Kennings in your poem. Students will present output in front question: “How can one
ideas discussed in the lessons? and will share how Kennings and will share how Kennings be a hero in his/her own
contribute to the richness of the contribute to the richness of the way?”
poem/literary piece. poem/literary piece. You may use Kennings
in your poem.
H. Making How can someone be called a How can vocabulary enrichment help What have you realized from the How can vocabulary enrichment What have you realized
generalizations and “hero”? in nourishing our understanding of a story Beowulf? How is informative help in nourishing our from the story Beowulf?
abstractions about the What is paraphrasing? How do we literary piece? writing differ from literary writing? understanding of a literary piece? How is informative
lesson paraphrase? How do Kennings make Beowulf How do Kennings make Beowulf writing differ from
richer? richer? literary writing?
Let three-five students share their Let three-five students share their
responses to the class. responses to the class.
I. Evaluating learning (Dyad) Task 2 C Group Game: Each group will be given Paper-and-pencil test Group Game: Each group will be Paper-and-pencil test
Let students listen to another an illustration board and chalk to be Prepare at least 10-item test. given an illustration board and Prepare at least 10-item
song and ask them to pick out used in writing their answers. Teacher chalk to be used in writing their test.
at least three lines from it, will show the Kennings then groups answers. Teacher will show the
then paraphrase the lines. will write the meanings on their Kennings then groups will write the
illustration board. The 1st to raise their meanings on their illustration
board wins. (provide at least 10 board. The 1st to raise their board
Kennings) wins. (provide at least 10
Kennings)
J. Additional activities Ask students to choose their most Note: Remind students of their brochure Note: Remind students of their
for application or favourite quote, or lines from a movie presentation tomorrow. brochure presentation tomorrow.
remediation or from a book then have them Tell each group to bring art materials Tell each group to bring art materials
paraphrase it. tomorrow. tomorrow.

VI. Remarks
VII. Reflection
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A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
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 worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

Prepared by:

KRISTINE GRACE V. ASUQUE

Teacher III

Checked/ Reviewed by:

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EDNA J. EDEP
Head Teacher III
F. Lagan Sr. Memorial National High School

School F. Lagan Sr. Memorial National High School Grade Level 9

DAILY LESSON LOG Teacher KRISTINE GARCE V. ASUQUE Learning Area ENGLISH
Teaching Dates and Time August 19 -23, 2024 Quarter QUARTER 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

l. OBJECTIVES 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 content knowledge and competencies. These are assessed 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 Standard The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing,
summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech
choir.
B. Performance The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based
Standard on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.

C. Learning EN9G-Ib-17: Use normal and EN9WC-Ib-8: Distinguish EN9RC-Ib-16: Share prior EN9VC-Ic-3.8: Infer thoughts, EN9V-Ic-15: Explain
Competency/Objecti inverted word order in creative between and among informative, knowledge about a text topic feelings, and intentions in the how words are
journalistic, and literary writing EN9V-Ib-1: Provide words or material viewed derived from names
ves writing EN9F-Ib-3.1: Produce the correct expressions appropriate for a EN9LC-Ic-3.12: Paraphrase of persons and
Write the LC code for each. EN9G-Ib-1.6/1.7: Use appropriate beat and rhythm in delivering jazz given situation the text listened to places
punctuation marks and chants and raps EN9G-Ib-1.6/1.7: Use - Agree or disagree with the - Explain word
capitalization to convey meaning appropriate punctuation marks
ideas presented by the meanings and
and capitalization to convey
- Point out the uses of author origins
meaning
sequence markers EN9LT-Ib-14: Analyze literature - Summarize the contents EN9VC-Ic-3.8: Infer
EN9G-Ib-18: Use interjections to as a means of discovering the thoughts, feelings,
of the material viewed
convey meaning self and intentions in the
EN9WC-Ib-8: Distinguish material viewed
between and among informative, - Express
journalistic, and literary writing appreciation

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for sensory
images used
II. CONTENT
Module 1 Module 1 Module 1 Module 1 Module 1
Lesson 2 Using normal and inverted Lesson 2 Distinguishing Lesson 2 Sharing prior knowledge Lesson 3 Infering thoughts, Lesson 3Explaining
word order Providing appropriate words or feelings and intentions derivation of words
Using appropriate punctuation marks
informative, literary and journalistic
texts expression Paraphrasing Inferring thoughts,
Analyzing literature to discover self feelings and intentions
IV. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 24 - 26 25 - 26 27 -29 29 - 30
pages
2. Learner’s Materials 42 - 44 42 - 48 49 - 60 60 – 61
pages

3. Textbook pages

4. Additional Materials
from Learning
Resource (LR)portal

B. Other Learning
Resource

V. PROCEDURES
A. Reviewing previous Your Discovery Tasks By group, ask students to create Ask three-five students to share (by group) Through creative Rap performance of the
lesson or presenting Task 9 – Spot the Signals and a short chant to present their MIL their responses about their take presentations, students will students. (peer and
the new lesson Punctuation Marks from yesterday’s lesson. (5- home task. share their MIL from Lesson II. teacher evaluation will
Go back to the story 10minutes) be done using rubric)
“Beowulf”. Scan the story then (15-20minutes)
take note of the sequence
signals and punctuation marks
used in the story.
B. Establishing a Can you still remember the Check students responses in Task 12 Remind students of what summative Your Journey The teacher will present
purpose for the poem “A Short History of – Type the Text test is all about and its purpose. Give Let students explain : “A life well some words and ask
lesson Punctuation”? What is the Ask: How are literary and informative them at least three-five minutes to lived cannot be easily forgotten.” students if they know
importance of appropriate text differ? prepare for the test. Remind them of their origins. Explain
punctuation marks? How about journalistic text? the behaviour when taking a test. that knowing the origin
of the words helps

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understand their
meanings
(example – vulcanize,
narcissism, herculean)
C. Presenting Process students’ answers to Task Present short examples of literary, What environmental issues are you Your Text
examples/Instances 9. What do you think is/are the informative and journalistic text to the knowledgeable about? Does it exist Task 5 – What’s in a
of the new lesson use/s of these sequence markers? class. Let them read and analyze the in your community? Is there Word
Present other sentences using texts. (The teacher may look for anything you can do about this Students will answer the
sequence markers other than what examples from other books) issue? activity individually.
the students found in the poem. Process students’
Ask them to identify the markers answers.
used in each sentence then let
them point its use.
D. Discussing new Going back to Task 9, discuss the Using graphic organizer, review the Your Initial Tasks Introduce Sir Thomas
concepts and uses of sequence markers in features of literary and informative Task 1 – The Harmony of Man and Malory to the class
practicing new skills # sentences. (refer to TG p. 24, texts. Then, discuss the features of Environment (H.O.M.E) through brief biography.
1 research for other commonly used journalistic texts. Let students watch the video twice (The teacher may
sequence markers) or thrice. choose to read the bio
Let students answer the following: or present it through
a. What issue is being presented in visual aids or video clip.
the video? Who created the video? do not forget to show a
How would you rise to the picture of the author to
challenges presented? the class.)
What do you think motivated them Give students a brief
to make the video? background of the story
since it is only an
excerpt.
As the students scan
the story quietly, ask
them to take note of
other unfamiliar words
found in the story.
Discuss the words using
dictionary or the teacher
may let the students
surf the net (if possible)
to know the origin of the
words.
E. Discussing new Task 10 – Mark the Your Final Tasks Task 2 – Picture Analysis Discuss what sensory
concepts and Punctuations Task 13 – Rap Meant for a Hero The teacher may present different image is and how it can
practicing new skills # Discuss the punctuation Let the students work on the task by set of pictures with similar situation, help in a literary piece.
2 marks used focusing on group. They have to decide for a or have the images enlarged or Task 7 – The Mirage
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comma, semi-colon and “common” hero in their lives. Then go drawn on a cartolina. Discuss the Let students work on
colon. on with the activity. (Final presentation responses of the students. Ask the task by group. Then
(refer to TG, pp.25-26) of the rap will be on Friday.) them what they can do regarding they will share their
each situation. outputs to the class.
F. Developing mastery Let students work on a task where Let students practice their rap inside Task 3 – Lend Me an Ear Divide the class into six
(leads to Formative they will decide what appropriate the class. Ask students to take note of the groups. Each group will
Assessment 3) sequence marker and punctuation ideas presented in the video. Then, be assigned a question
mark to use in a sentence. ask students to present the ideas in Task 8 – Mull in
and let the class express their Groups to be discussed
agreement or disagreement and answer. They will
regarding the ideas presented. present their answers to
the class to be
processed.
G. Finding practical Look for usual signage Present different texts to the class and Think-Group-Share The teacher will provide
application of /announcements/posts. Ask let them identify what kind of text is The class will be divided into small a short literary piece
concepts and skills in students to punctuate them each one. groups to work on Task 4 – In a (short poem or story)
daily living properly so that appropriate Capsule. then ask the students to
meaning is conveyed. Then ask each group to share their pick out unfamiliar
(example: Danger falling debris, outputs to the class. words and sensory
etc.) images used.
H. Making How do proper punctuation marks Why is it important to know the By group, ask students to complete How does knowing the
generalizations and and appropriate sequence markers differences among the three the statements: word origin help in
abstractions about the help convey message clearly? types of texts? The video is all about understanding the word
lesson What are the uses of sequence What does it take to be a hero? ______________. meaning?
markers? As a student, I can help solve the How do sensory images
issue by ___________________. contribute in conveying
the message of a story?
I. Evaluating learning Task 11 – Introduce the Characters Divide the class into three groups. Paper-and-pencil test Ask students to write a
Work on the task by pair or in small Through draw lots, decide what group Give at least ten statements literary text utilizing
groups. will write a literary text, informative text related to the contents of the sensory images. They
Let the students present their and journalistic text. Choose from the Summative Test II in video. Ask students to identify may also use the words
outputs to be processed by the following topics: Lesson II – Maximizing My whether each statement is presented during the
class. -Importance of Sequence Markers & Strength true or false. earlier discussion.
Punctuation Marks
-How to Become a Hero
-MIL from Beowulf
J. Additional activities Take home task: Take home Task: Give at least 10 minutes for students’ Remind students of their rap
for application or Task 12 – Type the Text Your Treasure practice of their rap performance. performance tomorrow.
remediation Ask students to work on the task in Task 14 – Share Your Life’s Lessons Advance Reading : The Day of Destiny In your community, identify existing
their notebook. Remind students to be ready for the by Sir Thomas Malory environmental issue. If you can, take
summative test tomorrow. pictures of the “issue”. Be ready to
present it to the class tomorrow. Think

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about what you can do to help solve

the issue.
VI. Remarks
VII. Reflection
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
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 worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

Prepared by:

KRISTINE GRACE V. ASUQUE

Teacher III
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Checked/ Reviewed by:

EDNA J. EDEP
Head Teacher III
F. Lagan Sr. Memorial National High School

School Francisco Lagan Sr. Memorial High School Grade Level 9

DAILY LESSON LOG Teacher ANITA C. CABAYLO Learning Area ENGLISH
Teaching Dates and Time July 1 -5 , 2019 Quarter QUARTER 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

l. OBJECTIVES 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 content knowledge and competencies. These are assessed 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 Standard The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing,
summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech
choir.
B. Performance The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based
Standard on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.

C. Learning EN9VC-Ic-3.8: Infer thoughts, EN9VC-Ic-3.8: Infer thoughts, EN9RC-Ib-16: Share prior EN9VC-Ic-3.8: Infer thoughts, EN9V-Ic-15: Explain
Competency/Objecti feelings, and intentions in the feelings, and intentions in the knowledge about a text topic feelings, and intentions in the how words are
material viewed material viewed EN9V-Ib-1: Provide words or material viewed derived from names
ves EN9LC-Ic-3.12: Paraphrase EN9LC-Ic-3.12: Paraphrase the expressions appropriate for a EN9LC-Ic-3.12: Paraphrase of persons and
Write the LC code for each. the text listened to text listened to given situation the text listened to places
- Agree or disagree with the - Agree or disagree with the EN9G-Ib-1.6/1.7: Use - Agree or disagree with the - Explain word
appropriate punctuation marks
ideas presented by the ideas presented by the author ideas presented by the meanings and
and capitalization to convey
author - Summarize the contents of meaning author origins
- Summarize the contents the material viewed EN9LT-Ib-14: Analyze literature - Summarize the contents EN9VC-Ic-3.8: Infer
as a means of discovering the thoughts, feelings,
of the material viewed of the material viewed
self and intentions in the
EN9WC-Ib-8: Distinguish material viewed
between and among informative, - Express
journalistic, and literary writing appreciation
for sensory
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images used
II. CONTENT
Module 1 Module 1 Module 1 Module 1 Module 1
Lesson 3 film viewing of the movie Lesson 3 film viewing of the movie “King Lesson 3 Sharing prior knowledge Lesson 3 Infering thoughts, Lesson 3Explaining
“King Arthur” Arthur” Providing appropriate words or feelings and intentions derivation of words
expression Paraphrasing Inferring thoughts,
Analyzing literature to discover self feelings and intentions
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 27 -29 29 - 30
pages
2. Learner’s Materials 49 - 60 60 – 61
pages

3. Textbook pages

4. Additional Materials Laptop Laptop

from Learning LCD LCD
Resource (LR)portal Speaker Speaker
B. Other Learning
Resource

IV. PROCEDURES
A. Reviewing previous Setting of the materials to be used Continuation of film viewing Ask three-five students to share their (by group) Through creative Rap performance of the
lesson or presenting in film showing. responses about their take home presentations, students will students. (peer and
the new lesson task. share their MIL from Lesson II. teacher evaluation will
be done using rubric)
(15-20minutes)
B. Establishing a Instruct the students that they will Remind students of what summative Your Journey The teacher will present
purpose for the be summarizing the movie using test is all about and its purpose. Give Let students explain : “A life well some words and ask
lesson the story element map them at least three-five minutes to lived cannot be easily forgotten.” students if they know
prepare for the test. Remind them of their origins. Explain
the behaviour when taking a test. that knowing the origin
of the words helps
understand their
meanings
(example – vulcanize,
narcissism, herculean)

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C. Presenting Discussing the parts of story What environmental issues are you Your Text
examples/Instances element map knowledgeable about? Does it exist Task 5 – What’s in a
of the new lesson in your community? Is there Word
anything you can do about this Students will answer the
issue? activity individually.
Process students’
answers.
D. Discussing new Present rubrics for story element Your Initial Tasks Introduce Sir Thomas
concepts and map. Task 1 – The Harmony of Man and Malory to the class
practicing new skills # Environment (H.O.M.E) through brief biography.
1 Let students watch the video twice (The teacher may
or thrice. choose to read the bio
Let students answer the following: or present it through
a. What issue is being presented in visual aids or video clip.
the video? Who created the video? do not forget to show a
How would you rise to the picture of the author to
challenges presented? the class.)
What do you think motivated them Give students a brief
to make the video? background of the story
since it is only an
excerpt.
As the students scan
the story quietly, ask
them to take note of
other unfamiliar words
found in the story.
Discuss the words using
dictionary or the teacher
may let the students
surf the net (if possible)
to know the origin of the
words.
E. Discussing new Task 2 – Picture Analysis Discuss what sensory
concepts and The teacher may present different image is and how it can
practicing new skills # set of pictures with similar situation, help in a literary piece.
2 or have the images enlarged or Task 7 – The Mirage
drawn on a cartolina. Discuss the Let students work on
responses of the students. Ask the task by group. Then
them what they can do regarding they will share their
each situation. outputs to the class.
F. Developing mastery Task 3 – Lend Me an Ear Divide the class into six
(leads to Formative Ask students to take note of the groups. Each group will
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Assessment 3) ideas presented in the video. Then, be assigned a question

ask students to present the ideas in Task 8 – Mull in
and let the class express their Groups to be discussed
agreement or disagreement and answer. They will
regarding the ideas presented. present their answers to
the class to be
processed.
G. Finding practical Think-Group-Share The teacher will provide
application of The class will be divided into small a short literary piece
concepts and skills in groups to work on Task 4 – In a (short poem or story)
daily living Capsule. then ask the students to
Then ask each group to share their pick out unfamiliar
outputs to the class. words and sensory
images used.
H. Making Finalize your story map summary By group, ask students to complete How does knowing the
generalizations and the statements: word origin help in
abstractions about the The video is all about understanding the word
lesson ______________. meaning?
As a student, I can help solve the How do sensory images
issue by ___________________. contribute in conveying
the message of a story?
I. Evaluating learning submission of output. Paper-and-pencil test Ask students to write a
Give at least ten statements literary text utilizing
Summative Test II in
related to the contents of the sensory images. They
Lesson II – Maximizing My
video. Ask students to identify may also use the words
Strength
whether each statement is presented during the
true or false. earlier discussion.
J. Additional activities Give at least 10 minutes for students’ Remind students of their rap
for application or practice of their rap performance. performance tomorrow.
remediation Advance Reading : The Day of Destiny In your community, identify existing
by Sir Thomas Malory environmental issue. If you can, take
pictures of the “issue”. Be ready to
present it to the class tomorrow. Think
about what you can do to help solve
the issue.
V. Remarks
VI. Reflection
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who

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require additional
activities for
remediation who
scored below 80%
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 worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

26
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School Francisco Lagan Sr. Memorial High School Grade Level 9

DAILY LESSON LOG Teacher Anita C. Cabaylo Learning Area ENGLISH
Teaching Dates and Time July 8 -12, 2019 Quarter QUARTER 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

l. OBJECTIVES 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 content knowledge and competencies. These are assessed 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 Standard The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing,
summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech
choir.
B. Performance The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based
Standard on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.

C. Learning EN9WC-Ic-8: Distinguish between EN9G-Ic-1.6/1.7: Use appropriate EN9RC-Ic-13.2: Take note of EN9OL-Ic-1.15: Use the EN9F-Ic-3.1: Produce the
Competency/Objecti and among informative, journalistic, punctuation marks and capitalization sequence signals or connectors appropriate segmentals correct beat and rhythm
to determine patterns of idea (sounds of English) and the in delivering jazz chants
ves and literary writing to convey meaning development given in a text suprasegmentals or prosodic and raps
Write the LC code for each. - Scan sequence signals or features of speech when EN9G-Ic-18: Use
connectors used in a text delivering lines of poetry and interjections to
EN9V-Ic-15: Explain how words prose in a speech choir, jazz convey meaning.
are derived from names of chants and raps
persons and places EN9F-Ic-3.1: Produce the
EN9LT-Ic-14: Analyze literature correct beat and rhythm in
as a means of enhancing the self delivering jazz chants and raps
- Agree or disagree with EN9G-Ic-17: Use normal and
the ideas presented inverted word order in creative
EN9WC-Ic-8: Distinguish writing
between and among informative, EN9G-Ic-1.6/1.7: Use
journalistic, and literary writing appropriate punctuation marks
EN9G-Ic-1.6/1.7: Use and capitalization to convey
appropriate punctuation marks meaning
and capitalization to convey EN9G-Ic-18: Use interjections to
meaning convey meaning.
Use hyphens and dash correctly -

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II. CONTENT
Module 1 Module 1 Module 1 Module 1 Module 1
Lesson 3 Lesson 3 Using appropriate punctuation Lesson 3 Taking a 30- item summative Lesson 4 Using appropriate Lesson 4 Using
Distinguishing informative, journalistic marks and punctuations to convey test segmental/suprasegmental in interjections to convey
and literary texts meaning delivering a piece meaning
Producing correct beat in jazz chant
Using normal and inverted word in
creative writing..
IV. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 26 - 27 27 28 - 29
pages
2. Learner’s Materials 44 - 46 46 - 47 50 - 52
pages

3. Textbook pages

4. Additional Materials
from Learning
Resource (LR)portal

B. Other Learning
Resource

V. PROCEDURES
A. Reviewing previous Present some lines taken from the Ask students to present their chants Three-five students will share their Picture Talk : The teacher will Group presentation
lesson or presenting story then identify to what sense about the three types of texts. responses on “My Treasure” to the present different images. The
the new lesson the lines appeal to. class. students should get the initial letter
of each image to form a word
What does it take to be a great (legacy).
man? Ask students to give their ideas
about the word.
B. Establishing a Using Venn diagram/chart, ask Present two sentences on the board. What can you consider a legacy?
purpose for the students to recall the Ask students to identify the How do you value a legacy?
lesson characteristics of the three different punctuation marks used in the
text types – literary, informative, sentences.
journalistic.
C. Presenting Task 9 – Group Activity Task 12 – Bite the Dash Task 16.1 – One with Others
examples/Instances The teacher will provide each Students analyze the use of dash in Students may also identify other
of the new lesson group a different material to be the sentences. nature’s legacy to mankind. Let
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read silently or at least 5-8minutes. . them also identify cultural heritage

The teacher should go from group present in their community.
1 to 3 to discuss the material for
further understanding.
D. Discussing new Task 10 – Plotting them All Teacher will discuss the uses of dash How should people treat/value the
concepts and Students will be given 5-8 minutes in sentences. legacies of nature to mankind?
practicing new skills # to work on the task then present it As a youth of today, how do you
1 to the class. A representative will value the legacy of our forefathers?
first read the material aloud before
presenting their responses.
Process students’ responses.
E. Discussing new Let the students identify what Task 14 – Type the Hype Task 16.2 – My Legacies
concepts and type of text is assigned to Students analyze the sentences. What would your legacies be?
practicing new skills # them. Go back to their Teacher will discuss the uses of Let students reflect on the question
2 answers on the Venn hyphen in sentences. as they accomplish the chart.
diagram/chart to check their
answers.
F. Developing mastery Task 11 – Weigh Up Task 13 – Write a Dash Your Final Task
(leads to Formative Students will work on the task Task 15 – Let’s Hype Task 17 – Sharing Other People’s
Assessment 3) individually. Students will work on the tasks Perspectives (SHOPP)
individually. (The task will be done by group.
Then each group will present their
output in front.)
G. Finding practical (by group) Each group will be given Give students old newspaper and/or Identify another nature’s legacy to
application of old newspaper or magazine. They magazines. By group, they will choose mankind (choose one present in
concepts and skills in will look for an example article for one article that uses dash and hyphen. your community) then discuss how
daily living each type of text, cut it out and you can help preserve and protect
paste it on bond paper. The groups this legacy.
will read their output in front to be OR
processed by the class. Situation: Your grandparents
bequeathed you a farmland in a
province. You are a certified city
boy/girl and you don’t know
anything about farming or life in the
province. What will you do? How
will you show that you value your
grandparents’ legacy?
H. Making Complete the statements Why are dash and hyphen How important a legacy is in the
generalizations and below then create a chant. important in conveying message preservation of our culture? In what
abstractions about the Literary text is __________. clearly? ways can you show that you value
lesson Informative text is _______. a legacy?

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Journalistic text _________.

I. Evaluating learning The teacher presents different texts Paper-and-pencil test. (Summative test for lesson 2) From the story “The Day of Group presentation of
and will ask the students to identify Teacher will prepare at least 10 Destiny”, what can be considered the students.
what type of is each one. sentences then ask students to as King Arthur’s legacy?
punctuate each sentence properly. Locate that part of the story then
do Task 18 – Viva Voce

J. Additional activities Advance Reading: Take Home Task: Remind students of their performance
for application or Tell students to read about dash and Your Discovery Tasks tomorrow. Take Home Task
remediation hyphen. Task 16.1 – One with Others My Treasure
Task 16.2 – My Legacies Students will do the task on their
notebooks.
VI. Remarks
VII. Reflection
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
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 worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
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I use/discover which I
wish to share with
other teachers?

School Francisco Lagan Sr. Memorial High School Grade Level 9

DAILY LESSON LOG Teacher Anita C. Cabaylo Learning Area ENGLISH
Teaching Dates and Time August 26-30, 2019 Quarter QUARTER 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

l. OBJECTIVES 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 content knowledge and competencies. These are assessed 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 Standard The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing,
summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech
choir.
B. Performance The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based
Standard on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.

C. Learning EN9LT-Id-14: Analyze literature EN9V-Id-15: Explain how words

Competency/Objecti as a means of discovering the self are derived from names of DIVISION ROLL – OUT OF RPMS DIVISION ROLL – OUT
persons and places AND PPST OF RPMS AND PPST
ves - Make connection between
- Use synonyms of words to
Write the LC code for each. the present text and the
previously read text
clarify meanings HOLIDAY
EN9LC-Id-8.5: Accept or
EN9LT-Id-2.2.1: Express appreciation
reject ideas mentioned for sensory images used
EN9VC-Id-21: Summarize the EN9RC-Id-13.2: Scan sequence
contents of the material signals or connectors to
viewed determine patterns of idea
development

II. CONTENT
Module 1 Module 1
Lesson 4 Making connections between Lesson 4 Using synonyms of words
previous and present texts Expressing appreciation for sensory
Accepting/rejecting ideas images
Summarizing contents of material Scanning sequence signals
III. LEARNING
RESOURCES
A. References

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1. Teacher’s Guide 32 - 33 34 - 35
pages
2. Learner’s Materials 69 - 70 70 - 71
pages

3. Textbook pages

4. Additional Materials
from Learning
Resource (LR)portal

C. Other Learning
Resource

IV. PROCEDURES
A. Reviewing previous Tell students to look back on the Call three-five volunteers to share their
lesson or presenting lessons tackled. (Lessons 1-3) output.
the new lesson Through chant, rap, song, or any Task 2 – Constant Recall
other creative presentation they Students will work in small groups as
want, they will present their MIL they recall the salient points, aspects,
from the three lessons. and features of poetry.
B. Establishing a Your Journey Task 3 – Make a Synonym Match
purpose for the Let students share their ideas Challenge
lesson about this quote: ”Don’t be your Task 4 – Highlighting the Focus
own roadblock to success!” page Question
68 of LM. Task 5 – What Do I Expect/Need/
Hope to Learn
C. Presenting Your Initial Tasks Your Text
examples/Instances Task 1 – Twisters Task 6 – Why Not?.
of the new lesson Write down at least three questions Task 7 – Be the Best You Can Be
about “coping with challenges”. Have the students reflect on the
Then, interview at least 3-5 quotations by answering the given
students about their own questions. questions. Then ask them to relate the
Compare and contrast your own quotations and the image presented.
questions to that of your How can the quotations and the image
classmates. Do you agree with the relate to the topic of “coping with
questions of your other challenges”?
classmates? How do their
questions differ from yours?
D. Discussing new In small groups, list down the Top Task 8 – Meaningful Life
concepts and 10 challenges that a students like Introduce the author to the class with
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practicing new skills # you encounter nowadays. Present his picture and short bio (through
1 the list in class. Other groups visual aids or short video clip).
should critic the output and may 1st Reading – the teacher or an audio-
also express their agreement or visual clip
disagreement with the list 2nd Reading – students read after the
presented. teacher
3rd Reading – by the whole class or by
group or call on at least two volunteers

E. Discussing new In the same groups, list down the Task 9 – SGDW
concepts and Top 10 ways to cope with Group I : Words, words, words
practicing new skills # challenges. Rank the ways Group II : Meaningful Significant
2 according to their effectiveness. Experiences
Present the list to the class. Group III : Salient Points
Group IV : Message for You
Group V : Qualities and Attitudes
Displayed (Q & A)
Group VI : More Challenges
Group VII : A Key to…
Group VIII : Metaphor
Group IX : Drawing Conclusions
Group X : Types of Poetry
F. Developing mastery From the reading selections that Reflect on:
(leads to Formative we had in previous lessons, what What is the central theme of the
Assessment 3) challenges can you identify? poem? Can a poem be an effective
(Seven Ages of Man, Beowulf, Day tool to motivate/inspire someone to
of Destiny) overcome challenges?
From your list of ways to cope with To what can you compare life?
challenges, point out which one Do words have the power to help a
would be effective to overcome the person get through hard/difficult
challenges that you identified. times?

G. Finding practical As a youth of today, what can you Do you know someone who has
application of consider as your most challenging become successful in overcoming
concepts and skills in time(s)? life’s challenges?
daily living How did you overcome that/those What do you think help them
challenge(s)? overcome life’s challenges?
H. Making Choose a song that can express Think about how we overcome
generalizations and what you have learned from difficulties in understanding poems.
abstractions about the today’s discussion. Express ideas using sequence

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lesson (coping with challenges) signals/connectors. Make sure to use

appropriate punctuation marks,
interjections and word order to make
your output clear and creative.
I. Evaluating learning Provide each group a short On a ½ sheet crosswise, students will
text/article. Ask student to answer the question:
assess/analyze how the character “How should we behave in times of
overcome the challenges. difficulties?” “What should we do to
overcome challenges?”
J. Additional activities Read the essay “Coping With Crisis” Look for a song, a poem, or an article that
for application or by Ann Landers and discuss in a may motivate and inspire a person to
remediation summary her message to us. Write it overcome challenges.
on a one whole sheet of paper in an
essay form with a title “To Cope Up
With Hurdles in Life.” (Take-home)
V. Remarks
VI. Reflection
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
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 worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor

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can help me solve?

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

School Francisco Lagan Sr. Memorial High School Grade Level 9

DAILY LESSON LOG Teacher Kristine Grace V. Asuque Learning Area ENGLISH
Teaching Dates and Time July 22 – 26, 2019 Quarter QUARTER 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

l. OBJECTIVES 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 content knowledge and competencies. These are assessed 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 Standard The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing,
summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech
choir.
B. Performance The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based

35
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Standard on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.

C. Learning EN9SS-If-1.5.1: Skim to EN9LT-If-14: Analyze literature as EN9G-If-17: Use normal and inverted EN9G-If-18: Use interjections to EN9OL-If-2.6.2: Use
Competency/Objecti determine key ideas and a means of discovering the self word order in creative writing convey meaning the appropriate
author’s purpose. EN9LT-If2.2.3: Determine tone, EN9WC-If-9.1: Identify types gestures (hand, face,
ves EN9LC-If-8.2: Judge the mood, technique, and purpose of EN9G-If-1.6/1.7: Use appropriate and body)
Write the LC code for each. punctuation marks and capitalization and features of poetry.
relevance and worth of ideas the author.
presented EN9V-If-11: Arrive at meaning of to convey meaning EN9G-If-1.6/1.7: Use appropriate
EN9VC-If-19: Assess the words through word formation EN9G-If-18: Use interjections to quotation marks.
relevance and worth of ideas (clipping, blending, acronymy, convey meaning
presented in the material compounding, folk etymology,
viewed etc.)
EN9WC-If-9.1: Identify types and
features of poetry.
II. CONTENT
Module 1 Module 1 Module 1 Module 1
Lesson 5 Skimming to determine key Lesson 5 Analyzing literature as means of Lesson 5 Using normal and inverted Lesson 5 Taking a 20-items
ideas discovering oneself word order in writing conversation summative test for lesson 5.
Judging/ assessing the relevance and Determining tone, mood, technique and Using appropriate punctuations in
worth of ideas presented purpose conveying meaning
Word meaning through word formation
IV. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 49 – 50 50 - 55 56 - 57
pages
2. Learner’s Materials 86 – 87 88 – 93 94 - 96
pages

3. Textbook pages

4. Additional Materials Music video

from Learning
Resource (LR)portal
B. Other Learning
Resource

V. PROCEDURES
A. Reviewing previous Read the qoutations under task 2, Call 3 students from the class to In groups of 5, create a brief Group Performnce-
lesson or presenting page 86 of LM. present the assigned task. conversation would have about how Choral Reading
the new lesson to have a purpose driven life.
(Process students’ presentation)

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B. Establishing a In groups of 5, compare the Task 7 My Resolve Act out the conversation and present
purpose for the qoutations and look for what they Pair up and look closely on the picture a written copy of the dialog. Use
lesson have in common. presented (page 88 LM) quotation marks and interjection in
your dialog.
C. Presenting Call students to present their Listen to the teacher reads the poem In pairs, share ideas and thoughts on
examples/Instances output as the students read silently. how a poem can help young people
of the new lesson who are having trouble. Report back
to class.
D. Discussing new Agree/disagree to the comparisons In groups of 6, perform SGDW page In groups of 5, Sharing with the
concepts and made by each group. 91-93 of LM. Persona- task 2, page 96 of LM.
practicing new skills #
1 Report your sharing in the class.
E. Discussing new Still with the group, listen to the Presentation of group output. Imagine you are poet receiving the
concepts and song “Where are you going to”. medal of honor award for the
practicing new skills # Reflect and share answers on the (Process students’ output) inspirational poem you shared
2 questions under task 3, page 86 of
LM.
F. Developing mastery Pair up and take turns in anwering In groups of 4, do task 10 page 93 of Write a speech about how grateful
(leads to Formative questions you have about to live LM. you are for the award.
Assessment 3) with a purpose. Write 3 questions
you hope to answer later.
G. Finding practical Share your ideas with the group. Ask-If you were the mother would you Deliver the speech. Use correct
application of also treat your son the way the mother phrasing, pausing, voice projection,
concepts and skills in treated her son on the poem? Why or facial expression, eye contact and
daily living why not? gestures.
H. Making Ask the focus question- Ask- Explain why you came up with the
generalizations and How can I have a purpose What are the values expressed in the masterpiece.
abstractions about the driven life? poem?
lesson
I. Evaluating learning Answer the focus question in their In groups of 5, use a venn diagram to How you may apply the advice given Group practice of Choral Reading
activity notebook. compare and contrast the qualities of by Longfellow in the poem? of the poem.
the personas of the poems Mother to
Son and Psalms of Life
J. Additional activities Do task 6, page 88 of LM individually Presentation of group output. Call some students to present their Instruct the students to get ready for Evaluation of
for application or answers. the final task performance on Friday Performance
remediation
VI. Remarks
VII. Reflection
A. No. of learners who
earned 80% in the

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evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
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 worked well?
Why did these work?

F. What difficulties did I

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

School Francisco Lagan Sr. Memorial High School Grade Level 9

DAILY LESSON LOG Teacher Kristine Grace V. Asuque Learning Area ENGLISH
Teaching Dates and Time July 29 – 31, August 1– 2, 2019 Quarter QUARTER 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

l. OBJECTIVES 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 content knowledge and competencies. These are assessed 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 Standard The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing,
summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech
choir.
B. Performance The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based
Standard on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.

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C. Learning EN9RC-Ig-17: Make a EN9V-Ig-12.3: Note types of EN9G-Ig-17: Use normal and inverted EN9WC-Ig-9.1: Identify types EN9OL-Ig-2.6.2: Use
Competency/Objecti connection between the context clue (restatement, word order in creative writing and features of poetry. the appropriate
present text and previously definition, synonyms, antonyms) EN9OL-Ig-2.6.2: Use the EN9G-I-0-18: Use interjections gestures (hand, face,
ves read texts used for a given word or appropriate gestures (hand, to convey meaning. and body)
Write the LC code for each. EN9VC-Ig-19: Assess the expression. face, and body) EN9G-Ig-1.6/1.7: Use
relevance and worth of ideas EN9LT-Ig-14: Analyze literature as appropriate punctuation marks
presented in the material a means of discovering the self and capitalization to convey
viewed EN9LT-Ig2.2.3: Determine tone, meaning.
EN9LC-Ig-8.7: Draw mood, technique, and purpose of
generalizations and the author
conclusions from the material
listened to

II. CONTENT
Module 1 Module 1 Module 1 Module 1
Lesson 6 Making connection between Lesson 6 Using context clues to define Lesson 6 Using normal and inverted Lesson 6 Taking a 30-items
the present and previously read text words word order in creative writing summative test for lesson 6
Assessing the relevance and worth of Analysing literature as a means of Using appropriate gestures in delivering
ideas discovering self a speech choir.
Drawing generalization and conclusion Determining tone, mood, technique and
from the material listened to. purpose of the author
IV. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 61 - 62 63 - 66 67 - 72
pages
2. Learner’s Materials 101 - 103 104 - 109 111 - 115
pages

3. Textbook pages

4. Additional Materials
from Learning
Resource (LR)portal

B. Other Learning
Resource

V. PROCEDURES

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A. Reviewing previous Task 1 page 101 of LM Task 7 Life’s Stairway page 104 of LM. Presentation of assignments by Take a summative test Speech Choir
lesson or presenting Divide the class into two big groups group. Performance
the new lesson

B. Establishing a Ask the students to share insights Write a short description of what you Divide the class into four groups
purpose for the from the lines of the poem being drew. Task 14- SGDW page 111-112 of LM
lesson presented. Share your work with the class.

C. Presenting Draw a picture of the ways you In pairs, do task 8 page 104 of LM. Group presentation of output
examples/Instances celebrate your self-worth. Use
of the new lesson creative ways to show them in your Presentation of the activity.
drawing.
D. Discussing new Compare your work with the group As the teacher reads the poem, list the Still with group, follow the procedure
concepts and Did your mental image of difficult words in your notebook. of the final task page 113-115 of LM.
practicing new skills # celebrating self-worth match with
1 others?
E. Discussing new Explain your point of comparison. Divide the class into two big groups Practice facial expression, gestures,
concepts and and perform vocabulary game, task 11 voice projection, etc. in presenting
practicing new skills # on page 107 of LM. the speech choir
2
F. Developing mastery In triads, do task 4, page 102 of Task 12 SGDW page 107- 109 of LM. Rehearse
(leads to Formative LM.
Assessment 3) Share groups’ findings with the
class.

G. Finding practical Ask- Presentation of work with the class. Critiquing practice performance
application of How can I attain self-worth.
concepts and skills in Write your answer in your
daily living notebook.
H. Making Call some students to read their Ask- Give comments and suggestions for
generalizations and answers. What approach to life do you think the the improvement of the performance.
abstractions about the (Process students’ answers) poet intended to show and share in the
lesson poem?
I. Evaluating learning Have the students work on task 6, Ask- Presentation of rubric for final
page 103 of LM. What new and special way does the performance.
poem give you of enhancing yourself
that can be celebrated?
J. Additional activities Finalize and submit output. Assignment : Task 13 page 109 of LM. Final rehearsal of speech choir
for application or G1 – A; G2 – B; G3 – C; G4 – D
remediation

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VI. Remarks
VII. Reflection
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
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 worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did

School NARRA NATIONAL HIGH SCHOOL Grade Level 9

DAILY LESSON LOG Teacher Learning Area ENGLISH
Teaching Dates and Time Week 10 CULMINATING ACTIVITY Quarter QUARTER 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

l. OBJECTIVES 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 content knowledge and competencies. These are assessed 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.

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A. Content Standard The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing,
summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech
choir.
B. Performance The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based
Standard on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.

C. Learning - -
Competency/Objecti
ves
Write the LC code for each.

II. CONTENT

IV. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 22
pages
2. Learner’s Materials 33
pages

3. Textbook pages

4. Additional Materials
from Learning
Resource (LR)portal

C. Other Learning
Resource

V. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson

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B. Establishing a
purpose for the
lesson

C. Presenting
examples/Instances
of the new lesson
D. Discussing new
concepts and
practicing new skills #
1
E. Discussing new
concepts and
practicing new skills #
2
F. Developing mastery
(leads to Formative
Assessment 3)

G. Finding practical
application of
concepts and skills in
daily living
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating learning

J. Additional activities
for application or
remediation
VI. Remarks
VII. Reflection
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
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require additional
activities for
remediation who
scored below 80%
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 worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

School NARRA NATIONAL HIGH SCHOOL Grade Level 9

DAILY LESSON LOG Teacher Learning Area ENGLISH
Teaching Dates and Time Week 3 Quarter QUARTER 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

m. OBJECTIVES 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 content knowledge and competencies. These are assessed 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.
H. Content Standard The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing,
summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech
choir.
I. Performance The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based

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Standard on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.

J. Learning - -
Competency/Objecti
ves
Write the LC code for each.

K. CONTENT

M. LEARNING
RESOURCES
D. References
N. Teacher’s Guide 23
pages
O. Learner’s Materials 34
pages

P. Textbook pages

Q. Additional Materials
from Learning
Resource (LR)portal

E. Other Learning
Resource

R. PROCEDURES
S. Reviewing previous
lesson or presenting
the new lesson

T. Establishing a
purpose for the
lesson

U. Presenting

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examples/Instances
of the new lesson
V. Discussing new
concepts and
practicing new skills #
1
W. Discussing new
concepts and
practicing new skills #
2
X. Developing mastery
(leads to Formative
Assessment 3)

Y. Finding practical
application of
concepts and skills in
daily living
Z. Making
generalizations and
abstractions about the
lesson
AA. Evaluating learning

BB. Additional activities

for application or
remediation
CC. Remarks
DD. Reflection
EE. No. of learners who
earned 80% in the
evaluation
FF. No. of learners who
require additional
activities for
remediation who
scored below 80%

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GG. Did the remedial

lessons work? No. of
learners who have
caught up with the
lesson
HH. No. of learners who
continue to require
remediation
II. Which of my teaching
strategies worked
well? Why did these
work?
JJ. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
KK. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

School Grade Level 9

Teacher Learning Area ENGLISH
DAILY LESSON LOG Teaching Dates and Time Week 3 Quarter QUARTER 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

n. OBJECTIVES 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 content knowledge and competencies. These are assessed 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.
LL. Content Standard The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing,
summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech
choir.
MM.Performance The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based
Standard on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.

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NN. Learning - -
Competency/Objecti
ves
Write the LC code for each.

OO. CONTENT

QQ. LEARNING
RESOURCES
F. References
RR. Teacher’s Guide 24
pages
SS. Learner’s Materials 35
pages

TT. Textbook pages

UU. Additional Materials

from Learning
Resource (LR)portal

G. Other Learning
Resource

VV. PROCEDURES
WW. Reviewing
previous lesson or
presenting the new
lesson
XX. Establishing a
purpose for the
lesson

YY. Presenting
examples/Instances
of the new lesson

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ZZ. Discussing new

concepts and
practicing new skills #
1
AAA. Discussing
new concepts and
practicing new skills #
2
BBB. Developing
mastery
(leads to Formative
Assessment 3)

CCC. Finding
practical application
of concepts and skills
in daily living
DDD. Making
generalizations and
abstractions about the
lesson
EEE. Evaluating
learning

FFF. Additional
activities for
application or
remediation
GGG. Remarks
HHH. Reflection
III. No. of learners who
earned 80% in the
evaluation
JJJ. No. of learners who
require additional
activities for
remediation who
scored below 80%
KKK. Did the

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remedial lessons
work? No. of learners
who have caught up
with the lesson
LLL.No. of learners who
continue to require
remediation
MMM. Which of my
teaching strategies
worked well? Why did
these work?
NNN. What
difficulties did I
encounter which my
principal or supervisor
can help me solve?
OOO. What
innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

50
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