GRADE 1 to 12 School Angeles City National High School Grade Level 9

DAILY LESSON Teacher Kristine Mae S. Bueno Learning ENGLISH 9

LOG Area
Teaching Dates and May 8 – 12, 2023 Quarter Fourth
Time

1st meeting 2nd meeting 3rd meeting 4th meeting

I. OBJECTIVES Relate text content to Relate text content to Relate text content to Relate text content to
particular issues, concerns particular issues, concerns particular issues, concerns particular issues, concerns
and dispositions in real life. and dispositions in real and dispositions in real and dispositions in real
life. life.
life.

A. Content Standard The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging
values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus
direct and indirect speech to enable him/her competently performs in a full-length play.

B. Performance Standard The learner competently performs in a full- length play through applying effective verbal and non-verbal strategies and ICT resources based on
the following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning 1. Identify the topic 1. Identify the topic 1. Determine whether the 1. Determine whether the
Competency/Objectives sentence and the sentence and the ideas presented are ideas presented are
Write the LC code for each. subordinating sentences in subordinating sentences in relevant or irrelevant. relevant or irrelevant.
the text read to prove the the text read to prove the
soundness of ideas soundness of ideas
expressed. expressed. 2. Appreciate the 2. Appreciate the
importance of the lesson importance of the lesson
2. Judge the relevance and 2. Judge the relevance and through participation. through participation.
worth of ideas presented in worth of ideas presented
non-linear texts. in non-linear texts.

II. CONTENT

III.LEARNING

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 RESOURCES
A. References Anglo-American Literature Anglo-American Anglo-American Anglo-American
Learner’s Material Literature Learner’s Literature Learner’s Literature Learner’s
Material Material Material
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages

4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource

IV. PROCEDURES
A. Reviewing the previous Ask students to give a recap Ask students to give a Ask students to give a Ask students to give a
lesson or presenting the of the past lessons recap of the past lessons recap of the past lessons recap of the past lessons
new lesson
B. Establishing a purpose for Present the objectives for Present the objectives for Present the objectives for Present the objectives for
the lesson the day the day the day the day
C. Presenting Ask the students to provide Ask the students to Ask the students to Ask the students to
examples/Instances of the examples. provide example provide example provide example
new lesson
D. Discussing new concepts Motivation: Motivation: Motivation: Motivation:
and practicing new skills #
1 Ask the students if they Ask the student to identify Begin by asking students Find the Irrelevant
have heard of the term “pet what type of non-linear what they think it means Information:
peeves”. If they know the text is in the picture. Then, for something to be Ask the students to read
term, ask them to share their briefly explain the relevant. an article and find the
pet peeves; if not, briefly difference linear and non- irrelevant sentence in to
discuss what is a pet peeve. linear text to the class. Pose a thought-provoking the topic and explain it to
Then, ask them to share question to the class: class what makes that
their pet peeves. Lastly tell "Why is it important to sentence irrelevant to the
them that your pet peeve is distinguish between topic.
when you get irrelevant relevant and irrelevant
answers. Explain why ideas when analyzing

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 getting irrelevant answers is information?"
annoying, and ask them
how they feel when they get
unrelated answers.

Briefly revisit the lesson

about relevant and
irrelevant information.

E. Discussing new concepts Introduce the new lesson Evaluating Ideas in Non- Determine the ideas of the Relevance Reflection
and practicing new skills # Linear Texts relevance ideas presented Journal: Provide students
2 a) Discuss the importance a) Begin by with a writing prompt or
of understanding text discussing with Steps: topic related to a current
structure and evaluating students the a) Identify the main unit of study or a recent
ideas in written importance of idea or topic of event. Ask students to
communication. evaluating ideas the text - Before reflect on the relevance of
b) Discuss the topic presented in non- you can determine the topic or event,
sentence and linear texts. the relevance of expressing their thoughts
subordinating sentence b) Explain that non- any idea presented and opinions. Encourage
and how did they differ linear texts present in the text, you them to provide reasons
unique challenges need to know the and evidence to support
Text Structure Analysis for evaluating main idea or topic. their perspective. Have
ideas, as the This will help you students share their
a) Show the students a information is understand the reflections with a partner
sample paragraph often presented in context of the or in small groups,
without a topic a non-sequential or information promoting further
sentence. Ask them non-chronological presented. discussion and debate
to read the manner. b) Determine the about the relevance of the
paragraph and purpose of the ideas presented.
discuss what they text - Consider
think the main idea why the text was
is. written. Is it to
b) Explain that without inform, persuade,
a topic sentence, it or entertain?
can be difficult for Understanding the
the reader to purpose of the text
understand the main can help you
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 idea of a paragraph. identify which
c) Show the students a ideas are relevant
sample paragraph to the author's
with a topic message.
sentence. Ask them c) Look for
to read the supporting
paragraph and evidence -
discuss how the Relevant ideas are
topic sentence helps often supported by
to clarify the main evidence. Look for
idea. facts, statistics, or
d) Explain that examples that
subordinating support the idea. If
sentences provide an idea is
more detail and presented without
support for the topic any supporting
sentence. evidence, it may
e) Show the students a not be relevant to
sample paragraph the main idea or
with subordinating topic.
sentences. Ask them d) Consider the
to identify the audience - The
subordinating relevance of an
sentences and idea can also
discuss how they depend on the
support the topic intended audience.
sentence. Consider who the
text is written for
and whether the
idea is important
or meaningful to
that audience.
e) Determine the
significance - Ask
yourself, "Does
this idea contribute
to my
understanding of
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 the main idea or
topic?" If the idea
does not add any
significant value to
the main idea or
topic, it may not be
relevant.
f) Evaluate the
context - Consider
the larger context
in which the text
was written. Is
there any historical
or cultural context
that may affect the
relevance of an
idea?
Understanding the
context can help
you determine
whether an idea is
relevant or not.

By following these steps,

you can effectively
determine the relevance of
ideas presented in a non-
linear text.

F. Developing mastery a) Provide each student Group Discussions: a) Scavenger Hunt:

(Leads to Formative with a handout Create a list of
Assessment 3) containing a sample Divide students into small ideas that may or
paragraph without a groups and ask them to
may not be
topic sentence. discuss the main idea or
b) Ask the students to topic presented in the non- relevant to a given
write a topic linear text. Instruct them topic or main idea.
sentence for the to evaluate the relevance Have students
paragraph. of the ideas presented to search for these
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 c) Provide each student their own lives and to ideas in a non-
with a handout provide evidence or linear text and
containing a sample examples to support their highlight or
paragraph with a opinions.
underline them.
topic sentence but
no subordinating Then, have them
sentences. discuss with a
d) Ask the students to partner or in small
write two groups which ideas
subordinating are relevant and
sentences to support why.
the topic sentence.

G. Finding practical Ask students to explain how Ask students to explain Ask students to explain Ask students to explain
application of concepts the play can be used in their how the play can be used how the selection can be how the selection can be
and skills in daily living daily life in their daily life used in their daily life used in their daily life
H. Making generalizations Ask students to give Ask students to give Ask students to give Ask students to give
and abstractions about the takeaways for each lesson takeaways for each lesson takeaways for each lesson takeaways for each lesson
lesson taken taken taken taken

I. Evaluating learning Quiz: Quiz: Create Visual

Representations:
Students will identify the Students will read an
topic sentence and article and analyze the Assign students to create
subordinating sentences in a given sentences if it is visual representations,
given selection relevant or irrelevant to such as infographics or
the topic. posters, that summarize
the relevant information
from their chosen articles.
These visuals should
clearly present the main
points and arguments,
helping to distinguish
relevant information from
irrelevant or misleading
details.

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J. Additional activities for
application or remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who Understanding ______ Understanding ______ Understanding ______ Understanding ______ Understanding ______
earned 80% in the STE A ______ STE A ______ STE A ______ STE A STE A
evaluation STE B ______ STE B ______ STE B ______ ______ ______
Assertiveness ______ Assertiveness ______ Assertiveness ______ STE B STE B
Nobility ______ Nobility ______ Nobility ______ ______ ______
Assertiveness ______ Assertiveness ______
Nobility ______ Nobility ______

B. No. of learners who Understanding ______ Understanding ______ Understanding ______ Understanding ______ Understanding ______
require additional STE A ______ STE A ______ STE A ______ STE A STE A
activities for remediation STE B ______ STE B ______ STE B ______ ______ ______
who scored below 80% Assertiveness ______ Assertiveness ______ Assertiveness ______ STE B STE B
Nobility ______ Nobility ______ Nobility ______ ______ ______
Assertiveness ______ Assertiveness ______
Nobility ______ Nobility ______

C. Did the remedial lessons

work? No. of learners
who have caught up with
the lesson

D. No. of learners who Understanding ______ Understanding ______ Understanding ______ Understanding ______ Understanding ______
continue to require STE A ______ STE A ______ STE A ______ STE A STE A
remediation STE B ______ STE B ______ STE B ______ ______ ______
Assertiveness ______ Assertiveness ______ Assertiveness ______ STE B STE B
Nobility ______ Nobility ______ Nobility ______ ______ ______

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 Assertiveness ______ Assertiveness ______
Nobility ______ Nobility ______

E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter that my
principal or supervisor
can help me solve?

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

Prepared by:

Kristine Mae S. Bueno

Student-Teacher

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