LUY-A NATIONAL HIGH Grade

School: SCHOOL Level: 9

GRADES 1 to 12 Learnin
DAILY LESSON LOG Teacher: PAUL ROMANO B. ROYO g Area: ENGLISH
Teaching
Dates and Quarte
Time: June 8, 2022/8:30-9:30 AM r: 4th

I. OBJECTIVES

A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text
types serve as means of valuing other people; also how to use processing information
strategies, different forms of adverbs and conditionals for him/her to play an active part in
a Chamber Theatre presentation.
B. Performance Standards: 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:
Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
C. Learning MELC: Judge the relevance and worth of ideas, soundness of author’s reasoning, and the
Competencies/Objective effectiveness of the presentation (EN9LC-Iii-8.2)
s: CG: Employ varied verbal and nonverbal strategies to create impact on the audience while
Write the LC Code for delivering lines in a Readers Theater or Chamber Theater (EN9OL-IIa-3.7)
each
At the end of the lesson, the learners will be able to:
 Judge the relevance and worth of ideas presented in the video and the story
 Display/Observe kindness and helpfulness at all times
 Perform a Chamber Theatre or Readers Theatre based from the crafted prose
piece

II. CONTENT “Thank You, Ma’am” by Langston Hughes

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide A Journey Through Anglo-American Literature (English 9 Teacher’s Guide) pp. 208-211
Pages
2. Learner’s Materials A Journey Through Anglo-American Literature (English 9 Learner’s Material) pp. 219-
Pages 223
3. Textbook Pages ---
4. Additional Materials www.google.com.ph
from Learning
Resource (LR) portal
B. Other Learning Powerpoint presentation, projector, laptop, speaker, video clip, printed visual aids,
Resources learning activity sheets (LAS)
IV. PROCEDURES
A. Reviewing Previous Preliminary Activities:
Lesson or Presenting the  Prayer
New Lesson  Greetings
 Checking of Attendance
 Singing of introductory song “Oh! It’s English Time after all”
 Recalling of classroom rules (Be prepared, be positive, be participative, be
respectful, be productive)
(Indicator 4: Establish safe and secure learning environments to enhance learning
through the consistent implementation of policies, guidelines and procedures) –
Suggested Activity: Posting of classroom rules
(Indicator 5: Maintain learning environments that promote fairness, respect and care to
encourage learning) – Suggested Activity: Emphasizing on moral and morale aspects

The teacher will conduct a review about the previous lessons on adverbs, conditionals, and
verbal and non- verbal strategies used when performing a Chambre Theatre presentation.
B. Establishing a Purpose “ACTS OF KINDNESS”
for the Lesson The teacher will show three (3) pictures to the class. He will ask the learners to tell what
each picture is about then state what they are going to do if they see the same scenario in
real life.
(Indicator 1: Apply knowledge of content and across curriculum teaching areas) –
Integration to ESP

1.

2.

3.

Say: Great job! I am glad that you are all ready to help
others who are in need.

(Indicator 2: Display proficient use of Mother Tongue, Filipino and English to facilitate
teaching and learning) – Suggested Activity: The use of questions or art of
questioning
(Indicator 3: Use effective verbal and non-verbal communication strategies to support
learner understanding, participation, engagement and achievement) – Suggested
Activity: The use of an effective communication strategies through a presentation of
a picture for analysis and investigation
(Indicator 5: Maintain learning environments that promote fairness, respect and care to
encourage learning) – Suggested Activity: Emphasizing on moral and morale aspects

“KINDNESS BEGETS KINDNESS”

The teacher will let the learners watch a video entitled “Life Vest Inside – Kindness
Boomerang”. Afterwards, the learners will be asked to answer the following questions:

Guide Questions:
1. What is the video all about?
2. In what way was working with others
shown in the video?
3. Why is it entitled Kindness
Boomerang?
4. Do you believe that people nowadays
can actually help and work with each
other with kindness?

Say: Impressive! I am positive that everybody got the message of the video clearly.
(Indicator 2: Display proficient use of Mother Tongue, Filipino and English to facilitate
teaching and learning) – Suggested Activity: The use of questions or art of
questioning
(Indicator 3: Use effective verbal and non-verbal communication strategies to support
learner understanding, participation, engagement and achievement) – Suggested
 Activity: The use of an effective communication strategies through a presentation of
a video for analysis and investigation/Employing a set of questions to draw out
insights and opinions from the class
(Indicator 5: Maintain learning environments that promote fairness, respect and care to
encourage learning) – Suggested Activity: Emphasizing on moral and morale aspects
C. Presenting Say: The literary piece that we will discuss today is somewhat connected with the video
Examples/Instances of that you watched earlier. But before we proceed with our short story today, let us first
the Lesson have some unlocking of difficulties.
(Indicator 2: Display proficient use of Mother Tongue, Filipino and English to facilitate
teaching and learning) – Suggested Activity: Unlocking of difficulties

“WORD CLIMB”
(Before Reading Activity)
The teacher and the learners will have some unlocking of difficulties. The teacher will
present some of the words that appear in the story. He will ask the learners to read the
sentence and get the meaning of the italicized word through context clues. After that,
learners will be asked to use the word in a sentence. (Vocabulary Development)

1. The strap broke with a single tug.

a. force
b. pull
c. steal
d. shoot
2. The guards do not permit them to go inside.
a. allow
b. keep
c. push
d. worry

3. He turned at the barren stoop and looked back at the large woman behind the door.
a. a platform or entrance stairway of a house
b. run away
c. bend over
d. fool

4. Will you stop bothering me?

a. whispering
b. annoying
c. stealing
d. meeting

5. She felt somehow drawn to the picture of a frail looking girl with dark eyes.
a. strong
b. tall
c. athletic
d. delicate

6. Pete felt a bead of sweat trickle down his face.

a. perspiration
b. tears
c. rain
d. water

7. He might snatch the stick from her and use it as a weapon against her.
a. trick
b. watch
c. grab
d. follow

8. He frowned when he saw me then he shook his head.

a. grimaced
b. ignored
 c. smiled
d. laughed

The learners will read the italicized words and their meaning once again.
(Indicator 2: Display proficient use of Mother Tongue, Filipino and English to facilitate
teaching and learning) – Suggested Activity: Accurate pronunciation and intonation

Say: Very good! Be sure to remember the words because you will encounter them as we
go along with our story today.

The teacher will go back to the video that shows how kindness follow a cycle that goes on
and ask the learners to answer the following questions:

1. What did the child who stumbled on his skateboard tell the man who helped him?
2. Are there people who helped you even in small things? What do you tell people who
helped you?
(Indicator 1: Apply knowledge of content and across curriculum teaching areas) –
Integration to ESP
(Indicator 2: Display proficient use of Mother Tongue, Filipino and English to facilitate
teaching and learning) – Suggested Activity: The use of questions or art of
questioning

Say: Class, ‘thank you’ is a magical word that sets everything right. Be sure to thank
people who helped you even in small things.
(Indicator 5: Maintain learning environments that promote fairness, respect and care to
encourage learning) – Suggested Activity: Emphasizing on moral and morale aspects
D. Discussing New During Reading Activity:
Concepts and Practicing
New Skills #1 The teacher will present the story entitled ‘Thank you, Ma’am’ by Langston Hughes in a
form of an animated film. He will instruct the learners to watch the video closely because
questions will be inserted in between those portions of the video. But before that, he will
ask the learners to answer these introductory/motive questions before diving into the story.

1. Are there certain situations that making stealing acceptable?

2. If you were desperate, would you ever steal to survive?
3. If you were paid enough money, would you steal for someone? How high would your
price be?
(Indicator 1: Apply knowledge of content and across curriculum teaching areas) –
Integration to ESP
(Indicator 2: Display proficient use of Mother Tongue, Filipino and English to facilitate
teaching and learning) – Suggested Activity: The use of questions or art of
questioning

Questions to Answer in Between those portions of the video:

1. If you were Roger, would you trust Mrs. Jones right away?
2. What do you think Roger will do next?
3. If you were Roger, would you run?
4. What did Roger feel at this moment?
5. How do you feel about Mrs. Jones’ reaction to Roger?
6. Was it safe for Mrs. Jones to take Roger to her home? Why or why not?
(Infusion of HOTS questions)
(Indicator 2: Display proficient use of Mother Tongue, Filipino and English to facilitate
teaching and learning) – Suggested Activity: The use of questions or art of
questioning
(Indicator 3: Use effective verbal and non-verbal communication strategies to support
learner understanding, participation, engagement and achievement) – Suggested
Activity: Employing a set of questions to draw out insights and opinions from the
class
E. Discussing New After Reading Activity:
Concepts and Practicing
New Skills #2
“DELVE DEEPER”
1. Who are the characters in the story?
2. How did Mrs. Jones react when Roger try to steal her purse?
3. When they arrived at the boarding house, what do you think Roger was planning to do?
4. Why did Mrs. Jones not scold or chastise Roger? Why did she talk about herself instead?
5. How did Roger feel when Mrs. Jones said that she, too, had once wanted things that she
could not have?
6. What was Roger thinking about when Mrs. Jones left her purse out in the open where he
could easily snatch it if he wanted to?
7. What was going on in Mrs. Jones’ mind when she gave Roger money?
8. What did Roger mean when he said that he “did not trust the woman not to trust him”?
9. Why do you think Roger could only utter a “Thank You” before Mrs. Jones closed the
door?
10. Do you think Roger‘s encounter with Mrs. Jones altered his life? In what way?
11. Why did Hughes title the story, Thank You, Ma’am?

Say: Good! I am very certain that you understand the story.

(Indicator 2: Display proficient use of Mother Tongue, Filipino and English to facilitate
teaching and learning) – Suggested Activity: The use of questions or art of questioning
(Indicator 3: Use effective verbal and non-verbal communication strategies to support
learner understanding, participation, engagement and achievement) – Suggested
Activity: Employing a set of questions to draw out insights and opinions from the
class
F. Developing Mastery Direction: Make a Venn Diagram to list the traits or qualities of Mrs. Jones and Roger
(Leads to Formative based from the selection. Write your answer on your notebook.
Assessment 3)

Mrs. Jones Roger

(Indicator 6: Maintain learning environments that nurture and inspire learners to

participate, cooperate and collaborate in continued learning) – Suggested Activity:
Constructing structured groups that reflect the elements of cooperative learning
(Indicator 7: Apply a range of successful strategy that maintain learning environments
that motivate to work productively by assuming responsibility for their own learning) –
Suggested Activity: Providing tasks in which all learners share the authority of
assessing and facilitating learning

The teacher will call learners to share their answers. Then, he will process the answers of
the learners.

(Indicator 2: Display proficient use of Mother Tongue, Filipino and English to facilitate
teaching and learning) – Suggested Activity: Probing questions and feedbacking

G.Finding Practical “GROUP ACTIVITY”

Applications of
Concepts and Skills in
Daily Living The teacher will group the learners into 3 teams. The task of every group is to think one act
of kindness and dramatize the scene infront of the class. The teacher will emphasize that
they should “help one another” to apply the message of the story in real-life scenario.
(Indicator 1: Apply knowledge of content and across curriculum teaching areas) –
 Integration to ESP

Afterwards, learners will present their dramatization and the teacher will give feedback to
their performance.
(Indicator 3: Use effective verbal and non-verbal communication strategies to support
learner understanding, participation, engagement and achievement) – Suggested
Activity: Group work
(Indicator 6: Maintain learning environments that nurture and inspire learners to
participate, cooperate and collaborate in continued learning) – Suggested Activity:
Constructing structured groups that reflect the elements of cooperative learning
(Indicator 7: Apply a range of successful strategy that maintain learning environments
that motivate to work productively by assuming responsibility for their own learning) –
Suggested Activity: Creating a learning environment that motivates learners to work
productively

H.Making Generalizations The teacher will ask the learners to answer the following questions:
and Abstractions about
the Lesson 1. What is the most important values that you have learned today?
2. If you show kindness, what do you think is the effect of this to you and to other people?
3. Do you think we can have an amazing world if all people are kind with each other?
4. As a high school student, what can you do to show kindness to the world?
(Indicator 1: Apply knowledge of content and across curriculum teaching areas) –
Integration to ESP
(Indicator 2: Display proficient use of Mother Tongue, Filipino and English to facilitate
teaching and learning) – Suggested Activity: The use of questions or art of questioning
(Indicator 3: Use effective verbal and non-verbal communication strategies to support
learner understanding, participation, engagement and achievement) – Suggested
Activity: Employing a set of questions to draw out insights and opinions from the class
(Indicator 5: Maintain learning environments that promote fairness, respect and care to
encourage learning) – Suggested Activity: Emphasizing on moral and morale aspects
I. Evaluating Learning “A PIECE TO READ”
Continue the story, assuming that the characters meet again years later. From that, compose
a short prose piece for a Readers Theatre or Chamber Theatre using appropriate and creative
use of adverbs, conditionals, and verbal and non- verbal strategies used when performing a
Chambre Theatre presentation.
(Indicator 3: Use effective verbal and non-verbal communication strategies to support
learner understanding, participation, engagement and achievement) – Suggested
Activity: Group work
(Indicator 6: Maintain learning environments that nurture and inspire learners to
participate, cooperate and collaborate in continued learning) – Suggested Activity:
Constructing structured groups that reflect the elements of cooperative learning
(Indicator 7: Apply a range of successful strategy that maintain learning environments
that motivate to work productively by assuming responsibility for their own learning) –
Suggested Activity: Creating a learning environment that motivates learners to work
productively

CHAMBER THEATER/READERS
THEATRE PIECE RUBRIC
4 3 2 1
Main idea Main idea Main idea Main idea
sentences are sentences are sentence are sentences
clear, correctly either unclear or unclear and are
placed, and are incorrectly incorrectly unclear and
restated in the placed, and are placed, and incorrectly
Main Topic closing restated in the restated in the placed, and
sentence. closing sentence. closing are
sentence. not restated
in the
closing
sentence.
 Paragraph(s) Paragraph(s) Paragraph(s Paragraph(s
have three or have two ) have one ) have no
more supporting supporting supporting
supporting sentences that sentence that sentences
sentences that relate back to relate back to that relate
Supporting relate back to the main idea. the main idea. back to
Sentences the main idea. Each supporting Each the main
and Each sentence has at supporting idea. Each
Elaborating supporting least two sentence has supporting
Details sentence has elaborating one sentence has
several detail elaborating no
elaborating sentences. detail elaborating
detail detail
sentence.
sentences. sentence.

Ideas are very Ideas are quite Ideas are fairly Ideas are not
Coherence
clear. clear. clear. clear.
Paragraph has Paragraph has Paragraph has Paragraph has
no errors in the one or two three to five six or more
use of adverbs, adverbs, adverbs, adverbs,
Mechanics conditionals, conditionals, conditionals, conditionals,
and punctuation, punctuation, punctuation, punctuation,
Grammar capitalization, capitalization, capitalization, capitalization,
and spelling. and spelling and spelling and spelling
errors. errors. errors.

I lent my
classmate a
pen.
J. Additional Activities for “KIND DEEDS LOG”
Application or Direction: Make a log of the random acts of kindness you have done. No matter how big or
Remediation small your act is, it‘s counted in. Place your deeds on each box of the game board until you
reach the last stop.
(Indicator 7: Apply a range of successful strategy that maintain learning environments
that motivate to work productively by assuming responsibility for their own learning) –
Suggested Activity: Providing tasks in which all learners share the authority of
assessing and facilitating learning

 Closing Prayer
 Dismissal

90% of learners achieved the objectives of the lesson. No need to reteach the same lesson.
Instead, enrichment activities should be given to those who only achieved “nearing
IV. REMARKS mastery” level.

Prepared by:

PAUL ROMANO B. ROYO

Teacher I/English Teacher

Noted:

ESTER R. SANTILLAN
Principal I