GRADE 1 to 12 CROSSING BAYABAS NATIONAL HIGH Grade Level 9

School
DAILY LESSON SCHOOL
LOG Teacher JOHANIE C. ESPARAGOZA Learning Area ENGLISH
Teaching Dates and Time March 5, 2024 @ 1:40 PM – 2:40 PM Quarter THIRD

I. OBJECTIVES
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,
A. Content Standard
tense consistency, modals, active and passive constructions plus direct and indirect speech to enable him/her
competently performs in a full-length play.
The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and
B. Performance Standard
ICT resources based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
The learner demonstrates communicative competence through his/ her understanding of British-American
C. Grade Level Standards Literature, including Philippine Literature and other texts types for a deeper appreciation of Philippine Culture
and those of other countries.
D. Learning Competency:
Determine the relevance and truthfulness of the ideas presented in the material viewed

1. Identify the contents in the material viewed.

D. Objectives
2. Infer the critical issues brought up in the material viewed
3. Determine the relevance and truthfulness of the ideas presented in the material viewed

II. CONTENT
Analyze literature as a means of understanding unchanging values in the uncertain world

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages SLM in English 9 – Quarter Module 2

3. Textbook pages
4. Additional Materials from
Learning Resource/LR Portal
B. Other Learning Resource Online images/videos

A. Preliminaries • Prayer
• Greetings
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 • Checking of attendance
• Classroom rules

Activity 1: Cite it right!

Can you spot a fake news? Look closely at the pictures and identify the real news from the fake ones. Then,
complete the statements giving the appropriate ideas and information.

B. Motivation/ Reviewing the

previous lesson or presenting
the new lesson

This is/is not a fake news because ___________

After the activity, ask the following questions the students:

1. How can fake news affect someone’s thought?

C. Establishing a purpose for
2. Is it difficult to spot fake news? Why or why not?
the lesson
3. Were you once a victim of untruthful news/ What did you do?

Seven Types of Information Disorder

1. Fabricated Content: New content is 100% false, designed to deceive the readers.
2. Imposter Content: It is when genuine sources are impersonated. It falsely uses a well-known name,
D. Presenting brand or logo to fool people into believing that it is authentic content.
examples/Instances of the 3. Misleading Content: It is the misleading use of information to frame an issue.
new lesson 4. Satire or Parody: This has no intention to cause harm but has the potential to fool.
5. False Connection: This happens when headlines, visuals, and captions do not support the content.
6. False Content: When genuine content is shared with false context information, this happens.
7. Manipulated Content: This is when genuine information or imagery is manipulated to deceive.

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 Activity 2: News that matter …
Watch the video and analyze what issue is presented. Give two reasons that support your idea.
This part of the lesson aims to
elevate students' higher-order
thinking skills through the parable
that centered around facing
uncertainties. Being focus to the
ideas of the video helps build high-
E. Discussing new concepts order thinking skills by challenging
students to analyze complex ideas,
and practice new skills # 1
fostering creativity, empathy, and the
ability to determine the relevance
and trurthfulness of the claim
(Objective 3)

F. Discussing new concepts On this part, I aim to bridge the area

and practicing new skills # 2 of English and Araling Panlipunan on
their lesson about inflation by
1. Do you think these prices of food merging the significance of our
lesson and also within and across
are true? How can you justify it?
other fields. (Objective 1)
2. If you were the head of the
household, do you think it easy to
provide the basic needs of the
family?
3. What do you think is the reason of
these price hike?
4. What is inflation?

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 FLOW CHART This part of the lesson aims to
Use the flow chart in creating the possible steps in determining whether the ideas presented are relevant and integrate numeracy skills by
truthful. determining their strategies in facing
determining the relevance and
G. Developing Mastery truthfulness of information. Further,
Make sure to consider and respect each other’s idea in order to complete the flow chart
(Leads to Formative the teacher will remind the students
Assessment) to respect each other’s ideas. .
(Objective 2, 5, and 6)

After making the flow chart, ask this question: How might the skills in determining the relevance and
truthfulness of ideas presented help us (readers) avoid misleading information? or fake news / information?
H. Finding practical
This question prompts a response
application of
that relates to their socioeconomic
concepts and skills in daily background. (Objective 7)
living

I. Making generalizations
and abstractions about Activity 3: Let’s reflect.
the lesson 1. Why is it important to know the truthfulness of the information?
2. What are other things to consider in determining the truth?
3. Were you able to judge easily the truthfulness of the statement? Why?

J. Evaluating learning

Higher order
thinking skill
allows a
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 person to
apply the
new
knowledge
and
useit’s in a
new situation
to receive
potential
answers.

Assignment: Write your answer on your English Notebook.

1. Do you think it is relevant to observe proper hygiene to avoid the case of walking pneumonia increase
in the Philippines?
2. How does WINS one of the school programs in our school educate you with proper hygiene?
Integrating strategies involving
Indigenous people promotes
inclusivity, diverse, and
K. Additional activities for
interconnected global society.
application or remediation (Objective 8)

REMARKS

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 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 this 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: Checked by: Noted by:

JOHANIE C. ESPARAGOZA MARIE GRACE Y. GENARO SEGUNDINA C. RAMOS

Teacher I Master Teacher I/Rater Principal IV

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