GRADES 1 to School: Sisay National High school Grade Level: 9

12 Learning
DAILY LESSON Teacher: Catherine Joy E. Cabaral Area: English
LOG Teaching Dates and
Time: August 22 – 26, 2016 (WEEK 1) Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
OBJECTIVES needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people; also how to use
processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation.

B. Performance The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on the
Standards: following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.

C. Learning EN9RC-IIa-3.2.7: Compare and EN9VC-IIa-1.4: Establish EN9LT-IIa-15: Analyze EN9OL-IIa-3.7: Employ Remedial/Enhancement Reading
Competencies/Objectiv contrast similar information connections of events and literature as a means of varied verbal and non- Schedule/ICL
es: presented in different texts. how these lead to the ending valuing other people and verbal strategies to create
Write the LC Code for each EN9LC-IIa-11: Shift from one of a material.
their various circumstances impact on the audience
listening strategy to another EN9V-IIa-27: Give the
in life. while delivering lines in a
based on topic, purpose, and appropriate communicative
level of difficulty of the styles for various situations EN9LT-IIa-15.1: Identify Readers Theatre or in a
argumentative or persuasive (intimate, casual, the distinguishing features Chamber Theatre.
text. conversational, consultative, of notable
frozen).
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
two.
I. CONTENT
Lesson 1.Finding Others’ Greatness
II. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide P75-89 P75-89 P75-89 P75-89
Pages
2. Learner’s Materials P119-132 P119-132 P119-132 P119-132
Pages
3. Textbook Pages P119-132 P119-132 P119-132 P119-132
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning None – textbook only Copy of the reading text None – textbook only None – textbook only
Page 1 of 126
 Resources

School: Grade Level: 9

Learning
Teacher: Area: English
GRADES 1 to 12 Teaching Dates
DAILY LESSON LOG and Time: August 22-26, 2016 (week 1) Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration
III. PROCEDURES of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Post on the board the Sharing of answers on the Recall the two text in the Let the students read the Remedial/Enhancement Reading
Lesson or Presenting quote of William additional task given. previous lesson excerpt about greatness Schedule/ICL
the New Lesson Shakespeare. through the life of Martin
Luther King Jr.

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

C. Presenting Sharing of thoughts Instruct them to write their Do task 3: Finding Discuss:
Examples/Instances of related to greatness answers. similarities and Give a mini-lecture on the
the Lesson differences on p123 of the importance of using facial
LM. expression and gestures
to convey the meaning of
the excerpt about
greatness

D. Discussing New Do task 2. Connecting Reading text 2 on p122 0f Sharing of answers in Brainstorming of the
Concepts and Practicing Lives on pp119-120 of the the LM. pairs on the task 3 given. excerpt by group.
New Skills #1 LM.

Page 2 of 126
 School: Grade Level: 9
Learning
Teacher: Area: English
GRADES 1 to 12 Teaching Dates
DAILY LESSON LOG and Time: August 22-26, 2016 (week 1) Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration
IV. PROCEDURES of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Ask: Discuss the reading text Let the students justify their Take note of the Remedial/Enhancement Reading
and Practicing New Skills How do we celebrate the given answers. list of adverbs on Schedule/ICL
#2 “greatness” of the people the excerpt.
we know?

F. Developing Mastery Choral reading text 1 on Ask the processing What is the importance of finding Discussion on
(Leads to Formative pp120-121 of the LM. questions on p122 of the similarities and differences of adverbs.
Assessment 3) LM. ideas?

G. Finding Practical Sharing of ideas about the Call two pairs to do the Draw out insights from the class Do task 7:
Applications of Concepts reading text sharing. like: comparing and contrasting Controlled practice
and Skills in Daily Living about greatness. on p126 of the LM.

Page 3 of 126
 School: Grade Level: 9
Teacher: Learning Area: English

GRADES 1 to 12 Teaching Dates

DAILY LESSON LOG and Time: August 22-26, 2016 (week 1) Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and Ask: Complete the sentence: Write the strong points of each Do drills on adverbs. Remedial/Enhancement Reading
Abstractions about the Lesson What is greatness for Today, I realized… message from the text. Schedule/ICL
you?

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

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

V. REMARKS

School: Grade Level: 9

Teacher: Learning English
Area:

Page 4 of 126
 Teaching Dates
GRADES 1 to 12 and Time: August 22-26, 2016 (week 1) Quarter: 2
DAILY LESSON LOG Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
VI. REFLECTION needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons

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

D. No. of learners who continue

to require remediation

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

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

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

School: Grade Level: 9

Teacher: Learning English
Area:
Page 5 of 126
 Teaching Dates August 29 – September 2, 2016 (week
GRADES 1 to 12 and Time: 2) Quarter: 2
DAILY LESSON LOG MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of 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 EN9RC-IIb-19: Get information EN9VC-IIb-21: Summarize the EN9LT-IIb-15: Analyze EN9OL-IIb-3.7: Employ Remedial/Enhancement
Competencies/Objectives: from various print media like information contained in the literature as a means of varied verbal and non- Reading Schedule/ICL
Write the LC Code for each brochures, pamphlets, material viewed. valuing other people and verbal strategies to create
periodicals, and audio-video EN9V-IIb-27: Give the their various circumstances impact on the audience
recordings. appropriate communicative in life. while delivering lines in a
EN9LC-IIb-11.1: Listen to get styles for various situations EN9LT-II0-14.2: Explain
important information from (intimate, casual, Readers Theatre or in a
how the elements specific to Chamber Theatre.
argumentative/ persuasive conversational, consultative,
a selection build its theme.
texts. frozen).
EN9LC-IIb-2.8: Make
inferences from what was said.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a
week or two.
II. CONTENT Lesson 2: Observing Others’ Circumstances
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there
RESOURCES is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P86-89 P86-89 P86-89 P86-89
2. Learner’s Materials P133-143 P133-143 P133-143 P133-143
Pages
3. Textbook Pages P133-143 P133-143 P133-143 P133-143
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources Pictures None – textbook only None- textbook only None- textbook only

School: Grade Level: 9

Learning
Teacher: Area: English

Page 6 of 126
 Teaching Dates and August 29 – September 2, 2016 (week
Time: 2) Quarter: 2
GRADES 1 to 12 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Post pictures on the board Share your responses on Let the students read the Discuss: Remedial/Enhancement
Lesson or Presenting the the additional task given. poem on p137 of the LM. Adverb of manner Reading Schedule/ICL
New Lesson silently.

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

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

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

D. Discussing New Concepts Call two pairs to share their Discuss: Let the students pick lines Do task 6: Controlled
and Practicing New Skills answers. List of difficult words from from the poem that captures practice on p141 of the LM.
#1 the poem. their attention.

Page 7 of 126
 School: Grade Level: 9
Learning
Teacher: Area: English
GRADES 1 to 12 Teaching Dates August 29 – September 2, 2016 (week
DAILY LESSON LOG and Time: 2) Quarter: 2
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Create a dialogue between Using difficult words in a Elaborate the meaning of Write a narrative paragraph Remedial/Enhancement
and Practicing New Skills teenager and parents; sentence. the pick lines from the in module 2 Task 9 Lesson Reading Schedule/ICL
#2 teenagers and peers. poem. 1(Finding Others’
Greatness) and incorporate
adverbs of manner.

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

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

Page 8 of 126
 School: Grade Level: 9
Learning
Teacher: Area: English
GRADES 1 to 12 Teaching Dates August 29 – September 2, 2016 (week
DAILY LESSON LOG and Time: 2) Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations Complete the sentence: Call any pairs to present Ask: Complete the sentence: Remedial/Enhancement
and Abstractions about Today, I realized… their answers in class. What have you learned out Today, I realized that… Reading Schedule/ICL
the Lesson from the poem?

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

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

VI. REMARKS

School: Grade Level: 9

Page 9 of 126
 Learning
Teacher: Area: English

GRADES 1 to 12 Teaching Dates August 29 – September 2, 2016 (week

DAILY LESSON LOG and Time: 2) Quarter: 2

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

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons

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

D. No. of learners who continue

to require remediation

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

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

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

Page 10 of 126
 School: Grade Level: 9
Learning
Teacher: Area: English
GRADES 1 to 12 Teaching Dates
DAILY LESSON LOG and Time: September 5-9, 2016 (week 3) Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of 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 EN9RC-IIc-19: EN9VC-IIc-21: Summarize the EN9LT-IIc-15: Analyze EN9F-IIc-3.11.1: Use the Remedial/Enhancement
Competencies/Objectives: Get information from various information contained in the literature as a means of valuing correct production of Reading Schedule/ICL
Write the LC Code for each print media like brochures, material viewed. other people and their various English sounds: vowels
pamphlets, periodicals, and EN9V-IIc-27: circumstances in life.
sounds, consonant sounds,
audio-video recordings. Give the appropriate EN9LT-IIc-2.2: Explain how the
diphthongs, etc.
EN9LC-IIc-3.12/3.14: Listen to communicative styles for elements specific to a genre
paraphrase and summarize various situations (intimate, contribute to the theme of a EN9G-IIb-19: Use adverbs
information from persuasive casual, conversational, particular literary selection. in narration
texts. consultative, frozen).
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a
week or two.
II. CONTENT
Lesson 3: Feeling For Others
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there
RESOURCES is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P90-102 P90-102 P90-102 P90-102
2. Learner’s Materials P144-168 P144-168 P144-168 P144-168
Pages
3. Textbook Pages P144-168 P144-168 P144-168 P144-168
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources Pictures Task sheet Copy of the text PowerPoint presentation

Page 11 of 126
 School: Grade Level: 9
Learning
Teacher: Area: English
GRADES 1 to 12 Teaching Dates
DAILY LESSON LOG and Time: September 5-9, 2016 (week 3) Quarter: 2
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Post the pictures on the Finalize the additional task Read the story, The Lottery, Recall the story of The Remedial/Enhancement
Lesson or Presenting the board featuring the movie, given. silently.(pp149-157 of the Lottery. Reading Schedule/ICL
New Lesson The Hunger Games. LM)

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

C. Presenting Write five sentences based Present the rubrics of the Group activity: Small groups, identify the
Examples/Instances of the on the picture of “The role play. Discuss your mental sensory images in the story,
Lesson Hunger Games”. pictures of the story. The Lottery.

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

Page 12 of 126
 School: Grade Level: 9
Learning
Teacher: Area: English
GRADES 1 to 12 Teaching Dates
DAILY LESSON LOG and Time: September 5-9, 2016 Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Let them watch “The Let the students share their Group activity: Present your answers to the Remedial/Enhancement
and Practicing New Skills Hunger Games” movie. observation of the role play Draw your class. Reading Schedule/ICL
#2 in each group. understanding/interpretati
on about the story.

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

G. Finding Practical Present the output of the Complete the sentence: Write important points Ask:
Applications of Concepts group to the class. From the role play, I have from the drawing. What images do you see,
and Skills in Daily Living learned that… hear, feel, taste, and smell
in the story?

School: Grade Level: 9

Page 13 of 126
 Learning
Teacher: Area: English

GRADES 1 to 12 Teaching Dates

DAILY LESSON LOG and Time: September 5-9, 2016 Quarter: 2
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations Ask: Each group must write the Ask: Complete the sentence: Remedial/Enhancement
and Abstractions about What is the message of the significant event from the What have you learned from I have learned that… Reading Schedule/ICL
the Lesson movie? role play. the interpretation of the
story?

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

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

V. REMARKS

School: Grade Level: 9

Page 14 of 126
 Learning
Teacher: Area: English

GRADES 1 to 12 Teaching Dates

DAILY LESSON LOG and Time: September 5-9, 2016 Quarter: 2

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

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons

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

D. No. of learners who continue

to require remediation

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

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

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

Page 15 of 126
 School: Grade Level: 9
Learning
Teacher: Area: English
GRADES 1 to 12 Teaching Dates
DAILY LESSON LOG and Time: September 12-16, 2016 (week 4) Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of 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 EN9RC-IId-19: EN9VC-IId-22: Agree or EN9LT-IId-15: Analyze EN9F-IId-3.11.1: Use the Remedial/Enhancement
Competencies/Objectives: Get information from various disagree with the ideas literature as a means of valuing correct production of Reading Schedule/ICL
Write the LC Code for each print media like brochures, presented in the material other people and their various English sounds: vowels
pamphlets, periodicals, and viewed. circumstances in life.
sounds, consonant sounds,
audio-video recordings. EN9V-IId-27: EN9LT-IId-2.2.1: Express
diphthongs, etc.
EN9LC-IId-11.2: Anticipate the Give the appropriate appreciation for sensory
points that will be made based communicative styles a images used. EN9G-IId-19: Use adverbs
on the speaker’s purpose. situation (intimate, casual, in narration.
conversational, consultative,
frozen).
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a
week or two.
II. CONTENT Lesson 4:Supporting Other’s Advocacies
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there
RESOURCES is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages P103-111 P103-111 P103-111 P103-111
2. Learner’s Materials P169-183 P169-183 P169-183 P169-183
Pages
3. Textbook Pages P169-183 P169-183 P169-183 P169-183
4. Additional Materials
from Learning Resource
(LR) portal
E. Other Learning Copy of the text Task sheet Copy of the text PowerPoint presentation
Resources

Page 16 of 126
 School: Grade Level: 10
Learning
Teacher: Area: English
GRADES 1 to 12 Teaching Dates
DAILY LESSON LOG and Time: September 12-16, 2016 (week 4) Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV.PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Let the students watch a Call some student to share Let the students present Do task 10 on page 179- Remedial/Enhancement
Lesson or Presenting the video clip about justice. any inspiring quotes about their output on the 182 of the LM Reading Schedule/ICL
New Lesson justice. additional task given.

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

C. Presenting Provide worksheets and Do task 5 Crafting a Read the essay about Create any discourse.(role
Examples/Instances of the Work on the concept of Timeline on page 176 of the helping others-”The time to play, panel discussion or
Lesson justice (to be written LM help is now” on page 178- story telling) about asking
vertically down the side of a 179 of the LM any support for a certain
page) advocacy.

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

Page 17 of 126
 School: Grade Level: 9
Learning
Teacher: Area: English
GRADES 1 to 12 Teaching Dates
DAILY LESSON LOG and Time: September 12-16, 2016 Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Sharing of thoughts about Ask: Ask the students the Remedial/Enhancement
and Practicing New Skills the quotation about “Silence From the selection being Scrutinize the message improvement of their work. Reading Schedule/ICL
#2 speaks louder than words.” read, analyze what kind of from the essay.
prose it is?

F. Developing Mastery Discuss: Let the students justify their Make a news report about Give them follow up
(Leads to Formative answers the message based on the questions for better
Assessment 3) The importance of pausing essay. understanding about their
or timing in speaking work

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

School: Grade Level: 10

Learning
Teacher: Area: English
Page 18 of 126
 Teaching Dates
and Time: September 12-16, 2016 Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations Read the quotations and Create a Finalize the output of the Group presentation on their Remedial/Enhancement
and Abstractions about observe proper pausing. commercial/advertisement group. works. Reading Schedule/ICL
the Lesson based from the selection
being read.

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

J. Additional Activities for Make your own quotation Finalize your advertisement Presentation of the group. Summarize all of the
Application or about justice. about the message of the important concepts and
Remediation selection. facts learned in the lesson.

V. REMARKS

School: Grade Level: 9

Page 19 of 126
 Learning
Teacher: Area: English

GRADES 1 to 12 Teaching Dates

DAILY LESSON LOG and Time: September 5-9, 2016 Quarter: 2

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

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons

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

D. No. of learners who

continue to require
remediation

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

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

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

Page 20 of 126
 School: Grade Level: 9
Learning
Teacher: Area: English
GRADES 1 to 12 Teaching Dates
DAILY LESSON LOG and Time: SEPTEMBER 19-23, 2016 (WEEK 5) Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people; also how to use
processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation.

B. Performance 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 Express opinions through EN9LT-IIIa-16: Analyze EN9RC-IIg-5: Interpret Compose an essay. Remedial/Enhancement
Competencies/Objectives extemporaneous speaking literature as a means of information found in non- Reading Schedule/ICL
: activity connecting to the world. linear texts such as
IIIa-6.1: Extract important
Write the LC Code for each diagrams, maps, charts,
information from
etc.
argumentative/ persuasive
texts
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a
week or two.
II. CONTENT
Lesson 5 : Seeking Justice for Others
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there
RESOURCES is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P112-122 P112-122 P112-122 P112-122

2. Learner’s Materials P 172 P 173- 175 P 176 - 177 P 178-179

Pages
3. Textbook Pages P 172 P 173 - 175 P 176 - 177 P 187-179
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning None – Textbook only None – Textbook only None – textbook only Textbook and activity
Resources sheets

Page 21 of 126
 School: Grade Level: 9
Learning
Teacher: Area: English
GRADES 1 to 12 Teaching Dates
DAILY LESSON LOG and Time: SEPTEMBER 19 -23 ,2016 Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
I. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Work on Task 4 II Unlock the difficult words. Task 7 texts or Figures? Ask: Remedial/Enhancement
Lesson or Presenting the Read the story “Ida Wells- Study information presented Reading Schedule/ICL
New Lesson Tell students about …” on a graph. Have you ever helped
extemporaneous speaking Give other examples of someone? What did you
activity. graphs/ charts. do?
Draw lots on the topic they We are going to read an
will talk about. essay today.

B. Establishing a Purpose for

the Lesson Be able to express one’s Sympathize the call against Interpret information found Share personal experience
ideas on the topic given. discrimination. in non- linear text. on helping others.

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

D. Discussing New Concepts

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

Page 22 of 126
 School: Grade Level: 9
Learning
Teacher: Area: English
GRADES 1 to 12 Teaching Dates
DAILY LESSON LOG and Time: SEPTEMBER 19- 23, 2016 Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Remedial/Enhancement
and Practicing New Skills Pronunciation skill, Go over the story. Discuss the natural Get the author’s ideas of his Reading Schedule/ICL
#2 vocabulary or diction. Guide the class discussion calamities that hit the experience on helping
that students would be able country, in the community. others.
to identify important events
that took place in the story. Discuss the news, or
discuss personal
experiences.

F. Developing Mastery
(Leads to Formative Perform sample The teacher may present Study the table and talk Students point out the
Assessment 3) extemporaneous. the list of events in the story. about the column on storm. author’s experience on
Students will arrange them Which storms do the helping others. What were
accordingly. students remember? his personal experiences?
Why?

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

School: Grade Level: 9

Page 23 of 126
 Learning
Teacher: Area: English

GRADES 1 to 12 Teaching Dates

DAILY LESSON LOG and Time: SEPTEMBER 19 -23, 2016 Quarter: 2
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations Ask: Remedial/Enhancement
and Abstractions about I realized that leaning how Data found on graphs are Expressing or sharing Reading Schedule/ICL
the Lesson How does it feel when you to take note and arrange very well organized. _____ personal experiences in the
express your own idea? events in the story help me ______________________ form of essay writing.
When you speak English? _____________________
_____________________. Venn diagram shows data
_____________________.

I. Evaluating Learning 1 whole ½ crosswise

The extemporaneous Teacher-made quiz on Refer to the same table.
speaking activity is graded. arrangement of events. What were the experiences
Study data about flood. of the author on the call of
What is your stand about Which years showed so helping others?
discrimination? much flooding? Which have What challenges did he
Make example hotel policy less? encounter?
that shows fairness and Why do you think is this
equality. happening?
J. Additional Activities for
Application or Read in advance “Ida .
Remediation Wells- Barnett and Her
Passion for Justice” p. 173-
175.

V. REMARKS

School: Grade Level: 9

Page 24 of 126
 Learning
Teacher: Area: English

GRADES 1 to 12 Teaching Dates

DAILY LESSON LOG and Time: SEPTEMBER 19-23,2016 Quarter: 2
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
VI. REFLECTION needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% in the
evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons

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

D. No. of learners who continue

to require remediation

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

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

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

Page 25 of 126
 School: Grade Level: 9
Learning
Teacher: Area: English
GRADES 1 to 12 Teaching Dates
DAILY LESSON LOG and Time: SEPTEMBER 26-30,2016 (week 6) Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation
of Philippine Culture and those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people; also how to
use processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation.

B. Performance 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 EN9LT-IIIa-16: Analyze EN9LT-IIIa-16: Analyze Literary Devices. Identify and use the different Remedial/Enhancement
Competencies/Objectives: literature as a means of literature as a means of kinds of Present conditional Reading Schedule/ICL
Write the LC Code for each connecting to the world. connecting to the world. statements.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a
week or two.
II. CONTENT Lesson 6: Overcoming Indifference
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there
RESOURCES is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P124-128 P124-128 P124-128 P124-128
2. Learner’s Materials P 185 P 186-190 P 190 – 191 P 192
Pages
3. Textbook Pages P 185 P 186-190 P 190- 191 P 192
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources None – Textbook only None – Textbook only Textbook and activity sheets Textbook and activity sheets

Page 26 of 126
 School: Grade Level: 9
Learning
Teacher: Area: English
GRADES 1 to 12 Teaching Dates
DAILY LESSON LOG and Time: September 26-30,2016 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

B. Establishing a Purpose for

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

C. Presenting
Examples/Instances of the Provide the copy of the What forms of social Provide several examples Provide examples and drills
Lesson song “Imagine” injustice have you known or for each of the literary on the verb forms to use for
observed? device. each type.
Play the song and let the
students sing with the lyrics.

D. Discussing New Concepts

and Practicing New Skills Identify the persona of the Gather background of the Students give their own Give the formula of forming
#1 song. life of the writer, Martin examples on the literary present real conditional
What group of people does Luther King, Jr. devices discussed in the statements.
he represent? class. Give fill-in the blanks drill.

School: Grade Level: 9

Page 27 of 126
 Learning
Teacher: Area: English

GRADES 1 to 12 Teaching Dates

DAILY LESSON LOG and Time: SEPTEMBER 26-30, 2016 Quarter: 2
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Remedial/Enhancement
and Practicing New Skills What was the message of Deduce his arguments on Be able to identify the Give the formula of forming Reading Schedule/ICL
#2 the song? his dream to have a just and literary devices in the present unreal conditional
humane society for selection “: I Have a statements.
Is the message of the song everyone. Dream”. Give fill-in the blanks drill.
still relevant to our society
today? Share your opinion.

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

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

School: Grade Level: 9

Page 28 of 126
 Learning
Teacher: Area: English

GRADES 1 to 12 Teaching Dates

DAILY LESSON LOG and Time: SEPTEMBER 26-30, 2016 Quarter: 2
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations Ask: Remedial/Enhancement
and Abstractions about Now, when I sing my Martin Luther King Jr.’s Give the similarities and Reading Schedule/ICL
the Lesson favorite song, I realized that dream is also my _______ Why do authors make use differences of the 2
______________________ _____________________ of the literary devices in conditional statements.
______________________ I am sad with what I saw in conveying their message to
the world today, like _____ the world?
______________________.

I. Evaluating Learning
Give the same song. ½ crosswise Teacher may use teacher- Use teacher-made quiz on
Ask: made quiz in making the the use of Present real
Write your response to the What can you contribute for students identify literary conditional statements, and
message of the song. us to have a respectful devices in the sentences or the present unreal
You can express agreement community? lines of a selection. conditions.
or disagreement to his
message.

J. Additional Activities for

Application or
Remediation

V. REMARKS

School: Grade Level: 9

Page 29 of 126
 Learning
Teacher: Area: English

GRADES 1 to 12 Teaching Dates

DAILY LESSON LOG and Time: SEPTEMBER 26-30, 2016 Quarter: 2
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
VI. REFLECTION needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% in the
evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons

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

D. No. of learners who continue

to require remediation

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

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

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

Page 30 of 126
 School: Grade Level: 9
GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: October 3-7,2016 (week 7) Quarter: 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

Page 31 of 126
 School: Grade Level: 9
GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: October 3-7,2016 (week 7) Quarter: 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV.PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A.Reviewing Previous Teacher presents a Post a drawing of a rocket Ask Let some students share Remedial/Enhancement
Lesson or Presenting the sample graph ship leaving Earth on board How can your character their homework Reading Schedule/ICL
New Lesson affect others?

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

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

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

Page 32 of 126
 School: Grade Level: 9
GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: October 3-7,2016 (week 7) Quarter: 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV.PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Students study the graphs Students do the activity Assign students to read the Teacher facilitates Remedial/Enhancement
and Practicing New Skills on LM,pp.195-197 text orally discussion on past Reading Schedule/ICL
#2 conditionals

F. Developing Mastery Students study and discuss Students reflect on their Students read the text Students do Task 8 What if
(Leads to Formative the graphs decisions silently
Assessment 3)

G.Finding Practical Students study and discuss Let students answer why Process comprehension Teacher processes their
Applications of Concepts the graphs they would take the six through guide questions answers
and Skills in Daily Living

Page 33 of 126
 School: Grade Level: 9
GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: October 3-7,2016 (week 7) Quarter: 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H.Making Generalizations Let some students give Let students answer why Call students to share Teacher posts on the board Remedial/Enhancement
and Abstractions about interpretations of the graph they would leave the four. ideas/reflections of the text phrases found in Task 9 If Reading Schedule/ICL
the Lesson Only, LM, p. 206

I. Evaluating Learning Students answer guide Process students’ answers Students do Task 6 In Line Students complete the
questions for better with the Text phrases
understanding

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

Application or Look for sample graphs, Do Task 3 Hands Do the Do Task 7 What a Feeling Do Task 10 “If” salad
Remediation paste on a sheet of paper. Talking
Give a brief explanation of
the graph

V. REMARKS

Page 34 of 126
 School: Grade Level: 9
GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: October 3-7,2016 (week 7) Quarter: 2nd

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

D. No. of learners who continue

to require remediation

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

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

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

Page 35 of 126
 School: Grade Level: 9
GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: October 10-14, 2016 (week 8) Quarter: 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.
B.Performance Standards: 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 EN9LT-IIh-15: EN9LT-IIi-15: EN9LC-IIh-12.1: EN9G-IIh-20: Remedial/Enhancement
Competencies/Objectives: Analyze literature as a means Analyze the content and feeling Use the appropriate prosodic Reading Schedule/ICL
Write the LC Code for each Analyze literature as a means of valuing other people and levels of utterances in features of speech when
of valuing other people and their various circumstances in persuasive texts delivering lines in a Readers’
their various circumstances in life EN9LC-IIh-12.1: Theater or in a Chamber
life EN9RC-IIh-11.1.1: Judge the relevance and worth Theatre
Match diagrams with their of ideas presented in the
corresponding write-ups material viewed
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a
week or two.
II. CONTENT OVERCOMING INDIFFERENCE
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there
RESOURCES is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages p124-128 p124-128 p124-128 p124-128

2. Learner’s Materials p.208-209 pp.210-212 pp.212-213 pp. 214

Pages
3. Textbook Pages p.208-209 pp.210-212 pp.212-213 pp. 214
4. Additional Materials American English website
from Learning Resource
(LR) portal
B.Other Learning Resources Sample Comic bubble or Copy of the news article Laptop
Comic strip DLP

Page 36 of 126
 School: Grade Level: 9
GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: October 10-14, 2016 (week 8) Quarter: 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV.PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Teacher posts a sample Ask: Call some students to read Students watch a video clip Remedial/Enhancement
Lesson or Presenting comic strip What is a news article? their homework on Reader’s Theatre or Reading Schedule/ICL
the New Lesson Chamber Theatre

B.Establishing a Purpose for Students read the comic Teacher posts a sample Ask: Ask:
the Lesson strip new article. What are the things to What can you say about the
consider when making hard students’ performance?
decisions?

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

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

Page 37 of 126
 School: Grade Level: 9
GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: October 10-14, 2016 (week 8) Quarter: 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

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

G.Finding Practical Each pair shares their Teacher facilitates Teacher facilitates the group Groups discuss the delivery
Applications of Concepts output with other pair discussion of the text activity of the piece
and Skills in Daily Living through guide questions

Page 38 of 126
 School: Grade Level: 9
GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: October 10-14, 2016 (week 8) Quarter: 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H.Making Generalizations Sharing of outputs Teacher facilitates Groups finalize their activity Groups practice their Remedial/Enhancement
and Abstractions about comprehension of the text performance Reading Schedule/ICL
the Lesson

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

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

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

V. REMARKS

School: Grade Level: 9

Page 39 of 126
 GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: October 10-14, 2016 (week 8) Quarter: 2nd

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

D. No. of learners who continue

to require remediation

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

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

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

Page 40 of 126
 School: Grade Level: 9
GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: October 17-21,2016 (week 9) Quarter: 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.
B.Performance Standards: 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 EN9G- IIi-20: EN9LT-IIi-15: EN9LC-IVe-8.8: EN9LC-IVe-8.8: Remedial/Enhancement
Competencies/Objectives: Use conditionals in expressing Organize information in various Reading Schedule/ICL
Write the LC Code for each arguments Analyze literature as a means Analyze literature as a means ways (outlining, graphic,
of valuing other people and of understanding unchanging representations, etc.)
their various circumstances in values in a changing world
life EN9LC-IVe-8.8:
EN9LT-IIi-15: Organize information in various
Judge the relevance and worth ways (outlining, graphic,
of ideas presented in the representations, etc.)
material viewed
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a
week or two.
II. CONTENT Lesson 7 : WORKING WITH OTHERS
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there
RESOURCES is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References
1. Teacher’s Guide Pages p 129- 133 p 129- 133 p 129- 133 p 129- 133
2. Learner’s Materials p.225 pp.226-228 pp.226-228 pp. 228-229
Pages
3. Textbook Pages p.225 pp.226-228 pp.226-228 pp. 228-229
4. Additional Materials
from Learning Resource
(LR) portal
D.Other Learning Resources Laptop Chart Posters
DLP Laptop, DLP

Page 41 of 126
 School: Grade Level: 9
GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: October 17-21,2016 (week 9) Quarter: 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV.PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Re-reading of the poem Teacher posts a clip/trailer Post a picture of a cake Ask: Remedial/Enhancement
Lesson or Presenting “If” by Rudyard Kipling on of the video Happy Feet Are you familiar with foreign Reading Schedule/ICL
the New Lesson Module 1 Lesson 6 animated movies?
What are your favorite
foreign animated films?

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

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

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

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

Page 42 of 126
 School: Grade Level: 9
GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: October 17-21,2016 (week 9) Quarter: 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts In pairs, students work on Students create own Teacher facilitates Teacher gives a brief Remedial/Enhancement
and Practicing New Skills one sentence sentences using words discussion on the elements overview on animation Reading Schedule/ICL
#2 discussed

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

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

Page 43 of 126
 School: Grade Level: 9
GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: October 17-21,2016 (week 9) Quarter: 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

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

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

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

V. REMARKS

Page 44 of 126
 School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: October 17-21,2016 (week 9) Quarter: 2

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

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons work? No.

of learners who have caught up
with the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

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

Page 45 of 126
 School: Sisay National High School Grade Level: 9
GRADES 1 to 12
Teacher: Catherine Joy E. Cabaral Learning Area: English
DAILY LESSON LOG
Teaching Dates and October 28- November 1, 2019 (1:00-
Time: 2:00) Quarter: 3

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to
use ways of analyzing one-act play and different forms of verbal for him/her to skillfully perform in a one-act play.

B. Performance Standards: The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9G-IIIa-21: Use verbal. EN9WC-IIIa-9: Compose
Competencies/Objectives: forms of literary writing
Write the LC Code for each EN9WC-IIIa-9.4: Identify HALF DAY HOLIDAY
types and features of a play
synopsis.

II. CONTENT
Lesson 1: Through technology

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages P 134- 140 P 134- 140 HOLIDAY

2. Learner’s Materials Pages P 235 P 237 HOLIDAY

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

I. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Reviewing Previous Lesson or Ask: Ask: HOLIDAY

Presenting the New Lesson How do you respond to an Present the poem, “The
emergency? Whom do you Telephone”
PRE-TEST call for help?

Page 46 of 126
 What are the important
functions of a telephone in
the present times?

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

Lesson your LM. Discover the benefits a HOLIDAY
PRE-TEST telephone brings.

C. Presenting Examples/Instances Solicit students’ answers on

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

-Unlock the difficult words.

D. Discussing New Concepts and Focus on the use of

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

Work on Task 5

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

E. Discussing New Concepts and

Practicing New Skills #2 Discuss the different Allow the students to study HOLIDAY
emergencies, and how can their assigned lines, and
a cellphone possibly be of explain it to the class.
help. All 5 groups will report to
PRE-TEST the class the meaning and
explanation of their
assigned lines.
F. Developing Mastery
(Leads to Formative Assessment 3) Make a big concept map Review the unlocking of HOLIDAY
using Telephone as the difficult words to give the
PRE-TEST main idea. class and the groups clearer
understanding of the poem.

G. Finding Practical Applications of

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

Page 47 of 126
 indispensable.

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

H. Making Generalizations and

Abstractions about the Lesson Cellphones are ________ Telephone here In the poem HOLIDAY
_____________________. is a __________________
PRE-TEST _____________________

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

J. Additional Activities for

Application or Remediation Read in advance the radio HOLIDAY
play, “Sorry, Wrong
PRE-TEST Number”

V. REMARK

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons work? No.

of learners who have caught up
with the lesson
D. No. of learners who continue to
Page 48 of 126
 require remediation
E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?

Prepared by: Noted by:

CATHERINE JOY E. CABARAL JESSEL P. CABALJOG

Teacher I School Principal I

Page 49 of 126
 School: Sisay National High School Grade Level: 9
GRADES 1 to 12
Teacher: Catherine Joy E. Cabaral Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 4 – 8, 2019 (1:00-2:00) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to
use ways of analyzing one-act play and different forms of verbals for him/her to skillfully perform in a one-act play.

B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LT-IIIa-16: Analyze EN9LC-IIIa-6: Employ EN9G-IIIa-21: Use Verbals. EN9WC-IIIa-9: Compose ICL
Competencies/Objectives: literature as a means of appropriate listening strategies forms of literary writing
Write the LC Code for each connecting to the world. suited to type of text. EN9WC-IIIa-9.4: Identify
types and features of a play
synopsis.

II. CONTENT Lesson 1: Through Technology

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages P 236-239 P 240-251 P 255-257 P 259

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Page 50 of 126
II. PROCEDURES
A. Reviewing Previous Lesson or Ask: Ask: Discuss the verbals. Show an example of plot Reading Activities
Presenting the New Lesson What is the most important How would you feel when Point out the Gerunds. summary or synopsis
use of a cellphone? Have you heard the plot of your Give its different functions
you used it to call for help? own murder? in the sentences.

B. Establishing a Purpose for the WORD MAZE on p. 237 Read a script ( literary text) Be able to identify gerunds. Ask:
Lesson “Sorry Wrong Number”
What are the guidelines in
writing a good plot
summary?

C. Presenting Examples/Instances Solicit students’ answers on Work on Task 7 – Getting Use teacher-made activity
of the Lesson the importance of using the chill sheets on gerunds. Discuss each of the
cellphones. guidelines.

D. Discussing New Concepts and Focus on the use of

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
E. Discussing New Concepts and The class will read the Task 10- Delving deeper Group Activity: Remedial/Enhancement
Practicing New Skills #2 poem “The Telephone” by Arrange the events that Task 14-15. Reading Schedule/ICL
Edward Field happened according to the Task 13 D – Converting
story. verbs to gerunds and use
Work on Task 5. them in sentences.
F. Developing Mastery Work on Task 11-
(Leads to Formative Assessment 3) Work on Task 6 Teacher prepares verbs on In a group of 3, try making a
Answer questions about the pieces of paper for summary of a story the
radio play…. Individual student to convert class has taken up.
verbs into gerunds and use
Task 12 – Sound off some it in a sentence.
critical vowel sounds…

G. Finding Practical Applications of

Page 51 of 126
 Concepts and Skills in Daily Act out situations where the Write a short script/ dialog Work on Task 13 E Making summaries and
Living telephone is used to showing proper telephone synopsis are important skills
respond to an emergency. manners. that a student needs to be
able to save time in
studying and reviewing
lessons taken up in the
class.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
H. Making Generalizations and Ask: How can an emergency Reading Activities
Abstractions about the Lesson hotline should be used Complete the sentence, Today, I learned that writing
Enumerate instances where properly? summary_____________
a telephone helps a lot in Today, I learned that verbs
times of emergency. How should telephone ____________________.
operators behave in
handling emergency calls?
I. Evaluating Learning
½ crosswise: By pair: read parts in the Teacher prepares 5 gerunds Give a short selection to the
script according to on the board, and ask the class, and ask them to
Do you approve of the characters. students to use them in the make a summary or
school policy not allowing paragraph. synopsis out of it.
students to bring cellphones
in the school?
J. Additional Activities for
Application or Remediation Reading of difficult words/ Make summary about some
phrases familiar legends or
fairytales.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons work? No.

of learners who have caught up
with the lesson

Page 52 of 126
D. No. of learners who continue to
require remediation

E. Which of my teaching strategies

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

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

Prepared by: Noted by:

CATHERINE JOY E. CABARAL JESSEL P. CABALJOG

Teacher I School Principal I

Page 53 of 126
 School: Sisay National High School Grade Level: 9
GRADES 1 to 12 Teacher: Catherine Joy E. Cbaral Learning Area: English
DAILY LESSON LOG Teaching Dates and
Time: November 11-15,2019 ; 1:00- 2:00 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world;
also how to use ways of analysing one-act play and different forms of verbals for him/her to skilfully perform in a one-act play.

B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LT-IIIg-2.11: EN9F-IIIb-3.11: Produce EN9G-IIIb-21: Use Tungawan District
Competencies/Objectives: EN9LT-IIIb-16: Analyze Determine tone, mood, the English sounds verbals. Camporette
Write the LC Code for each literature as a means of technique, and purpose correctly and effectively
connecting to the world of the author when delivering lines in a ( possessive form of
one-act play. nouns and pronouns)

II. CONTENT
Lesson 2: Making A Difference
III. LEARNING RESOURCES
C. References
5. Teacher’s Guide Pages

6. Learner’s Materials Pages P 263 P 265-266 P 271 P 274

7. Textbook Pages
8. Additional Materials from
Learning Resource (LR)
portal
D. Other Learning Resources

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. PROCEDURES

Page 54 of 126
A. Reviewing Previous Lesson Ask: Unlock difficult words
or Presenting the New What is in the poster that found in the selection Work on Task 13- Review on gerunds, and
Lesson would make you accept “For Conversation, Press Sounding Words gerundial phrases.
the invitation to join the #1”
conference? Present the possessive
form of nouns and
pronouns
B. Establishing a Purpose for Emulate accomplished
the Lesson people. Identify author’s purpose Sound the voiced Th, and Be able to use
in the selection, and tone. voiceless th, b and v, p possessive forms
and f.. correctly in sentences.

C. Presenting Task 3- Emulating

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

D. Discussing New Concepts Ask:

and Practicing New Skills #1 1. What qualities Read the selction “For Work on Task 13-A. Discuss these possessive
make these Conversation…” Group students and forms of nouns and
people assign them vowel pronouns thoroughly.
extraordinary? Identify the speaker or sound, and read the
persona or whose point given pronunciation drill.
Task 3 A of view is used.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
E. Discussing New Concepts
and Practicing New Skills #2 Be able to note important Identify the author’s Work on Task 13, 2. Discuss these possessive
details on what these purpose. Read the sentences with forms of nouns and
accomplished people did words used in the drill. pronouns thoroughly.
that make them popular. Identify the tone of the
selection. How does the
author feel toward his
topic? Notice the words
he used in the selection.
F. Developing Mastery
(Leads to Formative Point out their advocacies Read the selection once Ask the students to Make a short dialog
Page 55 of 126
 Assessment 3) in life that created impact again, and call other perform a dialog, or making use of these 2
in the other people’s students to identify the reading of a tongue kinds of possessive
lives. point of view, the purpose twister sentence drill with forms.
of the selection and the the words found in the
tone of the author. list.

Work on Task 7
G.Finding Practical
Applications of Concepts Find people in the Work on Task 8 – Review reading of the Possessive forms of
and Skills in Daily Living community who made an Enriching script of radio play taken nouns and pronouns can
impact or influence in Your experience up in the previous lesson. be used in any written
students’ lives. activity.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
H. Making Generalizations and Ask: Ask:
Abstractions about the Today, I realized that in Possessive form of nouns is
Lesson What is common order to communicate well, Why is there a need to _____________________,
among the listed the authors used _______ pronounce the words possessive form of pronouns
personalities in their ______________________. correctly? ______________
concept about serving ______________________
others?

I. Evaluating Learning
Write a short essay The teacher may use a Graded script reading of Use teacher- made quiz on
about a relative who teacher-made quiz with the the radio play. Focus on the correct use of
made an impact in your similar selection where the production of vowel possessive nouns and
life. students identify the sounds. pronouns.
purpose, the point of view, ( Correcting mistakes of
and the tone of the author. possessive forms)
J. Additional Activities for
Application or Remediation Mention Philippine Work on Task 8, 2 Read more tongue
heroes and talk about Differentiated Group twisters.
their impact to our Activity
history.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in

Page 56 of 126
 the evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies work
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovations or localized materials
did I used/discover which I wish to
share with other teachers?

Prepared by: Noted by:

CATHERINE JOY E. CABARAL JESSEL P. CABALJOG

Teacher I School Principal I

Page 57 of 126
 School: Sisay National High School Grade Level: 9
GRADES 1 to 12
Teacher: Catherine Joy E. Cabaral Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 18-22, 2019 1:00-2:00 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to
use ways of analyzing one-act play and different forms of verbal for him/her to skillfully perform in a one-act play.

B. Performance Standards: The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LC-IIId-6.5: Recognize EN9OL-IIId-5: Use the ICL
Competencies/Objectives: faulty logic, unsupported facts, appropriate prosodic features Use of literary devices in the Verbal - Infinitives
Write the LC Code for each and emotional appeal of speech when delivering lines selections
in a one-act play.

II. CONTENT
Lesson 3: Despite Differences in Point of View

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages

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

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Reviewing Previous Lesson or Ask : Reading Activities

Presenting the New Lesson Read a background of the Discuss the Literary Review gerunds and gerund
Do you usually believe in story Romeo and Juliet. Devices used in the phrase.
everything that the selections, found in pages Discuss Infinitives, infinitive
computer showed you? Show them the prepared 293- 295. phrase, function in the
Advertisements on tv? scripts on page 286-291 sentence.
Page 58 of 126
 B. Establishing a Purpose for the Appreciate the literary
Lesson Being aware that not all that Act out the scene prepared devices found in selections. Identify and use infinitives
we see and hear in the in the book.
media are true.
C. Presenting Examples/Instances
of the Lesson Teacher’s activity on Task 2- Allow the students to read Go over these devices one Work on Task 8, A
Be wise. aloud the script prepared in by one and provide ample
Listen to the teacher. the book. Pair off students examples for each.
to act out any of the scripts
prepared.
D. Discussing New Concepts and
Practicing New Skills #1 Explain the meaning of the Practice sounding off words Use a poem as an example Work on Task 8,B
concepts: found in the script for better and ask the students to
performance. identify literary devices used
Faulty logic, unsupported in the poem.
facts, and emotional appeal.

Provide examples esp. on

common commodities.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
E. Discussing New Concepts and Reading Activities
Practicing New Skills #2 Work on Task 3 – A Time for Focus also the intonation Use some lines from Work on Task 8, C
Us. and stress of the words. popular songs. Ask the
students what literary
Watch the music video, then Stress is also observed in device is used.
answer the Task 3 A, B placing emphasis to words
in the dialogs.

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

G. Finding Practical Applications of

Concepts and Skills in Daily Examine more commodities Acting out different roles in Use infinitives in sentences.
Living found in our houses and our life helped much in the Use them in interesting
evaluate whether they also performance of plays or sentences.
Page 59 of 126
 belong to faulty logic, role-play.
unsupported facts or
emotional appeal.

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

H. Making Generalizations and

Abstractions about the Lesson Ask: Ask: Ask: Nouns come in different
forms. They can be gerunds
Of all the products we used Is it easy or difficult acting How important is the and infinitives in the
at home, are we wise out the roles of the employment of literary sentences.
enough in choosing our characters in the play devices in the selections?
products? “Romeo and Juliet”? Why?
Do they make difference in
the development of idea?
How?
I. Evaluating Learning
Answer teacher-made Presentation or The teacher may use Teacher may use teacher-
activity sheets on products performance of the script teacher-made test on made activity sheets in
found in the markets today. prepared in the book. identifying literary devices identifying infinitives and in
How do we choose used in the lines found in using infinitives in
products? Establish the rubrics for poems or songs. constructing sentences.
grading.

J. Additional Activities for

Application or Remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons work? No.

of learners who have caught up
with the lesson

D. No. of learners who continue to

Page 60 of 126
 require remediation

E. Which of my teaching strategies

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

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

Prepared by: Noted by:

CATHERINE JOY E. CABARAL JESSEL P. CABALJOG

Teacher I School Principal I

School: SISAY NATIONAL HIGH SCHOOL Grade Level: 9

GRADES 1 to 12
Teacher: Catherine Joy E. Cabaral Learning Area: English

Page 61 of 126
 Teaching Dates and
DAILY LESSON LOG Time: November 25- 29, 2019 1:00-2:00 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to
use ways of analyzing one-act play and different forms of verbals for him/her to skillfully perform in a one-act play.

B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9RC-IIId-20: Analyze a one- Appreciate the balcony scene Figures of speech Intonation Remedial/Enhancement
Competencies/Objectives: act play in Romeo and Juliet in comic Reading Schedule/ICL
Write the LC Code for each EN9LT-IIId-2.1.5: Express strips.
appreciation for sensory
images used
EN9LT-IIId-20.2: Explain the
literary devices used

II. CONTENT
Lesson 4 : With Fortitude and Determination
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P159- 165 P159- 165 P159- 165 P159- 165

2. Learner’s Materials Pages P 304 - 305 P 307 - 308 P 312 - 313 P 314 - 318

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

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Reviewing Previous Lesson or Reading Schedule/ICL

Presenting the New Lesson Review the story Romeo Review the story Romeo Review the figures of Discuss about Intonation.
and Juliet and Juliet speech given ahead.
Add more figures of speech.
This time, present the
balcony scene in the comic
strip. Page 307
B. Establishing a Purpose for the Make a critical response to
Page 62 of 126
 Lesson a literary or other artistic Develop a deeper level of Learn more figures of Identify words or phrases
work. appreciation of the story, speech. that should be given
now that it is in comic strips. Identify them in sentences. emphasis.

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

D. Discussing New Concepts and

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
E. Discussing New Concepts and Remedial/Enhancement
Practicing New Skills #2 Group students into 3 and Compare and contrast the Present a poem or lines of a Aside from intonation, Reading Schedule/ICL
tell them to work on Task 2 presentation of the story in song where students correct pronunciation of
– Audience point of view. paragraphs and in comic identify the figurative words must also be
strips. Which one gives language used. checked.
Task 2, A. clearer picture? Why?

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

G. Finding Practical Applications of

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

Page 63 of 126
 device.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
H. Making Generalizations and Reading Schedule/ICL
Abstractions about the Lesson Stories follow order of Compare and contrast Complete the sentence: Acting out roles are just as
events. Chronological order understanding of the story important as performing our
is the most commonly used in paragraph form vs comic Today, I learned that roles I life. They should be
by the writers. Is it also strip. Figurative language done ________________.
followed in the story Romeo ______________________
and Juliet? _____________________.

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

J. Additional Activities for

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

V. REMARKS

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

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons work? No.

Page 64 of 126
 of learners who have caught up
with the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

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

Prepared by: Noted by:

CATHERINE JOY E. CABARAL JESSEL P. CABALJOG

Teacher I School Principal I

School: Sisay National High School Grade Level: 9

GRADES 1 to 12
Teacher: Catherine Joy E. Cabaral Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 2– 6, 2019 1:00-2:00 Quarter: 3

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Page 65 of 126
 The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and
those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to
use ways of analyzing one-act play and different forms of verbals for him/her to skillfully perform in a one-act play.

B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9RC-IIId-20: Analyze a one- Develop a speech citing Identify other functions of an Identify my set of values Remedial/Enhancement
Competencies/Objectives: act play reasons why some students Infinitive in the sentences. Reading Schedule/ICL
Write the LC Code for each EN9LT-IIId-2.1.5: Express resort to commit suicide.
appreciation for sensory
images used
EN9LT-IIId-20.2: Explain the
literary devices used

II. CONTENT Lesson 5: Across Time

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages

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

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

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Reviewing Previous Lesson or Remedial/Enhancement

Presenting the New Lesson Review the figures of Review the love story of Go over the function of Go over values that we Reading Schedule/ICL
speech. Romeo and Juliet. infinitive as nouns. usually develop in life.
Use the 3 scenes found in Provide several examples. List them on the board.
the textbook. Act 2, Scene Discuss the tragic ending of
4, Act 3, Scene 2, Act 3, Sc the play. Ask students
4 reasons for suicides.
B. Establishing a Purpose for the
Lesson Identify figures of speech in Gather information or Use infinitives with its Identify students’ life values.
the lines of the scenes students’ opinion about different functions. Arrange them according to

Page 66 of 126
 found in the textbook. reasons for people to importance or priority.
commit suicide.

C. Presenting Examples/Instances Discuss the story Romeo

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
E. Discussing New Concepts and Remedial/Enhancement
Practicing New Skills #2 Present example of a Provide more examples on Organize or arrange set of Reading Schedule/ICL
written draft of a speech so sentences with infinitives values according to
that students would be able used as Adjective and importance.
to express and organize Adverb.
their ideas.

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

G. Finding Practical Applications of

Concepts and Skills in Daily Identifying figures of speech Committing suicide among Work on Task 6,C The practical application of
Living can also be done with other teenagers or younger the students’ set of values

Page 67 of 126
 shorter and easier poems to generation is getting the will be based on their
get its main idea. attention of schools and personal experience.
psychologists.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
H. Making Generalizations and Remedial/Enhancement
Abstractions about the Lesson Today, I realized that figures The story/ play Romeo and Infinitives are __________ Ask: Reading Schedule/ICL
of speech are _____ Juliet is actually a story of _____________________
_____________________ _____________________ Why do we need to identify
______________________. _____________________. our personal set of values?
What good do we get from
cultivating a set of values?

I. Evaluating Learning ½ Crosswise:

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

J. Additional Activities for

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

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
Page 68 of 126
 80% in the evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons work? No.

of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation

E. Which of my teaching strategies

work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

G. What innovations or localized

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

Prepared by: Noted by:

CATHERINE JOY E. CABARAL JESSEL P. CABALJOG

Teacher I School Principal I

School: Sisay National High School Grade Level: 9

GRADES 1 to 12
Teacher: Catherine Joy E. Cabaral Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 9-13, 2019 1:00-2:00 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and
those of other countries.

Page 69 of 126
 A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to
use ways of analyzing one-act play and different forms of verbals for him/her to skillfully perform in a one-act play.

B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning Remedial/Enhancement
Competencies/Objectives: Appreciate the famous people EN9RC-IIId-20: Analyze a one- Recognize the literary King and Queen of Joy 2019 Reading Schedule/ICL
Write the LC Code for each that touched / influenced the act play device of characterization
lives of others. EN9LT-IIId-2.1.5: Express
appreciation for sensory
images used
EN9LT-IIId-20.2: Explain the
literary devices used

II. CONTENT
Lesson 6: Despite Differences in Social Class

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages

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

3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Textbook and online Textbook and a video clip Textbook Textbook and activity sheets
sources

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Reviewing Previous Lesson or Remedial/Enhancement

Presenting the New Lesson Work on Task 1, 2 pages Go over the important Review the play “While the Reading Schedule/ICL
348-349. vocabulary words in one-act Auto…”
play: act, elements, play,
climax and resolution. Take note of the characters
Task 4, watch a video clip. of the play.

B. Establishing a Purpose for the

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

Page 70 of 126
 C. Presenting Examples/Instances
of the Lesson Go over the important Actual reading of the play, Give examples for each of
personalities and allow “While the Auto Waits”. the literary device used in
students to describe them Identify the characters. developing characters. Take
based on their research. Describe the characters one at a time.
according to their behavior
in the story.

D. Discussing New Concepts and

Practicing New Skills #1 Read sample speeches Go over the parts of the Go over stories that were
delivered by any of the plot. taken up already in the
important personalities. class. Then identify how
Decide which one to deliver characterization was
and pretend that you are the developed.
person himself.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
E. Discussing New Concepts and Remedial/Enhancement
Practicing New Skills #2 Practice reading the Allow students to identify Reading of the lines of the Reading Schedule/ICL
speech. Try also to practice the parts of the plot in the dialog. This will also help
to sound like the person. story. create the impression on
Check pronunciation skill. characterization.
How do you find the ending
of the play?

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

G. Finding Practical Applications of

Concepts and Skills in Daily The ability to deliver an idea We are like the characters The literary device for Write a character sketch
Living or speech is useful to any of the play. There are times characterization is also using interesting participles
occasion. Confidence can when we pretend to be applicable to any other to describe something.
be developed through someone else, there are forms of narratives.
activities like this. also times when we reveal Refer to Task 16 p. 368 -
our true self. 370
Page 71 of 126
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

H. Making Generalizations and Remedial/Enhancement

Abstractions about the Lesson This activity, delivering a The play “While the Auto The characters I knew in the Reading Schedule/ICL
speech of ____________ Waits” showed me that stories taken up in the class
________________makes there are people ______ are generally developed
me feel _______________ ____________________ through _______________
_____________________. ____________________. _____________________.

I. Evaluating Learning
Actual speech delivery is Reading of the play by pair. ½ Crosswise
graded. It can be any of the parts of Answer Task 7 page 361.
the play. Intonation,
pronunciation and the
volume of the voice will be
part of the rubrics of the
grade.

J. Additional Activities for

Application or Remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons work? No.

Page 72 of 126
 of learners who have caught up
with the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

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

Prepared by: Noted by:

CATHERINE JOY E. CABARAL JESSEL P. CABALJOG

Teacher I School Principal I

School: Grade Level: 9

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and
those of other countries.

Page 73 of 126
 A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to
use ways of analyzing one-act play and different forms of verbals for him/her to skillfully perform in a one-act play.

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

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

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

School: Grade Level: 9

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
A. Reviewing Previous Lesson or Review different cultural How do you celebrate new Work on Task 1, Task 2 Remedial/Enhancement
Page 74 of 126
 Presenting the New Lesson celebration of new year year in the family? Vocabulary enrichment Reading Schedule/ICL

Task 3 Setting the mood for

the story/ play “Driving Miss
Daisy”

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

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

School: Grade Level: 9

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
E. Discussing New Concepts and Ask: Composition writing Remedial/Enhancement
Practicing New Skills #2 What are the cultural Ask: Ask : Reading Schedule/ICL
celebrations of new year for
each group? What about benefits a driver What can you say about the
gets when he is employed culture as reflected in the
Page 75 of 126
 as a family driver? play?

Can friendship be part of Is there racial discrimination

that? happening with Hoke?

F. Developing Mastery Students describe the Review organization of

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

Work with a partner and

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

School: Grade Level: 9

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
VII. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
H. Making Generalizations and Ask: Is family tradition on Remedial/Enhancement
Abstractions about the Lesson Why is new year celebration celebrating new year still I can just imagine friendship Today, the play “Driving Reading Schedule/ICL
important? observable in Filipino to develop between a driver Miss Daisy, reminds me of
families? and his master could be _____________________
_____________________ _____________________.
_____________________.

Page 76 of 126
 I. Evaluating Learning 1 whole sheet of paper: 1 whole sheet of paper
Pick two cultural Write a composition on how Ask: ½ Crosswise
celebrations, show your family celebrate new
comparison and contrast year What do you expect the How do you feel towards
story to be about between the characters, Hoke and
Hoke, the driver, and Miss Miss Daisy? Mention parts
Daisy, his employer? of the story to prove your
point.
J. Additional Activities for
Application or Remediation

VIII. REMARKS

School: Grade Level: 9

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

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

I. No. of learners who require

additional activities for
remediation

J. Did the remedial lessons work? No.

of learners who have caught up
with the lesson

K. No. of learners who continue to

Page 77 of 126
 require remediation

L. Which of my teaching strategies

work well? Why did these work?

M. What difficulties did I encounter

which my principal or supervisor
can help me solve?

N. What innovations or localized

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

School: Grade Level: 9

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LT-IIIh-16: Analyze EN9WC-IIIi-9: Compose EN9G-IIIh-21: Use verbals. Remedial/Enhancement
Competencies/Objectives: literature as a means of Perform a dialogue with a forms of literary writing Reading Schedule/ICL
Write the LC Code for each connecting to the world partner making use of real-life EN9WC-IIIi-9.5: Use literary
believable conversation. devices and techniques to
EN9LT-IIIh-3: Explain how
a selection may be craft a play synopsis
influenced by culture,
history, environment, or
other factors

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Page 78 of 126
II. CONTENT Lesson 8: Transcending Differences

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 194-208 P 194-208 P 194-208 P 194-208

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

School: Grade Level: 9

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
A. Reviewing Previous Lesson or Remedial/Enhancement
Presenting the New Lesson Review the play “Driving Go over the play. This time Present discussion about Present the 5 forms of the Reading Schedule/ICL
Miss Daisy” notice the way the writing synopsis. participle.
Go over the sequence of dialogues are being Present example, the one
events. constructed. Refer to on page 406.
discussion about dialogues

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

C. Presenting Examples/Instances
of the Lesson Assist every group’s Review the play. Take the Discuss the parts of the Refer to page 410 for

Page 79 of 126
 performance output so they dialogues as examples of synopsis. The sequence of discussion and examples.
understand their the discussion. events must be clearly
assignment well. observed.

D. Discussing New Concepts and

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

School: Grade Level: 9

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

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

G. Finding Practical Applications of

Concepts and Skills in Daily Ask: Use of common situation or Writing synopsis is Develop skill in writing
Page 80 of 126
 Living daily scenario. applicable to any story. effective sentences without
Which part of the story do dangling phrases.
you find similar with our
situation in our community?
Describe the similarity.

School: Grade Level: 9

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

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

J. Additional Activities for

Application or Remediation

Page 81 of 126
V. REMARKS

School: Grade Level: 9

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

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

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons work? No.

of learners who have caught up
with the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

materials did I used/discover
Page 82 of 126
 which I wish to share with other
teachers?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.
B.Performance Standards: 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 EN9LC-IVa-13: EN9VC-IVa-10: EN9LT-IV-a-17:

Competencies/Objectives: Listen to lay value judgment on Determine the relevance and Analyze literature as a means
Write the LC Code for each critical issues that demand the truthfulness of the ideas of understanding unchanging
sound analysis and call for presented in the material values in a changing world
prompt actions viewed EN9LT-IVa-17.1:
EN9RC-IVa-2.18: EN9V-IVa-29: Explain how the elements
Relate text content to Get familiar with the technical specific to full-length plays
particular social issues, vocabulary for drama and build its theme
concerns, or dispositions in real theater (like stage directions)
life
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a
week or two.
II. CONTENT Lesson 1: HOLDING ON TO A DREAM IN A CHANGING WORLD
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there
RESOURCES is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp.209-212 pp.209-212 pp.209-212
2. Learner’s Materials p. 424-430 p. 424-430 p. 424-430
Pages
3. Textbook Pages p.424-430 p. 424-430 p. 424-430
4. Additional Materials
from Learning Resource
(LR) portal
B.Other Learning Resources Mp3 player, picture, copy of Mp3 player, picture, copy of Copy of the reading text
the song the song

Page 83 of 126
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV.PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Post varied pictures Share your realizations on Share your sentences
Lesson or Presenting depicting social issues and social issues discussed
the New Lesson PRE TEST concerns in the society NO CLASS previously
(ARAW NG SISAY)

B.Establishing a Purpose for Sharing of observations and Recall one significant issue Ask the students to read the
the Lesson discussion of the picture in your life. Share it with a poem, “Dreams Deferred”
partner. by Langston Hughes

C. Presenting Listening to a song Call two pairs to do the Ask them to associate the
Examples/Instances of the sharing. poem to the story
Lesson

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Elicit responses of the Answer questions based on Work on Task 5 on page
and Practicing New Skills social issues found in the the pictures presented 435 of the LM
#2 song

Page 84 of 126
F. Developing Mastery Small group sharing Accomplish the chart with Brainstorming by group.
(Leads to Formative forms of social injustice as
Assessment 3) depicted by the pictures

G.Finding Practical 1. Ask: Ask: Note the significant

Applications of Concepts 2. Among the issues, Give one resolution that will responses of the students
and Skills in Daily Living what do you think minimize discrimination. and process it.
he values the most”
Why do you say
so?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H.Making Generalizations Explain what is emphasized Accomplish the puzzle on Work on task 6. Predict a
and Abstractions about in the song page 431. Dream
the Lesson

I. Evaluating Learning Present a news report about Checking of answers Instruct them to write their
social issues answers.

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

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
needs to be done to help the students learn?
Page 85 of 126
 Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies work well? Why did
these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

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

SUBMITTED BY: SUBMITTED TO:

CATHERINE JOY E. CABARAL JESSEL P. CABALJOG

Teacher I School Principal

Page 86 of 126
 School: SISAY NATIONAL HIGH SCHOOL Grade Level: 9
GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: CATHERINE JOY E. CABARAL Area: English
Teaching Dates
and Time: January 20-24, 2020 (1:00-2:00) Quarter: 4TH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.
B.Performance Standards: 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 EN9RC-1Vb-2.18: EN9VC-IVb-10: EN9LT-IVb-17: EN9F-IVb3.11:
Competencies/Objectives: Relate text content to Determine the relevance and Analyze literature as a means produce the sounds of English
Write the LC Code for each particular social issues, the truthfulness of the ideas of understanding unchanging effectively when delivering

Page 87 of 126
 concerns, or dispositions in real presented in the material values in a changing world lines in a full - length play
life viewed EN9LT-IVb-17.1:
EN9LC-IVb-13.1: EN9V-IVb-29: Explain how the elements
Get the different sides social, Get familiar with the technical specific to full length
moral and economic issues vocabulary for drama and
affecting the nation theater(like stage directions)

II. CONTENT ENSURING FAMILY SECURITY

III. LEARNING
RESOURCES
C. References
1. Teacher’s Guide Pages
2. Learner’s Materials P 448-451 P 452-490 P 452-490 P 452-490
Pages
3. Textbook Pages P 448-451 P 452-490 P 452-490 P 452-490
4. Additional Materials
from Learning Resource
(LR) portal
D.Other Learning Resources

MONDAY TUESDAY W;EDNESDAY THURSDAY FRIDAY

IV.PROCEDURES
A. Reviewing Previous Ask: Share your explanation to Present the answers that Share additional information Remedial/Enhancement
Lesson or Presenting the How much do you love your the additional task given the class did the previous about the protagonist and Reading Schedule/ICL
New Lesson father? day. antagonist in “Death of a
Salesman”

B.Establishing a Purpose for Let them watch a video Do task 2 take a stand on Do task 4 World of words on Ask:
the Lesson about a father and a page 450 of the LM page 451 of the LM From among the characters,
daughter. who do you like best?

C. Presenting Ask the students to reflect Ask: Ask the students to predict Ask:
Examples/Instances of the on the video Why is it important to what this play is all about What values does she/he
Lesson analyze the stand of a based on its title (Death of a have drawn you to him/her?
speaker or a group of salesman)
people?

Page 88 of 126
D.Discussing New Concepts Answer the Task 1 on page Work on task 3 with a Pick difficult words from the Ask the students to work the
and Practicing New Skills 449 of the LM partner on page 450 of the play task 7 by group on page
#1 LM 491 of the LM.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
E. Discussing New Concepts Discuss : Let them watch a video Discuss with the students the Ask the students to choose Remedial/Enhancement
and Practicing New Skills again about political ad that words in the play that must be a part of a play. Dramatize Reading Schedule/ICL
#2 Do you agree with how the features US President properly defined to aid in it by exchanging dialogues.
understanding the play
daughter treated her father? Ronald Reagan.
Why?

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
H.Making Generalizations Share to their partner the Ask: Do task 6 Name the Do task 14 Review that play Remedial/Enhancement
and Abstractions about important points that they character of the LM on page 498 of the LM Reading Schedule/ICL
the Lesson discovered in the video. What are the facts he
presented?

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

Page 89 of 126
 of the video. the issue presented by the
ad.
J. Additional Activities for Let them present their Ask the students to connect Provide follow up questions Reflect:
Application or version of the video’s the video about campaign so students would get to From the play: I learned
Remediation ending. ad to the political ad in the know the characters better. that...
Philippines

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
VI. REFLECTION needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies work well? Why did
these works?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?

Page 90 of 126
SUBMITTED BY: SUBMITTED TO:

CATHERINE JOY E. CABARAL JESSEL P. CABALJOG

Teacher I School Principal

School: SISAY NATIONAL HIGH SCHOOL Grade Level: 9

GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: CATHERINE JOY E. CABARAL Area: English
Teaching Dates January 27-31,2020 (1:00-2:00) Week
and Time: 3 Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.
B.Performance Standards: 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 EN9RC-IVc-2.18: Relate text EN9VC-IVc-10: Determine EN9OL-IVc-2: Employ
Competencies/Objectives: content to particular social the relevance and the effective and appropriate
Write the LC Code for each issues, concerns, or truthfulness of the ideas non-verbal communication
dispositions in real life presented in the material
strategies
Page 91 of 126
 viewed
EN9LC-IVc-13.2: Employ EN9LT-IVc-17: Analyze EN9G-IVc-23: Express
analytical listening to make literature as a means of LOCAL HOLIDAY permission, obligation, and
prediction/projections understanding unchanging
prohibition.
values in a changing world
EN9LT-IVc2.2.1: Express
appreciation for sensory
images used

LEARNING FROM OTHERS

II. CONTENT
III. LEARNING
RESOURCES
E. References
1. Teacher’s Guide Pages P224 P225 P227-231
Learner’s Materials Pages P501-502 P503-510 P516-520
2. Textbook Pages
3. Additional Materials
from Learning Resource
(LR) portal
F. Other Learning Resources Pictures, Television Television PowerPoint presentation

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
A. Reviewing Previous Post captured images from Let the students recall the LOCAL HOLIDAY Share your understanding Remedial/Enhancement
Lesson or Presenting the three video clips on the play about the “Death of a to the additional task given Reading Schedule/ICL
New Lesson board. Salesman”

B.Establishing a Purpose for Ask: Ask them about important Do task 10 Mind the issues
the Lesson Can you predict what each learning about the play on pages 511 -513
video is all about?

Page 92 of 126
C. Presenting Ask the students to give Cite examples on the Elaborating the given
Examples/Instances of the their recipe for success. journey towards a better answers
Lesson understanding of the play

D.Discussing New Concepts Show the class the three Discuss: Discuss on identifying the
and Practicing New Skills video clips and let them cause and effect.
#1 write important points about What are the elements of a
the video clips short story or play?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
E. Discussing New Concepts Do task 2 Watch and Learn Ask a student to write Do drills. Remedial/Enhancement
and Practicing New Skills by group on page 503 of the his/her answer on the board Reading Schedule/ICL
#2 LM

F. Developing Mastery Draw out insights from the Group activity: Form groups and do the
(Leads to Formative class like: comparing and activity on page 514 of the
Assessment 3) contrasting Do task 6 on page 506 of LM
the LM

G.Finding Practical Let them write down the Ask them follow up Let the students copy the
Applications of Concepts strong and weak points of questions to draw out ideas cause-effect chart
and Skills in Daily Living each message.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
H.Making Generalizations Ask the students to What is the importance of Do task 12 Share your Remedial/Enhancement
and Abstractions about Compare and contrast each identifying the elements of a Prohibitions on page 515 of Reading Schedule/ICL
the Lesson of the messages story or play? your LM

Page 93 of 126
 I. Evaluating Learning Do the sharing of answers Let the students share their Complete the sentence:
to the class answers. To be ready for an
economic crisis,
I can...

J. Additional Activities for Ask: This week,

Application or
Remediation What do you think are the I learned that...
similarities and differences
between short stories and
plays?

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson

D. No. of learners who continue

to require remediation
E. Which of my teaching
strategies work well? Why did
these work?
F. What difficulties did I
encounter which my principal

Page 94 of 126
 or supervisor can help me
solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?

SUBMITTED BY: SUBMITTED TO:

CATHERINE JOY E. CABARAL JESSEL P. CABALJOG

Teacher I School Principal

School: SISAY NATIONAL HIGH SCHOOL Grade Level: 9

GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: CATHERINE JOY E. CABARAL Area: English
Teaching Dates
and Time: February 13 -17, 2017 (week 4) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.
B.Performance Standards: 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.
Page 95 of 126
C. Learning EN9RC-IVd-2.18: EN9VC-IVd-1.3/2.3: EN9LT-IVd-17: EN9WC-IVd-2: Remedial/Enhancement
Competencies/Objectives: Relate text content to Formulate predictions based on Analyze literature as a means Employ effective and Reading Schedule/ICL
Write the LC Code for each particular social issues, the material viewed of understanding unchanging appropriate non-verbal
concerns, or dispositions in real EN9V-IVd-29: values in a changing world communication strategies
life Get familiar with the technical EN9LT-IVd-2.2.2: EN9G-IVd-23:
EN9LC-IVd-7.2: vocabulary for drama and Explain the literary devices Express permission,
Analyze the stand of the theater(like stage directions) used
obligation, and prohibition.
speaker based on the explicit
EN9WC-IVd-11:
statement made
Compose a play review

DISCERNING FUTURE OPPORTUNITIES

II. CONTENT
III. LEARNING
RESOURCES
D. References
1. Teacher’s Guide Pages P232-236 P237-240 P241-245 P246-247
2. Learner’s Materials P521-525 P526-528 P529-531 P532-535
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
E. Other Learning Television Television Speaker, laptop PowerPoint presentation
Resources

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV.PROCEDURES
A. Reviewing Previous Have the class watch the Ask: Emphasize to the class the Recall the different types of Remedial/Enhancement
Lesson or Presenting the video version of Death of A Can you name events or importance of distinguishing tenses Reading Schedule/ICL
New Lesson Salesman. happenings in your life between factual and
wherein your prediction subjective statements.
actually happened?
B.Establishing a Purpose for Group activity: Discuss: Ask the students to share Discuss:
the Lesson Write the events that would Task 2 What’s in a play? On their knowledge on direct Types of tenses and their
happen after Act 1. page 523 of the LM and indirect statements. examples.
(Teacher will provide the
Page 96 of 126
 materials needed)

C. Presenting Each group in the class will Do task 3 Speak with Discuss: Let the students write five
Examples/Instances of the justify their answers. feelings on page 524 of the sentences with use of
Lesson LM Post examples of direct and adverbs.
indirect sentences on the
board.

D.Discussing New Concepts Tell the class on what are Ask the class to arrange the Do task 9 practice the Direct Checking of sentences
and Practicing New Skills their ideas on facts and events in a play. and indirect ways on page
#1 opinions.. 532 of the LM.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Tell them that they are going Let the students do the Do drills on changing the Discuss: Remedial/Enhancement
and Practicing New Skills to read an advertisement. reporting by group about the direct statement to The importance of adverb in Reading Schedule/ICL
#2 sequence of events in the indirect statement grammar.
play

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

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

Page 97 of 126
 ads content

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H.Making Generalizations Work on the chart posted Complete the following Ask: D0 task 9 on page 241 of Remedial/Enhancement
and Abstractions about on the board sentence... What are rules in changing the LM Reading Schedule/ICL
the Lesson Today, I realized that factual direct statement to indirect
statement and subjective statement?
content are __________

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

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

V. REMARKS

SUBMITTED BY: SUBMITTED TO:

Page 98 of 126
 CATHERINE JOY E. CABARAL JESSEL P. CABALJOG
Teacher I School Principal

School: Grade Level: 9

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

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

Page 99 of 126
 A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson

D. No. of learners who continue

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

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

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

School: Sisay National High School Grade Level: 9

GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Catherine Joy E. Cabaral Area: English
Teaching Dates
and Time: February 10-14, 2020 (week 5) Quarter: 4th

Page 100 of 126

 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.
B.Performance Standards: 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 EN9RC- IVe-2.18: EN9LC-IVe-8.8: EN9LC-IVe-8.8: EN9LC-IVe-8.8: Remedial/Enhancement

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

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A.Reviewing Previous Ask: Brainstorm on the meaning Let students share Vocabulary drills Remedial/Enhancement
Lesson or Presenting the What are the current issues of panel discussion observations on previous Reading Schedule/ICL
Page 101 of 126
 New Lesson in the country? activity

B.Establishing a Purpose for Let students share their Facilitate reading on the Ask: Assign groupings for the
the Lesson feelings/insights regarding Guidelines for Conducting a What are expressions? How reading of the Death of the
the issues raised Panel Discussion will you interpret them? Salesman

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

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV.PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Discussion of answers Presentations of panel Let students read the text Teacher facilitates Remedial/Enhancement
and Practicing New Skills discussion by group Death of a Salesman by discussion of the text Reading Schedule/ICL
#2 Arthur Miller Act II

F. Developing Mastery Use Task 2 Relating the Presentations of panel Facilitate comprehension of Discussion on Task 8
(Leads to Formative Truth discussion the text Firming One’s Act
Assessment 3) Let students listen to a
recorded article and take
important details

Page 102 of 126

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV.PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H.Making Generalizations Let students fill the grid Facilitate understanding of Lets students share their Remedial/Enhancement
and Abstractions about the text summary of the text Reading Schedule/ICL
the Lesson

I. Evaluating Learning Process the answers Let students answer Task 8 Let students do Task 9
Firming One’s Act Determining the Tone,
Mood, and the Author’s
Technique

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

V. REMARKS

Page 103 of 126

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

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons

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

D. No. of learners who continue

to require remediation

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

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

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

SUBMITTED BY: SUBMITTED TO:

Page 104 of 126
CATHERINE JOY E. CABARAL JESSEL P. CABALJOG
Teacher I School Principal

School: Grade Level: 9

Page 105 of 126

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.
B.Performance Standards: 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 EN9VC- IVf-1.3/2.3: EN9LT-IVf-17: EN9RC-IVf-2.22: EN9V-IVf-29: Remedial/Enhancement

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

Page 106 of 126

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A.Reviewing Previous Post pictures or news clips Present the sketch or Share experiences of Ask: Remedial/Enhancement
Lesson or Presenting the or rallies illustration to the class conflicts in the family and Have you seen a stage Reading Schedule/ICL
New Lesson the values learned play?

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

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

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

School: Grade Level: 9

Page 107 of 126

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV.PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Students write in their Discussion of answers in Discussion of answers of Let students do Task 12 Remedial/Enhancement
and Practicing New Skills notebook: comprehension check Task 8 Comparing and Contrasting Reading Schedule/ICL
#2 Make a stand as to the right One’s Value System
disposition in order to attain
a better change.

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

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

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

School: Grade Level: 9

Page 108 of 126
 GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: February 27 - March 3, 2017 (week 6) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

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

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

V. REMARKS

School: Grade Level: 9

Page 109 of 126

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

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

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons

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

D. No. of learners who continue

to require remediation

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

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

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

Page 110 of 126

 School: Grade Level: 9
GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: March 6-10, 2017 (week 7) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.
B.Performance Standards: 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 EN9RC-IVg-2.22: Judge the EN9LC-IVg-13.4: EN9V-IVg-29: EN9OL-IVg-1.14: Remedial/Enhancement

Competencies/Objectives: relevance and worth of ideas, Judge the relevance and Take a stand on critical issues Use the appropriate Reading Schedule/ICL
Write the LC Code for each soundness of author’s truthfulness of the ideas brought up in the material suprasegmentals: pitch, stress,
viewed juncture, intonation, etc
reasoning, and the listened to
EN9WC-IVg-11: EN9G-IVg-1:
effectiveness of the Compose a play review Change direct and indirect
presentation speech and vice versa
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a
week or two.
II. CONTENT LESSON 7: UNCHANGING VALUES IN A CHANGING WORLD
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there
RESOURCES is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp. 286-289 pp. 286-289 pp. 286-289 pp. 286-289
2. Learner’s Materials P629-630 P631 P632-642 P632-642
Pages
3. Textbook Pages P629-630 P631 P632-642 P632-642
4. Additional Materials
from Learning Resource

Page 111 of 126

 (LR) portal
B.Other Learning Resources Pictures Pictures Copy of the reading text Charts
None-textbook only

School: Grade Level: 9

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Ask: Let students review past Ask: Show a sample video on a Remedial/Enhancement
Lesson or Presenting the Have you experienced lesson Have you heard or read a stage play Reading Schedule/ICL
New Lesson accomplishing something speech that inspired you the
which you can never most?
imagine or expect doing?

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

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

D.Discussing New Concepts Let students analyze each Class do Task 2 Who’s In, Write unfamiliar words for Give practical examples of
and Practicing New Skills picture who’s Out vocabulary enhancement phrases or sentences that
#1 would differ in meaning
when said differently
Page 112 of 126
 School: Grade Level: 9
GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: March 6-10, 2017 (week 7) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Let students do the second Class continue the activity Let students find/skim the Teacher facilitates Remedial/Enhancement
and Practicing New Skills activity in Task 1 in Task 2 words from the text discussion on direct and Reading Schedule/ICL
#2 indirect speech

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

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

Page 113 of 126

 School: Grade Level: 9
GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: March 6-10, 2017 (week 7) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

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

I. Evaluating Learning Write down what they think Choose one picture and Give guide questions for Groups make a dialogue
is the most important value create a story related to it comprehension with direct and indirect
they learned speech

J. Additional Activities for Reflect: Journal writing: Group writing: Group writing:
Application or
Remediation How to avoid negative Explain the importance of Compose a play review Compose a play review
addictions? good family ties.

V. REMARKS

School: Grade Level: 9

Page 114 of 126

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

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

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons

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

D. No. of learners who continue

to require remediation

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

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

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

Page 115 of 126

 School: Grade Level: 9
GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: March 13-17, 2017 (week 8) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

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

Page 116 of 126

D.Other Learning Resources Copy of the reading text Copy of the reading text Pictures Charts
Laptop, DLP Copy of the reading text

School: Grade Level: 9

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Brainstorm vocabulary Ask: Ask: Answer: Remedial/Enhancement
Lesson or Presenting the discussed previously Have you ever participated What role will you perform How important is stage Reading Schedule/ICL
New Lesson in a play presentation? in a play? directions in a play?

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

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

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

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

Page 117 of 126

 School: Grade Level: 9
GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: March 13-17, 2017 (week 8) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Facilitate comprehension of Let students read Task 7 Let students read the text Ask students to list on the Remedial/Enhancement
and Practicing New Skills the text through questions Conquering the World of on the guidelines for board the things to consider Reading Schedule/ICL
#2 Stage designing plays in organizing a stage play?

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

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

Page 118 of 126

 School: Grade Level: 9
GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: March 13-17, 2017 (week 8) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

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

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

V. REMARKS

Page 119 of 126

 School: Grade Level: 9
GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: March 13-17, 2017 (week 8) Quarter: 4th

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

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons

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

D. No. of learners who continue

to require remediation

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

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with

Page 120 of 126

 other teachers?

School: Grade Level: 9

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
I. OBJECTIVES and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.

B.Performance Standards: 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 EN9LC-IVh-2.15: EN9G-IVi-25: EN9V-IVi-29: EN9WC-IVi-11: Remedial/Enhancement

Competencies/Objectives: Make generalizations Observe tense consistency in Get familiar with the technical Compose a play review Reading Schedule/ICL
Write the LC Code for each writing an evaluation vocabulary for drama and
theater (like stage directions)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a
week or two.
II. CONTENT LESSON 7:
UNCHANGING VALUES IN A CHANGING WORLD
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there
RESOURCES is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp.286-289 pp.286-289 pp.286-289 pp.286-289
2. Learner’s Materials pp. 649-650 P651-652 p. 650 pp.651-652
Pages
3. Textbook Pages pp. 649-650 P651-652 p. 650 pp.651-652
4. Additional Materials

Page 121 of 126

 from Learning Resource
(LR) portal
B. Other Learning Task sheet Task sheet Copy of the text Copy of the reading text
Resources

School: Grade Level: 9

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV.PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Review on stage directions Review on tenses Ask: Ask: Remedial/Enhancement
Lesson or Presenting the What are your strengths How to stage a play? Reading Schedule/ICL
New Lesson and weaknesses during the
previous activity?

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

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

D.Discussing New Concepts Pairs read and understand Students do board Students review the result Groups take note of the
and Practicing New Skills what is written on the strips exercises on tense of their personal dialogues, delivery, the
#1 consistency assessment blockings, the setting, the
props and sets, the
costume, the audio, the
lighting, and the stage

Page 122 of 126

 directions

School: Grade Level: 9

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Pairs discuss their scenario Students do board work Students share and do Discussion of answers Remedial/Enhancement
and Practicing New Skills exercises some critiquing on their Reading Schedule/ICL
#2 assessment

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

G.Finding Practical Pairs present their scenes Story analysis: Supply the Students form groups Teacher presents rubrics for
Applications of Concepts with appropriate dialog, verb observing tense stage play production
and Skills in Daily Living gestures and facial consistency
expressions

Page 123 of 126

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H.Making Generalizations Remind students on tips for Some students read the Groups do selection of the Groups assign members of Remedial/Enhancement
and Abstractions about good performance story individual task in their roles in the stage play Reading Schedule/ICL
the Lesson preparation for the stage production
play production

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

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

V. REMARKS

Page 124 of 126

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

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

T. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

U. What innovations or localized

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

Page 125 of 126

 Page 5 of 5

Page 126 of 126