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Grade IX

Daily Lesson Log


I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies

II.
III.

IV.

CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide
Page
2. Learners Material
Page
3. Textbook Page
4. Additional
Materials from LR
B. Other Learning
Resources
PROCEDURES
A. Reviewing
previous lessons/
Checking of

School :
Teacher :
Teaching Dates :
Quarter :
Learning Area :
Molave Vocational
Azucena H. Hortilano
July 11 to July 15
First
English
Technical School
Lesson 2
Monday
Tuesday
Wednesday
Thursday
Friday
The learner unfolds ones greatness and heroic acts which will lead him to discover his hidden potentials and develop skills
for the realization of the worlds ultimate goal- positive transformation.
The learner conveys a message to a hero through a rap.
Examine text
Take note of sequence
Compare and contrast Convey a message to a
representative of each
signals or connectors
text types
hero through a rap
type
to establish the
patterns of idea
development.
Lyric versus Epic
Sequence Signals
Different types of text
Rap

Pages 40-41

Pages 42-43

Pages 45-47

Page 48

The teacher asks the


students to give a brief
summary of the film.

The teacher asks the


students to
differentiate lyric from

The teacher asks the


students to give
examples of sequence

The teacher asks the


students to identify
informative,

assignment
B. Establishing a
purpose for the
lesson
C. Presenting the
new lesson

D. Presenting
examples/instance
s of the new lesson
E. Discussing new
concepts and
practicing new
skills
F. Developing
mastery

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

epic.
The teacher recalls the
poems taken up.

The teacher asks the


students to study the
poem taken up.
She asks for
She asks the students
similarities and
to list down the
differences between
sequence signals they
the two.
can spot by filling out
the grid given.
The teacher presents
Students give the
the two types of poetry. function of the
sequence signal they
have spotted.
The students discusses The teacher discusses
the similarities and
the sequence signals,
differences between
their examples and
the two.
functions in the
sentence.
The teacher asks the
The teacher presents
students to identify
the poem again.
some poetry they enjoy
reading and give
reasons.
The students give more She asks the students
examples of lyric and
to take note of the
epic.
sequence signals and
use them into
sentences.
Students differentiate
Students give their
lyric and epic.
own examples of
sequence signals.

The students give their

Students organize

signals and use them


into sentences.
The teacher recalls the
different text types
studied earlier.
The teacher presents
articles for students to
identify.

journalistic and
literary
The teacher asks the
students to recall some
heroes taken up.
She asks the students
to form groups.

The teacher analyzes


with the students the
differences of the three
text types.
The teacher asks the
students to present
examples.

Students form groups


then choose one hero
and prepare a rap for
him.
Students prepare their
rap.

The students identify


the examples given.

Students practice for


their rap presentation.

The students identify


types of text.

Students present their


rap to the class.

The students give the


definition of
journalistic,
informative and
literary essay.
The teacher asks the

Students are graded


according to the rubric.

Students choose a hero

learning

V.

VI.

J. Additional
activities for
application or
remediation
REMARKS /
ASSIGNMENT
REFLECTION
A. No of learners
who earned 80%
in the evaluation
B. No of learners
who require
C. Did the remedial
lessons work? No
of learners who
have caught up
with the lesson
D. No of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well?
F. What difficulties
did I encounter
which my superior
can help?
G. What innovation

own definitions of lyric


and epic.

sentences through
sequence signals.

students to make one


example of
journalistic,
informative or literary
essay.

then describe him in


adjectives using the
heroes name.

What are examples of


sequence signals?

What is a journalistic,
informative and literal
essay?

Prepare a rap for a


hero.

Read The Day of


Destiny pages 52 to 59.

or localized
materials did I
use/discover
which I wish to
share with other
teachers?
Prepared by

Checked and reviewed by

Approved by

AZUCENA H. HORTILANO

EMMYLOU G. GUNTALILIB

SAMSON V. ACAPULCO

Teacher

Head Teacher , English Department

EPS / School Principal

Grade X
Daily Lesson Log
VII. OBJECTIVES
D. Content Standards

E. Performance Standards
F. Learning Competencies

VIII. CONTENT
IX. LEARNING
RESOURCES
C. References
5. Teachers Guide
Page
6. Learners Material
Page
7. Textbook Page

School :
Molave Vocational Technical School

Teacher :
Teaching
Quarter :
Learning Area :
Azucena H.
Dates : July 11
First
English
Hortilano
to July 15
Lesson 2
Monday
Tuesday
Wednesday
Thursday
Friday
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
conflicts, also how to use strategies in linking textual information, referring , enhancing communication and public speaking , emphasis
markers in persuasive text, different forms of modals, reflexive and intensive pronouns.
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
Determine implicit and explicit
Formulate a statement of opinion or
Explain how the
Make a film review
signals used by the speaker
assertion
elements specific to a
genre contribute to
the theme of a
selection.
Let It Go Song
Orpheus
The Life of Pi
Film Viewing

Pages 53-54

Pages 55-58

Pages 59-61

Pages 59-61

X.

8. Additional Materials
from LR
D. Other Learning
Resources
PROCEDURES
K. Reviewing previous
lessons/ Checking of
assignment

The teacher reviews the


important events in the story
taken up.

The teacher asks the students the


important insights they get from the
song.

L. Establishing a
purpose for the
lesson

The teacher asks for the theme


song of the movie Frozen.

The teacher presents some mystery


words and unlocks them.

M. Presenting the new


lesson

The teacher presents the song to


the class.

The teacher defines a myth.

N. Presenting
examples/instances
of the new lesson
O. Discussing new
concepts and
practicing new skills
P. Developing mastery

The teacher presents guide


questions .

The teacher presents the myth to


the students.

The teacher plays the song and


asks the students to listen
carefully.
The teacher asks the students
some processing questions.

The teacher asks comprehension


questions.

Q. Finding practical
applications of
concepts and skills
in daily living

Students pick out lines that they


like most.

The teacher asks the students if


they would do the same thing if they
were Orpheus in the myth.

R. Making

Students pick implicit and

Students will formulate statements

Students answer the


comprehension questions.

The teacher asks the


students to recall the
story Orpheus then
identify the tone,
mood, technique and
purpose of the author
in writing the text.
The teacher defines
Movie Adaptation
and informs the
students of the film
viewing activity.
The teacher gives the
characters of the
movie.
The teacher presents
the context of the
film.
The teacher presents
a plot overview.

Film viewing

Film viewing

Film viewing

Film viewing

Film viewing

The teacher asks the


Film viewing
students to note the
story line.
The teacher presents Students make a
the processing
timeline of events.
questions that the
students will answer
after viewing the film.
Students will take

generalizations and
abstractions about
the lesson
S. Evaluating learning

T. Additional activities
for application or
remediation
XI. REMARKS /
ASSIGNMENT
XII. REFLECTION
H. No of learners who
earned 80% in the
evaluation
I. No of learners who
require
J. Did the remedial
lessons work? No of
learners who have
caught up with the
lesson
K. No of learners who
continue to require
remediation
L. Which of my
teaching strategies
worked well?
M. What difficulties did
I encounter which
my superior can
help?
N. What innovation or
localized materials
did I use/discover

explicit signals used by the singer


to highlight important points in
the song.
Students explain how the signals
add value to the lyrics and
overall meaning of the song.

of assertion or opinion based on the


myth.

Read Orpheus

Read Life of Pi

Students will arrange events that


happen in the story.

down important
notes while viewing
the film.

which I wish to
share with other
teachers?
Prepared by

Checked and reviewed by

Approved by

AZUCENA H. HORTILANO

EMMYLOU G. GUNTALILIB

SAMSON V. ACAPULCO

Teacher

Head Teacher , English Department

EPS/ School Principal