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School:Ozamiz City School of Arts and Trades Grade Level: 9

GRADES 1 to 12
Teacher: Ket Ian C. Cotales Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 2-4, 2016 (week 1) 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 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 Remedial/Enhancement
Competencies/Objectives: forms of literary writing Reading Schedule/ICL
Write the LC Code for each EN9WC-IIIa-9.4: Identify
types and features of a play
synopsis.

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: Through technology

Lists the materials to be used in different days. Varied sources of materials sustain childrens 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. Teachers Guide Pages P 134- 140 P 134- 140

2. Learners Materials Pages P 235 P237


3. Textbook Pages P 235 P237
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources None textbook only None textbook only
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 2-3, 2017 (week 1) 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
I. 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 Ask: Ask: Remedial/Enhancement
Presenting the New Lesson How do you respond to an Present the poem, The Reading Schedule/ICL
emergency? Whom do you Telephone
call for help?
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
telephone brings.

C. Presenting Examples/Instances Solicit students answers on


of the Lesson their ways of responding to Ask:
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.
during emergencies. Telephone

Work on Task 5
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 2-3, 2017 (week 1) 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 Discuss the different Allow the students to study Reading Schedule/ICL
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
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
using Telephone as the difficult words to give the
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
Living today are becoming be easier if the difficult
popularly in use and words are unlocked.
indispensable.
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 2-4, 2016 (week 1) 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 Cellphones are ________ Telephone here In the poem Reading Schedule/ICL
_____________________. is a __________________
_____________________

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

J. Additional Activities for


Application or Remediation Read in advance the radio
play, Sorry, Wrong
Number

V. REMARKS
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 2-3, 2017 (week 1) Quarter: 3

Reflect on your teaching and assess yourself as a teacher. Think about your students 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?

Submitted by: Submitted to: Noted by:

KET IAN C. COTALES JULITA H. BITAY LILIBETH Y. ABAMONGA


Subject Teacher Head, Languages Dept. Principal
School:Ozamiz City School of Arts and Trades Grade Level: 9
GRADES 1 to 12
Teacher: Ket Ian C. Cotales Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 6-10, 2017 (week 2) 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-IIIa-16: Analyze EN9LC-IIIa-6: Employ EN9G-IIIa-21: Use Verbals. EN9WC-IIIa-9: Compose Remedial/Enhancement
Competencies/Objectives: literature as a means of appropriate listening strategies forms of literary writing Reading Schedule/ICL
Write the LC Code for each connecting to the world. suited to type of text. EN9WC-IIIa-9.4: Identify
IIIa-6.1: Extract important
types and features of a play
information from Sounding the words
synopsis.
argumentative/ persuasive correctly
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.
Lesson 2:Making a Difference
II. CONTENT

Lists the materials to be used in different days. Varied sources of materials sustain childrens 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. Teachers Guide Pages P 141-152 P 141-152 P 141-152 P 141-152

2. Learners Materials Pages P 235-238 P 240-251 P 255-257 P 259

3. Textbook Pages P 235-238 P 240 - 251 P 255-257 P259

4. Additional Materials from


Learning Resource (LR) portal
B. Other Learning Resources None Textbook only None Textbook only None textbook only None textbook only
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 6-10, 2017 (week 2) 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
II. 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 Ask: Ask: Discuss the verbals. Show an example of plot Remedial/Enhancement
Presenting the New Lesson How do you respond to an How would you feel when Point out the Gerunds. summary or synopsis Reading Schedule/ICL
emergency? Whom do you you heard the plot of your Give its different functions
call for help? own murder? in the sentences.

B. Establishing a Purpose for the Do Task 1 on page 235 of Read a script ( literary text) Be able to identify gerunds. Ask:
Lesson your LM. 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 their ways of responding to the chill sheets on gerunds. Discuss each of the
emergency. 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,
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 6-10, 2017 (week 2) 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 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


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.
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 6-10, 2017 (week 2) 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 Ask: How can an emergency Remedial/Enhancement
Abstractions about the Lesson hotline should be used Complete the sentence, Today, I learned that writing Reading Schedule/ICL
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
crosswise: By pair: read parts in the Teacher prepares 5 Give a short selection to the
script according to gerunds on the board, and class, and ask them to
Do you approve of the characters. ask the students to use make a summary or
school policy not allowing them in the 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
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 6-10, 2017 (week 2) Quarter: 3

Reflect on your teaching and assess yourself as a teacher. Think about your students 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?

Submitted by: Submitted to: Noted by:

KET IAN C. COTALES JULITA H. BITAY LILIBETH Y. ABAMONGA


Subject Teacher Head, Languages Dept. Principal
School: Ozamiz City School of Arts and Trades Grade Level: 9
GRADES 1 to 12
Teacher: Ket Ian C. Cotales Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 13 17, 2017 (week 3) 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 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: Determine EN9F-IIIb-3.11: Produce the EN9G-IIIb-21: Use verbals. Remedial/Enhancement
Competencies/Objectives: EN9LT-IIIb-16: Analyze tone, mood, technique, and English sounds correctly Reading Schedule/ICL
Write the LC Code for each literature as a means of purpose of the author and effectively when ( possessive form of nouns
connecting to the world delivering lines in a one-act and pronouns)
play.
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: Making A Difference

Lists the materials to be used in different days. Varied sources of materials sustain childrens 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.
C. References
5. Teachers Guide Pages P153-165 P153-165 P153-165 P153-165

6. Learners Materials Pages P 263 P 265-266 P 271 P 274

7. Textbook Pages P 263 P 265-266 P 271 P 274


8. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources None Textbook only None Textbook only None textbook only Textbook only and activity
sheets
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 13 17, 2017 (week 3) 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
III. 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 Ask: Unlock difficult words found Remedial/Enhancement
Presenting the New Lesson What is in the poster that in the selection For Work on Task 13- Sounding Review on gerunds, and Reading Schedule/ICL
would make you accept the Conversation, Press #1 Words gerundial phrases.
invitation to join the
conference? Present the possessive
form of nouns and pronouns

B. Establishing a Purpose for the Emulate accomplished


Lesson people. Identify authors purpose in Sound the voiced Th, and Be able to use possessive
the selection, and tone. voiceless th, b and v, p and forms correctly in
f.. sentences.

C. Presenting Examples/Instances Task 3- Emulating


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

D. Discussing New Concepts and Ask:


Practicing New Skills #1 1. What qualities Read the selction For Work on Task 13-A. Group Discuss these possessive
make these people Conversation students and assign them forms of nouns and
extraordinary? vowel sound, and read the pronouns thoroughly.
Identify the speaker or given pronunciation drill.
Task 3 A persona or whose point of
view is used.
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 13 17, 2017 (week 3) 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 Be able to note important Identify the authors Work on Task 13, 2. Read Discuss these possessive Reading Schedule/ICL
details on what these purpose. the sentences with words forms of nouns and
accomplished people did 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 Assessment 3) Point out their advocacies in Read the selection once Ask the students to perform Make a short dialog making
life that created impact in again, and call other a dialog, or reading of a use of these 2 kinds of
the other peoples lives. students to identify the point tongue twister sentence drill possessive forms.
of view, the purpose of the with the words found in the
selection and the tone of the list.
author.

Work on Task 7

G. Finding Practical Applications of


Concepts and Skills in Daily Find people in the Work on Task 8 Enriching Review reading of the script Possessive forms of nouns
Living community who made an Your experience of radio play taken up in the and pronouns can be used
impact or influence in previous lesson. in any written activity.
students lives.
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 14 18, 2016 (week 3) 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 Ask: Ask: Remedial/Enhancement
Abstractions about the Lesson Today, I realized that in Possessive form of nouns is Reading Schedule/ICL
What is common among the order to communicate well, Why is there a need to _____________________,
listed personalities in their the authors used _______ pronounce the words possessive form of
concept about serving ______________________. correctly? pronouns ______________
others? ______________________

I. Evaluating Learning
Write a short essay about a The teacher may use a Graded script reading of the Use teacher- made quiz on
relative who made an teacher-made quiz with the radio play. Focus on the the correct use of
impact in your life. similar selection where production of vowel sounds. possessive nouns and
students identify the 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 heroes Work on Task 8, 2 Read more tongue twisters.
and talk about their impact Differentiated Group
to our history. Activity

V. REMARKS
School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 13 17, 2017 (week 3) Quarter: 2

Reflect on your teaching and assess yourself as a teacher. Think about your students 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?

Submitted by: Submitted to: Noted by:

KET IAN C. COTALES JULITA H. BITAY LILIBETH Y. ABAMONGA


Subject Teacher Head, Languages Dept. Principal
School: Ozamiz City School of Arts and Trades Grade Level: 9
GRADES 1 to 12
Teacher: Ket Ian C. Cotales Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 20-24, 2017 (week 4) 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 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 Remedial/Enhancement
Competencies/Objectives: faulty logic, unsupported facts, appropriate prosodic features Use of literary devices in the Verbal - Infinitives Reading Schedule/ICL
Write the LC Code for each and emotional appeal of speech when delivering lines selections
in a one-act play.
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: Despite Differences in Point of View

Lists the materials to be used in different days. Varied sources of materials sustain childrens 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. Teachers Guide Pages P 153 159 P 153 159 P 153 159 P 153 159

2. Learners Materials Pages P 282- 283 P 286- 291 P 293- 295 P 295- 296

3. Textbook Pages P 282-283 P 286 - 291 P 293 -295 P 295-296

4. Additional Materials from


Learning Resource (LR) portal
B. Other Learning Resources
Textbook and teacher-made textbook Textbook and teacher-made
activity sheet activity sheets
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 20-24, 2017 (week 4) 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 Ask : Remedial/Enhancement
Presenting the New Lesson Read a background of the Discuss the Literary Review gerunds and gerund Reading Schedule/ICL
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.

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 Teachers activity on Task Allow the students to read Go over these devices one Work on Task 8, A
2- 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.
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 20-24, 2017 (week 4) 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 Work on Task 3 A Time Focus also the intonation Use some lines from Work on Task 8, C Reading Schedule/ICL
for 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.
belong to faulty logic, role-play.
unsupported facts or
emotional appeal.
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 20-24, 2017 (week 4) 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 Ask: Ask: Ask: Nouns come in different Reading Schedule/ICL
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
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 20-24, 2017 (week 4) Quarter: 3

Reflect on your teaching and assess yourself as a teacher. Think about your students 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?

Submitted by: Submitted to: Noted by:

KET IAN C. COTALES JULITA H. BITAY LILIBETH Y. ABAMONGA


Subject Teacher Head, Languages Dept. Principal
School: Ozamiz City School of Arts and Trades Grade Level: 9
GRADES 1 to 12
Teacher: Ket Ian C. Cotales Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 27 December 1, 2017 (week 5) 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 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

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 : With Fortitude and Determination

Lists the materials to be used in different days. Varied sources of materials sustain childrens 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. Teachers Guide Pages P159- 165 P159- 165 P159- 165 P159- 165

2. Learners Materials Pages P 304 - 305 P 307 - 308 P 312 - 313 P 314 - 318

3. Textbook Pages P 304- 305 P 307- 308 P 313- 313 P 314 - 318
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Textbook only textbook only Textbook and activity Textbook and other IMs
sheets
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 27 December 1, 2017 (week 5) 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 story Romeo Review the story Romeo Review the figures of Discuss about Intonation. Reading Schedule/ICL
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
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.
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 27 December 1, 2017 (week 5) 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 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.
Authors message can be
understood immediately if
students knew this literary
device.
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 27 December 1, 2017 (week 5) 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 Stories follow order of Compare and contrast Complete the sentence: Acting out roles are just as Reading Schedule/ICL
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
School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 27 December 1, 2017 (week 5) Quarter: 3

Reflect on your teaching and assess yourself as a teacher. Think about your students 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?

Submitted by: Submitted to: Noted by:

KET IAN C. COTALES JULITA H. BITAY LILIBETH Y. ABAMONGA


Subject Teacher Head, Languages Dept. Principal
School: Ozamiz City School of Arts and Trades Grade Level: 9
GRADES 1 to 12
Teacher: Ket Ian C. Cotales Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 4 8, 2017 (week 6) 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 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

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.
Lesson 5: Across Time
II. CONTENT

Lists the materials to be used in different days. Varied sources of materials sustain childrens 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. Teachers Guide Pages P 166- 173 P 166- 173 P 166- 173 P 166- 173

2. Learners Materials Pages P 325 P 339 P 340 P 345


3. Textbook Pages P 325 P 339 P 340 P 345
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Textbook only Textbook and online Textbook and activity Textbook
sources sheets
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 4 8, 2017 (week 6) 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 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
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.
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 4 8, 2017 (week 6) 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 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
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.
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 4 8, 2017 (week 6) 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 Today, I realized that The story/ play Romeo and Infinitives are __________ Ask: Reading Schedule/ICL
figures 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 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

Page 4 of
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 4 8, 2017 (week 6) Quarter: 3

Reflect on your teaching and assess yourself as a teacher. Think about your students 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?

Submitted by: Submitted to: Noted by:

KET IAN C. COTALES JULITA H. BITAY LILIBETH Y. ABAMONGA


Subject Teacher Head, Languages Dept. Principal
School: Ozamiz City School of Arts and Trades Grade Level: 9
GRADES 1 to 12
Teacher: Ket Ian C. Cotales Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 11-15, 2016 (week 7) 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 Remedial/Enhancement
Competencies/Objectives: Appreciate the famous people EN9RC-IIId-20: Analyze a one- Recognize the literary Identify Participles Reading Schedule/ICL
Write the LC Code for each that touched / influenced the act play device of characterization Write a character sketch.
lives of others. EN9LT-IIId-2.1.5: Express
appreciation for sensory
images used
EN9LT-IIId-20.2: Explain the
literary devices used

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: Despite Differences in Social Class

Lists the materials to be used in different days. Varied sources of materials sustain childrens 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. Teachers Guide Pages P 174- 184) P 174- 184 P 174- 184 P 174- 184

2. Learners Materials Pages P 348-349 P 352- 358 P 361 P 363 - 364


3. Textbook Pages P 348- 349 P 352 - 358 P 361 P 363 - 364
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Textbook and online Textbook and a video clip Textbook Textbook and activity
sources sheets
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 11-15, 2016 (week 7) 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 Work on Task 1, 2 pages Go over the important Review the play While the Review the verbals: Reading Schedule/ICL
348-349. vocabulary words in one-act Auto Gerund, infinitives.
play: act, elements, play,
climax and resolution. Take note of the characters Introduce the participle and
Task 4, watch a video clip. of the play. its 2 kinds.

B. Establishing a Purpose for the


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

C. Presenting Examples/Instances
of the Lesson Go over the important Actual reading of the play, Give examples for each of Provide several examples,
personalities and allow While the Auto Waits. the literary device used in esp. combining examples of
students to describe them Identify the characters. developing characters. Take gerunds and infinitives.
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 Work on more examples on
delivered by any of the plot. taken up already in the participles. Ask students to
important personalities. class. Then identify how identify the participles and
Decide which one to deliver characterization was box the words that they
and pretend that you are the developed. modify.
person himself.
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 11-15, 2016 (week 7) 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 Practice reading the Allow students to identify Reading of the lines of the Use participles in the Reading Schedule/ICL
speech. Try also to practice the parts of the plot in the dialog. This will also help sentences.
to sound like the person. story. create the impression on Construct sentences that
Check pronunciation skill. characterization. use past participles, and
How do you find the ending other set of sentences with
of the play? present participles.

F. Developing Mastery
(Leads to Formative Assessment 3) Practice the speech delivery In a group of 3, students Sustain the activity Work on Task 9 and 10 on
with the copy of the speech. identify the sequence of page 364.
Teacher may advice or events and how the
guide the students 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
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 11-15, 2016 (week 7) 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 This activity, delivering a The play While the Auto The characters I knew in the I realized that all verbals are Reading Schedule/ICL
speech of ____________ Waits showed me that stories taken up in the class actually coming from _____
________________makes there are people ______ are generally developed ______________________
me feel _______________ ____________________ through _______________ My sentences now are more
_____________________. ____________________. _____________________. _____________________.

I. Evaluating Learning
Actual speech delivery is Reading of the play by pair. Crosswise Teacher may use her
graded. It can be any of the parts of Answer Task 7 page 361. teacher-made quiz on
the play. Intonation, identifying the participles
pronunciation and the and also pointing out the
volume of the voice will be nouns or words that they
part of the rubrics of the modify.
grade.
J. Additional Activities for
Application or Remediation

V. REMARKS
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 11-15, 2016 (week 7) Quarter: 3

Reflect on your teaching and assess yourself as a teacher. Think about your students 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?

Submitted by: Submitted to: Noted by:

KET IAN C. COTALES JULITA H. BITAY LILIBETH Y. ABAMONGA


Subject Teacher Head, Languages Dept. Principal
School: Ozamiz City School of Arts and Trades Grade Level: 9
GRADES 1 to 12
Teacher: Ket Ian C. Cotales Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 2-5, 2018 (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.
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 childrens 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. Teachers Guide Pages

2. Learners 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 2-5, 2018 (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
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 2-5, 2018 (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
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 2-5, 2018 (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.
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 _____________________
_____________________ _____________________.
_____________________.

I. Evaluating Learning 1 whole sheet of paper: 1 whole sheet of paper


Pick two cultural Write a composition on how Ask: 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

V. REMARKS
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 2-5, 2018 (week 8) Quarter: 3

Reflect on your teaching and assess yourself as a teacher. Think about your students 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?

Submitted by: Submitted to: Noted by:

KET IAN C. COTALES JULITA H. BITAY LILIBETH Y. ABAMONGA


Subject Teacher Head, Languages Dept. Principal
School: Ozamiz City School of Arts and Trades Grade Level: 9
GRADES 1 to 12
Teacher: Ket Ian C. Cotales Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 8 12, 2018 (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.
EN9LT-IIIh-3: Explain how devices and techniques to
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.

II. CONTENT
Lesson 8: Transcending Differences

Lists the materials to be used in different days. Varied sources of materials sustain childrens 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. Teachers Guide Pages P 194-208 P 194-208 P 194-208 P 194-208

2. Learners 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 8 12, 2018 (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 writing dialogues.
Tasks 12

C. Presenting Examples/Instances
of the Lesson Assist every groups Review the play. Take the Discuss the parts of the Refer to page 410 for
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 8 12, 2018 (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
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 8 12, 2018 (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

V. REMARKS
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 8 12, 2018 (week 9) Quarter: 3

Reflect on your teaching and assess yourself as a teacher. Think about your students 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?

Submitted by: Submitted to: Noted by:

KET IAN C. COTALES JULITA H. BITAY LILIBETH Y. ABAMONGA


Subject Teacher Head, Languages Dept. Principal