Beruflich Dokumente
Kultur Dokumente
B.Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for
each
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
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 manipulative
II. LEARNING RESOURCES 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
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
B.Other Learning Resources
Page 1 of 136
School: Grade Level:
GRADES 1 to 12 Teacher: Learning Area:
DAILY LESSON LOG Teaching Dates and
Time: Quarter:
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
III. PROCEDURES
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
Presenting the New Lesson
C. Presenting
Examples/Instances of the
Lesson
Page 2 of 136
School: Grade Level:
GRADES 1 to 12
Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:
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
IV. PROCEDURES
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 Call one student to answer Call another student to Call another student to share
Practicing New Skills #2 the question? share her knowledge about her knowledge about the tips and
the tips and warning warning
G. Finding Practical Applications of Ask: Sharing of answers in Share answers with partner.
Concepts and Skills in Daily Living What have you learned pairs.
from the topic today?
Page 3 of 136
School: Grade Level:
GRADES 1 to 12
Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and Time: Quarter:
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
IV. PROCEDURES 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 Complete the sentence: Call any pairs to Ask:
Today, I realized… present their answers What have you learned out from
Abstractions about the Lesson
in class. the poem?
J. Additional Activities for Application Rethink their responses Read in advance the Group activity:
on the said question. poem “Sonnet 29” on Present answers through news
or Remediation
p137 of the LM. report.
V. REMARKS
Page 4 of 136
School: Grade Level:
GRADES 1 to 12 Teacher: Learning Area:
DAILY LESSON LOG Teaching Dates and Time: Quarter:
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
Page 5 of 136
School: Grade Level: 9
Teacher: Learning Area: English
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates and Time: August 29 – September 2, 2016 (week 2) 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 needed, additional lessons,
I. OBJECTIVES
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 Competencies/Objectives: EN9RC-IIb-19: Get information EN9VC-IIb-21: Summarize the EN9LT-IIb-15: Analyze EN9OL-IIb-3.7: Employ Remedial/Enhancement
Write the LC Code for each from various print media like information contained in the literature as a means of varied verbal and non- Reading Schedule/ICL
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
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 manipulative
III. LEARNING RESOURCES 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 Pages P133-143 P133-143 P133-143 P133-143
3. Textbook Pages P133-143 P133-143 P133-143 P133-143
4. Additional Materials from Learning
Resource (LR) portal
Page 6 of 136
B. Other Learning Resources Pictures None – textbook only None- textbook only None- textbook only
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates and Time: August 29 – September 2, 2016 (week 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 demonstration of learning by the students which
IV. PROCEDURES
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 Post pictures on the board Share your responses on Let the students read the Discuss: Remedial/Enhancement
Presenting the New Lesson the additional task given. poem on p137 of the LM. Adverb of manner Reading Schedule/ICL
silently.
B. Establishing a Purpose for the Lesson Share your observations on Let the students read the Motive question: Cite examples on adverb on
the pictures. poem on pp135-136 of the “How does the persona deal manner.
LM. with the circumstance he is
in?”
C. Presenting Examples/Instances of the Ask: Group activity: Share answers in pairs. Do drills.
Lesson As a teenager, how do you Let the students pick out
converse with your parents? difficult words in the poem
With your peers? entitled “The Man with the
Hoe”.
D. Discussing New Concepts and Call two pairs to share their Discuss: Let the students pick lines Do task 6: Controlled
Practicing New Skills #1 answers. List of difficult words from from the poem that captures practice on p141 of the LM.
the poem. their attention.
Page 7 of 136
School: Grade Level: 9
Teacher: Learning Area: English
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates and Time: August 29 – September 2, 2016 (week 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 demonstration of learning by the students which
IV. PROCEDURES
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 Create a dialogue between Using difficult words in a Elaborate the meaning of Write a narrative paragraph Remedial/Enhancement
Practicing New Skills #2 teenager and parents; sentence. the pick lines from the in module 2 Task 9 Lesson Reading Schedule/ICL
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 Assessment 3) their output in class. discussion by processing What do those lines mean class.
the questions from p137 of to you?
the LM.
G. Finding Practical Applications of Ask: Sharing of answers in pairs. Share answers with What is the importance of
Concepts and Skills in Daily Living What have you learned from partner. adverb of manner in English
the dialogue that you have grammar?
created?
Page 8 of 136
School: Grade Level: 9
Teacher: Learning Area: English
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates and Time: August 29 – September 2, 2016 (week 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 demonstration of learning by the students which
IV. PROCEDURES
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 Complete the sentence: Call any pairs to present Ask: Complete the sentence: Remedial/Enhancement
Abstractions about the Lesson Today, I realized… their answers in class. What have you learned out Today, I realized that… Reading Schedule/ICL
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 Application or Rethink their responses on Read in advance the poem Group activity: Giving of output satisfaction
Remediation the said question. “Sonnet 29” on p137 of the Present answers through worksheet.
LM. news report.
VI. REMARKS
Page 9 of 136
School: Grade Level: 9
Teacher: Learning Area: English
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates and Time: August 29 – September 2, 2016 (week 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 needs to be done to help the students learn?
VII. 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
Page 10 of 136
wish to share with other teachers?
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates 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 and if needed, additional lessons,
I. OBJECTIVES
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 Competencies/Objectives: EN9RC-IIc-19: EN9VC-IIc-21: Summarize the EN9LT-IIc-15: Analyze EN9F-IIc-3.11.1: Use the Remedial/Enhancement
Write the LC Code for each Get information from various information contained in the literature as a means of valuing correct production of Reading Schedule/ICL
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.
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates and Time: September 5-9, 2016 (week 3) 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 of learning by the students which
IV. PROCEDURES
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 Post the pictures on the Finalize the additional task Read the story, The Lottery, Recall the story of The Remedial/Enhancement
Presenting the New Lesson board featuring the movie, given. silently.(pp149-157 of the Lottery. Reading Schedule/ICL
The Hunger Games. LM)
B. Establishing a Purpose for the Lesson Ask: Practice the role play. Discuss: Discuss:
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 Examples/Instances of the Write five sentences based Present the rubrics of the Group activity: Small groups, identify the
Lesson on the picture of “The role play. Discuss your mental sensory images in the story,
Hunger Games”. pictures of the story. The Lottery.
D. Discussing New Concepts and Do task 3: Piece by Piece Present the role play. Discuss: Ask:
Practicing New Skills #1 on pp146-147 of the LM. Describe the setting, Explain how these images
characters, and the help make the story
important events in the realistic.
Page 12 of 136
story.
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates 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 demonstration of learning by the students which
IV. PROCEDURES
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 Let them watch “The Let the students share their Group activity: Present your answers to the Remedial/Enhancement
Practicing New Skills #2 Hunger Games” movie. observation of the role play Draw your class. Reading Schedule/ICL
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 Assessment 3) groups and discuss the questions to draw out ideas. their drawing in the group. justify their answers.
important events in the
story.
G. Finding Practical Applications of Present the output of the Complete the sentence: Write important points Ask:
Concepts and Skills in Daily Living group to the class. From the role play, I have from the drawing. What images do you see,
learned that… hear, feel, taste, and smell
in the story?
Page 13 of 136
School: Grade Level: 9
Teacher: Learning Area: English
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates 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 demonstration of learning by the students which
IV. PROCEDURES
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: Each group must write the Ask: Complete the sentence: Remedial/Enhancement
Abstractions about the Lesson What is the message of the significant event from the What have you learned from I have learned that… Reading Schedule/ICL
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 Application or Make a script. Checking of answers about Reflect: Reflect:
Remediation the significant events in the From the story, I learned From the story, I learned
role play. that… that…
V. REMARKS
Page 14 of 136
School: Grade Level: 9
Teacher: Learning Area: English
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates 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 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
Page 15 of 136
School: Grade Level: 9
Teacher: Learning Area: English
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates 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 and if needed, additional lessons,
I. OBJECTIVES
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 Competencies/Objectives: EN9RC-IId-19: EN9VC-IId-22: Agree or EN9LT-IId-15: Analyze EN9F-IId-3.11.1: Use the Remedial/Enhancement
Write the LC Code for each Get information from various disagree with the ideas literature as a means of valuing correct production of Reading Schedule/ICL
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
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 manipulative
III. LEARNING RESOURCES 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 Pages P169-183 P169-183 P169-183 P169-183
3. Textbook Pages P169-183 P169-183 P169-183 P169-183
4. Additional Materials from Learning
Resource (LR) portal
E. Other Learning Resources Copy of the text Task sheet Copy of the text PowerPoint presentation
Page 16 of 136
School: Grade Level: 10
Teacher: Learning Area: English
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates and Time: September 12-16, 2016 (week 4) Quarter: 2
B. Establishing a Purpose for the Lesson Ask the students to share Read the selection about Discuss: Do the group sharing about
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 Examples/Instances of the Provide worksheets and Do task 5 Crafting a Read the essay about Create any discourse.(role
Lesson Work on the concept of Timeline on page 176 of the helping others-”The time to play, panel discussion or
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 and Let the students read the Discuss: Ask? Give time to master their
Practicing New Skills #1 quotation on the board. piece.
( “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 136
School: Grade Level: 9
Teacher: Learning Area: English
GRADES 1 to 12
DAILY LESSON LOG 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 demonstration of learning by the students which
IV. PROCEDURES
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 Sharing of thoughts about Ask: Ask the students the Remedial/Enhancement
Practicing New Skills #2 the quotation about “Silence From the selection being Scrutinize the message improvement of their work. Reading Schedule/ICL
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 Assessment 3) answers the message based on the questions for better
The importance of pausing essay. understanding about their
or timing in speaking work
G. Finding Practical Applications of Post varied quotations Group activity: Group sharing about the Present the rubrics for their
Concepts and Skills in Daily Living about supporting or helping Ask the students to said topic output.
others scrutinize the message of
. the selection.
Page 18 of 136
School: Grade Level: 10
Teacher: Learning Area: English
GRADES 1 to 12
DAILY LESSON LOG 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 demonstration of learning by the students which
IV. PROCEDURES
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 Read the quotations and Create a Finalize the output of the Group presentation on their Remedial/Enhancement
Abstractions about the Lesson observe proper pausing. commercial/advertisement group. works. Reading Schedule/ICL
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 Application or Make your own quotation Finalize your advertisement Presentation of the group. Summarize all of the
Remediation about justice. about the message of the important concepts and
selection. facts learned in the lesson.
V. REMARKS
Page 19 of 136
School: Grade Level: 9
Teacher: Learning Area: English
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
Page 20 of 136
Teacher: Learning Area: English
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates and Time: SEPTEMBER 19-23, 2016 (WEEK 5) Quarter: 2
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 Competencies/Objectives: Express opinions through EN9LT-IIIa-16: Analyze EN9RC-IIg-5: Interpret Compose an essay. Remedial/Enhancement
Write the LC Code for each 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
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
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 manipulative
III. LEARNING RESOURCES 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
Page 21 of 136
School: Grade Level: 9
Teacher: Learning Area: English
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates 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 demonstration of learning by the students which
I. PROCEDURES
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 Work on Task 4 II Unlock the difficult words. Task 7 texts or Figures? Ask: Remedial/Enhancement
Presenting the New Lesson Read the story “Ida Wells- Study information presented Reading Schedule/ICL
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.
Page 22 of 136
School: Grade Level: 9
Teacher: Learning Area: English
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates 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 demonstration of learning by the students which
IV. PROCEDURES
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 Pronunciation skill, Go over the story. Discuss the natural Get the author’s ideas of his Reading Schedule/ICL
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 Assessment 3) Perform sample The teacher may present Study the table and talk Students point out the
extemporaneous. the list of events in the about the column on storm. author’s experience on
story. Students will arrange Which storms do the helping others. What were
them accordingly. students remember? his personal experiences?
Why?
G. Finding Practical Applications of
Concepts and Skills in Daily Living Extemporaneous speaking Noting details and Interpreting graphs and Noting details and
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.
Page 23 of 136
School: Grade Level: 9
Teacher: Learning Area: English
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates 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 demonstration of learning by the students which
IV. PROCEDURES
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: Remedial/Enhancement
Abstractions about the Lesson I realized that leaning how Data found on graphs are Expressing or sharing Reading Schedule/ICL
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
Remediation Read in advance “Ida .
Wells- Barnett and Her
Passion for Justice” p. 173-
175.
V. REMARKS
Page 24 of 136
School: Grade Level: 9
Teacher: Learning Area: English
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates 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 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
Page 25 of 136
School: Grade Level: 9
Teacher: Learning Area: English
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates 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 Competencies/Objectives: EN9LT-IIIa-16: Analyze EN9LT-IIIa-16: Analyze Literary Devices. Identify and use the Remedial/Enhancement
Write the LC Code for each literature as a means of literature as a means of different kinds of Present Reading Schedule/ICL
connecting to the world. connecting to the world. conditional 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
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 manipulative
III. LEARNING RESOURCES 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 Pages P 185 P 186-190 P 190 – 191 P 192
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 Textbook and activity
sheets sheets
Page 26 of 136
School: Grade Level: 9
Teacher: Learning Area: English
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates and Time: September 26-30,2016 Quarter: 2
Page 27 of 136
School: Grade Level: 9
Teacher: Learning Area: English
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates 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 demonstration of learning by the students which
IV. PROCEDURES
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 What was the message of Deduce his arguments on Be able to identify the Give the formula of forming Reading Schedule/ICL
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 Assessment 3) Find similarities of the List all his arguments, his Work on Task 5.1 A Give sentence drill
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.
Page 28 of 136
School: Grade Level: 9
Teacher: Learning Area: English
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates 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 demonstration of learning by the students which
IV. PROCEDURES
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: Remedial/Enhancement
Abstractions about the Lesson Now, when I sing my Martin Luther King Jr.’s Give the similarities and Reading Schedule/ICL
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.
V. REMARKS
Page 29 of 136
School: Grade Level: 9
Teacher: Learning Area: English
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates 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 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
Page 30 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: October 3-7,2016 (week 7) Quarter: 2nd
Page 31 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: October 3-7,2016 (week 7) Quarter: 2nd
B. Establishing a Purpose for the Lesson Students study the graph Ask: Students share their ideas Teacher posts sample
Would you like to ride in a pictures on real-life
rocket ship? situations
C. Presenting Examples/Instances of the Teacher facilitates Teacher facilitates reading Teachers process answers Teacher asks the class
Lesson discussion on the graph of Task 1 what they would normally
presented do on given situations
D. Discussing New Concepts and Teacher gives brief Teacher emphasizes on Class brainstorm answers Teacher conducts a short
Practicing New Skills #1 definition on graphs unfamiliar words for for Task 4 Vocabulary lecture on past conditionals
vocabulary enhancement Development
Page 32 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: October 3-7,2016 (week 7) Quarter: 2nd
F. Developing Mastery Students study and discuss Students reflect on their Students read the text Students do Task 8 What if
(Leads to Formative Assessment 3) the graphs decisions silently
G. Finding Practical Applications of Students study and discuss Let students answer why Process comprehension Teacher processes their
Concepts and Skills in Daily Living the graphs they would take the six through guide questions answers
Page 33 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: October 3-7,2016 (week 7) Quarter: 2nd
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
V. REMARKS
Page 34 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
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 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
Page 35 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: October 10-14, 2016 (week 8) Quarter: 2nd
Page 36 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: October 10-14, 2016 (week 8) Quarter: 2nd
B. Establishing a Purpose for the Lesson Students read the comic Teacher posts a sample Ask: Ask:
strip new article. What are the things to What can you say about the
consider when making hard students’ performance?
decisions?
C. Presenting Examples/Instances of the Students give insights Brainstorming of the Establish understanding in Teacher posts brief
Lesson regarding the comic features of news articles good decision-making definition of a Reader’s
Theater or Chamber
Theater
D. Discussing New Concepts and Teacher posts sample Teacher gives vocabulary Teacher gives brief Teacher facilitates brief
Practicing New Skills #1 sentences using past drills explanation of the pictures discussion on the
conditionals presented on LM, pp. 212- Suprasegmentals on LM, p
214
213
Page 37 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: October 10-14, 2016 (week 8) Quarter: 2nd
F. Developing Mastery Students (dyads) do Task Reading of the news article Groups do Task 15 Case Teacher gives copies of the
(Leads to Formative Assessment 3) 11 and Task 11.2 Much Closed literary piece for Reader’s
Ado about What to Do Theater/ Chamber Theater.
Students work in groups.
G. Finding Practical Applications of Each pair shares their Teacher facilitates Teacher facilitates the Groups discuss the delivery
Concepts and Skills in Daily Living output with other pair discussion of the text group activity of the piece
through guide questions
Page 38 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: October 10-14, 2016 (week 8) Quarter: 2nd
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
V. REMARKS
Page 39 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
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 needs to be done to help the students learn?
VIII. 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
Page 40 of 136
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: 2nd
Page 41 of 136
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: 2nd
B. Establishing a Purpose for the Lesson Brainstorming of the Ask: Ask: Post posters on 3 animated
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 Examples/Instances of the Teacher posts sample Ask: Ask: Let students do Task 13
Lesson sentences using present What makes up a story? Post It
and past conditional What can you say about the
sentences character?
D. Discussing New Concepts and Facilitate discussion on the Teacher gives vocabulary Post a chart found in Task 2 Class views on video
Practicing New Skills #1 given sentences drills Elementals, LM p. 228 clips/trailers of the 3 foreign
films
Page 42 of 136
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: 2nd
F. Developing Mastery Let some pairs write their Students read the text In groups, students Let students do Task 13.2
(Leads to Formative Assessment 3) sentences on the board Happy Feet by George complete the chart by Organize information about
Miller identifying the elements of the movies mentioned
the text Happy Feet
G. Finding Practical Applications of Reading of sentences Let students share their Review on groups’ work
Concepts and Skills in Daily Living understanding with a
partner
Page 43 of 136
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: 2nd
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
V. REMARKS
Page 44 of 136
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
Page 45 of 136
School: Dalanguiring Integrated School Grade Level: 9
GRADES 1 to 12
Teacher: Redilyn C. Bañez Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 10-11, 2016 (week 1) Quarter: 3
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 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 134- 140 P 134- 140
Page 46 of 136
School: Dalanguiring Integrated School Grade Level: 9
GRADES 1 to 12
Teacher: Redilyn C. Bañez Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 10-11, 2016 (week 1) Quarter: 3
Work on Task 5
Page 47 of 136
School: Dalanguiring Integrated School Grade Level: 9
GRADES 1 to 12
Teacher: Redilyn C. Bañez Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 10-11, 2016 (week 1) Quarter: 3
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.
Page 48 of 136
School: Dalanguiring Integrated School Grade Level: 9
GRADES 1 to 12
Teacher: Redilyn C. Bañez Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 10-11, 2016 (week 1) Quarter: 3
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.
V. REMARKS
Page 49 of 136
School: Dalanguiring Integrated School Grade Level: 9
GRADES 1 to 12
Teacher: Redilyn C. Bañez Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 10-11, 2016 (week 1) 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
Page 50 of 136
School: Dalanguiring Integrated School Grade Level: 9
GRADES 1 to 12
Teacher: Redilyn C. Bañez Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 14-18, 2016 (week 2) Quarter: 3
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.
II. CONTENT Lesson 2:Making a Difference
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 141-152 P 141-152 P 141-152 P 141-152
Page 51 of 136
School: Dalanguiring Integrated School Grade Level: 9
GRADES 1 to 12
Teacher: Redilyn C. Bañez Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 14-18, 2016 (week 2) Quarter: 3
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.
Page 52 of 136
School: Dalanguiring Integrated School Grade Level: 9
GRADES 1 to 12
Teacher: Redilyn C. Bañez Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 14-18, 2016 (week 2) Quarter: 3
Page 53 of 136
School: Dalanguiring Integrated School Grade Level: 9
GRADES 1 to 12
Teacher: Redilyn C. Bañez Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 7-11, 2016 (week 2) Quarter: 3
I. Evaluating Learning
½ 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
Page 54 of 136
School: Dalanguiring Integrated School Grade Level: 9
GRADES 1 to 12
Teacher: Redilyn C. Bañez Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 7-11, 2016 (week 2) 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
Page 55 of 136
School: Dalanguiring Integrated School Grade Level: 9
GRADES 1 to 12
Teacher: Redilyn C. Bañez Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2016 (week 3) Quarter: 3
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 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.
C. References
5. Teacher’s Guide Pages P153-165 P153-165 P153-165 P153-165
Page 56 of 136
School: Dalanguiring Integrated School Grade Level: 9
GRADES 1 to 12
Teacher: Redilyn C. Bañez Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2016 (week 3) Quarter: 3
Page 57 of 136
School: Dalanguiring Integrated School Grade Level: 9
GRADES 1 to 12
Teacher: Redilyn C. Bañez Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2016 (week 3) Quarter: 3
Work on Task 7
Page 58 of 136
School: Dalanguiring Integrated School Grade Level: 9
Teacher: Redilyn C. Bañez Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2016 (week 3) Quarter: 3
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)
V. REMARKS
Page 59 of 136
School: Dalanguiring Integrated School Grade Level: 9
Teacher: Redilyn C. Bañez Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2016 (week 3) 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
Page 60 of 136
School: Grade Level: 9
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2016 (week 4) Quarter: 3
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 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 153 – 159 P 153 – 159 P 153 – 159 P 153 – 159
2. Learner’s Materials Pages P 282- 283 P 286- 291 P 293- 295 P 295- 296
Page 61 of 136
School: Grade Level: 9
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2016 (week 4) Quarter: 3
Page 62 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2016 (week 4) Quarter: 3
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.
Page 63 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2016 ( week 4) Quarter: 3
V. REMARKS
Page 64 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2016 (week 4) 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
Page 65 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 28 – December 2, 2016 (week 5) Quarter: 3
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 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 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
Page 66 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 28- December 2, 2016 (week 5) Quarter: 3
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.
Page 67 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 28 – December 2, 2016 (week 5) Quarter: 3
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.
Page 68 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 28 – December 2, 2016 (week 5) Quarter: 3
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.
V. REMARKS
Page 69 of 136
School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 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 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
Page 70 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 5 – 9, 2016 (week 6) Quarter: 3
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 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 166- 173 P 166- 173 P 166- 173 P 166- 173
Page 71 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 5 – 9, 2016 (week 6) Quarter: 3
Page 72 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 5 -9, 2016 (week 6) Quarter: 3
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.
V. REMARKS
Page 4 of 5
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
Page 75 of 136
DAILY LESSON LOG Teaching Dates and
Time: December 12-16, 2016 (week 7) Quarter: 3
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 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 174- 184) P 174- 184 P 174- 184 P 174- 184
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.
Page 77 of 136
DAILY LESSON LOG Teaching Dates and
Time: December 12-16, 2016 (week 7) Quarter: 3
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 student’s choice, character reveal
or may present standard themselves.
speech for everyone to use.
Page 78 of 136
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and
Time: December 12-16, 2016 (week 7) Quarter: 3
I. Evaluating Learning
Actual speech delivery is Reading of the play by pair. ½ 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.
V. REMARKS
Page 79 of 136
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and
Time: December 12-16, 2016 (week 7) 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. 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
Page 82 of 136
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and
Time: January 2-6, 2017 (week 8) Quarter: 3
Page 83 of 136
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and
Time: January 2-6, 2017 (week 8) Quarter: 3
VIII. 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
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
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 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
Page 86 of 136
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
.
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 group’s 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.
Page 87 of 136
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
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.
Page 88 of 136
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
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.
V. REMARKS
Page 89 of 136
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
Page 90 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: January 23 - 27,2017 (week 1) Quarter: 4th
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed 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.
Page 91 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: January 23 - 27,2017 (week 1) Quarter: 4th
B. Establishing a Purpose for the Lesson Sharing of observations and Recall one significant issue Ask the students to read the Task 6: Instruct students to
discussion of the picture in your life. Share it with a poem, “Dreams Deferred” analyze the picture and
partner. by Langston Hughes predict what could be the
dream of the people in the
picture.
C. Presenting Examples/Instances of the Listening to a song Call two pairs to do the Ask them to associate the Task 7. Let students read
Lesson sharing. poem to the story and analyze the dialogue
D. Discussing New Concepts and While listening to the song, Analyze the pictures posted Introduce the text. ( Tell Task 8. Discussion on
Practicing New Skills #1 students predict words or on the board. something about the author passive and active voice.
phrases that they expect to any back-ground of the
hear from the song through story.
its title
Page 92 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: January 23 - 27,2017 (week 1) Quarter: 4th
F. Developing Mastery Small group sharing Accomplish the chart with Brainstorming by group. Task 11. Design a board
(Leads to Formative Assessment 3) forms of social injustice as game that presents a real-
depicted by the pictures life journey.
G. Finding Practical Applications of Ask: Ask: Note the significant Illustrate the game board
Concepts and Skills in Daily Living 1. Among the issues, Give one resolution that will responses of the students with pictures appropriate to
what do you think minimize discrimination. and process it. the journey being chosen.
he values the most”
Why do you say
so?
Page 93 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: January 23 - 27,2017 (week 1) Quarter: 4th
I. Evaluating Learning Present a news report about Checking of answers Instruct them to write their Task 15. Choose a part of a
social issues answers. story or a play. Dramatize it
by exchanging dialogues.
J. Additional Activities for Application or Journal writing: Select 5 words from the Reflect: Journal writing:
Remediation Complete the sentence: activity and use them in a From the poem: I learned Complete the sentence:
Today, I realized that…. sentence. that... I believe I can realize my
dream because...
V. REMARKS
Page 94 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: January 23 - 27,2017 (week 1) 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?
Page 95 of 136
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: JANUARY 30 – FEBRUARY 3, 2017 (week 2) Quarter: 4TH
Page 96 of 136
4. Additional Materials from Learning
Resource (LR) portal
D. Other Learning Resources Projector, audio&video Textbook ,laptop Textbook,laptop PowerPoint presentation
system
B. Establishing a Purpose for the Lesson Let them watch a video Do task 2 take a stand on Do task 4 World of words on Ask:
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 Examples/Instances of the Ask the students to reflect Ask: Ask the students to predict Ask:
Lesson on the video Why is it important to what this play is all about What values does she/he
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?
D. Discussing New Concepts and Answer the Task 1 on page Work on task 3 with a Pick difficult words from the Ask the students to work the
Practicing New Skills #1 449 of the LM partner on page 450 of the play task 7 by group on page
Page 97 of 136
LM 491 of the LM.
F. Developing Mastery Discuss: Ask them to pay particular Ask the students to use the Internalize the lines by
(Leads to Formative Assessment 3) If you were to give an attention to the message of difficult words in a sentence feeling for the characters.
ending to the video, how the ad.
would you do it?
G. Finding Practical Applications of Instruct them to highlight Discuss: Group activity: Ask:
Concepts and Skills in Daily Living important points they
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?
Page 98 of 136
School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: January 30– February 3, 2017 (week 2) Quarter: 4th
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
of the video. the issue presented by the
ad.
J. Additional Activities for Application or Let them present their Ask the students to connect Provide follow up questions Reflect:
Remediation version of the video’s the video about campaign so students would get to From the play: I learned
ending. ad to the political ad in the know the characters better. that...
Philippines
Page 99 of 136
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 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
B. Establishing a Purpose for the Lesson Ask: Ask them about important Do the task 7 Play vs. Short Do task 10 Mind the issues
Can you predict what each learning about the play story with a partner on page on pages 511 -513
video is all about? 507 of the LM
C. Presenting Examples/Instances of the Ask the students to give Cite examples on the Tell the students to continue Elaborating the given
Lesson their recipe for success. journey towards a better work on task 8 Decipher the answers
understanding of the play symbols on page 508 of the
LM
D. Discussing New Concepts and Show the class the three Discuss: Discuss: Discuss on identifying the
F. Developing Mastery Draw out insights from the Group activity: Group Activity: Form groups and do the
(Leads to Formative Assessment 3) class like: comparing and activity on page 514 of the
contrasting Do task 6 on page 506 of Do task 9 Go “Less with LM
the LM Words” on pages 509-511
of the LM
G. Finding Practical Applications of Let them write down the Ask them follow up Group Activity: Let the students copy the
Concepts and Skills in Daily Living strong and weak points of questions to draw out ideas cause-effect chart
I. Evaluating Learning Do the sharing of answers Let the students share their Presentation of the group Complete the sentence:
to the class answers. activity To be ready for an
economic crisis,
I can...
J. Additional Activities for Application or Journal writing: Ask: Reading homework: This week,
Remediation
Today, I realized that....... What do you think are the Read the Worst depression I learned that...
Page 104 of 136
similarities and differences of Modern HIstory
between short stories and
plays?
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 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
C. Presenting Examples/Instances of the Each group in the class will Do task 3 Speak with Discuss: Let the students write five
Lesson justify their answers. feelings on page 524 of the sentences with use of
LM Post examples of direct and adverbs.
D. Discussing New Concepts and Tell the class on what are Ask the class to arrange the Do task 9 practice the Direct Checking of sentences
Practicing New Skills #1 their ideas on facts and events in a play. and indirect ways on page
opinions.. 532 of the LM.
F. Developing Mastery Ask the students to discern Read a video transcript of Checking their answers With a partner:
(Leads to Formative Assessment 3) facts from opinion America’s President Barack Create a short dialogue
Obama about life challenges
considering the use of
adverb
G. Finding Practical Applications of Read a political campaign Let the students identify Do comparing and Present your work to the
Concepts and Skills in Daily Living advertisement and tell the which among the contrasting the following class.
Page 108 of 136
class to listen for facts and statements contain factual statements
determine the biases by the information or subjective
ads content
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 Application or Each group will present Copy at least five examples Let the students write their Journal writing:
Remediation their answer infront of the of direct quotation from own example on the direct Write an essay about their
class famous personality. and indirect statement ambition in life considering
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 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
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.
B. Establishing a Purpose for the Lesson Let students share their Facilitate reading on the Ask: Assign groupings for the
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 Examples/Instances of the Let students study the ads Let students form groups Let students do Task 5 Reading of the text
Lesson found in the textbook following the guidelines for Twisting the Meaning
panel discussion (Dyads)
Page 112 of 136
D. Discussing New Concepts and Let students decide whether Let students discuss Give meanings to unfamiliar Reading of the text
Practicing New Skills #1 in favor or against a issues stated in Task 2 words raised by students
particular issue raised
F. Developing Mastery Use Task 2 Relating the Presentations of panel Facilitate comprehension of Discussion on Task 8
(Leads to Formative Assessment 3) Truth discussion the text Firming One’s Act
Let students listen to a
recorded article and take
important details
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 Application or Do advance reading on Journal writing: Homework oral reading of Homework:
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 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.
B. Establishing a Purpose for the Lesson Sharing of observations and Ask the students this Ask the students to read Brainstorming on the
discussion of the picture question; again the text REQUIEM elements of stage play
How prepared are you to presentation
face the failure in life?
D. Discussing New Concepts and Fill-out the grid with details Let students do Task 6 Let students do Task 8 Brainstorm text
Practicing New Skills #1 extracted from the material Checking Your Immersing into the comprehension using Task
viewed Comprehension Author’s Craft 11 Digesting the Text
G. Finding Practical Applications of Task 2 Charading a Word Group activity: Group presentations of the Presentations of answers
Concepts and Skills in Daily Living Come up with a positive poem
disposition which you
should undertake
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
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 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.
B. Establishing a Purpose for the Lesson Ask: Ask: Let students share their Ask:
Page 122 of 136
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 Examples/Instances of the Post pictures that imply Ask: Facilitate discussion on Discuss Intonation,
Lesson addiction Have you extended help values extracted from Juncture, stress and pitch
from a relative or someone students’ experiences
close to you?
D. Discussing New Concepts and Let students analyze each Class do Task 2 Who’s In, Write unfamiliar words for Give practical examples of
Practicing New Skills #1 picture who’s Out vocabulary enhancement phrases or sentences that
would differ in meaning
when said differently
F. Developing Mastery Let students share output Groups continue the activity Discussion on the meaning Form groups and do the
Page 123 of 136
(Leads to Formative Assessment 3) with partner until all groups have of unfamiliar words teacher-made activities
participated
G. Finding Practical Applications of Call some students to do Pair-Share Activity: Let students read the text of Form groups and do the
Concepts and Skills in Daily Living the sharing to the class Each pair selects a picture Eric Cantor’s Policy Speech teacher-made activities
from the activity for on ‘Shared Vision”
discussion
IV. PROCEDURES 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 and Facilitate discussion in Brainstorm on the pair- Let students read the text of Why are intonation, Remedial/Enhancement
Abstractions about the Lesson standing up for a reason in share activity Eric Cantor’s Policy Speech juncture, stress, and pitch Reading Schedule/ICL
times of life’s challenges on ‘Shared Vision” important?
J. Additional Activities for Application or Reflect: Journal writing: Group writing: Group writing:
Remediation
How to avoid negative Explain the importance of Compose a play review Compose a play review
addictions? good family ties.
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 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.
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 manipulative
III. LEARNING RESOURCES 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 Pages P645-647 P645-647 pp.647-649 pp. 649-650
3. Textbook Pages P645-647 P645-647 pp.647-649 pp. 649-650
4. Additional Materials from Learning
Resource (LR) portal
D. Other Learning Resources Copy of the reading text Copy of the reading text Pictures Charts
Laptop, DLP Copy of the reading text
C. Presenting Examples/Instances of the Let students share their Ask: Post pictures of stage Ask:
Lesson answers How will you conquer the directors, stage designers, What are the stage
world of a stage play? and props designers directions?
D. Discussing New Concepts and Facilitate comprehension of Tell the class that they will Ask the class what Ask:
Practicing New Skills #1 the text through questions read a selection on stage particular roles do each What is the advantage of
directions perform having varied personalities
as the composition of a
stage play production?
F. Developing Mastery Let students share Read the text Discussion of the text by Discussion of answers
(Leads to Formative Assessment 3) important points from the group
text
G. Finding Practical Applications of Let students do Task 5 Share insights on the text Making of group report Ask:
Concepts and Skills in Daily Living Walking the Dream into with a group How can you assure of a
Reality stage play success?
I. Evaluating Learning Group presentations of Group presentations of Sketch stage directions Discussion of student’s
outputs outputs answers/opinions
J. Additional Activities for Application or Let students do Task 6 Reflect: Answer: Group writing:
Remediation What Influences a Text? What role of the play would How important is stage Compose a play review
you rather choose? directions in a play?
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?
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.
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 manipulative
III. LEARNING RESOURCES 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 Pages pp. 649-650 P651-652 p. 650 pp.651-652
3. Textbook Pages pp. 649-650 P651-652 p. 650 pp.651-652
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Task sheet Task sheet Copy of the text Copy of the reading text
B. Establishing a Purpose for the Lesson Prepare strips of paper with Do drills on tense Ask: Brief discussion of answers
varied scenarios consistency How will you adjust on your
weaknesses?
C. Presenting Examples/Instances of the By pairs, students pick out a Brainstorm the rules for Students perform Task 11 Students watch the video of
Lesson strip of paper tense consistency Mirroring Myself the “Death of a Salesman”
D. Discussing New Concepts and Pairs read and understand Students do board Students review the result Groups take note of the
Practicing New Skills #1 what is written on the strips exercises on tense of their personal dialogues, delivery, the
consistency assessment blockings, the setting, the
props and sets, the
costume, the audio, the
lighting, and the stage
directions
F. Developing Mastery Pairs are given time to Teacher facilitates checking Students do Task 12 Discussion of answers
(Leads to Formative Assessment 3) practice the elected of correct answers Committing Myself
scenario
G. Finding Practical Applications of Pairs present their scenes Story analysis: Supply the Students form groups Teacher presents rubrics for
Concepts and Skills in Daily Living with appropriate dialog, verb observing tense stage play production
gestures and facial consistency
expressions
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 Application or Journal writing: Review script observing Review the respective Compose a play review
Remediation Rate your own tense consistency responsibilities of crew in a
performance. How will you stage play production.
improve?
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 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.
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?
Page 5 of 5