School: BAGNEN NATIONAL HIGH SCHOOL Grade Level: 9

GRADES 1 to 12 Teacher: CHARITY JOY D. PALEYAN Learning Area: English

DAILY LESSON LOG
Teaching Dates and Time: FEBRUARY 5-9, 2018 @ 8:50-9:50 A.M. (week 4) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.
B. Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning EN9RC-IVd-2.18: EN9VC-IVd-1.3/2.3: EN9LT-IVd-17: EN9WC-IVd-2: EN9G-IVd-23:
Competencies/Objectives: Relate text content to particular Formulate predictions based Analyze literature as a Employ effective and Express permission,
Write the LC Code for each social issues, concerns, or on the material viewed means of understanding appropriate non-verbal obligation, and
dispositions in real life EN9V-IVd-29: unchanging values in a communication strategies prohibition.
EN9LC-IVd-7.2: Get familiar with the changing world EN9G-IVd-23:
Analyze the stand of the technical vocabulary for EN9LT-IVd-2.2.2: Express permission,
speaker based on the explicit drama and theater(like stage Explain the literary devices obligation, and prohibition.
statement made directions) used
D. IKSP Let students see the Remember the prediction Name some changes Recall Prohibitions by old Evoke pieces of
relevance of changes or of our forefathers on the from the stone age to folks before, during and advice of parents to
“pagbabago” to the text they kind of weather by merely date after a ritual is done their children
have read. looking at the clouds

DISCERNING FUTURE OPPORTUNITIES

II. CONTENT
III. LEARNING RESOURCES
E. References
1. Teacher’s Guide Pages P232-236 P237-240 P241-245 P246-247
2. Learner’s Materials Pages P521-525 P526-528 P529-531 P532-535
3. Textbook Pages P521-525 P526-528 P529-531 P532-535
F. Other Learning Resources Copies of graphic organizers Projector, laptop Speaker, laptop

IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances
of the Lesson
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration
of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
Have the class watch the video Ask: Emphasize to the class the Ask: What are the Let students tell the
version of Death of A Salesman. Can you name events or importance of distinguishing prohibitions by our old folks difference between the
happenings in your life between factual and before, during and after a learned modals
wherein your prediction subjective statements. ritual?
actually happened?
Group activity: Discuss: Ask the students to share Ask: What are these Ask: What are the
Write the events that would Task 2 What’s in a play? their knowledge on direct prohibitions for? Rules for? advices of your litaos,
happen after Act 1. On page 523 of the LM and indirect statements. ikits and parents that
(Teacher will provide the you cannot forget until
materials needed) today?
Each group in the class will Do task 3 Speak with Discuss: Post examples of Let the students recall their Share the response to
justify their answers. feelings on page 524 of the direct and indirect given examples. the class.
LM sentences on the board.

D. Discussing New Concepts and
Practicing New Skills #1
E. Developing Mastery
(Leads to Formative Assessment
3)
Tell the class on what are their
ideas on facts and opinions..
Tell them that they are going to
read an advertisement. Ask the
students to discern facts from
Ask the class to arrange the
events in a play.
Let the students do the
reporting by group about
the sequence of events in
Do task 9 practice the
Direct and indirect ways on
page 532 of the LM.
Do drills on changing the
direct statement to indirect
statement. Check their
Discuss the importance of
the modals can, can’t,
musn’t, must, ought to, and
have to
Group task: Let students
come up with a jingle about
the modals learned
ingle
Let students master the
different use of modals
by having a teacher-
made quiz
Quiz on proper use of
modals

opinion the play. answers

F. Finding Practical Applications
of Concepts and Skills in Daily
Living
Read a political campaign
advertisement and tell the class
to listen for facts and determine
the biases by the ads
Read a video transcript of
America’s President Barack
Obama
Let the students identify
which among the
statements contain factual
information or subjective
content
Do comparing and
contrasting the following
statements
Ask: Are prohibitions
important? Are advices
important? Why?Why not?
Ask: What are the
pieces of advice of your
parents or litaos and ikits
that you cannot forget
until now?
 G. Making Generalizations and
Abstractions about the Lesson
H. Evaluating Learning
I. Additional Activities for
Application or Remediation
Work on the chart posted on
the board
Graded group presentation on
the chart about facts and
opinion.
Each group will present their
answer in front of the class
Complete the following
sentence...
Today, I realized that factual
statement and subjective
content are..
Use teacher made quiz on
identifying between factual or
subjective information
Copy at least five examples
of direct quotation from
famous personality.
Ask: Let students summarized Let students generalize
What are rules in changing the learned modal via the lesson they had about
direct statement to indirect their jingles modals.
statement?
Use teacher- made quiz on Jingle presentation Use teacher- made quiz
changing the direct on modals. Check papers.
statement to indirect Process answer.
statement or vice versa
Let the students write their
own example on the direct
and indirect statement

IV. REMARKS

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

B. No. of learners who require additional activities for remediation

C. Did the remedial lessons work? No. of learners who have caught up with the lesson

D. No. of learners who continue to require remediation

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

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

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

PREPARED BY: NOTED:

CHARITY JOY D. PALEYAN SOLEDAD L. ALIGO

TEACHER SCHOOL HEAD