JUNE DLL-english9-Final

GRADES 1 to 12 School: NEW LUCENA NATIONAL HIGH SCHOOL Grade Level: 9
DAILY LESSON LOG Teacher: Mrs. Ana Liza P. Suycano Learning Area: English
Teaching Dates and June 5-9, 2017
Time: (7:30-8:30 A.M., 8:30-9:30 A.M., 2:00-3:00 P.M.) Quarter: 1st
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
OBJECTIVES 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 enhancing the self; also how to use
processing, assessing, summarizing, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable
him/her to participate actively in a speech choir.
B. Performance Standards: The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice,
Delivery, Facial Expressions, Body Movements/Gestures and Audience Contact.
C. Learning EN9RC-Ia-16: Share prior EN9V-Ia-1: Provide EN9LT-Ia-14.1: Identify EN9G-Ia-1.6-1.7: Use
Competencies/Objectives: knowledge about a text topic. words or expressions the distinguishing features capitalization and punctuations
Write the LC Code for each. EN9LC-Ia-8: Process appropriate for a given of a poem. correctly.
information mentioned in the
situation. EN9OL-Ia-1.15: Use the EN9G-Ia-18: Use interjections to
text listened to.
EN9LT-Ia-14: Analyze appropriate stress in convey meaning.
EN9LC-Ia-3.6: Perform a Student Cooperative
task by following instructions. literature as a means of delivering lines of poetry
Learning
EN9VC-Ia-3.8: Infer discovering the self. and prose.
thoughts, feelings, and
intentions in the material
viewed.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
I. CONTENT Lesson 1. Recognizing Roles in Life
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
II. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P1-19 P1-19 P1-19 P1-19
2. Learner’s Materials Pages P 2-29 P 2-29 P 2-29 P 2-29
3. Textbook Pages P 2-29 P 2-29 P 2-29 P 2-29
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Textbook, videos, power point Textbook, videos, power point Textbook, videos, power point Textbook, videos, power point
presentation presentation presentation presentation
Grades 1 to 12 School: NEW LUCENA NATIONAL HIGH SCHOOL Grade Level: 9
DAILY LESSON LOG Teacher: Mrs. Ana Liza P. Suycano Learning Area: English
June 5-9, 2017
Teaching Dates and (7:30-8:30 A.M., 8:30-9:30 A.M., 2:00-3:00
Time: P.M.) Quarter: 1st
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
III. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
A. Reviewing Previous Lesson Introduce the lesson and let Review the discussion on Review the lesson. Review the lesson.
or Presenting the New them reflect on the day 1 about the importance
Lesson importance of performing of recognizing and
Student Cooperative
roles in life. performing their roles in life.
Let them perform a 3-
Learning
Minute Riddle Search Game
as Initial Task.
B. Establishing a Purpose for Ask: Ask the students to ponder Inform the students that Present the lesson on Capitalization and
the Lesson “What is in life that I have on the significance of they are to learn Punctuation Marks.
to perform?” reading a poem. distinguishing features of
Let them share their Motivate them to find out
a poem and practice
answers in class. how the poem “The Seven
correct stress and
Ages of Man” provides
cherished pieces of pronunciation through
information about human the poem presented in
condition. the preview’s discussion.
C. Presenting Have the students Ask the students to listen as Small Group Differentiated Distribute copies of the History of
Examples/Instances of the perform Tasks 2 & 3. you read the poem. Instruction (SGDW) Punctuation by Polly M. Robertus.
Lesson Draw out their answers Let them note down difficult Group the students and Give three minutes to students for silent
words as they listen. assign these topics:
and process them for reading. Let them observe the style of
Ask them to form groups of Rhymes
better understanding. writing such as punctuation and
five and read the poem from Alliteration, Consonance,
Group 1-5. Assonance, Onomatopoeia, capitalization.
Try to make words come Imagery
alive through proper Instruct them that they are
expressions. to find the examples from
Process their performances. the poem The Seven Ages
of Man.
D. Discussing New Concepts Let them give tentative Discuss the Process each group’s Discuss the article using the Guide
and Practicing New Skills answers to the Focus Comprehension answers and give Questions on p. 20 of the Learner’s
# Questions. Questions and allow responses for clarification Material.
students to share their and understanding. Process each student’s answer.
insights. Process their
answers.
School: NEW LUCENA NATIONAL HIGH SCHOOL Grade Level: 9
GRADES 1 to 12 Teacher: Mrs. Ana Liza P. Suycano Learning Area: English
DAILY LESSON LOG Teaching Dates and June 5-9, 2017
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
E. Discussing New Concepts Crystallize their knowledge Show examples of Discuss and give examples of the
and Practicing New Skills through viewing a each concept and correct usage of Capitalization and
#2 material. allow students to Punctuations.
Present a photo on Task 8 make their own. Let the students be guided by the
and let them infer what rules.
message it shows and let Student Cooperative
them relate it to real life. Learning
Let them find a partner
and discuss what the
photo wants to
communicate to them as
students.
F. Developing Mastery Use the guide questions to Reiterate concepts/ideas to Reinforce with Provide activity sheets for mastery of
(Leads to Formative Assessment elicit responses from the students for mastery. more examples the concepts learned.
3) students. and process each.
G. Finding Practical Process the learners' Relate the Seven Ages of Man to Group and require the students to
Applications of Concepts responses and give what truly life is and let students make a dialogue using the correct
and Skills in Daily Living feedback. think of situations or experiences capitalization and punctuations.
connected to the topic being (Give Rubrics)
discussed. Let them perform the dialogue in
class.
Give feedbacks.
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
IV. PROCEDURES 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 Summarize the Summarize the salient points of Summarize the salient Summarize the salient points of
Abstractions about the Lesson discussion. the lesson. points of the lesson. the lesson.
Student Cooperative
Learning
I. Evaluating Learning Give a test on the (Refer to the dialogue

correct usage of performance.)
alliteration, rhymes,
onomatopoeia,
assonance and
consonance. Include
concepts on Seven
Ages of Man.
Provide activity about
using expressions to
appropriate situations.
J. Additional Activities for
Application or Remediation
V. REMARKS

DAILY LESSON LOG Teaching Dates and June 5-9, 2017 Quarter: 1st
Time: (7:30-8:30 A.M., 8:30-9:30 A.M., 2:00-3:00 P.M.)
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
VI. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require

additional activities for
remediation
C. Did the remedial lessons work?

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

require remediation
E. Which of my teaching strategies

work well? Why did these work?
F. What difficulties did I encounter

which my principal or supervisor
can help me solve?
G. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?
ELENA S. AQUILLO ANA LIZA P. SUYCANO

Principal II English Teacher

DAILY LESSON LOG Teaching Dates and June 13-16 & 19, 2017 Quarter: 1st
(7:30-8:30 A.M., 8:30-9:30 A.M., 2:00-3:00 P.M.)
Time:
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,
I. OBJECTIVES 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 enhancing the self; also how to use
C. Learning EN9RC-Ib-16: Share prior EN9V-Ib-1: Provide words EN9G-Ib-1.6/1.7: Use EN9WC-Ib-8: Distinguish
Competencies/Objectives: knowledge about a text topic. or expressions appropriate appropriate punctuation between and among
Write the LC Code for each. EN9LC-Ib-6.2: Infer for a given situation. marks and capitalizations to informative, journalistic and
thoughts, feelings and
EN9LT-Ib-14: Analyze convey meaning. literary writing.
intentions of the speaker.
literature as a means of EN9F-Ib-3.1: Produce the EN9OL-Ib-1.15: Use the
EN9VC-Ib-3.8: Infer Student Cooperative
thoughts, feelings and discovering the self. correct beat and rhythm in appropriate segmental
Learning
intentions in the material EN9LT-Ib-14.2: Explain delivering jazz, chants and (sounds of English) and the
viewed. how the elements specific to raps. suprasegmentals or prosodic
a selection builds its theme. features of speech when
delivering lines of poetry
and prose.
II. CONTENT Lesson 2: Maximizing my Strength

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
2. Learner’s Materials Pages P29-49 P29-49 P29-49 P29-49
3. Textbook Pages P29-49 P29-49 P29-49 P29-49
4. Additional Materials from Textbook, videos, power Textbook, videos, power Textbook, videos, power Textbook, videos, power
Learning Resource (LR) point presentation, audio point presentation, audio point presentation, audio point presentation, audio
portal files, speaker files, speaker files, speaker files, speaker
B. Other Learning Resources

WEEKLY LESSON LOG June 13-16, 19, 2017
Teaching Dates and Time: (7:30-8:30 A.M., 8:30-9:30 A.M., 2:00-3:00 P.M.) Quarter: 1st
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
IV. PROCEDURES the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Introduce the lesson through a Review the discussion on Review the lesson. Review the lesson on sequence
saying by Helen Keller (p.29, LM). paraphrasing. Instruct the class to scan the poem markers and punctuations.
Presenting the New Lesson
Let the students share their ideas Students Cooperative Introduce the literary text, Beowulf once again and list down
on the saying and give feedbacks Learning Beowulf. sequence signals they could spot.
by relating it to making the best Explain that Beowulf is admired for (Let them form a group of 7).
use of their strengths. its words known as Kennings.
B. Establishing a Purpose for the Let them understand that one’s Show the TIC-TAC-TOE containing Have them illustrate how these Present the three (3) types of text.
greatness can be discovered by Kennings. words are used in the selection by A. Journalistic
Lesson
maximizing their hidden potentials Instruct the students to identify the filling out the grid at Task 9.
B. Informative
and skills. meaning and classify each of them Spot the signals and punctuation
based on its derivation. marks on p. 42. C. Literary
Remind them about the use of Give inputs to the concepts
sequence markers. presented.
Process their answers.
D. Presenting Examples/Instances Let them Perform Task 1-Hit the Process their answers and ask the Let them share their answers in Let them do Task 12-Types of Text
of the Lesson Hints. ff: class. on p. 45.
Show pictures of Heroes and guide 1. What is your basis in classifying Discuss the different sequence Ask the students to identify the
them in analyzing the characters the words? markers and give examples for text types.
through the questions on p.30. 2. What is the modern equivalent each. Process their answers and give
Process their answers and give meaning of each word? feedbacks.
feedbacks. Process their answers.
E. Discussing New Concepts and Play the song “Hero” by Mariah Let the students read the poem Present a few stanzas from Ask them to write their ideas about
Carey. Let the students write down aloud observing correct intonation, Beowulf. the features of literary text and
Practicing New Skills #1
three lines that captured their stress & pronunciation. Let them Let them note down punctuation how each should be read. Process
attention. Let them work with a perform “Your Discovery Tasks” on marks they have noticed. their answers and give inputs.
partner and discuss how they p. 39, LM. Ask them to answer Instruct them to answer the
understand each line. questions by citing lines from questions about Task 10, P. 45.
Beowulf to support their Give inputs as regard to
interpretation. punctuations.
Process their answers and give
feedbacks.

DAILY LESSON LOG Teaching Dates and June 13-16, 19, 2017
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
IV. PROCEDURES practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
F. Discussing New Concepts and Process the students’ answers. Let them perform Task 5- Provide sample sentences and Provide another exercise on
Practicing New Skills #2 Have Illustrate the Creations. allow students to answer with literary text types.
Ask them to identify entities correct punctuations. Motivate students to write
(e.g. Herot, Hrothgar, Grendel Process their answers. meaningful lines describing
Students Cooperative
and Beowulf). their heroes incorporating good
Learning
Allow them to describe them values to be learned while
based on the text and on their avoiding negative terms such
own description. as cussing.
G. Developing Mastery Give more Exercises on Provide another activity by Give feedbacks and process Present Rubrics in rating the
(Leads to Formative Assessment Paraphrasing and process each doing Task 6. Compare and their answers. output before the group’s
3) student’s answer. Contrast Beowulf and Grendel presentation.
using the Venn Diagram. Assign student observers to
Emphasize the importance of comment on every group’s
personal strengths in order to presentation.
overcome one’s problems.
Explain that wealth is not
everything (Cite Hrothgar’s
status).
Relate to present societal
concerns.
H. Finding Practical Applications Ask: Ask: Let them make a dialogue Let them perform the rap in
of Concepts and Skills in Daily 1. What have you learned How does the poem help in using correct punctuations class.
Living from the pictures viewed? discovering one’s inner focusing on interjections
strengths, potentials and
2. What significance one and allow them to deliver
capabilities as an individual?
can get through their output observing
paraphrasing? appropriate stress,
intonation, and junctures to
convey meaning.

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
I. Making Generalizations and Summarize the discussion Summarize the discussion. Summarize the discussion. Give final instructions for
Abstractions about the Lesson on finding greatness and the rap performance.
paraphrasing. Students Cooperative
Learning
J. Evaluating Learning Give sample lines from a Give a teacher-made test on Give a teacher-made test on Rap Performance
song and ask the students Kennings. the use of sequence
to paraphrase each. markers and punctuation
Check their answers. marks.
K. Additional Activities for

VI. 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
VII. REFLECTION help the students learn?
in the evaluation
remediation

up with the lesson
require remediation


can help me solve?

teachers?
ANA LIZA P. SUYCANO ELENA S. AQUILLO

English Teacher Principal II

C. Learning EN9VC-Ic-3.8: Infer EN9V-Ic-15: Explain how EN9G-Ic-1.6: Use EN9F-Ic-3.1: Produce the
Competencies/Objectives: thoughts, feelings and words are derived from names appropriate punctuation correct beat and rhythm in
Write the LC Code for each intentions in the material of persons and places. marks and capitalization to delivering jazz chants and
viewed. EN9LT-Ic-14: Analyze
convey meaning. raps.
EN9LC-Ic-3.12: Paraphrase literature as a means of
EN9WC-Ic-8: Distinguish EN9OL-Ic-1.15: use the
the text listened to. Student Cooperative enhancing the self.
EN9RC-Ic-13.2: Take note of EN9LT-Ic-2.2: Explain how between and among appropriate segmental and
Learning
sequence signals or connectors the elements specific to a informative journalistic and prosodic features of speech
to determine patterns of idea genre contribute to the theme literary writing. when delivering lines of
development. of a particular literary selection. poetry and prose in a
speech choir, jazz chants
and raps.
II. CONTENT Lesson 3: Leaving A Legacy

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
III. LEARNING RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
Learning Resource (LR) portal
B. Other Learning Resources Textbook, videos, power point Textbook, videos, power point Textbook, videos, power point Textbook, videos, power point
presentation, digital pictures presentation, digital pictures presentation, digital pictures presentation, digital pictures

A. Reviewing Previous Lesson or Ask: Student Review the value of legacy Review the lesson. Ask the students to group
Presenting the New Lesson 1. How would you like to be Cooperative Learning and how it affects the lives Introduce the lesson by themselves into ten
remembered? of others. grouping the students into members.
2. What legacy would you three. Provide them with Tell them about the activity
like to leave behind? the hand-outs. Allow them for the day.
to read the assigned article Present the Rubrics as basis
for 10 minutes. of their performance.
B. Establishing a Purpose for the Show a video entitled Let the students perform Instruct the students to With their group mates, tell
Lesson H.O.M.E. Set the goal of Task 5-What’s in a Word? examine the three articles them to write meaningful
enhancing oneself through Ask them to use words in that they have read. Ask lines about a hero in their
literature. sentences. them to accomplish the lives.
Relate the vocabularies to chart by writing down how Instruct them to use
the lesson of the day. these articles were written sequence signals they have
given the specified criteria. learned.
C. Presenting Have them note down the Pose this question: What Let students examine the Instruct them to employ
Examples/Instances of the ideas that they have does it take to be a great different reading texts. rhymes and develop a
Lesson seen/watched and man? Have them point out the three-stanza poem.
encourage them to express distinguishing marks of each
whether they agree or type.
disagree. Let them identify what type
of reading texts they are.
D. Discussing New Concepts and Let them summarize the Let them form five groups. Introduce dash and hyphens as Allow the students to
contents of the video they have Instruct them to reflect and examples of punctuation marks.
Practicing New Skills #1 creatively make their own
watched. answer the questions about the Present the sentences to the
students and extract from them the beat and rhythm in their
text, Task 8, p. 6.
rules for each sample statement. output.
School: NEW LUCENA NATIONAL HIGH SCHOOL New 9

E. Discussing New Concepts and Instruct the students to use Student Cooperative Ask them to present their Write their formulated Supervise the students on
Practicing New Skills #2 the appropriate sequence Learning responses before the class. statement. Elicit from the the use of their written
signals or connectors. Encourage them to give students its statement language.
Let them share their their feedbacks after each general function.
answers in class. presentation of answers.
Process their answers. Process their answers and
give feedbacks.
F. Developing Mastery Present some key points in Ask the students what Let them perform Task Let them craft their own
(Leads to Formative Assessment 3) the use of these sequence pattern is used to develop 16.2-My Legacies. style.
connectors. the idea of the text. Let My legacy to Mother Allow them to practice for
(e.g. first, second, finally, them point out signals or Earth_____. mastery of their
lastly…) connectors in the text to My legacy to my performance.
support their answers. people_____.
Process their answers and My legacy to my
give feedbacks. family_____.
G. Finding Practical Applications Let them use the Pose this question: Let them do Task 17-
of Concepts and Skills in Daily connectors in sentences. How does living a legacy Sharing Other People’s
Living (Focus on Daily Activities make a difference in our Perspectives (SHOPP) on
such as routines). lives and others? p.65, LM.

H. Making Generalizations and Summarize the discussion Summarize the discussion. Summarize ideas and
Abstractions about the Lesson highlighting the concept of concepts discussed.
legacy and incorporate the
significance of sequence
Student Cooperative
signals.
Learning
I. Evaluating Learning Give a teacher-made test on Rap Performance
sequence signals.

V. REMARKS

VI.REFLECTION help the students learn?
in the evaluation

remediation

up with the lesson
require remediation


can help me solve?
teachers?

School: NEW LUCANE NATIONAL HIGH SCHOOL Grade Level: 9

C. Learning EN9RC-Id-13.2: Make Student Cooperative EN9LC-Ie-8.6: Draw EN9LT-Ie-14: Explain how
Competencies/Objectives: connection between the Learning generalizations and conclusion the tone of the poem helps
Write the LC Code for each present text and the previously from the material listened to. clarify its meaning.
read text. EN9V-Ie-11: Use synonyms EN9LT-If.14.1: Show
EN9VC-Ie-21: Assess the of words o clarify the appreciation for the significant
relevance and worth of ideas meanings. human experiences highlighted
presented. and shared during the
discussion.
II. CONTENT Lesson 4:Coping with Challenges

D. References
portal
E. Other Learning Resources Textbook, power point Textbook, power point Textbook, power point Textbook, power point
presentation, videos presentation, videos presentation, videos presentation, videos
NEW LUCENA NATIONAL HIGH SCHOOL Grade Level: 9


IV.PROCEDURES the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
A. Reviewing Previous Lesson or Invite the students to read Review the lesson. Make the Review the lesson. Review the lesson.
Presenting the New Lesson Your Journey part. Make students work in groups of 5 Prepare the students for the Get the groups ready for
them mull on what it says. and refresh in their memory activity to follow. their report/presentation.
Student Cooperative
the salient points, aspects and
Learning elements of poetry to be given
attention to in unfolding its
meaning.
B. Establishing a Purpose for the Get the students ideas on this Clarify to them the What, Why Instruct them to pair up and Recall their assignments:
question: and How of these aspects. reflect on the following Group 1-Words, Words, Words
Lesson
“How do I cope with challenges Let them consider the subject, quotations in the Why not? Group 2-Meaningful Significant
Experience
in life?” sounds, imagery, tone, Part. Let them take turns in
Group 3-Salient Points
Remind them that the meaning/sense. answering the questions on p. Group 4- Message for You
overriding concepts plus the 72. Invite them to share Your Group 5- Qualities and Attitudes
tasks/activities they’ll engaged Findings with the rest of the
in this lesson will surely lead class. Accept varied responses Displayed (Q&Q)
them to its answer. and give feedback. Group 6-More Challenges
Group 7-A key to (Tone)
C. Presenting Guide the students to do the Point out which of the Let the students perform Let the students/present
Examples/Instances of the Twisters’ Task. Let them elements they have yet to: Task 7-Be the Best You can discuss their assigned tasks.
Lesson interview 3 of their classmates -to touch on Be.
as to the questions they have -to explore
about coping with challenges & -to understand
write at least 3 questions they -to master
hope to answer later. Emphasize which ones they
need to give more attention to.
D. Discussing New Concepts and Have them work with their Spark their interest using Let them reflect on these Process each group’s
Practicing New Skills #1 peers and reflect on this: synonyms on words with the questions: presentation/answers for
What do you consider as same of almost the same 1. To what can you compare easy understanding.
meaning. Point out to them life?
your challenges in life?
that it is another good way to 2. Do words have the power to
give a brief definition. help a person get through
hard/difficult times?

E. Discussing New Concepts and Make them list at least 10 Instruct them to make a Encourage the students to find Provide more examples
Practicing New Skills #2 challenges they have Synonym Match Challenge out how a poem written by related to the students’
observed/experienced by the where they’ll fill each blank Langston Hughes will help group report.
students like them. Student Cooperative them achieve insights about
with a single letter to form
Let them copy the chart as Learning themselves.
the given pairs of words
shown in the book and fill it up
with entries called for. into SYNONYMS.
F. Developing Mastery Instruct them to rank them Provide them an example Guide them on to focus on the Recall and present all the
(Leads to Formative Assessment 3) in their order of difficulty like the ones on the context of the poem. concepts given by each
where Rank 1 is the most textbook where they can Engage them to take active group and share the salient
control in Small Group
challenging and 10 is the answer. Make them check points to the class.
Differentiated Work (SGDW)
least challenging. their answers against the
where they will form 7 small
given entries. groups.
G. Finding Practical Applications Make them decide what is Remind them of the Focus Make them read the poem
of Concepts and Skills in Daily the most effective method Question: aloud for appreciation and
Living of coping with challenges How do I cope with easy understanding.
and rank them in their order challenges in life?
of effectiveness. Rank 1 as Encourage them to give
the most effective and 10 as temporary answers to the
the least effective. focus question. Accept
varied answers.

H. Making Generalizations and Summarize the discussion. Summarize the discussion. Summarize the discussion.
Abstractions about the Lesson Instruct them to share their
findings with the class. Give
feedback.
Summarize the discussion
Student Cooperative
giving highlight on coping
Learning
with challenges.
I. Evaluating Learning Give a teacher-made test on Give a teacher-made test on

synonyms. metaphor and tone of the
poem as previously
discussed.
J. Additional Activities for Incite them to write their Assign Small Group
Application or Remediation Stress the importance of targets on what they Differentiated Work (SGDW)
appreciating the meaning of expect/need/hope to learn for next discussion.
the poem. in this lesson.
Tell them to be reminded of
these expectations as they
work on the following
phases of the lesson.
V. REMARKS

DAILY LESSON LOG Teaching Dates June 26-30, 2017
and Time: (7:30-8:30 A.M., 8:30-9:30 A.M., 2:00-3:00 P.M.) Quarter: 1st
VI. REFLECTION help the students learn?
A. No. of learners who earned
80% in the evaluation
remediation
No. of learners who have
caught up with the lesson

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

which my principal or
supervisor can help me solve?

which I wish to share with
other teachers?

School: Grade Level: 9

Teacher: Learning Area: English
GRADES 1 to 12 Teaching Dates and

DAILY LESSON LOG Time: SEPTEMBER 19-23, 2016 (WEEK 5) Quarter: 2

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.
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
Lesson 5 :
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages

3. Textbook Pages
portal
B. Other Learning Resources


DAILY LESSON LOG Time: SEPTEMBER 19 -23 ,2016 Quarter: 2
I. PROCEDURES the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the

Lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts and


DAILY LESSON LOG Time: SEPTEMBER 19- 23, 2016 Quarter: 2
E. Discussing New Concepts and
F. Developing Mastery
(Leads to Formative Assessment
3)
G. Finding Practical Applications

of Concepts and Skills in Daily
Living

DAILY LESSON LOG Time: SEPTEMBER 19 -23, 2016 Quarter: 2
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning

V. REMARKS


DAILY LESSON LOG Time: SEPTEMBER 19-23,2016 Quarter: 2
VI. REFLECTION help the students learn?
A. No. of learners who earned
80% in the evaluation

remediation

up with the lesson

require remediation


can help me solve?

teachers?

JUNE DLL-english9-Final

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GRADES 1 to 12 School: NEW LUCENA NATIONAL HIGH SCHOOL Grade Level: 9

I. Evaluating Learning Give a test on the (Refer to the dialogue

School: NEW LUCENA NATIONAL HIGH SCHOOL Grade Level: 9

B. No. of learners who require

C. Did the remedial lessons work?

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovations or localized

ELENA S. AQUILLO ANA LIZA P. SUYCANO

School: NEW LUCENA NATIONAL HIGH SCHOOL Grade Level: 9

II. CONTENT Lesson 2: Maximizing my Strength

School: NEW LUCENA NATIONAL HIGH SCHOOL Grade Level: 9

School: NEW LUCENA NATIONAL HIGH SCHOOL Grade Level: 9

School: NEW LUCENA NATIONAL HIGH SCHOOL Grade Level: 9

K. Additional Activities for

School: NEW LUCENA NATIONAL HIGH SCHOOL Grade Level: 9

C. Did the remedial lessons work?

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovations or localized

ANA LIZA P. SUYCANO ELENA S. AQUILLO

School: NEW LUCENA NATIONAL HIGH SCHOOL Grade Level: 9

II. CONTENT Lesson 3: Leaving A Legacy

School: NEW LUCENA NATIONAL HIGH SCHOOL Grade Level: 9

School: NEW LUCENA NATIONAL HIGH SCHOOL New 9

School: NEW LUCENA NATIONAL HIGH SCHOOL Grade Level: 9

J. Additional Activities for

School: NEW LUCENA NATIONAL HIGH SCHOOL Grade Level: 9

B. No. of learners who require

C. Did the remedial lessons work?

E. Which of my teaching strategies

F. What difficulties did I encounter

ANA LIZA P. SUYCANO ELENA S. AQUILLO

School: NEW LUCANE NATIONAL HIGH SCHOOL Grade Level: 9

II. CONTENT Lesson 4:Coping with Challenges

NEW LUCENA NATIONAL HIGH SCHOOL Grade Level: 9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: NEW LUCENA NATIONAL HIGH SCHOOL Grade Level: 9

School: NEW LUCENA NATIONAL HIGH SCHOOL Grade Level: 9

I. Evaluating Learning Give a teacher-made test on Give a teacher-made test on

School: NEW LUCENA NATIONAL HIGH SCHOOL Grade Level: 9

D. No. of learners who continue to

F. What difficulties did I encounter

G. What innovations or localized

ANA LIZA P. SUYCANO ELENA S. AQUILLO

School: Grade Level: 9

GRADES 1 to 12 Teaching Dates and

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner’s Materials Pages

School: Grade Level: 9

GRADES 1 to 12 Teaching Dates and

B. Establishing a Purpose for the

School: Grade Level: 9

GRADES 1 to 12 Teaching Dates and

G. Finding Practical Applications

GRADES 1 to 12 Teaching Dates and

J. Additional Activities for

School: Grade Level: 9

GRADES 1 to 12 Teaching Dates and

B. No. of learners who require

C. Did the remedial lessons work?

D. No. of learners who continue to

E. Which of my teaching strategies