1. GRADES 1 to 12
DAILY LESSON LOG
School: Grade Level & Section: Grade 9
Teacher: Learning Area: English
Teaching Datesand Time: Week 5 Quarter: First Quarter
I. OBJECTIVES
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, 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:
Write the LC Code for each
EN9G-Ie-17:Usenormaland
inverted word orderin creative
writing
EN9OL-Ie-1.14:Usethe
correctpitch,juncture,stress,
intonation,rate of speech,
volumeand projectionwhen
deliveringlinesof poetry and
prosein dramatic and
conventionalspeechchoirs
EN9G-Ie-18:Use
interjectionstoconvey
meaning
EN9LC-Ie-8.6:Makedecisions
basedon what is listenedto
EN9V-Ie-11:Arrive at meaning
of words throughword
formation
(clipping,blending,acronymy,
compounding,folketymology,
etc.)
EN8LT-Ie-14:Analyze
literatureas a meansof
discoveringtheself
EN9SS-Ie-1.5.1:Skim to
determinekeyideasand
author’spurpose
EN9VC-Ie-21:Summarizethe
contentsof the materialviewed
ENWC-Ie-9:Composeformsof
literarywriting
EN9G-Ie-1.6/1.7:Use
appropriatepunctuationmarks
andcapitalizationto convey
meaning
EN8LT-Ie-2.2.2:Explainthe
literarydevices used
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
II. CONTENT
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 3: Leaving a Legacy
Lesson 4: Coping with Challenges
III. LEARNING RESOURCES
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 materials as well
as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages Page 30-31 on Teacher’s
Guide
Page 34-37 on Teacher’s
Guide
Page 34-37 on Teacher’s
Guide
Page 34-37 on Teacher’s
Guide
2. Learner’s Materials Pages Page 65-66 on Learner’s
Materials
Page 70-73 on Learner’s
Materials
Page 70-73 on Learner’s
Materials
Page 75-79 on Learner’s
Materials
3. Textbook Pages Page 65-66 in Learner’s Book
Anglo American Literature
Page 70-73 in Learner’s Book
Anglo American Literature
Page 70-73 in Learner’s Book
Anglo American Literature
Page 75-79 in Learner’s Book
Anglo American Literature
4. Additional Materials from
Learning Resource (LR) portal
E. Other Learning Resources ICT
(Television, Laptops,
Video Clips)
ICT
(Television, Laptops,
Video Clips)
ICT
(Television, Laptops,
Video Clips)
ICT
(Television, Laptops,
Video Clips)
2. Copy of the Text
Textbook
Copy of the Text
Textbook
Copy of the Text
Textbook
Copy of the Text
Rubric
Textbook
IV. PROCEDURES
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.
A. Reviewing Previous Lesson or
Presenting the New Lesson
Presentationofthelesson:
Today,you are goingto usethe
correct intonation, rate of
speech, volume and projection
in delivering the lines in poetry
through the use of interjections
and word inversions within the
lines of the poem.
Review the previous lesson.
Collect answers from the
students as far as they could
remember.
Review the previous lesson.
Collect answers from the
students as far as they could
remember.
Review the previous lesson.
“MOTHER TO SON” By:
Langston Hughes
Ask the class to share their
personal thoughts about the
poem
Acceptvaried answersfrom the
class.
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
B. Establishing a Purpose for the Lesson This lesson will make
understand how to effectively
convey meanings of lines in
poetry and on how to put
emphasis on the feelings and
emotions.
Presentation of the lesson:
Today, we will have another
lesson entitled Coping With
Challenges. Normallyyou hear
from people who care say,
“Don’tbeyour ownroadblockto
success!” Thisisthe challenge
you need to attend to amidst
difficulties and sufferings you
may experience. This simply
meansyouneedtobeawareof,
face, and then remove the
setbacks, burdens and
difficulties whichat time upset
you.
SHARE:
Today,we are goingto skim
anddeterminekeyideasand
the author’spurpose.
Sharethe objectivesset for the
lesson.
C. Presenting Examples/Instances of the
Lesson
ASK:
What doesmakeagood
speaker?
How do you deliverthepoem
meaningfullyand
effectively?
Thislessonbeginswithlearning
to cope with challenges to
enhance yourself. Further on
you’ll confirm that you read
poems not only for the
exploration of target concepts,
but also for enjoyment and for
the help it gives you to
understand yourself as well as
the people anywhere, anytime.
Most importantly, the
FOCUSQUESTIONS:
Howdo I copewiththe
challengesinlife?
SHARE:
At Thispointof the lesson,you
are goingto craft your own
interpretationonhow to cope
up withchallengestovaried
literarywriting
3. enhancement of your
communication and literary
skills are on top of all of these.
D. Discussing New Concepts and
Practicing New Skills #1
REVIEW:
INTERJECTIONS
What are interjections?
What are the types of
interjections?
Give an example of an
interjection?
Spark their interest in using
SYNONYMS or words with the
same or almost the same
meaning.Point outtothem that
it is anothergood way to give a
brief definition or restatement .
This is one good strategy to
arrive at the nearestmeaningof
an unfamiliar word.
SYNONYM Match Challenge
wherethey’ll fill eachblankwith
a single letter to form the given
pairs of words into
SYNONYMS.
TASK 6 Why Not?
Pair up and reflect on the
following quotations.
1. “Don’t let the challengesstop
you to take your best future.”
2. “When virtue is in presence,
all subordinate powers sleep.”
MEANINGFUL SIGNIFICANT
EXPERIENCE
When you read a poem,
you get to know the experience
of other people. This gives you
a better handle on your
relationship with others and
howyou’llreactto challengesin
life.
questions
1. Who isthespeaker/ persona
in the poem?
2. To what does the speaker
compare her life?
3. What is the speaker doing?
4. What kind of stairwayis it?
5. What kind of stairway is the
mother’s life not like?
6. What doesthemothertellher
son?
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
E. Discussing New Concepts and
Practicing New Skills #2
REVIEW:
WORDINVERSION
What is normalwordorder?
What is an inverted word
order?
When doesan inverted
sentenceoccur?
Give examplesofinverted
sentences?
Guide them to do the Twisters
task for them to
of their
classmates as to the questions
they have about coping with
challenges and write at least
three (3) questions (inline with
coping with challenges ) they
hope to answer later.
TASK 7 Be the Best You Can
be
Invite them to work on the BE
THE BEST YOU CAN BE task
where they’ll
closely at the picture/ drawing
of a father/ mother carrying
his/her son/ daughter at his/her
back .Both of them are
laughing/ smiling contentedly
seem to be enjoying life .
ut how the drawing/
picture illustrates the same
meaningbeing conveyedinthe
quotations, then relate them.
MESSAGE FOR YOU
yourgroupmates,discuss
the answer to the following
questions.
poetic devices are used
in the poem?
clarify the
message more?
best?
Why?
motivated the mother to advice
her son?
worthwhile? Prove your point.
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
4. believe the drawingmatchtheir
mental image of coping with
challenges
message in your life?
class.
F. Developing Mastery
(Leads to Formative Assessment 3)
DISCUSS:
Deliveringthe linesof Poetry
meaningfullyandeffectively.
1. Intonation
2. Rate of Speech
3. Volume
4. Projection
Encourage them to find out
how a poem written by
Langston Hughes will help
them achieve insights about
them as they listen to you read
the poem “ MOTHERTOSON
” by: Langston Hughes.
Introduce the poem.
Let the learners listen as you
read the poem and let them
makedecisionsonhowto cope
up with difficult times
Engage them to take active
controlin SGDW( SmallGroup
Differentiated Work ) where
they will form small groups .
aloud, and perform their
assigned tasks.
INSTRUCT
Nowthat have you
have learnedon how
to analyze a certain
poem.
It is timeto compose
your ownpoem
expressingyour
thoughts onhow to
copeupwith the
difficultiesand
challengesinlife.
Be sure to use poetic
devicesused inthe
previous literature.
Makesurethatthestudents use
correct capitalization and
punctuations in their poems
G. Finding Practical Applications of
Concepts and Skills in Daily Living
In making your audience
understand your words, you
have to put emphasis on the
feelings and emotions involved
inyour linesby followingcorrect
and proper delivery.
In making your audience
understand your words, you
have to put emphasis on the
feelings and emotions involved
inyour linesby followingcorrect
and proper delivery.
In making your audience
understand your words, you
have to put emphasis on the
feelings and emotions involved
inyour linesby followingcorrect
and proper delivery.
Normallyyou hear from people
who care say, “Don’t be your
own roadblock to success!”
This is the challenge you need
to attend to amidst difficulties
and sufferings you may
experience. This simplymeans
you need to be aware of, face,
and then remove the setbacks,
burdens and difficulties which
at timeupsetyou. Tofearthem
is alright but you have to face
these fears and live with them
courageously.Theyarepartsof
the games you have to play to
make your life better. It is
always in your handsfor you to
start making the most out of
these challenges.
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
5. H. Making Generalizations and
Abstractions about the Lesson
Listenersortheaudiencewillbe
given much clarity of your
thoughts and stand by
delivering them effectively and
meaningfully.Just simplyfollow
correct intonation, rate of
speech,volumeandprojection.
Listenersortheaudiencewillbe
given much clarity of your
thoughts and stand by
delivering them effectively and
meaningfully.Just simplyfollow
correct intonation, rate of
speech,volume andprojection.
Listenersor the audiencewill
be given muchclarityof your
thoughts andstand by
deliveringthem effectively and
meaningfully.Just simply
followcorrectintonation,rate
of speech,volumeand
projection.
Listenersor the audiencewill
be given muchclarityof your
thoughts andstand by
deliveringthem effectively and
meaningfully.Just simplyfollow
correctintonation,rateof
speech,volumeandprojection.
I. Evaluating Learning Regroup the learners into 5
smaller groups. Let each
deliverthelinesofthispoem
(Pre-assigned) following the
details on how to deliver
effectively and meaningfully.
Make sure to remind the
learners to put emphasis on
theinterjectionsand inverted
sentenceto conveymeaning.
Make the learners aware of
the Criteria to be observed
during their performances.
Just the Video Camera
To work I went earlyone morn,
No one did I expect to scorn.
I spent myday, usual it went
Thingsweresmooth, in myday
was not one dent.
But wait! I discovered when I
went home,
In my house someone did
roam
Oh no! On mydoor I found the
broken lock
In my bedroom all over were
manya sock
So in myroom I came in
Questions:
1. To what can you compare
life?
2. Do wordshave powerto help
a person get through
hard/difficult times?
Find out how a poem will help
achieve insights about difficult
times.
aloud,and perform their
assignedtasks.
like for
Group1 Words, words, words
they willread the poem and
lookfor wordsthat they found
difficultthen makealist of all
of them. Then,they’ll use a
dictionaryto find the synonyms
of eachword. They’ll share
their findingswith the class.
Group 2
detailsinthe poem tells a story
and ask group 2 to find the
meaning/ meaningful
significant experience.
of the stairs as shown in their
learning material and fill it up
with entries called for. Accept
varied responses and give
feedback .
Group3 they needto workon
the SalientPointsof thepoem.
ASSESSMENT:
Assess the learners
performance through a rubric.
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
6. On the floors scattered were
manya pin
Ouch! Myfoot did hurt so badly
Something came through I
resist barely
But nothing gone could I find,
He just took myvideo camera
and left all else behind.
arifyto them thatwhen they
read the poem or listen to
others read a poem, they can
come up with a broad
statement that sums up the
poem’scentralmeaning.Thisis
the ability to make
generalization about life and
human nature as conveyed in
the poem read or listened to.
Thiscanhelpyouenjoyreading
poem or listening to poems
read.
J. Additional Activities for Application or
Remediation
V. REMARKS ________Accomplished
________NotAccomplished
Reason:
________Accomplished
________NotAccomplished
Reason:
________Accomplished
________NotAccomplished
Reason:
________Accomplished
________NotAccomplished
Reason:
________Accomplished
________NotAccomplished
Reason:
VI. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Thinkabout your student’s progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can providefor 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?
_____ Explicit Teaching _____Inquiry-Based teaching _____ Think-Pair Share
_____ Group Collaboration _______ ICT Integration
Others: ____________________
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
__________ Appropriate teaching strategy
__________ Promoted learners Arrangement
__________ Others
G. What innovations or localized materials did
I used/discover which I wish to share with
other teachers?
_________ Used stimulating IM’s
_________ Video Clips
_________ Quality Outputs produced/made
Others: ___________________________
