School: Grade Level & Section: Grade 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: Week 1 Quarter: First Quarter
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
I. OBJECTIVES 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-Ia-16: Share prior EN9LC-Ia-8: Process EN9G-Ia-17: Use normal and EN9OL-Ia-1.15: Use the Remedial
Write the LC Code for each knowledge about a text topic information mentioned in the inverted word order in creative appropriate segmentals Instruction/Enhancement Activities
EN9LC-Ia-3.6: Perform a task text writing (sounds of English) and the for reading/Individual
by following instructions listened to EN9G-Ia1.6/1.7: Use suprasegmentals or prosodic Learning/Cooperative Learning
EN9V-Ia-1: Provide words or EN9VC-Ia-3.8: Infer thoughts, appropriate punctuation features of speech when
expressions appropriate for a feelings, and intentions in the marks and capitalization to delivering lines of poetry and
given situation material viewed convey meaning prose in a speech choir, jazz
EN9G-Ia1.6/1.7: Use EN9G-Ia-18: Use chants and raps.
appropriate punctuation interjections to EN8LT-Ia-14: Analyze
marks convey meaning literature as a means of
and capitalization to convey discovering the self
meaning EN8LT-Ia-14.1:
Identify the distinguishing
features of notable Anglo-
American lyric poetry, songs,
poems, sermons, and
allegories
ENWC-Ia-8:
Distinguish between and
among informative, journalistic,
and literary writing.
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: 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 manipulative materials as well
III. LEARNING RESOURCES as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages P 2-28 P 2-28 P 2-28 P 2-28
2. Learner’s Materials Pages P 2-28 P 2-28 P 2-28 P 2-28
3. Textbook Pages P 1-19 P 1-19 P 1-19 P 1-19
4. Additional Materials from
Learning Resource (LR) portal
 E. Other Learning Resources
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
ICT
(Television, Laptops,
Speakers & Slide Deck,
Graphic Organizers)
Textbook
MONDAY
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.
Introduce the lesson by asking
the learners to read the entries
in YOUR JOURNEY phase. Let
them reflect on the importance
of recognizing and performing
roles in life. Invite them to ask
questions about it.
SHARE:
In this Module, we are going to
understand and value one’s
role in life as we continue to
live.
They are to present, at the end,
a Community Services
Brochure, as a major
assessment will be: Focus,
Content, Organization,
Supports, Visuals, Clarity and
Language Mechanics.
ICT
(Television, Laptops,
Speakers & Slide Deck)
Pictures & Images
Textbook
TUESDAY
Review to them the roles that
you have discussed them
previously. Recall to the
significance to know and value
one’s role in life.
SHARE:
At this part of the lesson, we
will continue to talk about roles
and reflect to them deeper.
Let the students recall the
person that they have admired
primarily and list the qualities
he/she possesses who have
made them successful in
performing his/her life.
ICT ICT
(Television, Laptops, (Television, Laptops,
Speakers & Slide Deck) Speakers & Slide Deck)
Copy of the Text Copy of the Text
Textbook (Tarpapel/Handouts)
Textbook
WEDNESDAY THURSDAY FRIDAY
Review to them the roles that REVIEW: Remedial
you have discussed them What roles can I perform that Instruction/Enhancement Activities
previously. Recall to the will make a difference in my for reading/Individual
significance to know and value life? Learning/Cooperative Learning
one’s role in life.
SHARE: SHARE:
At this part of the lesson, we Reading a poem paves the
will continue to talk about rolesway to making meaning in life.
and reflect to them deeper. It allows you to share certain
experiences. Oftentimes, you
find you share something in
common with that experience
that makes the poem
meaningful. This is when you
think back and recall a time
when you have much in
common with the same
experience than what you
originally thought. The poem
speaks to you as you explore
the human condition.
This phase will crystallize Now, find out how the poem
their knowledge and “The SEVEN AGES OF MAN”
understanding of their target from the comedy “AS YOU
concepts and skills through LIKE IT” by William
deeper exploration of the poem Shakespeare provides
in focus. cherished pieces of information
Doubtlessly, they know that about the human condition

D. Discussing New Concepts and Practicing
New Skills #1
E. Discussing New Concepts and Practicing
New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Have them perform the Three
Minutes Letter Search Riddle
Game as their first task in
YOUR INITIAL TASKS phase.
They are to read each
statement closely and search
for the missing letter as
suggested by each statement.
For Task 2
All For the BEST, instruct the
learners to do the following:
 Form small groups of five,
and take turns in answering
these questions.
1. What kind of role in life
a. interests you most?
b. helps put you into a
happy mood?
c. You prefer/ enjoy doing?
You like best?
2. What are your talents or
things you can do well?
TASK 3 INSPIRATIONS
Reiterate to them that they can
find people whom they admire
primarily because of the role
they perform in making a
difference not only in their lives
, but also in other’s lives They
inspire people because they
have achieved something in
the field that interest them also.
 - Who do you
consider as a person
who inspires you
Task 4
EFFECTIVE? PARTIALLY…
INEFFECTIVE?
 Interview at least five
classmates and find out how
they perform their roles in life.
 Note their responses
Let them share and compare
their ideas with a partner.
Give them time to process their
own answers with their partner.
Task 5 LOOKING BACK
Obviously, you are aware
that life is a continuous
journey. Your present plans
have something to do with your
past experiences and your
plans for the future. Why don’t
you
 look back at the
roles you played
before, and zero in on
appreciating a poem is like
appreciating a picture, photo,
illustration or drawing.
Have them do the
Task 8 Ten minutes IMAGE
Talk.
SHARE:
Although it is never stated, they
as readers/ viewers can infer
thoughts, feelings and intention
based on the details of
information presented in the
photo / picture or drawing..
They can focus on the lines,
angles, colors, even shapes of
the objects/ images presented
and relate them to real life
experiences for them to
understand its message/
meaning.
Make them do the following:
 Pair up, and look closely at
the drawing of a teen-ager is
looking intently at the giant
incoming ship full of people
wearing different costumes;
these smiling people are
waving to the teen-ager as if
they’re beckoning him/her to
join them
 Talk about / discuss what it
communicates to you.
Remedial
Have the students listen as you Instruction/Enhancement Activities
read the poem out loud. for reading/Individual
Learning/Cooperative Learning
As you listen to your teacher
read the poem, read it silently
and watch out for words which
are difficult for you to
understand. List them in your
vocabulary notebook and have
Remedial
them as entries in your word
Instruction/Enhancement Activities
bank.
for reading/Individual
Learning/Cooperative Learning
Poetry is a personal type of
writing where words flow and
carry you along the realms of
beautiful thought. What really
contribute to the poem’s
meaning? Doubtlessly, you
know that the orchestration of
sounds, story, sense and form
brings about “life” in a poem
you read. That absolutely
drives you to “feel” life in it.
Some poems are full of

G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and Abstractions
about the Lesson
I. Evaluating Learning
because he/she is the most important
very effective in one for you?
performing his/her  Think of how it
role in life? differs from the role
 - What do you think you are playing now.
are his/her qualities  Plot what were the
that lead him/her to roles you played
become successful before, what role you
in performing his/her are playing now
role in life? and what you hope
to play in the future.
 Specify how you
feel about it and how
you fare in performing
it.
Make the students realize Make the students realize
about the significance of about the significance of
knowing their role not just in knowing their role not just in
their own lives but also to their own lives but also to
others’. others’.
Nowadays, members of young Nowadays, members of young
generation have been up for generation have been up for
searching their own roles in searching their own roles in
their lives, however, most of their lives, however, most of
them are struggling because of them are struggling because of
the complexity of the the complexity of the
environment they love in. environment they love in.
Task 6 FOCUS
Have the recall the name of the QUESTIONS
person (you know personally or
through reading or through Hopefully, through your
watching a movie) who has understanding of the overriding
been successful in performing and underlying concepts plus
an important role in his/her life. the tasks / activities you’ve
engaged in in this lesson you’ll
Move them to surely be able to answer the
FOCUS (BIG ) Questions:
 List the qualities this person
share with them and others.  What roles can I
 Share their list with perform that will make
 Use the guided questions
provided:
 After 10 minutes, convene
and share your responses.
 Find common grounds about
your ideas. Process the
learners’ responses and give
feedback.
There are many roles that
people perform in their
respective environment.
However, these roles must be
done effectively in order to
make a difference in life.
Nowadays, members of young
generation have been up for
searching their own roles in
their lives, however, most of
them are struggling because of
the complexity of the
environment they love in.
Invite them to do Task 9
For SIGNIFICANT HUMAN
EXPERIENCES.
Ask them to mull on the
following points.
Reading a poem paves the
way to making meaning in life.
It allows you to share certain
experiences. Oftentimes, you
find you share something in
common to that experience
words that are fun to say aloud.
You can express the meaning
of the words by reading them
aloud and you can use your
voice to express their meaning.
There are many roles that Remedial
people perform in their Instruction/Enhancement Activities
respective environment. for reading/Individual
However, these roles must be Learning/Cooperative Learning
done effectively in order to
make a difference in life.
Nowadays, members of young
generation have been up for
searching their own roles in
their lives, however, most of
them are struggling because of
the complexity of the
environment they love in.
In small groups of five, read the Remedial
poem, “The SEVEN AGES OF Instruction/Enhancement Activities
MAN” from the comedy “AS for reading/Individual
YOU LIKE IT” by William Learning/Cooperative Learning
Shakespeare aloud.
 Decide who will be the first,
second, third, fourth and fifth
readers.
 Try to make the meaning of
the words come alive through
using good expressions.
 Remember to produce the
correct critical consonant
 classmates. a difference in my that makes the poem sounds in words like:
life? meaningful. This is when you in /s/ - s, z, sh, or zh.
 Why is it important to think back and recall a time e.g
recognize my roles in when you have much in sooth - /s/
life? How can I common with the same zoo - /z/
perform my roles in experience than what you shoe-/sh/
life effectively? originally thought. The poem sure /zh/
speaks to you as you explore  Watch out for words in the
Remember these questions as human condition. poem that have the same
you work on the phases of this sounds.
lesson.  Also think back on the
importance of using
appropriate stress to words
you’ll read to convey meaning.
J. Additional Activities for Application or
Remediation
V. REMARKS ________ Accomplished ________ Accomplished ________ Accomplished ________ Accomplished ________ Accomplished
________ Not Accomplished ________ Not Accomplished ________ Not Accomplished ________ Not Accomplished ________ Not Accomplished
Reason: Reason: Reason: Reason: Reason:

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
_____ Explicit Teaching _____Inquiry-Based teaching _____ Think-Pair Share
E. Which of my teaching strategies work _____ Group Collaboration _______ ICT Integration
well? Why did these work?
Others: ____________________
__________ Appropriate teaching strategy
F. What difficulties did I encounter which my
__________ Promoted learners Arrangement
principal or supervisor can help me solve?
__________ Others
_________ Used stimulating IM’s
G. What innovations or localized materials did
_________ Video Clips
I used/discover which I wish to share with
_________ Quality Outputs produced/made
other teachers?
Others: ___________________________