School: Grade Level & Section: Grade 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: Week 7 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: EN9OL-Ig-2.6.2: Use the EN9LC-Ig-8.7: Draw EN9RC-Ig-17: Make a EN8LT-Ig-14: Analyze Remedial
Write the LC Code for each appropriate gestures (hand, generalizations and connection between the literature as a means of Instruction/Enhancement Activities
face, and body) conclusions from the present text and previously discovering the self for reading/Individual
material listened to read texts Learning/Cooperative Learning
EN9G-I-0-18: Use ENWC-Ig-9.1:
interjections to convey EN8LT-Ig-2.2.3: Determine EN9VC-Ig-19: Assess the Identify types and features of
meaning tone, mood, technique, and relevance and worth of ideas poetry.
purpose of the author presented in the
EN9G-Ig-17: Use normal and material viewed EN9G-Ig-1.6/1.7: Use
inverted word order in creative EN9V-Ig-12.3: Note types of appropriate punctuation marks
writing context clue (restatement, and capitalization to convey
definition, synonyms, meaning.
antonyms) used for a given
word or expression.
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: Celebrating Self-Worth
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 Page 58-59 on Teacher’s Page 75-80 on Teacher’s Page 61-68 on Teacher’s Page 66-69 on Teacher’s
Guide Guide Guide Guide
2. Learner’s Materials Pages Page 97 - 99 on Learner’s Page 89-91 on Learner’s Page 100-107 on Learner’s Page 107-111 on Learner’s
Materials Materials Materials Materials
3. Textbook Pages Page 97 - 99 on Learner’s Page 89-91 in Learner’s Book Page 100-107 on Learner’s Page 107-111 on Learner’s
Book Anglo American Anglo American Literature Book Anglo American Book Anglo American
Literature Literature Literature

4. Additional Materials from

Learning Resource (LR) portal
E. Other Learning Resources ICT ICT ICT ICT
(Television, Laptops, (Television, Laptops, (Television, Laptops, (Television, Laptops,

IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the Lesson
C. Presenting Examples/Instances of the
Video Clips)
Video Clips) Video Clips) Video Clips)
Copy of the Text
Copy of the Text Copy of the Text Copy of the Text
Rubric
Textbook Textbook Textbook
Textbook
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.
Invite them to add more proofs Start this lesson by inviting REVIEW: REVIEW: Remedial
of their understanding on how your students to read the Let the class share the context Gather personal thoughts on Instruction/Enhancement Activities
clues used for these words this quote from the class. for reading/Individual
to live a purpose driven life overview in the initial Your
based on what they remember. “React positively to life by Learning/Cooperative Learning
through taking active control in Journey phase and ask them
1.DISASTER looking
the YOUR FINAL TASK reflect on its importance 2.FOES for ways to make your life
3.HEAP better if not the best.”
4. IMPOSTOR
5. KNAVES
6. SINEW
7. STOOP
8. TRAP
9. VIRTUE
10. TRIUMPH
Make it clear to them that their Impress upon them that this Today we are going to dig Today, we will relate and
final output is poetry reading. lesson marks the first major deeper on looking self-worth. analyze the poem “If” by
stop of their itinerary in Grade Rudyard Kipling in looking for
9 English. They are to Self-Worth further.
demonstrate their
understanding of all the
important self-concepts side
along the essential literary
concepts and language
communication skills they will
need for them to celebrate their
selfworth, and raise their self-
esteem. This is made possible
through a speech choir
presentation as evidence of
their understanding.
Explain to them that one good Make their expectations clear; Encourage the interest of your Encourage the interest of your
 Lesson way to show their appreciation
of the poem they read and
explore is through giving justice
in reading it orally. Assure
them that they can prove their
understanding of the poem’s
message through oral reading.
This is observable when they
communicate the private,
personal, unique experience of
the poet/ persona to their
audience.
D. Discussing New Concepts and Practicing Clarify to them that their first
New Skills #1 job is to find a poem they feel a
connection with and they want /
feel/ enjoy reading in public.
 Make them think about their
purpose; that is, to share the
“feeling” and the “experience”
that, this lesson is drawn from
the baseline of celebrating self-
worth where it their exploration
of some important concepts
leading to self enhancement.
Make them start with the
Something Special Game in
YOUR INITIAL TASKS phase.
Here they will form two big
groups and
 recall the poems they’ve
explored in class
 select lines that they found
special or new or that affected
their attitude in life that
allowed them to become a
better person
 write these chosen lines from
the poems on slips of papers,
and deposit them in the
designated special box
 Have them draw lots on which
group will be the first to read
the chosen lines and to share
their thoughts about them.
 Encourage them to recall and
use everything they’ve learned
about enhancing oneself from
the week 1 to week 8 lessons.
 Allow them to take turns in
sharing their insights and a lot
three (3) minutes to share their
insights and give five (5) points
for each sharing.
 Consider the first group to
students by stressing that the
poem “ IF “by Rudyard Kipling
provides cherished pieces of
information which are clearly
conveyed to illustrate the
importance of celebrating self-
worth.
What
Lead your students to do the A
Golden Door activity. Ask them
to:  Form a threesome and
take turns in sharing their
thoughts, feelings and
experiences that relate to the
following quotation.
“ React positively to life by
looking for ways to make your
life better if not the best.”
students by stressing that the
poem “ IF “by Rudyard Kipling
provides cherished pieces of
information which are clearly
conveyed to illustrate the
importance of celebrating self-
worth.
What
GEARING UP Remedial
 Make them read the poem Instruction/Enhancement Activities
once more to find its meaning. for reading/Individual
 Stress on them that the poem Learning/Cooperative Learning
is divided into 4 parts, and it is
their job to find out what
something or someone in real
life is suggested in each part. .
 Tell them to pick out lines that
clearly suggest such and for
them to complete the following
table with entries called for
before they will present their
findings to the class.
ALWAYS DO THE POSITIVE
Impress upon them that the
poem sets conditions that
serve as positive signs for
success or attainment of self-
worth. Ask them to check out
which of these positive signs
are conveyed in the poem.

E. Discussing New Concepts and Practicing
New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
 Remind them to follow the
following:
 preview the text to check the
difficult and unfamiliar words.
 make a working script where
you need to have the copy of
the poem.
 identify the speaker and what
he/she is trying to say.
 point out the tone of voice to
be used./
 note where his/her tone might
change slowly, fast, soft, loud
 Invite them to plan and
rehearse where they’ll
 memorize and understand the
text.
 plan their movements.
come up with the most number
of points as the winner
Invite the students to a the TASK 2 Here and Now FIRMING UP THE VALUE OF
Getting The Most Out of Life For the Here and Now activity, SELF-WORTH
activity where they will form a have them reflect on the recent  Ask them to answer the
threesome. Ask them to take a issues and problems that following guide questions
good look at the picture you’ll they need to attend to and  Which part makes you think of
present to them. decide which of them can be someone or something in real
solved through their life?
Ask them to talk about what it understanding of the concepts  What kind of roadmap in life is
communicates to them. Then, revealed in the previous conveyed in the poem?
ask them to use the following lessons.  How can one be a man
guide questions.  Lead them by asking: Which according to R. Kipling?
 Does the drawing answer the of these concepts do they  What conditions are stated in
question: What does it take to need more to help solve these each stanza?
get the most out of life? problems?  Is the message of the poem
 What general truth in life worthwhile? Prove your point.
comes to your mind as you see  How important is the poem’s Remedial
this picture? message in your life? Instruction/Enhancement Activities
 Does the picture illustrate the  Accept varied answers. for reading/Individual
value of celebrating self-worth? Learning/Cooperative Learning
 What details of the picture
suggest the importance of
attaining self-worth?
 How well, do you think the
illustrations interpret the value
of celebrating self-worth?
 What is your over- all
impression of this drawing?
 How does the picture
make you feel?  What
other visuals can you
think of to illustrate
your sense of self-
worth? Prove your
point.
 Lead them to find out how a Perk up their interest through TASK 13 ON USING ELLIPSIS
poem “ IF” written by Rudyard the Dignity Delight activity.
Kipling will help them achieve
more insights on how” to make  Ask them: What do you do to
life better if not the best. “ celebrate self-worth? They can

G. Finding Practical Applications of
Concepts and Skills in Daily Living
 Remind them of these criteria
as they read the poem aloud.
-Voice ( quality, projection,
volume, pitch)
-Delivery ( phrasing, pausing,
intonation, stress)
-Facial expression, gestures,
eye contact.
-Prompt them to practice
reading aloud.
 Stress on them the
importance of reading
according to punctuation and
breaking down the parts into
subject and its meaning.
 Guide them to read groups of
words for meaning rather than
reading single words.
ASK:
1. What is it you found most
enjoyable? Most difficult in this
lesson?
2. What will you do to do away
with these difficulties?
3. Write at least 3 possible
ways/ steps you can adopt for
you to get away with them.
4. What do you hope to
 Have them first listen to you
read the poem “IF” as they
read it silently.
 Invite them to watch out for
and prepare a list of loaded
words.
Impress upon them that they
have already developed a
variety of strategies to help
figure out the meaning of
unfamiliar words. Clarify with
them that when they find hints
to the meaning of a word in
the words or sentences that
surround it, these are called
context clues. These context
clues can help them expand
their vocabulary all the more.
One simple strategy is through
DEFINITION or
RESTATEMENT clues. Here,
they must watch out for words
like: “or “that is “in other words
“also called as” that often
signal definition or restatement.
Give them an example to
analyze.
True to expectations, this
lesson is drawn from the
baseline celebrating self-worth
where it clinches your
exploration of some important
concepts leading to self
enhancement. Hopefully,
through your understanding of
the overriding and underlying
concepts plus the activities
you’ll engage in this lesson
you’ll surely be able to answer
the BIG Questions: How can I
attain self-worth? What does
probably buy what they want,
take a trip to the mall, stroll in
the park or seashore, or hang
out with their friends doing
things they like to do.
 Invite them to draw a picture
or illustrate the ways they
celebrate their self-worth.
 Motivate them to use creative
ways in their drawing.
 Allow them to work with a
group of classmates and
compare their ideas about
the .way they celebrate self
worth. Ask them how closely
they think/ believe these
drawings match their mental
image of
True to expectations, this True to expectations, this Remedial
lesson is drawn from the lesson is drawn from the Instruction/Enhancement Activities
baseline celebrating self-worth for reading/Individual
baseline celebrating self-worth
where it clinches your Learning/Cooperative Learning
where it clinches your
exploration of some important
concepts leading to self exploration of some important
enhancement. Hopefully, concepts leading to self
through your understanding of enhancement. Hopefully,
the overriding and underlying through your understanding of
concepts plus the activities the overriding and underlying
you’ll engage in this lesson concepts plus the activities
you’ll surely be able to answer
you’ll engage in this lesson
the BIG Questions: How can I
attain self-worth? What does you’ll surely be able to answer
 strengthen in the next it take to get th most out of life?
lesson/s?
H. Making Generalizations and Abstractions Most probably by this time, you
about the Lesson can see for yourself why there
are changes you are
experiencing that are best for
you and how they will make
you feel great after all. Your
physical, social, emotional and
moral changes may lead to
your personal strengths and
weaknesses. The BIG
Question: How can I have a
purpose driven life?  This will
serve as the gravitational core
of the ideas you’ll share.
I. Evaluating Learning Remind them to change the
tone of their voice to add
Most probably by this time, you
can see for yourself why there
are changes you are
experiencing that are best for
you and how they will make
you feel great after all. Your
physical, social, emotional and
moral changes may lead to
your personal strengths and
weaknesses. The BIG
Question: How can I have a
purpose driven life?  This will
serve as the gravitational core
of the ideas you’ll share.
Make them do TASK 11 Let them do the Life’s Stairway
Vocabulary Game task.
it take to get th most out of life?
Here, you’ll demonstrate your
understanding of all the
important self concepts along
side with the essential literary
concepts and language
communication skills needed
for you to celebrate your self-
worth as you positively raise
your self-esteem. This is made
possible through a speech
choir presentation as evidence
of your understanding.
the BIG Questions: How can I
attain self-worth? What does
it take to get th most out of life?
SUMMARIZING
Invite them to think back on
what they usually do to
summarize points in a text they
have read and to the ideas
they have listened to.
 Explain to them that giving the
summary helps clarify their
understanding of the key
information in a reading or
listening to a literary piece.
When they summarize, they
must condense the ideas they
have read or listened to.
 Remind them that as they
summarize, they restate the
main ideas and the most
important details in a few word
and sentences.
 Have them use the following
questions as guide.
 What have you learned from
the text?
 What approach to/ attitude in
life do you think the poet
intended to show in the poem?
 What new and special way of
enhancing yourself does the
poem give you for you to
celebrate your self-worth?
 How will it help you become a
better person?
 Encourage them to share their
ideas orally in class.
 Give feedback
Invite your students to do the Remedial
Mark It Right! exercise. Instruction/Enhancement Activities
 meaning to the work while they
remember the criteria :
Delivery, Voice, Gestures, and
Facial Expressions
 Allow them to read the poem
to the class.
Give Feedback.
J. Additional Activities for Application or
Remediation
V. REMARKS ________ Accomplished
________ Not Accomplished
Reason:
 Ask them to check their Here, they will
answers against these words:  Draw and label a stairway or
1.DISASTER road or path that reflects their
2.FOES
life or the life of someone in
3.HEAP
4. IMPOSTOR the family or someone whom
5. KNAVES they loved so dearly.
6. SINEW  Use the following questions
7. STOOP as a guide.  Are there twists
8. TRAP and turns in your life?
9. VIRTUE  What are they?
10. TRIUMPH
 Are all the steps the same
 Declare the group to come up height? Why or why not?
with the most number of points  Is part of this stairway or road
as the winner.. or path in the past, present or
future?
 How are the parts different?
 Which part in the past or
present or future represents
your selfworth and how did you
celebrate or would like to
celebrate this?
 Ask them to write a short
description of what they drew.
 Ask them to share their work
with the class.  Give your
comments and feedback.
________ Accomplished ________ Accomplished
________ Not Accomplished ________ Not Accomplished
Reason: Reason:
for reading/Individual
 Invite them to share their Learning/Cooperative Learning
Insights by writing their
reflection/ insights on their
most memorable poem. Ask
them to illustrate at least two
(2) of the ellipsis rules in their
work.
Ask them to do the Best of
Round Up task where they can
talk about their family or friend
or classmate or about their
special abilities and why they
feel great because of them.
Make them present a write up
of this sharing then remind
them to use ellipsis whenever
necessary.
 Invite them to do the Ellipsis
Patrol task where they will look
for a stack of old newspapers
and magazines. They need to
scout for and choose articles of
that interest them. Then,
instruct them to look for and
encircle all the ellipsis used in
the articles.
________ Accomplished ________ Accomplished
________ Not Accomplished ________ Not Accomplished
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
_________ Video Clips
G. What innovations or localized materials did
_________ Quality Outputs produced/made
I used/discover which I wish to share with
other teachers?
Others: ___________________________