School: Grade Level & Section: Grade 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: Week 2 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: EN9V-Ib-1: Provide words or EN9OL-Ib-1.15: Use the EN9G-Ib-1.6/1.7: Use EN9LT-Ib14: Analyze the Remedial
Write the LC Code for each expressions appropriate for a appropriate segmentals appropriate punctuation literature as a means of Instruction/Enhancement Activities
(sounds of English) and the marks and capitalization to discovering the self for reading/Individual
given situations Learning/Cooperative Learning
suprasegmentals or prosodic convey meaning EN9LT-Ib14.2: Explain how the
EN9WC-Ib-8: Distinguish
features of speech when EN9G-Ib-17: Use normal and elements specific to a selection
between and among delivering lines of poetry and inverted word order in creative build its theme
informative, journalistic and prose in a speech choir, jazz writing EN9LC-Ib-6.2: Infer thoughts,
literary writing chants and raps feelings and intentions of the
EN9RC-ib-16: Share prior EN9F-Ib-3.1: Produce the speaker
knowledge about a text topic correct beat and rhythm in EN9VC-Ib-3.8: Infer thoughts,
delivering jazz chants and raps feelings, and intentions in the
EN9G-Ib-18: Use interjections material viewed.
to convey meaning
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 ICT ICT ICT ICT
(Television, Laptops, (Television, Laptops, (Television, Laptops, (Television, Laptops,
Video Clips) Video Clips) Video Clips) Video Clips)
Copy of the Text Copy of the Text Copy of the Text Copy of the Text
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
IV. PROCEDURES 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
B. Establishing a Purpose for the Lesson
C. Presenting Examples/Instances of the
Lesson
D. Discussing New Concepts and Practicing
New Skills #1
REVIEW:
Review to them the literary
devices discussed in the
previous lesson.
SHARE:
Today, we are going to
continue to talk about some
other literary devices in poetry.
And, we will use these devices
in building and creating
expressions in an appropriate
situations.
WORD BANK,
Tell them that one way to
enlarge your vocabulary is to
build Word Bank. A Word Bank
is a collection of words that you
can use for special purpose/
appreciate for a given situation.
Then, make them
read the poem silently, and
look out for words in the poem You look up to your parents,
that fits each description below. grandparents,
1. A lyric poem that tells a
story.
REVIEW: REVIEW: REVIEW: Remedial
Recall the previous lesson. Review to the class the basic Review to them some of the Instruction/Enhancement Activities
Gather learners’ answers punctuation marks that they basic literary devices for reading/Individual
based on what they have know of and the basic rules in commonly used in poems. Learning/Cooperative Learning
reviewed. capitalization that they know of. Cater answers from the class.
Collect the answers of the
students.
SHARE: SHARE: SHARE:
Impress upon the learners that Today, we are going to discuss Today, we are going to identify
since they have several about the appropriate functions the literary devices used in the
impressive ideas on
of punctuations and poem “Seven Ages of Men” by
recognizing and performing capitalizations to convey William Shakespeare.
roles in life, they have to keepmeaning.
in mind that it can inspire them
to practice habits of doing
things well. They can always
consider it as a special gift for
them to prove their worth as a
unique human being.
Obviously, they are now ready
to prove their understanding of
how this valued concepts can
be realized through getting
involved in real - life tasks.
Post the question: ASK: INTRODUCE:
Why do you think punctuation 1. Rhymes (End Rhyme and
What can I do to perform my marks and capitalization are internal Rhyme)
role effectively? important in writing? 2. Onomatopoeia
3. Alliteration, Assonance, and
Consonance ( A2 & C)
4. Imagery
Discuss to them how these
elements build the purpose and
the theme of the poem.
Fan Letter to a Role Model TASK 12 ON USING Remedial
CAPITALIZATION AND For Group 1 - Looking for Instruction/Enhancement Activities
PUNCTUATION MARKS Rhymes, emphasize that for reading/Individual
teachers,
When they read poems, they Learning/Cooperative Learning
relatives or friends because rhyme is part of what we mean
don’t pause or stop at the end when we say poetry is musical.
they inspire you to perform of the lines, but you watch out

E. Discussing New Concepts and Practicing
New Skills #2
2. A fat chicken
3. crying
4. promises or pledges to
accomplish
5. display unconsciousness or
nothingness
6. throwing up or vomiting due
to sickness
7. a school bag
8. refers to stem or branch
9. produce high sharp sound
10. unhappy or sorrowful
sound
INSTRUCT THEM:
 check if these words they
have unlocked are also found
in in their list of loaded/ heavy
words they made earlier.
 add those words which are
unlocked in their Word Bank.
 copy the Chart and fill it out
with their loaded /
heavy/difficult words and their
meanings.
 share their findings with the
other groups. Process the
learners’ responses and give
feedback.
roles in life effectively. You
regard them as good role
models who help you along the
way.
 Choose an inspirational
person and write a fan letter to
him/her.
 Include a request for some
meaningful object or symbol
and for some tips of their
success.
 Explain in your letter why you
admire this person and why
you consider him/her as your
role model.
 Also mention how he/she
helps you and why you want
the object.
 Read your letter to your
classmates.
PERSONAL HEROES
We all have personal informative article about
heroes or idols- people who punctuation
represent everything we’d like A SHORT HISTORY OF
to be. They can be people PUNCTUATION : Polly M.
whom we know like a Robertus
classmate, player, coach,
movie star, musician, singer,
politician, reporter, media man,
leader etc.
 Brainstorm and make a list of
people whom you admire
because they serve as positive
influences on your generartion.
 Choose the famous or
popular ones.
 List objects you associate
for comma or period to guide
them. They use punctuation
marks to help you find sensible
meaning of what they’re
reading. Clarity of expressions
in poetry or prose composition
exists if the sentences are
appropriately punctuated and
the words are properly
capitalized.
A. Connect
 Consider this sample
When the ending sounds of
words are repeated, we call it
as rhyme. Rhyming words do
not appear only at the end of
the lines ( end rhyme) in
poems, but they may appear
within the line ( internal rhyme).
For Group 2 – THE BEST
CLUE. tell them that the poet
uses words that suggest
sounds at the same time
describe actions being made.
ONOMATOPOEIA is a sound
device use by poets to suggest
actions, movements and
meanings.
For Group 3 A 2 & C Remedial
( ALLITERATION, Instruction/Enhancement Activities
ASSONANCE and for reading/Individual
CONSONANCE), Emphasize Learning/Cooperative Learning
to them that another
interesting features of a poem
that makes it musical is the
presence of sound devices like
alliteration, assonance and
consonance.
For Group 4 IMAGERIES,
reiterate to them that through
the words used by the poet, as
expressed by the “ persona” /
speaker , the vivid images,
clear sounds, exact feelings
are clearly conveyed . The

F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
MEANINGFUL ENCOUNTER,
remind them that a poem is a
meaningful musical expression
of significant human
experiences where powerful
words are used to signify the
beauty and grandeur of life.
These powerful words give hue
to important messages. Have
them do the following:
1. What comprise the seven
ages of man or stages in life of
man according to the poem?
2. What describe the school
boy attitude toward school?
How do you feel about these
pictures of childhood?
3. What is compared to the”
stage” in the first two lines?
How are the two related?
4. In Line 13 & 14, what is
compared to “ reputation’?
5. What other comparison are
used in the poem? Which are
examples of metaphor? Which
are examples of simile?
CONNECT TO LIFE
 Answer the following guide
questions
 Which part makes / drives you done effectively in order to
to think of someone/ something make a difference in life.
in real life?
with each person.
 Act out silently- pantomime- a
famous role model and ask
other groups to guess who
he/she is.  Use one or two
objects you can associate with
each role model
Some people are born
winners. They perform well in
any role they have. They shine
in school academics, contests,
extra-curricular activities and
even in sports. In real-world
tasks, they do well. Maybe they
were not born winners after
all but they’ve learned how to
become winners. What could
be the secrets of success in
performing their roles?
There are many roles that
people perform in their
respective environment.
However, these roles must be
descriptions help in making
sense of the poem.
Let the students read the Assess the learner’s work while
selection and observe the emphasizing the value of
unusual things they might get. cooperation and teawork.
Let the class share how they
read the selection. Was it hard
to read? Why?
Discuss your answer to the
following questions.
 What have you observed as
unusual in the informative
article?
 What is it all about?
 What punctuation marks are
described in the article?
 What problems in writing and
reading are caused by
improper use of capitalization
and punctuation marks?
 Are these problems
applicable even in today’s
world?
 How do we solve such
problems?
In writing, it is really important SHARE: Remedial
to take note of the use of those Appreciation of literary pieces Instruction/Enhancement Activities
punctuations and capitalization will be of great help in for reading/Individual
rules to produce an effective understanding sense of living Learning/Cooperative Learning
message to the recipient. in a very artistic and creative
way. These pieces are
reflections of human
experiences that are feasible to
  What kind of in life is everyone in one way or
conveyed in the poem? another.
 What line/s give hint
suggestion on how one can be
effective in performing one’s
role?
 Is the message of the poem
worthwhile? Prove your point.
 How important is the poem’s
message in your life?
 Share your responses with
the other groups. Process the
learners’ responses and give
feedback.
H. Making Generalizations and Abstractions Remember that there are Nowadays, members of young Our punctuation system was in Reading a poem paves the
about the Lesson many ways you can express generation have been up for place for the most part, though way to making meaning in life.
agreement or disagreement. searching their own roles in sometimes details varied. Just It allows you to share certain
There are special words/ their lives, however, most of think, though: After only a few experiences. Oftentimes, you
expressions that clearly them are struggling because of lessons in school—and with find you share something in
indicate the intention and their the complexity of the lots of practice reading and common to that experience that
appropriateness to the environment they live in. writing—you can boast that makes the poem meaningful.
situation. These words / you’ve mastered a system that This is when you think back
expressions can be formal or took westerners many and recall a time when you
informal but the situation centuries to develop have much in common with the
dictates their specific functions. same experience than what
A poem is a meaningful you originally thought. The
musical expression of poem speaks to you as you
significant human experiences explore human condition.
where powerful words are used
to signify the beauty and
grandeur of life. These
powerful words give hue to
important messages.
I. Evaluating Learning TASK 11. ON USING Evaluate and asses the works For Sensible Role Plan, they For Task 10 SGDW (Small Remedial
EXPRESSIONS of each group. Make sure to have to do the following: Group Differentiated Works), Instruction/Enhancement Activities
APPROPRIATE TO provide appropriate scoring on instruct them to form eight (8) for reading/Individual
SITUATIONS each performances and  Imagine yourself two to four small groups, and perform Learning/Cooperative Learning
A. where they will outputs. years from now. What kind of your assigned tasks.
 read the poem once more to career/ role do you think you
answer this question. might have? Will computer or
  Do you agree with the new inventions be part of your
persona’s description of the job?
last age of man in the last two  Research for facts about it.
lines of the poem? Why?  Write a short informative
 Do you agree when he says composition highlighting your
that the last stage is “second role and the invention you will
childhood without everything” ? use as part of your job.
Prove your point.  Remember to observe correct
capitalization and to use
Consider your possible correct punctuations.
responses to the  Share your informative
aforementioned guide composition with the class.
questions.
Of course, I agree with the
persona’s description of the
last age of man.
No, seriously, I believe
otherwise.
 Which words express
agreement? Disagreement?
 Can you give other examples
of agreement? Disagreement?
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
E. Which of my teaching strategies work _____ Explicit Teaching _____Inquiry-Based teaching _____ Think-Pair Share
well? Why did these work? _____ Group Collaboration _______ ICT Integration
 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: ___________________________