School
Leviste Memorial NHS
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/ies /
Objective/s
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide page/s
2. Learner’s Materials page/s
3. Textbook page/s
4. Additional Materials
B. Other Learning Resources
Gov. F.
Grade Level 9
Teacher Sarah Mariel C. Abanto Learning Area ENGLISH
Teaching Dates and Time June 17 - 21, 2019 Quarter FIRST
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates understanding of how Anglo-American literature serves as a means of enhancing the self through using strategies in summarizing, assessing, and processing
information in texts listened to and viewed; word derivation and formation strategies; distinctions between and among informative, journalistic, and literary writing ;and appropriate and creative
use of word order, punctuation marks, and interjections to enable him/her to participate actively in a speech choir.
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.
1. Define onomatopoeia, 1.Define imagery and its 1. Watch an epic and 1. Watch an epic and 1. Process information
alliteration, assonance and different types. extract the information extract the information based on the material
consonance. 2. Classify words conveyed in the story. conveyed in the story. viewed.
2. Determine the literary according to which 2. Process information 2. Process information 2. Share insights.
devices used in each line or sense they appeal to. based on the material based on the material
passage. 3. Express appreciation viewed. viewed.
3. Show appreciation of the to sensory images by 3. Share insights. 3. Share insights.
literary piece discussed by writing a poem that
recognizing the presence of contains imagery.
literary devices and its effect
to the totality of the poem.
Literary Devices:
Onomatopoeia, Alliteration, Sensory Images “The Battle with Grendel” “The Battle with Grendel” BEOWULF
Assonance and from Beowulf from Beowulf Analysis
Consonance (Continuation of the
Viewing)
TG pages 7-8 TG pages 10 – 11 TG pages 27 - 31 TG pages 27 - 31 TG pages 27 - 31
LM pages 11-12, 20 - 21 LM pages 13 - 14 LM pages 34 - 41 LM pages 34 - 41 LM pages 34 - 41
Lesson Exemplar pages 43 - 49 Lesson Exemplar pages 43 - 49 Lesson Exemplar pages 43 - 49
photocopies/, pen, paper, photocopies/, pen, paper,
laptop, speaker, tarpapel laptop, speaker, tarpapel
"https://www.youtube.com/
watch?v=f1b5kCvVBo8 https://www.google.com.phwebhp?
https://www.youtube.com/watch https://www.youtube.com/watch https://www.youtube.com/watch?
sourceid=chromeinstant&ion= ?v=bS0jy64T9PQ ?v=bS0jy64T9PQ v=bS0jy64T9PQ
1&espv=2&i=UTF8#q=alliter
ation% 20rap%2

IV. PROCEDURE
A. Reviewing previous lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
0song"
Ask the students:
Are you familiar with the
sound devices used by
poets? Do these devices
add to the beauty of a
literary piece?
Let the students play the
game called Maze Runners
on page 19 of the lesson
exemplar.
Present the video clips to
the class in order for them to
understand the meaning of
the jumbled letters in the
previous activity.
Ask the students to recall
the definition of each device
based on the video clip that
they have just watched.
What are the literary "Maximizing one ‘s Ask the students:
devices that were strength means making 1. Who are the characters in
discussed yesterday? the best use of one ‘s the story?
Define each. strong point. This 2. Where did the story
happens when you focus happen?
on the areas you are most
skilled, talented and
strong in while avoiding
your weaknesses."
In literature, writers
employ techniques to
make the description of
their pieces more
effective. The use of
these techniques gives
life to literary pieces.
How do they capture in
words, things and
experiences that are
supposedly seen, tasted,
heard, smelled and felt?
Ask the students to "Ask the students to study
identify their senses and the photos that will be
the organs responsible shown. Do you know the
for them. characters in the
photos? In a paper, list
down the traits common
to the characters in the
photos."
Ask the students to "Ask: "Ask:
proceed to their 1. Who among the 1. Who among the
respective groups and characters do you like characters do you like most?
accomplish the activity most? Why? Why?
that will posted on the 2. Do you have what it 2. Do you have what it takes
board about different takes to be like any of to be like any of them? Why
words to be classified them? Why do you say do you say so?
based on the senses that so? 3. Based on their
they appeal to. LE, page 3. Based on their characteristics and
23. Task 2 Group the characteristics and intentions, what other names
Words. intentions, what other could be associated with
names could them?"
be associated with them?"
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
Let the students listen to the
son Fireworks by Katy Perry
and from the definition that
was discussed in the
previous activity, ask them
to identify the examples of
each literary device.
Group the students into five
them ask them to read the
poem again and identify the
lines that contain
onomatopoeia, alliteration,
assonance and consonance.
Ask the students to answer
the activity on page 21 in the
lesson exemplar. Items 1-10
Let the students do Task 5
on page 20 in the lesson
exemplar.
Answer Task 7, Checkpoint
on page 20 in the lesson
exemplar.
Presentation and
checking of the students'
answers
Let the students answer
the WORD Bank activity
on page 24 in the lesson
exemplar. Task 3.
Write On. Show pictures
to the class. Ask them to
construct five sentences
about each picture that
will be shown using any
of the types of imagery.
Get the students familiar
with the different types of
sensory images by
discussing the meaning
of each.
Students will be asked to
count off 1 - 5. each
number corresponds to
the imagery that the
students will write about
in a stanza of four lines
with rhyme.
Movie Viewing. Continuation of the The teacher will flash
viewing. illustrations that happened in
the story, the teacher asks
the students to narrate the
significant event that
happened based on the
picture that will be shown.
Let the students answer Let the students
the Task 3 at the Lesson answer the Task 3 at
Exemplar on page 44. the Lesson Exemplar
on page 44.
If you were the one with If you were the one with the
the same power as same power as Beowulf,
Beowulf, would you have would you have done the
done the same as he did? same as he did?
What was the lesson that What was the lesson that
you learned from the story you learned from the story of
of Beowulf? Beowulf?
Let the students answer Let the students answer
Task 5 Into the Hero at Task 5 Into the Hero at the
the Lesson Exemplar, Lesson Exemplar, page 44.
page 44.
B. No. of learners who require additional
activities for remediation who scored below
80%

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 worked

well? Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did I

use/discover which I wish to share with other
teachers?

CHECKED:

REGINA I. AMEN ______________________

MT - I DATE
NOTED:

MARY JANE D. BARAL ____________________ APRILITO C. DE GUZMAN, Ed. D. ____________________

HT VI DATE Principal IV DATE