Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Quezon
School Canda National High School, Grade Level 9- Earth and OHSP
Junior High School Department
Daily Lesson Log Teacher Learning Area English-A Journey Through Anglo-
JENNIFER M. OESTAR American Literature
Teaching Dates and Time June 12-16, 2017 Quarter First Quarter , Week 2

Session 1 Session 2 Session 3 Session 4

1. OBJECTIVES Objective 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 assessed using Formative Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
Program Standard The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other
countries.

Grade Level Standard The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine Literature and other text types for a deeper
appreciation of Philippine Culture and those of other countries.

A. Content Standards The learner will be able to understand and appreciate literary texts in various genres across world literature and cultures.

B. Performance Standards The learner will be able to demonstrate understanding and appreciation of the literature of the world through:
1. a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of its context derived from research;
2. critical paper that analyzes literary texts in relation to the context of the reader and the writer or a critical paper that interprets literary texts using any of the critical approaches; and
3. an adaptation of a text into other creative forms using multimedia.

C. Learning Competencies/ Objectives At the end of the session, learners are At the end of the session, learners are At the end of the session, learners are
expected to: expected to: expected to:
RC -Reading Comprehension
LC -Listening Comprehension
VC -Viewing Comprehension EN9RC-Ia-16: Share prior knowledge about a EN9LT-Ia-14.1: Identify the distinguishing EN9G-Ia-17: Use normal and inverted
V-Vocabulary Development
LT-Literature
INDEPENDENCE DAY text topic.
EN9LC-Ia-8: Process information mentioned in
features of notable Anglo-American lyric
poetry, songs, poems, sermons, and
word order in creative writing.
EN9G-Ia-1.6/1.7: Use appropriate
WC -Writing and Composition the text listened to. allegories. punctuation marks and capitalization to
F -Oral Language and Fluency
G -Grammar Awareness EN9LC-Ia-3.6: Perform a task by following EN9V-Ia-1: Provide words or expressions convey meaning.
instructions. appropriate for a given situation. EN9G-Ia-18: Use interjections to convey
EN9VC-Ia-3.8: Infer thoughts, feelings, and EN9OL-Ia-1.15: Use the appropriate meaning.
intentions in the material viewed. segmentals (sounds of English) and the EN9LT-Ia-14: Analyze literature as a
EN9WC-Ia-8: Distinguish between and among suprasegmentals or prosodic features of means of discovering the self.
informative, journalistic, and literary writing. speech when delivering lines of poetry and
prose in a speech choir, jazz chants and
raps.

1. 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.
MODULE 1: Overcoming Challenges
þ Answering of Pre-Assessment þ Knowing Roles in Life þ The Seven Ages of Man
2. LEARNING PROCESS List 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 manipulate materials as well as paper-based materials. Hands-on learning promotes concept

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
A. Other Learning Resources
3. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
development.
A Journey Through Anglo-American Literature,
English - Learner’s Material
First Edition 2015
Pages 2-6
Literature in K12, Isagani R. Cruz Ph.D.
K to 12 English Curriculum Guide May 2016
Page 199 of 244 Learning Materials are
uploaded at http://lrmds.deped.gov.ph/.
Materials
A. Video of the material
B. Laptop and speaker
C. Strips of Colored Paper, Tape and Marker
Preliminary Activities/ Routines/Checking of
Attendance/Classroom Management Etc.
VOCABULARY ENHANCEMENT
1.Giving of the WORD for TODAY
POTLOCK
-noun
-(patllak)
-a meal to which everyone who is invited
brings food to share
-Our Chritsmas Party was doen through
potlock given by the whole group
including the parents and the officers.
3. Checking of Previous Activities
UNFREEZING ACTIVITY
4.To catch students’ attention, the teacher
plays a video clip of the SKELETON DANCE.
5.The teacher gives intruction on what the
A Journey Through Anglo-American
Literature, English - Learner’s Material
First Edition 2015
Pages 7-8
Literature in K12, Isagani R. Cruz Ph.D.
K to 12 English Curriculum Guide May
2016 Page 199 of 244 Learning Materials
are uploaded at http://lrmds.deped.gov.ph/.
Materials
A. Video of the material
B. Laptop and speaker
C. Strips of Colored Paper, Tape and
Marker
D. Copy of the Material
Preliminary Activities/ Routines/Checking
of Attendance/Classroom Management
Etc.
VOCABULARY ENHANCEMENT
1.Giving of the WORD for TODAY
MISCHIEVOUS
-adjective
-(mischivus)
-showig a playful desire to cause
trouble
-The children had been so mischievous
that we had to psy the babysitter extra
and then clean up the mess.
3. Review on the Previous Lesson
Introduction to World Literature
UNFREEZING ACTIVITY
3.To catch students’ attention, the teacher,
the teacher plays a video clip of the
A Journey Through Anglo-American
Literature, English - Learner’s Material
First Edition 2015
Pages 9-10
Literature in K12, Isagani R. Cruz Ph.D.
K to 12 English Curriculum Guide May
2016 Page 199 of 244 Learning Materials
are uploaded at
http://lrmds.deped.gov.ph/.
Materials
A. Video of the material
B. Laptop and speaker
C. Strips of Colored Paper, Tape and
Marker
Preliminary Activities/ Routines/Checking
of Attendance/Classroom Management
Etc.
VOCABULARY ENHANCEMENT
2.Giving of the WORD for TODAY
PREVALENT
-adjective
-(prevalentl)
-accepted, done, or happening often or
over a large area at a particular time,
common or widespread
-These kinds of accidents seen in
places where mobiles are prevalent.
UNFREEZING ACTIVITY
To catch students’ attention, the teacher,
the teacher plays a video clip of the
STRETCHING SONG.
1. The teacher gives intruction on what

B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
students should do during the song.
The students perform the activity.
PRETEST
See attached paper for pretest.
CONTINUATION..
WALKING SONG. the students should do during the song.
4. The teacher gives intruction on what the The students perform the activity.
students should do during the song.
The students perform the activity.
YOUR INITIAL TASKS Task 9 For SIGNIFICANT HUMAN
Task 1 Three Minutes Letter Search Riddle EXPERIENCES
Game Reading a poem paves the way to making
 Read each statement closely, and search meaning in life. It allows you to
for the missing letter as suggested share certain experiences. Oftentimes,
by each statement. you find you share something in common
1. I am the first letter of right. with that experience that makes the poem
2. You’ll find me in boar but not in bear. meaningful. This is when you think back
3. I’m in the middle of ceiling. and recall a time when you have much in
4. You’ll find me in ore but not in our. common with the same experience than
5. I have the sound of sea. what you originally thought. The poem
speaks to you as you explore the human
 Put the letters together to come up with condition.
the answer to this riddle. What is it in life
that I have to perform? Now, find out how the poem “The SEVEN
AGES OF MAN” from the
ROLE in Life that I comedy “AS YOU LIKE IT” by William
Interests me most Shakespeare provides cherished pieces
I prefer or enjoy doing of information about the human condition.
I like best Puts me in a happy mood  Listen to your teacher read the poem.
Talents /Things I can do well  As you listen to your teacher read the
Reasons poem, read it silently and watch out for
words which are difficult for you to
Task 3 INSPIRATIONS understand. List them in your vocabulary
You admire people primarily because of the roles they
perform in making a difference not only in their lives, notebook and have them as entries in
but also in others’ lives. They inspire you because your word bank.
they have achieved something special in the field that
also interests you.
 Pair up and reflect on these questions:
- Who do you consider as an inspirational person who
is very effective in performing his/her role in life?
- What do you think are his/her qualities that lead
him/her to become
successful in performing his/her role in life?
 Recall the name of the person (you know personally
or through reading or
through watching a movie) who has been successful
in performing an important role in his/her life.
 List the qualities of this person that you and others
share.
Task 4 EFFECTIVE? PARTIALLY… DISCUSSION OF THE SEVEN AGES OF
INEFFECTIVE? MAN
 Interview at least five classmates and find
out how they perform their roles in
life.

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads for Formative Assessment
3)
G. Finding practical applications of
concepts and skills in daily living
 Note their responses.
 Copy the chart shown below and plot it
with the entries called for.
CONTINUATION.. Task 5 LOOKING BACK
Obviously, you are aware that life is a
continuos 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 the most important
one for you?
 Think of how it differs from the role you
are playing now.
 Plot what were the roles you played
before, what role you are playing now
and what you hope to play in the future.
 Specify how you feel about it and how you
fare in performing it.
CHECKING OF OUTPUT CHECKING OF OUTPUT
1.Have the students exchange papers for the 2.Have the students exchange papers for
checking of their work. the checking of their work.
The teacher will discuss on ho wthey arrive to The teacher will discuss on ho wthey arrive
those answers.. to those answers..
CONTINUATION.. Task 8 Ten minutes IMAGE Talk
Although it is never stated, you as a reader/
viewer can infer thoughts,
feelings and intention based on the details
of information presented in the photo /
picture or drawing. You can focus on the
lines, angles, colors, even shapes of the
objects/ images presented and relate them
to real life experiences for you to
understand its message/ meaning.
INSIGHTS SHARING INSIGHTS SHARING
1.Have each student discuss his/her ideas with 1.Have each student discuss his/her ideas
a partner. with a partner.
2.Have each pair join another pair to expand 2.Have each pair join another pair to
their sharing. expand their sharing.
EXPLANATION
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 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.
CHECKING OF OUTPUT
3.Have the students exchange papers for
the checking of their work.
The teacher will discuss on ho wthey
arrive to those answers..
CONTINUATION..
INSIGHTS SHARING
1.Have each student discuss his/her ideas
with a partner.
2.Have each pair join another pair to
expand their sharing.
 3. Call on a few students to share their small 3. Call on a few students to share their 3. Call on a few students to share their
group discussion. small group discussion. small group discussion.

4. Synthesize the lesson. 4. Synthesize the lesson. 4. Synthesize the lesson.

H. Making generalizations and DIGGING DEEPER DIGGING DEEPER DIGGING DEEPER

abstractions about the lesson
1. Have the students summarized what they 1. Have the students summarized what 1. Have the students summarized what
have learned for today’s lesson. they have learned for today’s lesson. they have learned for today’s lesson.

2.The teacher gives necessary 2.The teacher gives necessary 2.The teacher gives necessary
corrections/additional insight regarding the corrections/additional insight regarding the corrections/additional insight regarding the
lesson lesson lesson

I. Evaluating learning CHECKING, RECORDING, SUGGESTING CHECKING, RECORDING, SUGGESTING CHECKING, RECORDING,
SUGGESTING
1. The teacher checks and records students 1.The teacher checks and records students
work. work. 1. The teacher checks and records
students work.
2. The teacher makes necessary comments or 2.The teacher makes necessary comments
suggestions on the students’ output. or suggestions on the students’ output. 2. The teacher makes necessary
comments or suggestions on the students’
output.

J. Additional activities for application AGREEMENT/REMINDERS AGREEMENT/REMINDERS CONTINUATION

for remediation
Hopefully, through your understanding of the In small groups of five, read the poem,
overriding and underlying “The SEVEN AGES OF MAN” from
concepts plus the tasks / activities you’ve the comedy “AS YOU LIKE IT” by William
engaged in in this lesson you’ll surely be Shakespeare aloud.
able to answer the FOCUS (BIG ) Questions:  Decide who will be the first, second, third,
What roles can I perform that will make a fourth and fifth readers.
difference in my life?  Try to make the meaning of the words
Why is it important to recognize my roles in come alive through using good
life? expressions.
How can I perform my roles in life effectively?  Remember to produce the correct critical
consonant sounds in words like: in
/s/ - s, z, sh, or zh.
e.g sooth - /s/ zoo - /z/ shoe-/sh/ sure /zh/
 Watch out for words in the poem that have
the same sounds.

4. REMARKS
5. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisor can provide for you so when you meet them, you
can ask them relevant questions.
A. No. of learners who earned 80% on the
formative assessment
 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.
E. Which of the teaching strategies worked
well? Why did these work?

F. What difficulties did I encountered which

my principal or supervisor can help me
solve?

G. What innovation or localized materials

did I used/ discover which I wish to share
with other teachers?

Narrative Reflection

(Above information came from Division Memorandum 194, s. 2016 dated June 8, 2016)

Prepared by: Checked by:

JENNIFER M. OESTAR ALODIA A. ALBESTOR

Secondary School Teacher I Senior High Academic Coordinator
Noted by:

ALLAN E. DATA
Principal II