GRADES 1 to 12 School: Polangui General Comprehensive High School Grade Level: 9

DAILY LESSON Teacher: MARY LYN R. OBEJAS Learning Area: English

LOG Teaching Dates and Time: February 20-24, 2023 Quarter: 3rd
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
 OBJECTIVES 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 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 connecting to the world; also how to use
ways of analyzing one-act play and different forms of verbals for him/her to skillfully perform in a one-act play.
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LT-IIIa-16: Analyze EN9LT-IIIa-16: Analyze EN9F-IIIb-3.11: Produce EN9F-IIIb-3.11: Produce Remedial/Enhancement
Competencies/Objectives: literature as a means of literature as a means of the English sounds correctly the English sounds correctly Reading Schedule/ICL
Write the LC Code for each connecting to the world. connecting to the world. and effectively when and effectively when
EN9LC-IIIb-6.3: Reflect on EN9LC-IIIb-6.3: Reflect on
delivering lines in a one-act delivering lines in a one-act
the ideas of the speaker the ideas of the speaker
play. play.
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.
I. CONTENT Lesson 2: Making a Difference

II. LEARNING 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
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References Textbook Texbook Texbook Texbook
1. Teacher’s Guide Pages P 141-152 P 141-152 P 153-165 P 152-155
2. Learner’s Materials Pages P 240-251 P 240-251 P 252-299 P 252-299
3. Textbook Pages P 240-251 P 240-251 P 252-299 P 252-299
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Pictures, Manila Paper Manila Paper, chalk Manila Paper, chalk, speaker Manila Paper, chalk, speaker

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. PROCEDURES 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.
A. Reviewing Previous Lesson or Ask: What was the theme Ask: What was the theme Work on Task 13 – Sounding Work on Task 13 – Sounding Remedial/Enhancement
Presenting the New Lesson of the poem, “The of the poem, “The Words Words Reading Schedule/ICL
Telephone” by Edward Telephone” by Edward
Field? What did you learn Field? What did you learn
from it? from it?
B. Establishing a Purpose for the Let the students play a Let the students play a Sound the voice Th, and Sound the voice Th, and
Lesson game where they will game where they will voiceless th, b, and v, p and f. voiceless th, b, and v, p and f.

C. Presenting Examples/Instances
of the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
complete the puzzle
pieces. The picture that will
be formed is a telephone.
Ask: What is the
importance of using a
telephone? How would you
respond to an emergency?
Listen to the radio play/
Read the script (literary
text) Sorry, Wrong
Number”
complete the puzzle pieces.
The picture that will be
formed is a telephone.
Ask: What is the Answer Task 13 – Drill on Answer Task 13 – Drill on
importance of using a pronouncing words. pronouncing words.
telephone? How would you
respond to an emergency?
Listen to the radio play/ Work on Task 13-A. Group Work on Task 13-A. Group
Read the script (literary students and assign them students and assign them
text) Sorry, Wrong Number” vowel sound, and read the vowel sound, and read the
given pronunciation drill. given pronunciation drill.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
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.
Let the students answer Let the students answer Answer Task 13.Read the Answer Task 13.Read the Remedial/Enhancement
Task 8 – Crossing the Task 8 – Crossing the sentences with words used in sentences with words used in Reading Schedule/ICL
difficulties on page 252. difficulties on page 252. the drill. the drill.

F. Developing Mastery
(Leads to Formative Assessment
3)
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
The students will answer
Task 10 – Delving Deeper
on page 252-253.
Ask: “As students, how
would you respond to an
emergency?”
The students will answer
Task 10 – Delving Deeper
on page 252-253.
Ask: “As students, how
would you respond to an
emergency?”
Let the students perform a
dialog, or reading a tongue
twister sentence drill with the
words found in the list.
Review reading of the script
of radio play taken up in the
previous lesson.
Let the students perform a
dialog, or reading a tongue
twister sentence drill with the
words found in the list.
Review reading of the script
of radio play taken up in the
previous lesson.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
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.
Complete the sentence: Complete the sentence: Ask the students; Ask the students;
Today, I realized... Today, I realized...
Why there is a need to Why there is a need to
pronounce the words pronounce the words
correctly? correctly?

I. Evaluating Learning The learners will be given a The learners will be given a Graded reading of tongue Graded reading of tongue
15-item quiz about the 15-item quiz about the twisters. Focus on the twisters. Focus on the
lesson. lesson. production of vowel sounds. production of vowel sounds.
 J. Additional Activities for Answer Task 11 – Firming Answer Task 11 – Firming Read more tongue twisters. Read more tongue twisters.
Application or Remediation Up on page 253. Up on page 253.

V. REMARKS

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 well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I used/discover which
I wish to share with other teachers?

Prepared by: Checked:

MARY LYN R. OBEJAS MILDRED S. BARIA ALICIA R. LIM, ED.

Teacher I HT III, English Principal IV, PGCHS

GRADES 1 to 12 School: Polangui General Comprehensive High School Grade Level: 9

DAILY LESSON Teacher: NENELY M. RANCES Learning Area: English

LOG
 OBJECTIVES
D. Content Standards:
E. Performance Standards:
F. Learning
Competencies/Objectives:
Write the LC Code for each
IV.CONTENT
V. LEARNING
RESOURCES
C. References
5. Teacher’s Guide Pages
6. Learner’s Materials Pages
7. Textbook Pages
8. Additional Materials from
Learning Resource (LR)
portal
D. Other Learning Resources
VI. PROCEDURES
K. Reviewing Previous Lesson or
Presenting the New Lesson
L. Establishing a Purpose for the
Lesson
M.Presenting Examples/Instances
Teaching Dates and Time: February 20-24, 2023 Quarter: 3rd
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 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.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to use
ways of analyzing one-act play and different forms of verbals for him/her to skillfully perform in a one-act play.
The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
EN9LT-IIIa-16: Analyze EN9LT-IIIa-16: Analyze EN9F-IIIb-3.11: Produce EN9F-IIIb-3.11: Produce Remedial/Enhancement
literature as a means of literature as a means of the English sounds correctly the English sounds correctly Reading Schedule/ICL
connecting to the world. connecting to the world. and effectively when and effectively when
EN9LC-IIIb-6.3: Reflect on EN9LC-IIIb-6.3: Reflect on
delivering lines in a one-act delivering lines in a one-act
the ideas of the speaker the ideas of the speaker
play. play.
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.
Lesson 2: Making a Difference
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 as paper-based materials. Hands-on learning promotes concept development.
Textbook Texbook Texbook Texbook
P 141-152 P 141-152 P 153-165 P 152-155
P 240-251 P 240-251 P 252-299 P 252-299
P 240-251 P 240-251 P 252-299 P 252-299
Pictures, Manila Paper Manila Paper, chalk Manila Paper, chalk, speaker Manila Paper, chalk, speaker
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.
Ask: What was the theme Ask: What was the theme Work on Task 13 – Sounding Work on Task 13 – Sounding Remedial/Enhancement
of the poem, “The of the poem, “The Words Words Reading Schedule/ICL
Telephone” by Edward Telephone” by Edward
Field? What did you learn Field? What did you learn
from it? from it?
Let the students play a Let the students play a Sound the voice Th, and Sound the voice Th, and
game where they will game where they will voiceless th, b, and v, p and f. voiceless th, b, and v, p and f.
complete the puzzle complete the puzzle pieces.
pieces. The picture that will The picture that will be
be formed is a telephone. formed is a telephone.
Ask: What is the Ask: What is the Answer Task 13 – Drill on Answer Task 13 – Drill on
importance of using a importance of using a pronouncing words. pronouncing words.
 of the Lesson telephone? How would you telephone? How would you
respond to an emergency? respond to an emergency?

N. Discussing New Concepts and Listen to the radio play/ Listen to the radio play/ Work on Task 13-A. Group Work on Task 13-A. Group
Practicing New Skills #1 Read the script (literary Read the script (literary students and assign them students and assign them
text) Sorry, Wrong text) Sorry, Wrong Number” vowel sound, and read the vowel sound, and read the
Number” given pronunciation drill. given pronunciation drill.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

V. PROCEDURES
O. Discussing New Concepts and
Practicing New Skills #2
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.
Let the students answer Let the students answer Answer Task 13.Read the Answer Task 13.Read the Remedial/Enhancement
Task 8 – Crossing the Task 8 – Crossing the sentences with words used in sentences with words used in Reading Schedule/ICL
difficulties on page 252. difficulties on page 252. the drill. the drill.

P. Developing Mastery
(Leads to Formative Assessment
3)
Q. Finding Practical Applications
of Concepts and Skills in Daily
Living
The students will answer
Task 10 – Delving Deeper
on page 252-253.
Ask: “As students, how
would you respond to an
emergency?”
The students will answer
Task 10 – Delving Deeper
on page 252-253.
Ask: “As students, how
would you respond to an
emergency?”
Let the students perform a
dialog, or reading a tongue
twister sentence drill with the
words found in the list.
Review reading of the script
of radio play taken up in the
previous lesson.
Let the students perform a
dialog, or reading a tongue
twister sentence drill with the
words found in the list.
Review reading of the script
of radio play taken up in the
previous lesson.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

VII. PROCEDURES
R. Making Generalizations and
Abstractions about the Lesson
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.
Complete the sentence: Complete the sentence: Ask the students; Ask the students;
Today, I realized... Today, I realized...
Why there is a need to Why there is a need to
pronounce the words pronounce the words
correctly? correctly?

S. Evaluating Learning
T. Additional Activities for
Application or Remediation
The learners will be given a
15-item quiz about the
lesson.
Answer Task 11 – Firming
Up on page 253.
The learners will be given a
15-item quiz about the
lesson.
Answer Task 11 – Firming
Up on page 253.
Graded reading of tongue Graded reading of tongue
twisters. Focus on the twisters. Focus on the
production of vowel sounds. production of vowel sounds.
Read more tongue twisters. Read more tongue twisters.

VIII. REMARKS
 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?
IX. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
H. No. of learners who earned 80% in
the evaluation
I. No. of learners who require
additional activities for remediation
J. Did the remedial lessons work?
No. of learners who have caught up
with the lesson
K. No. of learners who continue to
require remediation
L. Which of my teaching strategies
work well? Why did these work?
M. What difficulties did I encounter
which my principal or supervisor
can help me solve?
N. What innovations or localized
materials did I used/discover which
I wish to share with other teachers?

Prepared by: Checked:

NENELY M. RANCES MILDRED S. BARIA ALICIA R. LIM, ED.

Master Teacher I HT III, English Principal IV, PGCHS