DAILY School TINAGO NATIONAL HIGH Grade 9 ( nine)

LESSO Level
SCHOOL
N Teacher VENUS M. SUÑER Learnin English
LOG g Area
Teaching Dates June 18, 2018 Monday
and Time
Grade 9-Amethyst
09:00am-10:am

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how
Anglo-American literature and other text types serve
as means of enhancing the self; also how to use
processing, assessing, summarizing information,
word derivation and formation strategies, appropriate
word order, punctuation marks and interjections to
enable him/her to participate actively in a speech
choir
B. Performance Standards 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.

C. Learning Competencies/Objectives Differentiate between informative journalistic and

literary writing.
EN9WC-Ib-8
II. CONTENT Differentiating between informative journalistic and
literary writing.
III. LEARNING RESOURCES
A. References English 9 A Journey Through Anglo –American
Literature
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp.47-47
3. Textbook Pages None
4. Additional Materials from Learning Manila paper, power point presentation, marker.
Resources
B. Other Learning Resources Curriculum guide p136
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Let the class recapitulate their previous lesson if what
new is their understanding about literature and how it does
lesson
affect their personal human expression. Call some
students to express his own understanding if how
literature does affects the life of a human.
B. Establishing a purpose for the lesson The teacher will ask the student to read the article two
times and after reading the teacher ask the student to
identify the type of text of the following articles as
journalistic, informative or literary writing.

After doing the task above, ask them write their ideas
about the features of a literary text and how each
should be write.
C. Presenting examples/instances of the new They need to understand the difference of what is
lesson informative, journalistic and literary writing and how
do they differ from each other. Let the class write
their own writing and choose from the three that they
like the most.
D. Discussing new concepts and practicing new Remind the students that in writing informative text,
skill journalistic and literary it should be concise and can
#1
be easily understand by the reader and it can be
recognize easily. Let the class know about the
meaning of its text before reading the following
 articles.
E. Discussing new concepts and practicing new
skill
#2
F. Developing Mastery Activity 1 (Group)
 Group the class into three (3). Each group
will be given an article to read in 10 minutes
once done reading, every member of the
group will cooperate in wre-writing the
article in a simplest way.
Activity 2 (Pair)
 Work with your peers an you both decide if
what type of text you are interested to wrote
and write it in a ½ sheet of your pad and put
your name above the text. Then read your
written text in front of the class aloud.

Activity 3 (Individual)
 Ask the student to look for an article/ any
article in an internet. Then let them identify
if what type of text.
 Ask them to write their own comments or
reactions about the article, each of them are
required to express their understanding of
the article.
G. Finding practical applications of concepts & Let the class create or write their own article using
skills in daily living any of the text such as journalistic, informative and
literary writing. Then you may focus on its
application to real life experience.
H. Making generalizations & abstractions about the Remind the class that in making and identifying the
lesson different text types. They should know first the
meaning of the following articles.
 Informative – Serves to inform, provides or
disclose information, instructive, instructional.
 Journalistic – Ratio, print, television and
online journalism that present information.
 Literary text – Literary text is defined as a
wide variety of imaginative and creative
writing that leads to the appreciation of the
cultural heritage of students. Literary is
defined as something related or associated
with literature or scholarly learning and
writing.
I. Evaluating Learning Direction: Differentiate whether it is a journalistic,
informative or a literary text.

______ 1. Social media has not been just a platform

for easy and simple advanced online marketing but it
has become a revolution of our century.
The following are list of positive and negative
effort of social media to users that need to
consider.
 Through social media you can keep in touch
with your friends and loved ones. (Positive)
 Cyber bullying is also the latest disadvantages
of social media. It includes mean text
messages or emails rumors sent by email or
posted on social working sites. (Negative)

______ 2. Pakistani brother’s sentenced to 12 years in

jail for cannibalism.
______ 3. Novels, shorts stories and poetry “The
 Hare and Tortoise”.

J. Additional activities for application or Remediation for those who would be failed:
remediation Homework:
Look for an old newspaper, then look for any
of the three informative. Journalistic and literary and
paste it in a short bond paper.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of learners who 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?
PREPARED: CHECKED:

VINUS M. SUÑER MICHAEL T. BULAWAN Date: _____________________________

Subject Teacher Instructor
Remarks:__________________________
 DAILY School TINAGO NATIONAL HIGH Grade 8 ( Eight)
LESSO Level
SCHOOL
N Teacher MICHAEL T. BULAWAN Learnin English
LOG g Area
Teaching Dates July 19, 2018
and Time
THURSDAY
Grade 8 Jupiter– 7:30-8:30

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: African
literature as a means of exploring forces that human
beings conntend with; variuos reading styles vis – à-vis
purposes of reading; prosodic features that serve as
carriers of meaning; ways by which information may be
organized, related, and delivered orally; and parallel
structures and cohesive devices in presenting
information.
B. Performance Standards The learner transfers learning by composing and
delivering an informative speech based on a specific
topic of interest keeping in mind the proper and effective
use of parallel structures and cohesive devices and
appropriate prosodic features, stance, and behavior.
C. Learning Competencies/Objectives EN8G-If-7: Use parallel structures
Specific Objective: Choose the sentence with parallel
structure
II. CONTENT
III. LEARNING RESOURCES
A. References English 8 Afro-Asian Literature
1. Teacher’s Guide Pages 49-50
2. Learner’s Material Pages 42
3. Textbook Pages None
4. Additional Materials from Learning Charts, Visual Aids, Cartolina and pen
Resources
B. Other Learning Resources www.slideshare,com
IV. PROCEDURES
 A. Reviewing previous lesson or presenting the new
lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the new lesson
Let the class have a recapitulation about yesterday’s topic
.. After the review, present to them the new lesson for
today
Ask the class to guess of what would be the objective for
today based on the given lesson . Elicit answer from the
class until they will get the answer
. Present the reading selection and give them enough time
to read.

D. Discussing new concepts and practicing new skill Discuss the first concept ( refer to the LM)and let the
#1 student practice it

E. Discussing new concepts and practicing new skill Discuss the second concept ( refer to the LM) and let
#2 the student practice i

F. Developing Mastery Let the students to have their board work in which
students will write their answer on the word.
Then give them group activity as well.
G. Finding practical applications of concepts & skills . Let the students apply what they have learned. Then let
in daily them share to the class
living
H. Making generalizations & abstractions about the Let the students answer the following questions as
lesson generalization
What are prosodic features?
How important are they in the delivery of the message.
I. Evaluating Learning Choose the sentence with parallel structure ( refer to
the ppt)

J. Additional activities for application or remediation Give the class another take home activities and
remediation especially for those who did not pass the
evaluation.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
who scored below 80%
C. Did the remedial lesson work? No. of learners who 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?
PREPARED: CHECKED:

MICHAEL T. BULAWAN JAIME G. DIANON Date:

_____________________________
Subject Teacher HT-III
Remarks:__________________________