Republic of the Philippines

Department of Education
REGION I
Pangasinan Schools Division Office II

Daily Lesson Log

S.Y. 2022-2023
School MALICO NATIONAL HIGH SCHOOL Grade IX
I. OBJECTIVES Level
DAILY The learner demonstrates understanding
Teacher of how
MRS. Anglo-American
JOVIEJANE literature and other text types serveLearning
T. SEGUNDO as means of connecting to the
Area world; also how to use
ENGLISH
Content
LESSON Standard ways of analyzing one-act play and different forms of verbals for him/her too skilfully perform in a one-act play.
Teaching Dates and
LOGPerformance The February 20-24, 2023 Quarter
learner skilfully performs in one-act play through
Time utilizing
(3:00-4:00 PM) effective verbal and non-verbal strategies and ICT resources based onThird the following criteria:
Standard Focus, Voice, Delivery, and Dramatic Conventions.
Learning EN9LT-IIIa-20.1: Explain EN9WC-IIIb-9.4: • Evaluate student
Competency/ies EN9G-IIIa-21: EN9G-IIIa-21: how elements specific to a one- Identify types and features learning at the end of an
Use verbals. Use verbals. act play contribute to the of a play synopsis instructional unit;
development of its theme. EN9WC-IIIe-9.5: Use • record the level of
EN9LT-IIIa-16.1: Identify
literary devices and knowledge about the
the distinguishing features of
techniques to craft a play given topic or topics.
Anglo-American one-act plays
synopsis
II. CONTENT MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Theme: Connecting to the World Theme: Connecting to the World Theme: Connecting to the World Theme: Connecting to the World Theme: Connecting to the World
Sub-Theme: Through Technology Sub-Theme: Through Technology Sub-Theme: Through Technology Sub-Theme: Through Technology Sub-Theme: Through Technology

Gerund and Its Uses Gerund and Its Uses Elements of One-Act Play Elements of One-Act Play
Evaluation for Lesson 1
III.LEARNING
RESOURCES
A. References
1.Teacher's Guide pages
2. Learner's Materials pages A Journey through Anglo-American A Journey through Anglo-American A Journey through Anglo-American Literature A Journey through Anglo-American A Journey through Anglo-American
Literature Learner‘s Material for English Literature Learner‘s Material for English Learner‘s Material for English Literature Learner‘s Material for English Literature Learner‘s Material for English
pp. 255-257 pp. 255-257 pp. 255-257 p. 259 pp. 255-257
3. Textbook pages
4.Additional materials from LRMDS
portal
B. Other Learning Worksheets, Illustrations Worksheets, Illustrations Monitor and Speaker, Worksheets Illustration PowerPoint Presentation, Paper and Pen
Materials
Boards
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
What is a gerund? Give Work with a partner. How would you recount a Have you already seen a What are the techniques
the new lesson some examples and use Convert the following story that captured your stage play? Are you and guidelines on how to
them in a sentence. verbs to gerund and interest? familiar with techniques craft a play synopsis?
 construct and guidelines on how to
sentences using its Students recall the craft a play synopsis if you
varied functions. play/drama they have will be asked to write one?
1. run 4. beat watched before and narrate
2. buy 5. sit the events to the class.
3. sell
B. Establishing a TASK 1: GETTING INTO THE
purpose for the lesson
WORLD OF LAUGHTER AND TASK 1:
TEARS BRAINSTORMING
A. AGREEING-DISAGREEING
Put a check mark if you agree
with the statement; if you
In writing a play synopsis,
disagree. can we include anything
Explain your answer to your that does not appear in the
partner. (LM, p.257) original text? Are we to
______ 1. Theater is the same include personal comments
as theatre. or evaluation?
______ 2. Drama is different
from a play.
______ 3. A script is written
conversation in a play.
______ 4. A change in time is
one scene in a play.
______ 5. A one-act play has
all the elements of drama

C. Presenting
examples/ instances of
TASK 2: CHARACTER MAP TASK 2: LOOKING
the new lesson Students choose a seatmate CLOSER
and describe him or her by Read the following plot
completing the character map. summary or synopsis of
―Sorry, Wrong Number‖.
TASK 3: SET IT IN!
(LM, p.259)
Students, in a group of three,
describe something they
see inside the classroom. The
teacher guides a discussion
about setting by saying, "If we
were characters in a story,
then our classroom would be
the setting. It is where our
story takes place. The setting
can be location, weather,
or time." Then, students have to
illustrate their setting in an
 illustration board.
D. Discussing new Discuss the following TASK 3: SYNOPSIS
concepts and practicing
new skills #1 keypoints : TASK 4: PROBLEM AND CRITIQUING
A gerund is usually defined SOLUTION Analyze further the given
as a word ending in –ing Students watch the story of the synopsis above. Use the
that is formed ―Three Little Pigs‖ and checklist below in
from a verb and that identify the problem and evaluating. Put in the
functions as a noun the solution of the problem in statements that are
specifically used as a the story.
satisfied.
subject, a subjective
complement, an object of
the preposition, a direct
object, and an appositive.
Examples:
Subject: Exercising is good
for our health.
Subjective complement:
Lyka’s favorite exercise is
jogging.
Object of a preposition:
Merla keeps herself in good
shape by dancing.
Direct object: Lester does
boxing in the gym twice a
week.
Appositive: My only
exercise, walking, is not
taxing.
E. Discussing new Show sample sentences to Continue on presenting TASK 6: REVISITING THE Discuss on the Guidelines
concepts and practicing
new skills #2 lead on to the discussion of sample sentences of the 5 RADIO PLAY in Writing a Play
the 5 functions of a gerund functions of a gerund in a Refer to the one-act radio play Synopsis.
in a sentence (to be sentence (to be presented script to answer these
presented in a PowerPoint.) in a PowerPoint.) questions:
1. Is Sorry, Wrong Number a
one-act play?
2. The elements of a one-act
play are found in the script. Fill
in the grid below
with the needed information.
F. Developing mastery TASK 4: PRACTICE ZONE GIVING IT A TRY (10
Underline the gerund in minutes)
each sentence and give its See Task 1-b . “Your
use. Final Tasks” TASK 7: COMPLETE ME
a. Have students
 1. Helping a friend is an
automatic yes in your book.
2. Individuals may even get
mad for saying no to them.
3. Won‘t people see you as
jerk in refusing to help
them?
4. Her pastime, baking
cakes, proved very
lucrative.
5. Our art teacher
encouraged experimenting
on different colors.
6. She suggested going to
museum.
7. The miser hated
spending money.
8. Staying at home is her
form of relaxation.
9. He is afraid of hurting
your feelings.
10. Her par time job,
encoding data, gave her
extra money
G. Finding practical
applications of
concepts and skills in
daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
determine the use Based from the radio one-act
of underlined play, ―Sorry, Wrong
gerunds. Number”, complete the
Theme Graphic Organizer.
HONING SKILLS (15
minutes)
See Task 1-c . “Your Final
Tasks”
a. Make students find
the gerunds in
each sentence.
MASTERING IT! (20
minutes)
See Task 1-d. . “Your
Final Tasks”
a. Ask students to work in
pairs, discuss and
construct sentences
using the given verbs.
WRITTEN
PERFORMANCE:
Answer the teacher-made
test/quiz.
PERFORMANCE TASK:
Task 12 Act It Out SMALL
GROUP DISCUSSIONS
ACTIVITIES (SGDA)
Make your own eulogy about
the following extinct in
nature which could be an
INFORMATIVE,
PERSUASIVE or
 ARGUMENTATIVE text.
 dying river
 sterile field
 decaying animals
 cut down trees
J. Additional activities for
application remediation

V. REMARKS
Implemented Implemented Implemented Implemented Implemented

VI. REFLECTION
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 worked well?
Why did this work?
F. What difficulties did my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover that I wish to
share with other teachers?

Prepared by: Noted by:

JOVIEJANE T. SEGUNDO JOSEPHINE A. DAQUIGAN

Teacher III OIC, Office of the Principal