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. Level
DAILY
OBJECTIVE Teacher MRS. JOVIEJANE T. SEGUNDO Learning Area ENGLISH
SLESSON
LOG
Teaching Dates and February 27- March 3, 2023 Quarter
The learner
Time demonstrates understanding of how Anglo-American Third
literature and other text types serve as means of connecting to the world; also how to use ways
Content (3:00-4:00 PM)
of analyzing one-act play and different forms of verbals for him/her too skilfully perform in a one-act play.
Standard
Performance 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,
Standard Voice, Delivery, and Dramatic Conventions.
Learning EN9LT-IIIc-16: Analyze EN9F-IIIb-3.11: EN9V-IIId-29: Get familiar EN9G-IIIa-21:  Evaluate student
Competency/ie literature as a means of Produce the English sounds with the technical vocabulary learning at the end of
s connecting to the world EN9LT- correctly and effectively for drama and theatre (like Use verbals
an instructional unit;
IIIg-2.11: Determine tone, when delivering lines in a stage directions)
mood, technique, and purpose one-act play  record the level of
of the author knowledge about the
given topic or topics.
II. MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
CONTENT 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: Making a Difference Sub-Theme: Making a Difference Sub-Theme: Making a Difference Sub-Theme: Making a Difference Sub-Theme: Making a Difference

:“For Conversation, Press # 1” :Sounding Words : Types of Stage and Stage

by Michael Alvear : Gerunds and Its Uses EVALUATION for Lesson
Correctly - Four critical Directions
(Possessive Form of 2
consonant sounds Noun/Pronoun)
III.LEARNING
RESOURCES
A. References
1.Teacher's Guide pages Teacher‘s Guide pp. 147-148
2. Learner's Materials
pages
A Journey through Anglo-American Literature A Journey through Anglo-American A Journey through Anglo-American Literature A Journey through Anglo-American A Journey through Anglo-American
Learner‘s Material for English pp. 265-268 Literature Learner‘s Material for English Learner‘s Material for English Literature Learner‘s Material for English Literature Learner‘s Material for English
pp. 271-272 pp. 275-276 pp. 275-276 pp. 265-276
3. Textbook pages
4.Additional materials from
LRMDS portal
B. Other Learning Illustrations, Pen and Paper, Art Materials Multimedia Multimedia, picture Multimedia worksheet
Materials
IV.
PROCEDURE
S
A. Reviewing
previous lesson or
Give your comments about What are those sounds in Have you ever seen a stage What are the types of Discuss the function of the
presenting this quote. English that you find it play? Are you familiar with stages? noun pronoun in relation
the new lesson difficult to the type of stage used? If to the gerund.
produce/pronounce or you will be a stage
sometimes interchanged actor/actress, do you know
when pronounced? stage directions if the
director prompts you during
blockings?

B. Establishing a TASK 1: PICTURE ANALYSIS What TASK 1: STAGE PLAY

purpose for the
lesson can you say about these pictures? Do TICKETS ON THE HOUSE
you think they are important in our It‘s your lucky day. You will
everyday living? be given a chance to have a
free ticket to one of these
Filipino stage plays. You will
be picking a number via
draw lots and your teacher
will announce later to which
play you‘ll be an audience.
C. Presenting TASK 1: WORD BANK TASK 2: WHERE’S MY SEAT? Task 14 Sharing My World
examples/ ASK 2: WORD BANK Fill in each blank with the Now, you are already given A. Volunteering One’s Self
instances of the
new lesson Give a synonym for the following appropriate word from the your free tickets for the stage Read and study the
words: bank and using the pictures play. You might be curious to sentences.
1. Option – c __ o __ c __
as your hint. how the seats of the audience Processing:
2. Setback - __ r o __ l e __
3. Consequences - __ u t c __ m e are arranged so you‘ll check 1. Lead the students in
How do you pronounce in beforehand. The next pictures analyzing the sentences, by
4. Conceivable - p __ s s __ b l __ the following words? will show you the picture of the asking them what word
theatre for each play. Indicate introduces the phrase in
Did you notice any in which parts you as the italics and what they call this
difference? audience can sit. (e.g. front of phrase.
the stage, side of the stage) 2. Further ask students what
word comes before the
gerund in each sentence and
the function of the pronoun in
relation to the gerund.

D. Discussing
Read and analyze the text “For TASK 2: VIEWING TASK 3: FAMILIARIZING Discuss the following
new concepts and
practicing new Conversation, Press #1”. View a clip from WITH TYPES OF STAGES Teaching Points:
skills #1 https://www.youtube.com/ When you’re devising a drama, A gerund phrase begins with
 watch?v=2jxm7EeVXWs you’ll need to think about how
discussing the four critical to stage your performance and
consonant sounds and their what type of stage to use. With
IPA symbols. a partner, study the four types
of stage. Rearrange the letters
to find out the term for the
particular stage and identify the
play assigned with this type of
stage in your previous activity.
(LM, pp. 275-276) Have each
pair discuss further on the
type of stage assigned to
them.
E. Discussing new
concepts and
Model the enunciation of Study the stage layout and
practicing new four critical consonant directions. Directions are
skills #2 sounds. indicated based on the
actor‘s perspective
F. Developing TASK 3: UNDERSTANDING Have the whole class
mastery
THE TEXT. Answer the following read the given words. ASK 5: WORK WITH
questions related to the text that CELEBRITIES
you have read. Encircle the Ask the students to work Below are pictures of famous
letter of the answer that best teen celebrities
in four groups to practice
completes the statements. nowadays. Cut out their picture
reading the critical pairs. and paste them
to their stage assignment. The
last portion
indicates where they should be
positioned in the
stage layout.
a gerund, an- ing word, and
includes other modifiers
and/or objects. Gerund
phrases always function as
nouns, so they will be
subjects, subject
complements, or objects in
the sentence.
If a noun or pronoun
immediately precedes the
gerund and is a part of the
gerund phrase, it should be
in the possessive case, not
the objective. This noun or
pronoun implies the doer or
receiver of the gerund action
and is the word to which the
gerund refers to.
Make students work with a
partner, read the
paragraph, then underline
the gerundial phrases.
d. Living with Others
Ask students to work with a
partner in completing the
task.
Answer Key:
1. Lara’s 6. Your
2. Her 7. their
3. her 8. members’
4. my 9. your
5. our 10. her
G. Finding TASK 5: POSTER MAKING
practical
applications of Make a poster depicting the
concepts and
skills in daily
importance of human interaction
living rather than the use of
communications technology. Be
guided by the rubric
H. Making
generalizations and
abstractions about
the lesson
I. Evaluating Have each group present WRITTEN
learning
before the class and rate PERFORMANCE:
them with a rubric. Answer the teacher-made
test/quiz.

PERFORMANCE TASK:
TASK 4: WRITE SHOP
In a small group of 5,
students will write their own
version of the
synopsis of the play ―Sorry,
Wrong Number.
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