DAILY LESSON LOG School SALVADOR INTEGRATED SCHOOL Grade Level 9

Teacher OLIVER JAY B. PASION Learning Area ENGLISH

Teaching Dates and Time OCTOBER 16-20, 2023 (M-F) Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
Pages
3. Textbook pages
4. Additional Materials
from Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
The learner demonstrates an 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.
The learner actively participates in a speech choir by using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial
Expressions, Body Movements/ Gestures, and Audience Contact
Employ the appropriate communicative styles for various situations (intimate, casual, conversational, consultative, frozen).
Employ the appropriate communicative styles for various situations.
Casual Communicative Style: Conversational Communicative Style Consultative Communicative Style Persuasive Communicative Style
Students will be able to engage in casual  Understand the key elements By the end of this lesson, students By the end of this lesson, students
communicative style conversations using of effective conversational will be able to understand and apply will be able to improve their
appropriate language, expressions, and communication. consultative communicative style in communicative skills by discussing
tone.  Apply these elements in a professional context. and analyzing the movie Frozen,
practice during a guided engaging in group discussions, and
conversation. practicing persuasive writing.
 Reflect on their
communication skills and
identify areas for
improvement.
Self-Learning Modules Self-Learning Modules Self-Learning Modules Self-Learning Modules
Self-Learning Modules Self-Learning Modules Self-Learning Modules Self-Learning Modules
Downloaded supporting materials Downloaded supporting materials Downloaded supporting materials Downloaded supporting materials
PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation

Address: Salvador, Santiago City

Telephone No.: 0915-133-2426
Email Address: salvador.es1957@gmail.com
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts
and practicing new skills #1
Address: Salvador, Santiago City
Telephone No.: 0915-133-2426
Email Address: salvador.es1957@gmail.com
Prayer Prayer Prayer Prayer
Reminders Reminders Reminders Reminders
Orientation Checking of attendance Checking of attendance Checking of attendance
Checking of attendance
Begin the lesson by discussing the Recall the past lesson. Recall the past lesson. Recall the past lesson.
importance of informal, casual Begin the lesson by asking students if
communication in daily life and social they have watched the movie Frozen.
interactions. Encourage them to share their initial
Share the objective of the lesson: to thoughts and feelings about the
understand and use casual movie.
communicative style effectively.
Introduce students to common casual Begin the lesson by asking students Begin the lesson by discussing the Show a selected scene or a trailer
expressions, slang, and colloquialisms what they think effective importance of effective from Frozen, providing context and
used in informal conversations. communication means and why it's communication in professional discussing key elements of the movie.
important. settings. Ask students to share their You can choose an iconic scene like
Share the lesson's objectives with the thoughts on what they believe "Let It Go" or the opening sequence
class. makes a good communicator. to spark interest and engagement.
Define the consultative
communicative style: It involves
active listening, asking open-ended
questions, and engaging in a
respectful and collaborative
conversation. Explain that it's a
vital skill in professional life.
Create a list of these expressions on the Use the whiteboard to list the key Conduct a short presentation or Provide each group with a handout
whiteboard. elements of effective communication. discussion (using the whiteboard or containing discussion questions
Discuss the meanings and usage of these These might include: slides) on the key elements of related to the movie. Questions may
expressions, ensuring students consultative communication, include:
understand when it's appropriate to use Active listening including: What is the central theme of the
them. Body language movie?
Clear and concise language Active listening: Paying full How do the characters change
Empathy attention, making eye contact, throughout the story?
Respect nodding, and paraphrasing to show What lessons can we learn from the
Asking open-ended questions understanding. characters and their experiences?
Maintaining eye contact Open-ended questions: Explain
Using appropriate tone and volume what open-ended questions are and
provide examples.
Collaborative conversation:
Emphasize the importance of

E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (Leads
to formative assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
Address: Salvador, Santiago City
Telephone No.: 0915-133-2426
Email Address: salvador.es1957@gmail.com
Play an audio or video clip of a casual
conversation (e.g., a podcast segment or
a movie scene).
Ask students to listen and take notes on
the casual language and expressions they
hear.
Discuss the clip as a class, pointing out
the informal language and its role in the
Divide the class into pairs or small
groups.
Provide each group with a handout
containing casual conversation prompts.
Instruct students to have a short
conversation using the prompts while
incorporating casual language and
expressions.
Afterward, each group presents their
conversation to the class for feedback.
Assign pairs or groups of student specific
scenarios where casual communication is
appropriate, such as a casual gathering
with friends or a coffee shop chat.
Have students perform role-plays based
on these scenarios, using casual language
and expressions.
Encourage classmates to provide
Provide students with a handout that
outlines conversation tips and
techniques. Discuss these tips as a
class, emphasizing the importance of
each.
Distribute slips of paper with different
conversation scenarios to each group.
These scenarios could involve
conflicts, decision-making, or sharing
personal experiences.
Instruct students to apply the
conversation tips and techniques
discussed in Activity 2 during their
conversations. They should aim for
effective and respectful
communication.
After the conversation, have a brief
discussion with the class about their
experiences. Ask for examples of good
communication during the activity.
Have students individually reflect on
their own communication skills during
the guided conversation. What did they
do well? What areas can they improve?
Have them jot down a few notes.
mutual respect, avoiding
interrupting, and seeking common
ground.
Divide the students into pairs or
small groups. Provide each group
with a scenario or case study related
to a professional setting (e.g., a
business meeting, job interview, or
team project). Ask them to practice
consultative communicative style
by playing out the scenarios.
Afterward, discuss the results and
what they learned from the
exercise.
Engage the whole class in a
discussion about the group
exercises. Ask students to share
their experiences, challenges, and
insights from practicing
consultative communication.
Encourage them to identify how
these skills could be useful in their
future careers.
Have students individually reflect
on their own communication skills
during the guided conversation.
What did they do well? What areas
can they improve? Have them jot
down a few notes.
In their small groups, students discuss
the questions and share their thoughts
with each other.
Encourage each group to select a
representative who will share their
group's insights with the whole class.
Invite each representative to share
their group's thoughts, encouraging
class discussion.
Facilitate the discussion by asking
follow-up questions and providing
your own insights.
As a follow-up activity, instruct
students to choose a character or
theme from the movie Frozen and
write a persuasive paragraph on why
it is essential or meaningful to them.
Encourage them to use persuasive
language and provide specific
examples from the movie to support
their points.
Have students individually reflect on
their own communication skills
during the guided conversation. What
did they do well? What areas can
they improve? Have them jot down a
few notes.

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
constructive feedback.
Wrap up the lesson by discussing the
challenges and benefits of using casual
communicative style.
Ask students how they can apply what
they've learned in their daily lives.
Paper and pen evaluation
Invite a few students to share their
reflections with the class.
Summarize the key points of the
lesson, emphasizing the importance of
effective communication in various
aspects of life.
Paper and pen evaluation
Summarize the key points of the
lesson and emphasize the
importance of consultative
communication in professional
settings.
Paper and pen evaluation
.
Have a few students read their
persuasive paragraphs to the class,
allowing for peer feedback.
Summarize the key points of the
lesson and encourage students to
apply their improved communicative
skills to other literary works and
discussions.

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 lesson 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 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 by: Recorded: Checked: Approved:

OLIVER JAY B. PASION JERIC S. DANIELES ROBERTO V. DULDULAO JR. RECHELYN B. CONSTANTINO
Teacher Assistant JHS Coordinator Master Teacher I School Head

Address: Salvador, Santiago City

Telephone No.: 0915-133-2426
Email Address: salvador.es1957@gmail.com
Address: Salvador, Santiago City
Telephone No.: 0915-133-2426
Email Address: salvador.es1957@gmail.com