Grade

GRADES 1 to 12 School: MACABALAN NATIONAL HIGH SCHOOL Level: 9

DAILY LESSON LOG Learning
Teacher: MS. LAARNI JOYCE S. QUIÑONES Area: ENGLISH
Teaching Dates and
Time: October 25, 2023/11:15-12:05 am Quarter: 1ST GRADING

MONDAY

Objectives must be meet 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. OBJECTIVE GRADE 9 / 1ST QUARTER / MODULE 6/ LESSON 6 / COMMUNICATIVE STYLES/CASUAL

B. Content Standards:
C. Performance Standards:
The learner demonstrates understanding of how world literature and other text types serve as
ways of expressing and resolving personal conflicts, also how to use strategies in linking
textual information, repairing, enhancing communication public speaking, emphasis markers in
communicative style in casual form.
The learner composes a short by using communicative style in casual form.

D. Learning
Competencies/Objective EN10G-Ia-27: Employ the appropriate communicative styles for various situations
s: (intimate, casual,
Write the LC Code for each
conversational, consultative, frozen)
Teacher Approach: Constructivism
STRATEGIES Teaching Method: Deductive, Active-Lecture-Discussion
Teaching Technique: Video Presentation, Performance-based output, Assessment
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
Communicative Style-Casual Form
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.
II. LEARNING  Computer (laptop)
RESOURCES  Monitor (Television)
 Powerpoint Presentation by CANVA EDUCATION
 Modyul 6, Lesson 5
A. References Communicative competence through his/ her understanding of literature and other text types
for a deeper appreciation of World Literature, including Philippine Literature.
1. Teacher’s Guide Pages English 9/ Module 6/ Lesson 5/ Page 1 – 6

2. Learner’s Materials English 9/ Module 6/ Lesson 5/ Page 1 – 6

Pages

3. Textbook Pages English 9/ Module 6/ Lesson 5/ Page 1 – 6

4. Additional Materials Learning Resources Management and Development System (LRMDS)
from Learning
Resource (LR) portal
B. Other Learning Google, youtube.com, slideshare.net
Resources

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
III. PROCEDURES 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.

ACTIVITIES FOR The teacher in starting the lesson will show these following introductory activities to begin the
THE PREPARATION classroom discussion. He will begin with the prayer followed by checking of attendance and
OF THE LESSON giving of classroom rules and regulations.
 10 minutes

INDICATOR 4: Manage
classroom structure to engage
learners, individually or in groups,
in meaningful exploration,
discovery and hands-on activities
within a range of physical learning
environments.

INDICATOR 6: Use differentiated,

developmentally appropriate
learning experiences to address
learners’ gender, needs,
strengths, interests and
experiences.

A. Reviewing Previous
Lesson or Presenting the
New Lesson
 5 minutes
INDICATOR 6: Use differentiated,
developmentally appropriate
learning experiences to address
learners’ gender, needs,
strengths, interests and
experiences.
In your previous module, you studied about using conditionals in expressing
arguments. This time, you will study how to employ the appropriate communicative
style for various situations.
In order for us to understand the whole point in expressing arguments, we need to apply it
through using of Communicative styles-casual.
The teacher will be calling a representative from the class to review the class about the
previous lesson that the teacher have discussed. Furthermore, he will also ask the students
about its connection to the new lesson that we are going to discuss in class.

Deductive Teaching
Deductive Teaching. Topics are introduced by
Michael J. Prince presenting specific observations, case studies
Richard M. Felder or problems, and theories are taught or the
https:// students are helped to discover them only
onlinelibrary.wiley.com/ after the need to know them has been
doi/abs/10.1002/j established.
.2168-9830.2006.tb00884.x

B. Establishing a Purpose Enumerating the class objectives before the lesson starts to discuss.
for the Lesson

 3 minutes

INDICATOR 4: Manage
classroom structure to engage
learners, individually or in groups,
in meaningful exploration,
discovery and hands-on activities
within a range of physical learning
environments.
Think – Pair - Share
INDICATOR 5: Manage learner
Developer: Frank Lyman
behavior constructively by https://www.edtx.org/
applying positive and non-violent getattachment/81646a7e-4c57-
discipline to ensure learning- 42f8-a63f-c5c8f8bb775f/What-is-
focused environments. Think-Pair-Share

C. Presenting
Examples/Instances of
the Lesson
 5 minuto
INDICATOR 1: Apply knowledge
of content within and across
curriculum teaching areas.
INDICATOR 2: Use a range of
teaching strategies that enhance
learner achievement in literacy
and numeracy skills
D. Discussing New
Concepts and Practicing
New Skills #1
 10 minutes
INDICATOR 6: Use differentiated,
developmentally appropriate
learning experiences to address
learners’ gender, needs,
strengths, interests and
experiences.
E. Discussing New
Concepts and Practicing
New Skills #2
 5 minutes
INDICATOR 2: Use a range of
teaching strategies that enhance
learner achievement in literacy
and numeracy skills
INDICATOR 3: Apply a range of
teaching strategies to develop
critical and creative thinking, as
well as other higher-order thinking
skills.
After giving the classroom objectives for the lesson, the teacher will instruct the students to
find a partner and decipher the given MATCHING TYPE shown on screen. A total of three (3)
minutes shall be given to the students in able for them to decide for the correct answer. Only
those who raise their hand shall be allowed to give their answers.
Connecting the lesson/s to the things that are recently happening in the present time.
In HEALTH, Research has identified several
ways that communication can lead to better
health outcomes, such as reducing
medication errors, reducing hospital
readmissions, and increasing patient
satisfaction with their provider visits.
In HISTORY, the origin of communication itself
can be traced back since the origin of speech
circa 100,069 BCE. The use of technology in
communication may be considered since the
first use of symbols about 30,000 years BCE.
Among the symbols used, there are cave
paintings, petroglyphs, pictograms and
ideograms.
https://cesblog.sdsu.edu/what-are-the-benefits-of-effective-
communication-in-healthcare/#:~:text=Research%20has
%20identified%20several%20ways,satisfaction%20with%20their
%20provider%20visits.
https://en.wikipedia.org/wiki/
History_of_communication#:~:text=The%20history%20of
%20communication%20itself,%2C%20petroglyphs%2C
%20pictograms%20and%20ideograms.
Following the lesson/s that talks about formulating a statement of opinion or assertion.
The casual communicative style uses a
language used between friends, peers,
colleagues, or family. Most of the ambience
with this style is relaxed and very light. And so,
the participants may use group language only
members of the group can understand. Jargon,
slang, or the vernacular language are used.
The tone is conversational and interruptions are
very common. Also, nicknames are used in
addressing one another.
Active Lecture- Discussion
Giving important information regarding the lessons being discussed on the previous days and
can directly relate to the realms of society and community.
Lecture- Discussion
Students will arrange the
conversations in order-
Numeracy Skill.
https://www.investopedia.com/terms/c/
conflict-theory.asp#:~:text=Conflict
Numerical –
Literacy Integration
 F. Developing Mastery Sharing and giving summary about the lessons discussed by the teacher and comprehended
(Leads to Formative by the students.
Assessment 3)

 5 minutes

G. Finding Practical Casual style tends to adjust the culture of speaker in communication so it will be easy to be understood. Students
also can use the utterances in their daily life because most of the utterances are familiar for them.
Applications of Concepts
and Skills in Daily
Living

VALUES INTEGRATION:

Casual style tends to adjust the

culture of speaker in
communication so it will be easy to
be understood. Students also can
use the utterances in their daily life
because most of the utterances
are familiar for them.
Why should we speak kindly to
others?
Kind words and an open
mind and open heart create
the conditions for people with
differing views to come
together to do better. Unkind
words and a combative way of
communicating with others
causes discord and division.
We always have a choice in
the words we choose to speak,
and the manner we choose to
speak them in.

H. Making Generalizations Giving the students the summary of the lessons being discussed in class.
and Abstractions about
the Lesson

I. Evaluating Learning Giving of moving quiz in order to check in learners really do understand the discussion made
by the teacher.

 Learners’ will be given 3 minutes to answer the quiz. After which, the teacher together
with the learners will directly answer the given quiz.
J. Additional Activities for Reflection paper: Casual Communicative Process in Performance Task
Application or
 Remediation The student will be writing a CASUAL COMMUNICATIVE style writing to a friend concerning
about the things their Performance Task in Communicative Style assigned to them.

IV. 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?
V. 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 by: Noted by:

LAARNI JOYCE S. QUIÑONES ANICETA D. BATALLONES DR. NORMA B. DELIMA

English Teacher I Master Teacher I Secondary School Principal I