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ENGLISH 9
DAILY LESSON
LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC Code
for each)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
School CALBAYOG CITY NATIONAL HIGH SCHOOL Grade level GRADE 9
Teacher RUFA C. SUMAYO Learning Area ENGLISH 9
Teaching Dates and Time MARCH 11-15, 2024 Quarter THIRD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
9 OBLIQUE, 10:15-11:15
9 DIOPHANTINE, 1:00-2:00
STE 9 ZAMMORA, 2:00-3:00
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging
values in a changing world; also, how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus
direct and indirect speech to enable him/her competently performs in a full-length play.
The Learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
MELC 3: MELC 3: MELC 3:
Judge the Judge the Judge the
MELC 3:
validity of the evidence validity of the evidence validity of the evidence
Judge the
listened to (read) listened to (read) listened to (read) EN9LC-
validity of the evidence
EN9LC-IVh-2.15 IVh-2.15
EN9LC-IVh-2.15 listened to (read) EN9LC- Catch-up Friday
Determine whether IVh-2.15
A. Evaluate the evidence Evaluate the evidence Judge the validity of the
arguments and presented in a claim evidence read
conclusions are logical or presented in a claim
illogical
LAS, laptop, LED TV LAS, laptop, LED TV LAS, laptop, LED TV LAS, laptop, LED TV
What was our lesson last Word Map What is evidence? Building Vocab
meeting? Let students write as How do we evaluate the Present to the students’ .
How do determine if a many words as they can validity of the evidence loan words coming from the
claim is invalid? associate with the word presented in a claim? French via context clues.
evidence.
Determine whether Evaluate the evidence Evaluate the evidence Judge the validity of the

the lesson
C. Presenting examples/
instances
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 2)
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arguments and presented in a claim presented in a claim evidence read
conclusions are logical or
illogical
Present to the students Process of Evaluation:
the following statements:
1. Milk is better than What is the claim of the
coffee. author in the text?
2. The Earth The author claims
revolves around that life becomes more
the sun. meaningful after the age
3. The sky is blue. of 40 and around 50s.
4. One must be
beautiful to be What is the reason
loved truly. given?
5. There are people The author said that the
on earth. wisdom gain and the
endless possibilities of
Process questions: reinventing or
1. What have you discovering the self.
observed about
the statements What is the evidence
above? presented?
2. What do you call The author cited the
the first study conducted at the
statement? The University of Georgia
second? And so and said that the largest
on? percentage chose their
50s as the most
satisfying period of their
lives.
Discuss what is opinion Discuss how to analyze
and what is fact. evidence and how to
evaluate an evidence
presented.
Discuss what is an
illogical and logical
argument and
conclusion.
Let students answer the
activity set forth in the
LAS
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G. Finding practical Why do we have to
applications of concepts and determine the logic of a
skills in daily living certain statement?

H. Making generalizations and Remember that When we evaluate

abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application
evaluating an argument evidence, we go beyond
or conclusion must be simply describing what it is
based on fact and not on and how it relates to the
opinion. The following claim. We also say whether
pointers may help give a it is good or bad
logical evaluation.
Present to students Let students do the activity From the pieces of
arguments and presented in the LAS evidence you have
conclusions, have them identified from Activity 2,
determine whether the judge the validity of the
they are logical or evidence by checking the
illogical. statements below if they
met the criteria of a valid
evidence.

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
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
 DepedK12.blogspot.com
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?