Daily Lesson Plan (DLP)

Grade Level GRADE 9-

School PILI NATIONAL HIGH SCHOOL Confucius
GRADE 9-SSC
Galileo Galilei
Teacher JENNIFER P. CASTILLO Learning Area ENGLISH
Daily Lesson Teaching Dates January 4, 2024
Log and Time 7:30-8:30AM Quarter Second
11:00-12:00 NN

I. OBJECTIVES
A. Grade Level Standard The learner demonstrates communicative competence through his/ her
understanding of British-American Literature, including Philippine Literature and
other texts types for a deeper appreciation of Philippine Culture and those of other
countries.
B. Performance Standard -
C. Learning Analyze literature as a means of understanding unchanging values in
Competencies the VUCA (volatile, uncertain, complex, ambiguous) world
D. Objectives At the end of this lesson, the learners are expected to:
1. Define values from the reading text;
2. Identify the elements of the story from the reading text; and
3. Relate text content in real life scenarios.

II. CONTENT Analyzing Literature to Understand Unchanging Values in the VUCA World
through the English American fairy tale “

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Material pages
3. Textbook

Other Learning Resources SLM p. 12-13

INTEGRATION Within- Express one’s beliefs/convictions based on a material viewed
EN7VC-IV-i-16
Across- Natutukoy ang mga katangian, gamit at tunguhin ng isip at kilos-
loob EsP7PS-IIa-5.1
Naisasagawa ang mga angkop na kilos upang mapamahalaan nang wasto
ang emosyon EsP8PIIf-7.4
IV. PROCEDURES
A. Preparatory Activities
Daily Routine
Attendance
Speech practice
Value has a value only if its value is valued.
Review
What does VUCA stand for?
What are the short meanings of Volatile, Uncertain, Complex, and
Ambiguous?

2. Motivation
AFFIRMATION CHANT
Today, we will chant a morning affirmation. Affirmation is something you say to
yourself to face a battle and be victorious. Repeat right after me.
I am strong
I am confident
I am kind.
I am awesome.
I can do it.
I am accepted.
This is going to be a great day.
I can love and I can share.
I am important.
I am somebody.
I am me!

It is important to affirm our values because what we say and hear becomes who
you are.

AMBIGUOUS WORDS
Choose the letter that corresponds to the meaning of the underlined word.
1. I was ignored and I felt like I was a NOBODY in that group.
a. No person
b. No one
c. A person of no importance
2. When he saw me, he called me by my name. I felt like was SOMEBODY.
a. Some person
b. Someone you are not sure of
c. An important person
3. I told you a secret but you ADVERTISED it.
a. Said it to the world
b. Promoted in a commercial
c. Described.
4. I am scared to talk in PUBLIC. So many people will judge me.
a. A school
b. Many people
c. Owned by the government
5. I fell into the BOG that is why I am so muddy, wet, and dirty.
a. Comfort room
b. Watery, muddy place
c. A container
6. This is such a DREARY day! It is making me depressed.
a. Happy
b. Sad
c. good
Let us try to make sentences using this structure.
1. I felt that I was a nobody when__________.
2. I felt that I was a somebody when________.
3. What I do not like to advertise about myself is ____________.
 4. I do not like to ________ in front of the public because__________.
5. There is bog in ___________________.
6. I felt dreary because _______________.

SELF-ESTEEM SURVEY
Let us do a survey and the result will be put in the bar graph. Let us do it by
raising your hand to the scale that is appropriate to you.
5- I am very important.
4- I am important.
3- I am important to few people.
2- I am important to my family only.
1- I am not important.

SELF-ESTEEM OF GRADE 9 CONFUCIUS

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Presentation of the Lesson
Today, we will learn about Analyzing Literature to Understand Unchanging
Values through VUCA world by means of a poem by Emily Dickenson “I AM
NOBODY”.

For today’s objective, the students are expected to

1. analyze literature as a means of understanding unchanging values in a
changing world; and
2. relate text content in real life scenarios.

B. Developmental Activities A RESONATING OPINION

1. Activity
When you are expressing your opinions, beliefs, or convictions, you can
use the following expressions:

1. I think that____.
2. I believe that____.
3. In my opinion, ______.

I will show pictures and tell me what you think using the expressions
above.
1.

Public Speaking
2.

Frog (characteristics)

3.

Bog (Characteristics)
2.Analysis KNOW OUR AUTHOR

Our author is Emily Dickenson. She was born on December 10, 1830, in
Amherst, Massachusetts. While she was extremely prolific as a poet and
regularly enclosed poems in letters to friends, she was not publicly
recognized during her lifetime. She died in Amherst in 1886, and the first
volume of her work was published posthumously in 1890.

READING ME SOFTLY
Let us to first reading of the poem. Repeat right after me after every line.
I’m Nobody! Who are you?
Emily Dickenson

I’m Nobody! Who are you?

Are you – Nobody – too?
Then there’s a pair of us!
Don't tell! they'd advertise – you know!

How dreary – to be – Somebody!

How public – like a Frog –
To tell one’s name – the livelong June –
To an admiring Bog!

This time, we will do second reading of the class.

Let us use that when we are talking about this poetry.

Does the author feel important in life? Why?

Who is the person she is talking to? Can you guess?

How many persons in the poem think they are not important?

Why should she not tell?

What does it mean by advertise?

Why is Nobody, Somebody, Frog, and Bog capitalized?

According to the author, is being somebody happy or sad?

Is the frog a quiet person or a noisy person? Why?

Regarding the Indigenous People (IPs), do you think they can explain
themselves well? What do they do when they are shy?

Why were the admirers considered bog?

3.Application SPEAK IT OUT!
I will group you into four groups. You will do the following tasks.
Group 1- Read a paragraph. Extract the lesson that you get from it.

Group 2- recite some words of affirmation to uplift your self-esteem.

Group 3. Draw in the poster your answer why you are afraid to talk in
front of people.
Group 4- together, recite your answer to
“I am shy because___________ but now__________”
Group 5- You will recite affirmation with this pattern
“I think therefore I am”
I think I am_________ (good quality) therefore I am ____________.
Example: I think I am beautiful therefore I am beautiful.

Criteria Score
content 10 points
creativity 10 points
correctness 10 points

4. Abstraction How will you define volatile, uncertain, complex and ambiguous world?
Can you give examples of volatile, uncertain, complex, and ambiguous
values?
Evaluation Read the statements carefully. Choose the letter that
represent the correct answer.
1. Which sentence expresses agreement?
a. That is exactly what I think.
b. That is not my idea.
c. I agree but not totally.
d. I think you are wrong.
2. In the argument “The cars produce carbon dioxide.
Therefore, cars are pollutant”, which do you judge as the
premise?
a. The cars produce carbon dioxide.
b. Cars are pollutant.
c. A and B
d. The word therefore
3. Which best describes an argument?
a. It is yes and no.
b. It is a statement that supports your reason.
c. It is both sides of the story.
d. It is a statement containing conclusion and premise
that supports the reason.
4. Which best turn the conditional “If the rivers are clean,
then our lives are clean” into an argument.
a. Our lives are clean. Therefore, the rivers are clean.
b. The rivers are clean. Our lives are clean.
c. The rivers are clean. Therefore, our lives are clean.
d. I agree that the rivers are clean if the rivers are clean.
5. Which best turn the conditional “If bullying in school is
not allowed, then the students are safe” into an
argument?
a. Bullying in school is allowed. Therefore, our students
are safe.
b. Bullying in school is not allowed. Therefore, our
 students are safe.
c. If students are safe, then there is no bullying.
d. If there is bullying, then the students are safe.

A. Additional activities
for application or
recommendation

V. REMARKS

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require additional
activities for
recommendation who
scored below 80%

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 these
works?
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 which I wish
to share with other
teachers?

VI. REFLECTION

Prepared by: Inspected by:

JENNIFER P. CASTILLO ANALIZA M. MOCLING
SST-I Head Teacher III