Grade 1 to 12 School
DAILY LESSON Teacher
LOG Date/Time June 6, 2019-Thursday/7:30-8:30
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Butansapa NHS Grade Level 9
Josenia P. Constantino Subject English
Quarter 1
The learner demonstrates 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 through using effective
verbal and non-verbal strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Body Movements/ Gestures and
Audience Contact.
EN9LT-Ia-14: Analyze literature as a means of discovering the self
EN9LT-Ia-14.1: Identify the distinguishing features of notable Anglo-American lyric
poetry, songs, poems, sermons, and allegories
Lesson 1: Recognizing Roles in Life
Literary Skill: Features/Elements of Poem
Literary Poem: The Seven Ages of Man by William Shakespeare
Pages 2-5 of TG
Pages 2-19 of LM for Grade 9
Invite the students to read “YOUR JOURNEY.”
Ask for their insights after reading.
Have the students read “YOUR OBJECTIVES.”
Remind the students of their Final Task for the lesson.
K W L Chat
What You Know What You Would What you Learned
Like to Know (after the lesson)
Accomplish the first two columns of the K W L Chart on what you
know about the features or elements of poem and what else you
would like to know about it.
C. Presenting examples/instances
of the new lesson
D. Discussion new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills # 2
Direct students’ attention on Task 8 Ten-Minute Image Talk)
Have the students share insights about the drawing (See p.7 )
Process Questions for the development of the Concept:
 What do you think the drawing wants/intends you to believe?
 Does it suggest/answer the question: What roles can I
perform that will make a difference in my life?
 How closely do you think or believe the drawing matches
your mental image of recognizing and performing roles in life.
Prove your point.
 What details of the drawing tell you about recognizing and
performing roles in life?
 How well do you think/believe the drawing/illustration fits the
value of recognizing and performing roles in life?
 How does the picture make you feel about recognizing and
performing roles in life?
YOUR TEXT
First Reading is done by Audio/ by the teacher
Second Reading is done by the students
Have the students read “The Seven Ages of Man” from As You Like It
by William Shakespeare
Process Questions:
1. What comprises the seven ages of man or stages in life of man
according to the poem? (Literal Level)
2. How are the seven ages of man described in the poem? (Literal
Level-answers are explicit in the poem)
2.1 the infant
2.2 the school boy
2.3 the teenager (the lover)
2.4 the young man (the soldier)
2.5 the middle age man ( the justice)
2.6 the old age (lean and slippered pantaloons)
2.7 the dotage and death (second childishness and mere
oblivion)
3. According to the persona, what are the physical changes that man
undergoing as they shift from the sixth stage to the seventh stage?
The Seven Stages of Man is an example of literary piece.
It belongs to poetry.
Discuss with the students about poetry and its features/elements.
1. Persona/Speaker
2. Sound Devices
2.1 Rhymes
2.2 Onomatopoeia
2.3 Alliteration, Assonance, and Consonance
 3. Imagery
4. Figures of Speech
5. Repetition

Have the students go back to the literary poem:

Process Questions:
1. What is compared to the “stage” in the first two lines? How
are the two related? What figure of speech is used for
comparison?
2. In Lines 13 and 14, what are compared to “reputation?” What
figure of speech is used to compare?
3. What other comparisons are used in the poem?
4. What are the words that rhyme in the poem?
5. In the last line, the word “Sans” is repeated, what do you
think is the purpose of repeating it four times. Does it help
you in understanding of this poem?
6. List other examples of repetition in the poem.

F. Developing mastery (Leads to Differentiated Tasks

Formative Assessment 3) See pages 11-14 of LM
(See attached Rubrics)

G. Finding practical applications of What kind of roles in life are conveyed in the poem?
concepts and skills in daily living What lines suggest on how can be effective in performing one’s role?
H. Making generalizations and What is the message of the poem?
abstractions about the lesson How important is the poem’s message in performing your roles in
life, in recognizing your role, and enhancing yourself?
I. Evaluating Learning See attachment
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation 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 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 used discover
which I wish to share with other
teachers?

Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ______________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor Principal 1

Date_______________ Date___________________ Date______________

Grade 1 to 12 School
DAILY LESSON Teacher
LOG Date/Time June 7, 2019-Friday/7:30-8:30
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
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. Discussion new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills # 2
Butansapa NHS Grade Level 9
Josenia P. Constantino Subject English
Quarter 1
The learner demonstrates 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 through using effective
verbal and non-verbal strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Body Movements/ Gestures and
Audience Contact.
EN9LT-Ia-14: Analyze literature as a means of discovering the self
EN9LT-Ia-14.1: Identify the distinguishing features of notable Anglo-American lyric
poetry, songs, poems, sermons, and allegories
Lesson 1: Recognizing Roles in Life
Literary Skill: Features/Elements of Poem
Literary Poem: The Seven Ages of Man by William Shakespeare
Pages 2-5 of TG
Pages 2-19 of LM for Grade 9
The Seven Stages of Man is an example of literary piece.
It belongs to poetry.
Discuss with the students about poetry and its features/elements.
1. Persona/Speaker
2. Sound Devices
a. Rhymes

F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson?
b. Onomatopoeia
c. Alliteration, Assonance, and Consonance
3. Imagery
4. Figures of Speech
5. Repetition
Have the students go back to the literary poem:
Process Questions:
1. What is compared to the “stage” in the first two lines? How
are the two related? What figure of speech is used for
comparison?
2. In Lines 13 and 14, what are compared to “reputation?” What
figure of speech is used to compare?
3. What other comparisons are used in the poem?
4. What are the words that rhyme in the poem?
5. In the last line, the word “Sans” is repeated, what do you
think is the purpose of repeating it four times. Does it help
you in understanding of this poem?
6. List other examples of repetition in the poem.
Differentiated Tasks
See pages 11-14 of LM
(See attached Rubrics)
What kind of roles in life are conveyed in the poem?
What lines suggest on how can be effective in performing one’s role?
What is the message of the poem?
How important is the poem’s message in performing your roles in
life, in recognizing your role, and enhancing yourself?
See attachment
See attachment
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why 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 used discover
which I wish to share with other
teachers?

Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ______________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor Principal 1

Date_______________ Date___________________ Date______________