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Grade 9 English DLL Q2-Q4
Grade 9 English DLL Q2-Q4
12 Learning
DAILY LESSON Teacher: RECHEL ANN V. VIRTUDAZO Area: English
LOG Teaching Dates and
Time: July 22 – 26, 2019 Quarter: 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
OBJECTIVES 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. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people; also how to use
processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation.
B. Performance The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on the
Standards: following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
C. Learning EN9RC-IIa-3.2.7: Compare and EN9VC-IIa-1.4: Establish EN9LT-IIa-15: Analyze EN9OL-IIa-3.7: Employ Remedial/Enhancement Reading
Competencies/Objectiv contrast similar information connections of events and literature as a means of varied verbal and non- Schedule/ICL
es: presented in different texts. how these lead to the ending valuing other people and verbal strategies to create
Write the LC Code for each EN9LC-IIa-11: Shift from one of a material.
their various circumstances impact on the audience
listening strategy to another EN9V-IIa-27: Give the
in life. while delivering lines in a
based on topic, purpose, and appropriate communicative
level of difficulty of the styles for various situations EN9LT-IIa-15.1: Identify Readers Theatre or in a
argumentative or persuasive (intimate, casual, the distinguishing features Chamber Theatre.
text. conversational, consultative, of notable
frozen).
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
Lesson 1.Finding Others’ Greatness
II. LEARNING 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
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide P75-89 P75-89 P75-89 P75-89
Pages
2. Learner’s Materials P119-132 P119-132 P119-132 P119-132
Pages
3. Textbook Pages P119-132 P119-132 P119-132 P119-132
4. Additional Materials
Page 1 of 144
from Learning
Resource (LR) portal
B. Other Learning None – textbook only Copy of the reading text None – textbook only None – textbook only
Resources
B. Establishing a Purpose Sharing of observation Ask: Sharing of ideas about Ask the students to read
for the Lesson and discussion of the Who do you consider truly the text by compare and the excerpt about
quote. great in your life? contrast. greatness through the life
of Martin Luther King Jr.
considering the proper
gestures.
C. Presenting Sharing of thoughts Instruct them to write their Do task 3: Finding Discuss:
Examples/Instances of related to greatness answers. similarities and Give a mini-lecture on the
the Lesson differences on p123 of the importance of using facial
LM. expression and gestures
to convey the meaning of
the excerpt about
greatness
D. Discussing New Do task 2. Connecting Reading text 2 on p122 0f Sharing of answers in Brainstorming of the
Concepts and Practicing Lives on pp119-120 of the the LM. pairs on the task 3 given. excerpt by group.
New Skills #1 LM.
Page 2 of 144
School: Grade Level: 9
Learning
Teacher: Area: English
GRADES 1 to 12 Teaching Dates
DAILY LESSON LOG and Time: August 22-26, 2016 (week 1) Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration
IV. PROCEDURES 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 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.
E. Discussing New Concepts Ask: Discuss the reading text Let the students justify their Take note of the Remedial/Enhancement Reading
and Practicing New Skills How do we celebrate the given answers. list of adverbs on Schedule/ICL
#2 “greatness” of the people the excerpt.
we know?
F. Developing Mastery Choral reading text 1 on Ask the processing What is the importance of finding Discussion on
(Leads to Formative pp120-121 of the LM. questions on p122 of the similarities and differences of adverbs.
Assessment 3) LM. ideas?
G. Finding Practical Sharing of ideas about the Call two pairs to do the Draw out insights from the class Do task 7:
Applications of Concepts reading text sharing. like: comparing and contrasting Controlled practice
and Skills in Daily Living about greatness. on p126 of the LM.
Page 3 of 144
Page 4 of 144
School: Grade Level: 9
Teacher: Learning Area: English
I. Evaluating Learning How would communicate Note the significant Ask a students to compare and Teacher-made quiz on
others of their responses of the contrast each of the messages. adverbs
experiences on students about
greatness? greatness.
J. Additional Activities for Share own experiences Journal writing: Do the sharing of answers to Complete the sentence:
Application or Remediation on greatness and how Write your experiences the class. I realized that
would you share it to on how you show “greatness”…
others. appreciation of others
of their greatness.
V. REMARKS
Page 5 of 144
School: Grade Level: 9
Learning
Teacher: Area: English
GRADES 1 to 12 Teaching Dates
DAILY LESSON LOG and Time: August 22-26, 2016 (week 1) Quarter: 2
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
IV. REFLECTION needs to be done to help the students learn?
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
E. Which of my teaching
strategies work well? Why did
these work?
Page 6 of 144
Page 7 of 144
School: DACUDAO NATIONAL HIGH SCHOOL Grade Level: 9
Teacher: RECHEL ANN V. VIRTUDAZO Learning English
GRADES 1 to 12 Area:
DAILY LESSON LOG Teaching Dates August 22 – 25, 2016 (week 2) Quarter: 2
and Time:
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met 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. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people; also how to use
processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation.
B. Performance Standards: The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on
the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
C. Learning EN9RC-IIb-19: Get EN9VC-IIb-21: Summarize EN9LT-IIb-15: Analyze EN9OL-IIb-3.7: Employ
Competencies/Objectives: information from various print the information contained in literature as a means of varied verbal and non-verbal
Write the LC Code for each media like brochures, the material viewed. valuing other people and strategies to create impact
pamphlets, periodicals, and EN9V-IIb-27: Give the their various circumstances on the audience while
audio-video recordings. appropriate communicative in life. delivering lines in a Readers
EN9LC-IIb-11.1: Listen to styles for various situations EN9LT-II0-14.2: Explain
get important information from (intimate, casual, Theatre or in a Chamber
how the elements specific to Theatre.
argumentative/ persuasive conversational, consultative,
a selection build its theme.
texts. and frozen).
EN9LC-IIb-2.8: Make
inferences from what was said.
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.
II. CONTENT Lesson 2: Observing Others’ Circumstances
III. LEARNING 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.
RESOURCES
A. References
1. Teacher’s Guide Pages P86-89 P86-89 P86-89 P86-89
2. Learner’s Materials P133-143 P133-143 P133-143 P133-143
Pages
3. Textbook Pages P133-143 P133-143 P133-143 P133-143
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources Pictures None- textbook only None- textbook only None – textbook only
Page 8 of 144
School: Grade Level: 9
Teacher: Learning English
Area:
GRADES 1 to 12 Teaching Dates and August 29 – September 2, 2016 (week Quarter: 2
DAILY LESSON Time: 2)
LOG
I. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 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.
A. Reviewing Previous Post pictures on the board Share your responses on Let the students read the Discuss:
Lesson or Presenting the the additional task given. poem on p137 of the LM. Adverb of manner
New Lesson Silently.
B. Establishing a Purpose for Share your observations on Let the students read the Motive question: Cite examples on adverb on
the Lesson the pictures. poem on pp135-136 of the “How does the persona deal manner.
LM. with the circumstance he is
in?”
D. Discussing New Concepts Call two pairs to share their Discuss: Let the students pick lines Do task 6: Controlled
and Practicing New Skills answers. List of difficult words from from the poem that captures practice on p141 of the LM.
#1 the poem. their attention.
Page 9 of 144
School: Grade Level: 9
Teacher: Learning English
Area:
GRADES 1 to 12 Teaching Dates August 29 – September 2, 2016 (week Quarter: 2
DAILY LESSON LOG and Time: 2)
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 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.
E. Discussing New Concepts Create a dialogue between Using difficult words in a Elaborate the meaning of Write a narrative paragraph
and Practicing New Skills teenager and parents; sentence. the pick lines from the in module 2 Task 9 Lesson
#2 teenagers and peers. poem. 1(Finding Others’
Greatness) and incorporate
adverbs of manner.
F. Developing Mastery Call the two pairs to present Engage the students in the Discuss: Sharing of answers to the
(Leads to Formative their output in class. discussion by processing What do those lines mean class.
Assessment 3) the questions from p137 of to you?
the LM.
G. Finding Practical Ask: Sharing of answers in pairs. Share answers with What is the importance of
Applications of Concepts What have you learned from partner. adverb of manner in English
and Skills in Daily Living the dialogue that you have grammar?
created?
Page 10 of 144
School: Grade Level: 9
Teacher: Learning English
Area:
GRADES 1 to 12 Teaching Dates August 29 – September 2, 2016 (week Quarter: 2
DAILY LESSON LOG and Time: 2)
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 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.
H. Making Generalizations Complete the sentence: Call any pairs to present Ask: Complete the sentence:
and Abstractions about Today, I realized… their answers in class. What have you learned out Today, I realized that…
the Lesson from the poem?
I. Evaluating Learning Ask: Call any pairs to present Group activity: Teacher-made test about
How do you view other their answers in class. Present answers through adverb in manner.
people’s circumstances? news report.
J. Additional Activities for Rethink their responses on Read in advance the poem Group activity: Giving of output satisfaction
Application or the said question. “Sonnet 29” on p137 of the Present answers through worksheet.
Remediation LM. news report.
Page 11 of 144
VI. REMARKS
VII. REFLECTION 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?
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
E. Which of my teaching
strategies work well? Why did
these work?
Page 13 of 144
1. Teacher’s Guide Pages P90-102 P90-102 P90-102 P90-102
2. Learner’s Materials P144-168 P144-168 P144-168 P144-168
Pages
3. Textbook Pages P144-168 P144-168 P144-168 P144-168
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources Pictures Task sheet Copy of the text PowerPoint presentation
B. Establishing a Purpose for Ask: Practice the role play. Discuss: Discuss:
the Lesson Based on the picture tell Difficult words found in the Sensory Images
briefly what you think the story, “The Lottery”.
story is all about.
C. Presenting Write five sentences based Present the rubrics of the Group activity: Small groups, identify the
Examples/Instances of the on the picture of “The role play. Discuss your mental sensory images in the story,
Lesson Hunger Games”. pictures of the story. The Lottery.
Page 14 of 144
D. Discussing New Concepts Do task 3: Piece by Piece Present the role play. Discuss: Ask:
and Practicing New Skills on pp146-147 of the LM. Describe the setting, Explain how these images
#1 characters, and the help make the story realistic.
important events in the
story.
F. Developing Mastery Divide the class into five Ask them follow-up Let the students explain Each group in the class will
(Leads to Formative groups and discuss the questions to draw out ideas. their drawing in the group. justify their answers.
Assessment 3) important events in the
story.
G. Finding Practical Present the output of the Complete the sentence: Write important points Ask:
Page 15 of 144
Applications of Concepts group to the class. From the role play, I have from the drawing. What images do you see,
and Skills in Daily Living learned that… hear, feel, taste, and smell
in the story?
I. Evaluating Learning Create a role play about the Do the group sharing Present your output. Do the group sharing.
message of the movie.
J. Additional Activities for Make a script. Checking of answers about Reflect: Reflect:
Application or the significant events in the From the story, I learned From the story, I learned
Remediation role play. that… that…
Page 16 of 144
V. REMARKS
VI. REFLECTION 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?
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
E. Which of my teaching
strategies work well? Why did
these work?
Page 17 of 144
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
B. Performance Standards: The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on
the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
C. Learning EN9RC-IId-19: EN9VC-IId-22: Agree or EN9LT-IId-15: Analyze EN9F-IId-3.11.1: Use the
Competencies/Objectives: Get information from various disagree with the ideas literature as a means of valuing correct production of English
Write the LC Code for each print media like brochures, presented in the material other people and their various sounds: vowels sounds,
pamphlets, periodicals, and viewed. circumstances in life.
consonant sounds,
audio-video recordings. EN9V-IId-27: EN9LT-IId-2.2.1: Express
diphthongs, etc.
EN9LC-IId-11.2: Anticipate the Give the appropriate appreciation for sensory
points that will be made based communicative styles a images used. EN9G-IId-19: Use adverbs
on the speaker’s purpose. situation (intimate, casual, in narration.
conversational, consultative,
frozen).
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.
Page 18 of 144
II. CONTENT Lesson 4:Supporting Other’s Advocacies
III. LEARNING 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.
RESOURCES
D. References
1. Teacher’s Guide Pages P103-111 P103-111 P103-111 P103-111
2. Learner’s Materials P169-183 P169-183 P169-183 P169-183
Pages
3. Textbook Pages P169-183 P169-183 P169-183 P169-183
4. Additional Materials
from Learning Resource
(LR) portal
E. Other Learning Copy of the text Task sheet Copy of the text PowerPoint presentation
Resources
B. Establishing a Purpose for Ask the students to share Read the selection about Discuss: Do the group sharing about
the Lesson with the class their personal Ida B. Wells - Barnett and Use conditionals in the task given
opinion about the ideas Her Passion for Justice on expressing arguments and
presented in the video clip pages 173 -175 of the LM fallacies
C. Presenting Provide worksheets and Do task 5 Crafting a Read the essay about Create any discourse.(role
Examples/Instances of the Work on the concept of Timeline on page 176 of the helping others-”The time to play, panel discussion or
Page 19 of 144
Lesson justice (to be written LM help is now” on page 178- story telling) about asking
vertically down the side of a 179 of the LM any support for a certain
page) advocacy.
D. Discussing New Concepts Let the students read the Discuss: Ask? Give time to master their
and Practicing New Skills quotation on the board. piece.
#1 ( “Silence speaks louder Different types of short What is the essay all about?
than words.”) prose How did the writer develop
her main point?
F. Developing Mastery Discuss: Let the students justify their Make a news report about Give them follow up
(Leads to Formative answers the message based on the questions for better
Assessment 3) The importance of pausing essay. understanding about their
Page 20 of 144
or timing in speaking work
G. Finding Practical Post varied quotations Group activity: Group sharing about the Present the rubrics for their
Applications of Concepts about supporting or helping Ask the students to said topic output.
and Skills in Daily Living others scrutinize the message of
. the selection.
I. Evaluating Learning Incorporate what they have By group: read parts in the Let the students have their Today, I have learned that
learned in the previous script according to group practice about their _________________.
lessons about stress and characters. presentation
intonation.
Page 21 of 144
J. Additional Activities for Make your own quotation Finalize your advertisement Presentation of the group. Summarize all of the
Application or about justice. about the message of the important concepts and
Remediation selection. facts learned in the lesson.
V. REMARKS
VI. REFLECTION 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?
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
E. Which of my teaching
strategies work well? Why
Page 22 of 144
did these work?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?
Page 23 of 144
School: DACUDAO NATIONAL HIGH SCHOOL Grade Level: 9
Teacher: REXCHELANN V. VIRTUDAZO Learning English
Area:
Teaching Dates SEPTEMBER 11-15, 2017 Quarter: 2
GRADES 1 to 12
and Time:
DAILY LESSON LOG
Page 24 of 144
School: DACUDAO NATIONAL HIGH SCHOOL Grade Level: 9
Teacher: RECHEL ANN V. VIRTUDAZO Learning English
Area:
GRADES 1 to 12 Teaching Dates SEPTEMBER 11-15, 2017 Quarter: 2
DAILY LESSON LOG and Time:
I. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 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.
A. Reviewing Previous Work on Task 4 II Unlock the difficult words. Task 7 texts or Figures? Ask:
Lesson or Presenting the Read the story “Ida Wells- Study information presented
New Lesson Tell students about …” on a graph. Have you ever helped
extemporaneous speaking Give other examples of someone? What did you
activity. graphs/ charts. do?
Draw lots on the topic they We are going to read an
will talk about. essay today.
C. Presenting
Examples/Instances of the Give example on an Enumerate examples on Discuss the different kinds What have you known of
Lesson extemporaneous speaking movies that have themes pf graphs/ charts. organizations who extended
activity, ex. Beauty pageant about discrimination. Venn diagram help to others? What
question and answer… programs have they
conducted?
Page 25 of 144
School: DACUDAO NATIONAL HIGH SCHOOL Grade Level: 9
Teacher: RECHEL ANN V. VIRTUDAZO Learning English
Area:
GRADES 1 to 12 Teaching Dates SEPTEMBER 11-15, 2017 Quarter: 2
DAILY LESSON LOG and Time:
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 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.
E. Discussing New Concepts
and Practicing New Skills Pronunciation skill, . Go over the story. Discuss the natural Get the author’s ideas of his
#2 vocabulary or diction. Guide the class discussion calamities that hit the experience on helping
that students would be able country, in the community. others.
to identify important events
that took place in the story. Discuss the news, or
discuss personal
experiences.
F. Developing Mastery
(Leads to Formative Perform sample The teacher may present Study the table and talk Students point out the
Assessment 3) extemporaneous. the list of events in the story. about the column on storm. author’s experience on
Students will arrange them Which storms do the helping others. What were
accordingly. students remember? his personal experiences?
Why?
G. Finding Practical
Applications of Concepts Extemporaneous speaking Noting details and Interpreting graphs and Noting details and
and Skills in Daily Living activity skill is very useful in arrangement of events charts is an important skill. arrangement of events
any job interview or project according to the story are It is even part of according to the story are
proposal, defense of relevant skills in any reading achievement tests. relevant skills in any reading
investigatory project… activity. activity.
Page 26 of 144
Page 27 of 144
School: DACUDAO NATIONAL HIGH SCHOOL Grade Level: 9
Teacher: RECHEL ANN V. VIRTUDAZO Learning English
Area:
GRADES 1 to 12 Teaching Dates SEPTEMBER 11-15, 2017 Quarter: 2
DAILY LESSON LOG and Time:
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 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.
H. Making Generalizations Ask:
and Abstractions about I realized that leaning how Data found on graphs are Expressing or sharing
the Lesson How does it feel when you to take note and arrange very well organized. _____ personal experiences in the
express your own idea? events in the story help me ______________________ form of essay writing.
When you speak English? _____________________
_____________________. Venn diagram shows data
_____________________.
V. REMARKS
E. Which of my teaching
strategies work well? Why did
these work?
Page 29 of 144
Teacher: RECHEL ANN V.VIRTUDAZO Learning English
Area:
Teaching Dates SEPTEMBER 18-22, 2017 Quarter: 2
GRADES 1 to 12 and Time:
DAILY LESSON LOG
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation
of Philippine Culture and those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people; also how to
use processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation.
B. Performance Standards: The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on
the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
C. Learning EN9LT-IIIa-16: Analyze EN9LT-IIIa-16: Analyze Literary Devices. Identify and use the different
Competencies/Objectives: literature as a means of literature as a means of kinds of Present conditional
Write the LC Code for each connecting to the world. connecting to the world. statements.
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.
II. CONTENT
Lesson 6: Overcoming Indifference
III. LEARNING 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.
RESOURCES
A. References
1. Teacher’s Guide Pages P124-128 P124-128 P124-128 P124-128
2. Learner’s Materials P 185 P 186-190 P 190 – 191 P 192
Pages
3. Textbook Pages P 185 P 186-190 P 190- 191 P 192
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources None – Textbook only None – Textbook only Textbook and activity sheets Textbook and activity sheets
Page 30 of 144
School: DACUDAO NATIONAL HIGH SCHOOL Grade Level: 9
Teacher: RECHEL ANN V. VIRTUDAZO Learning English
Area:
GRADES 1 to 12 Teaching Dates September 18-22,2016 Quarter: 2
DAILY LESSON LOG and Time:
C. Presenting
Examples/Instances of the Provide the copy of the What forms of social Provide several examples Provide examples and drills
Lesson song “Imagine” injustice have you known or for each of the literary on the verb forms to use for
observed? device. each type.
Play the song and let the
students sing with the lyrics.
Page 31 of 144
School: DACUDAO NATIONAL HIGH SCHOOL Grade Level: 9
Teacher: RECHEL ANN V. VIRTUDAZO Learning English
Area:
GRADES 1 to 12 Teaching Dates SEPTEMBER 18-22, 2017 Quarter: 2
DAILY LESSON LOG and Time:
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 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.
E. Discussing New Concepts
and Practicing New Skills What was the message of Deduce his arguments on Be able to identify the Give the formula of forming
#2 the song? his dream to have a just and literary devices in the present unreal conditional
humane society for selection “: I Have a statements.
Is the message of the song everyone. Dream”. Give fill-in the blanks drill.
still relevant to our society
today? Share your opinion.
F. Developing Mastery
(Leads to Formative Find similarities of the List all his arguments, his Work on Task 5.1 A Give sentence drill
Assessment 3) message of the song to call for change, and his Task 5.1 B combining the present real
what is happening to our dream for the future. and present unreal
society today. conditional statements.
G. Finding Practical
Applications of Concepts Songs like any other genre It is a very useful skill to Literary devices help the Conditional statements are
and Skills in Daily Living of literature are vehicles of know about the life of the readers to understand the used in expressing realistic
important message to the authors. We will have a author’s message fast. and unreal situations.
world. wider understanding of his
works.
Page 32 of 144
School: DACUDAO NATIONAL HIGH SCHOOL Grade Level: 9
Teacher: RECHEL ANN V. VIRTUDAZO Learning English
Area:
GRADES 1 to 12 Teaching Dates SEPTEMBER 18-22, 2017 Quarter: 2
DAILY LESSON LOG and Time:
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 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.
H. Making Generalizations Ask:
and Abstractions about Now, when I sing my Martin Luther King Jr.’s Give the similarities and
the Lesson favorite song, I realized that dream is also my _______ Why do authors make use differences of the 2
______________________ _____________________ of the literary devices in conditional statements.
______________________ I am sad with what I saw in conveying their message to
the world today, like _____ the world?
______________________.
I. Evaluating Learning
Give the same song. ½ crosswise Teacher may use teacher- Use teacher-made quiz on
Ask: made quiz in making the the use of Present real
Write your response to the What can you contribute for students identify literary conditional statements, and
message of the song. us to have a respectful devices in the sentences or the present unreal
You can express agreement community? lines of a selection. conditions.
or disagreement to his
message.
V. REMARKS
Page 33 of 144
School: Grade Level: 9
Teacher: Learning English
Area:
GRADES 1 to 12 Teaching Dates SEPTEMBER 18-22, 2017 Quarter: 2
DAILY LESSON LOG and Time:
VI. REFLECTION 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?
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
E. Which of my teaching
strategies work well? Why did
these work?
B. Establishing a Purpose for Students study the graph Ask: Students share their ideas Teacher posts sample
the Lesson Would you like to ride in a pictures on real-life
rocket ship? situations
C. Presenting Teacher facilitates Teacher facilitates reading Teachers process answers Teacher asks the class what
Examples/Instances of the discussion on the graph of Task 1 they would normally do on
Lesson presented given situations
D.Discussing New Concepts Teacher gives brief Teacher emphasizes on Class brainstorm answers Teacher conducts a short
and Practicing New Skills definition on graphs unfamiliar words for for Task 4 Vocabulary lecture on past conditionals
#1 vocabulary enhancement Development
Page 36 of 144
School: Grade Level: 9
GRADES 1 to 12 Teacher: Learning English
DAILY LESSON LOG Area:
Teaching Dates October 3-7,2016 (week 7) Quarter: 2nd
and Time:
F. Developing Mastery Students study and discuss Students reflect on their Students read the text Students do Task 8 What if
(Leads to Formative the graphs decisions silently
Assessment 3)
G.Finding Practical Students study and discuss Let students answer why Process comprehension Teacher processes their
Applications of Concepts the graphs they would take the six through guide questions answers
and Skills in Daily Living
Page 37 of 144
School: Grade Level: 9
GRADES 1 to 12 Teacher: Learning English
DAILY LESSON LOG Area:
Teaching Dates October 3-7,2016 (week 7) Quarter: 2nd
and Time:
I. Evaluating Learning Students answer guide Process students’ answers Students do Task 6 In Line Students complete the
questions for better with the Text phrases
understanding
Page 38 of 144
V. REMARKS
VI. REFLECTION 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?
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?
Page 39 of 144
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?
Page 40 of 144
2. Learner’s Materials p.208-209 pp.210-212 pp.212-213 pp. 214
Pages
3. Textbook Pages p.208-209 pp.210-212 pp.212-213 pp. 214
4. Additional Materials American English website
from Learning Resource
(LR) portal
B. Other Learning Resources Sample Comic bubble or Copy of the news article Laptop
Comic strip DLP
B. Establishing a Purpose for Students read the comic Teacher posts a sample Ask: Ask:
the Lesson strip new article. What are the things to What can you say about the
consider when making hard students’ performance?
decisions?
C. Presenting Students give insights Brainstorming of the Establish understanding in Teacher posts brief
Examples/Instances of the regarding the comic features of news articles good decision-making definition of a Reader’s
Lesson Theater or Chamber
Theater
Page 41 of 144
D.Discussing New Concepts Teacher posts sample Teacher gives vocabulary Teacher gives brief Teacher facilitates brief
and Practicing New Skills sentences using past drills explanation of the pictures discussion on the
#1 conditionals presented on LM, pp. 212- Suprasegmentals on LM, p
214
213
F. Developing Mastery Students (dyads) do Task 11 Reading of the news article Groups do Task 15 Case Teacher gives copies of the
(Leads to Formative and Task 11.2 Much Ado Closed literary piece for Reader’s
Assessment 3) about What to Do Theater/ Chamber Theater.
Students work in groups.
Page 42 of 144
G.Finding Practical Each pair shares their Teacher facilitates Teacher facilitates the group Groups discuss the delivery
Applications of Concepts output with other pair discussion of the text activity of the piece
and Skills in Daily Living through guide questions
I. Evaluating Learning Sharing of outputs Students do Task 14 Mix Representatives from the Reader’s Theater/Chamber
and Match groups present their output Theater group presentations
to the class
V. REMARKS
VIII. REFLECTION 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?
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
E. Which of my teaching
strategies work well? Why did
these work?
Page 44 of 144
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
Page 46 of 144
B.Establishing a Purpose for Brainstorming of the Ask: Ask: Post posters on 3 animated
the Lesson message of the poem What materials/ingredients movies: Up, Harry Potter,
What animal is featured in do you use to bake a cake? Epic
the video clip? Establish the relevance of
these to the elements of a
story.
D.Discussing New Concepts Facilitate discussion on the Teacher gives vocabulary Post a chart found in Task 2 Class views on video
and Practicing New Skills given sentences drills Elementals, LM p. 228 clips/trailers of the 3 foreign
#1 films
Page 47 of 144
F. Developing Mastery Let some pairs write their Students read the text In groups, students Let students do Task 13.2
(Leads to Formative sentences on the board Happy Feet by George complete the chart by Organize information about
Assessment 3) Miller identifying the elements of the movies mentioned
the text Happy Feet
G.Finding Practical Reading of sentences Let students share their Review on groups’ work
Applications of Concepts understanding with a
and Skills in Daily Living partner
Page 48 of 144
I. Evaluating Learning Students do Task 10 Students answer guide Representatives from the Brainstorming of students’
Conditional Logic questions on LM, p. 227- group present their charts outputs
228 to the class
V. 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
VI. REFLECTION students learn?
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
Page 49 of 144
C. Did the remedial lessons work? No.
of learners who have caught up
with the lesson
B. Performance Standards: The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9G-IIIa-21: Use verbal. EN9WC-IIIa-9: Compose Remedial/Enhancement
Page 50 of 144
Competencies/Objectives: forms of literary writing Reading Schedule/ICL
Write the LC Code for each EN9WC-IIIa-9.4: Identify
types and features of a play
synopsis.
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.
II. CONTENT
Lesson 1: Through technology
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
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 134- 140 P 134- 140
Page 51 of 144
the present times?
Work on Task 5
F. Developing Mastery
(Leads to Formative Assessment 3) Make a big concept map Review the unlocking of
using Telephone as the difficult words to give the
main idea. class and the groups clearer
understanding of the poem.
Page 53 of 144
I. Evaluating Learning
Write a short essay about Their group report will be
cellphones. graded according to the
Include the advantages and rubrics.
disadvantages of this
gadget.
V. 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
VI. REFLECTION students learn?
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
Page 54 of 144
of learners who have caught up
with the lesson
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LT-IIIa-16: Analyze EN9LC-IIIa-6: Employ EN9G-IIIa-21: Use Verbals. EN9WC-IIIa-9: Compose Remedial/Enhancement
Competencies/Objectives: literature as a means of appropriate listening strategies forms of literary writing Reading Schedule/ICL
Page 55 of 144
Write the LC Code for each connecting to the world. suited to type of text. EN9WC-IIIa-9.4: Identify
IIIa-6.1: Extract important types and features of a play
information from Sounding the words synopsis.
argumentative/ persuasive correctly
texts
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.
II. CONTENT Lesson 2:Making a Difference
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
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 141-152 P 141-152 P 141-152 P 141-152
Page 56 of 144
B. Establishing a Purpose for the Do Task 1 on page 235 of Read a script ( literary text) Be able to identify gerunds. Ask:
Lesson your LM. “Sorry Wrong Number”
What are the guidelines in
writing a good plot
summary?
C. Presenting Examples/Instances Solicit students’ answers on Work on Task 7 – Getting Use teacher-made activity
of the Lesson their ways of responding to the chill sheets on gerunds. Discuss each of the
emergency. guidelines.
Page 57 of 144
F. Developing Mastery Work on Task 11-
(Leads to Formative Assessment 3) Work on Task 6 Teacher prepares verbs on In a group of 3, try making a
Answer questions about the pieces of paper for summary of a story the
radio play…. Individual student to convert class has taken up.
verbs into gerunds and use
Task 12 – Sound off some it in a sentence.
critical vowel sounds…
Page 58 of 144
handling emergency calls?
I. Evaluating Learning
½ crosswise: By pair: read parts in the Teacher prepares 5 gerunds Give a short selection to the
script according to on the board, and ask the class, and ask them to
Do you approve of the characters. students to use them in the make a summary or
school policy not allowing paragraph. synopsis out of it.
students to bring cellphones
in the school?
J. Additional Activities for
Application or Remediation Reading of difficult words/ Make summary about some
phrases familiar legends or
fairytales.
V. 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
VI. REFLECTION students learn?
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
Page 59 of 144
of learners who have caught up
with the lesson
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LT-IIIg-2.11: Determine EN9F-IIIb-3.11: Produce the EN9G-IIIb-21: Use verbals. Remedial/Enhancement
Competencies/Objectives: EN9LT-IIIb-16: Analyze tone, mood, technique, and English sounds correctly Reading Schedule/ICL
Write the LC Code for each literature as a means of purpose of the author and effectively when
Page 60 of 144
connecting to the world delivering lines in a one-act ( possessive form of nouns
play. and pronouns)
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.
II. CONTENT
Lesson 3: Making A Difference
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
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References
5. Teacher’s Guide Pages P153-165 P153-165 P153-165 P153-165
Page 62 of 144
the selection.
F. Developing Mastery
(Leads to Formative Assessment 3) Point out their advocacies in Read the selection once Ask the students to perform Make a short dialog making
life that created impact in again, and call other a dialog, or reading of a use of these 2 kinds of
the other people’s lives. students to identify the point tongue twister sentence drill possessive forms.
of view, the purpose of the with the words found in the
selection and the tone of the list.
author.
Work on Task 7
Page 63 of 144
I. Evaluating Learning
Write a short essay about a The teacher may use a Graded script reading of the Use teacher- made quiz on
relative who made an teacher-made quiz with the radio play. Focus on the the correct use of
impact in your life. similar selection where production of vowel sounds. possessive nouns and
students identify the pronouns.
purpose, the point of view, ( Correcting mistakes of
and the tone of the author. possessive forms)
V. 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
VI. REFLECTION students learn?
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. Performance Standards: The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LC-IIId-6.5: Recognize EN9OL-IIId-5: Use the Remedial/Enhancement
Competencies/Objectives: faulty logic, unsupported facts, appropriate prosodic features Use of literary devices in the Verbal - Infinitives Reading Schedule/ICL
Write the LC Code for each and emotional appeal of speech when delivering lines selections
in a one-act play.
Page 65 of 144
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.
II. CONTENT
Lesson 3: Despite Differences in Point of View
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
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 153 – 159 P 153 – 159 P 153 – 159 P 153 – 159
2. Learner’s Materials Pages P 282- 283 P 286- 291 P 293- 295 P 295- 296
F. Developing Mastery
Page 67 of 144
(Leads to Formative Assessment 3) Work on Task 4-5- Identify Pairs practice their delivery Continue the activity in part Use teacher-made activity
the theater terms as of their lines taking into using the songs. sheets on identifying
described in the given consideration their infinitives.
sentences characterization or roles in
the script.
Page 68 of 144
I. Evaluating Learning
Answer teacher-made Presentation or The teacher may use Teacher may use teacher-
activity sheets on products performance of the script teacher-made test on made activity sheets in
found in the markets today. prepared in the book. identifying literary devices identifying infinitives and in
How do we choose used in the lines found in using infinitives in
products? Establish the rubrics for poems or songs. constructing sentences.
grading.
V. 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
VI. REFLECTION students learn?
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
Page 69 of 144
D. No. of learners who continue to
require remediation
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9RC-IIId-20: Analyze a one- Appreciate the balcony scene Figures of speech Intonation Remedial/Enhancement
Competencies/Objectives: act play in Romeo and Juliet in comic Reading Schedule/ICL
Write the LC Code for each EN9LT-IIId-2.1.5: Express strips.
appreciation for sensory
images used
EN9LT-IIId-20.2: Explain the
Page 70 of 144
literary devices used
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.
II. CONTENT
Lesson 4 : With Fortitude and Determination
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
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P159- 165 P159- 165 P159- 165 P159- 165
2. Learner’s Materials Pages P 304 - 305 P 307 - 308 P 312 - 313 P 314 - 318
3. Textbook Pages P 304- 305 P 307- 308 P 313- 313 P 314 - 318
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Textbook only textbook only Textbook and activity sheets Textbook and other IMs
C. Presenting Examples/Instances
of the Lesson React to the dialogs taken Go over the comic strip Work on Task 5-B. Read the sample script and
from the play Romeo and slowly reading the dialogs, Imagery, Figures of Speech guide students to create the
Juliet. and looking at the pictures. intonation pattern in their
The teacher may provide dialog.
these lines.
F. Developing Mastery
(Leads to Formative Assessment 3) Task 2 – Past Sustain the activity. Make use of activity sheets Point out words that the
Page 72 of 144
or games identifying figures class needs to be sure of
of speech. their pronunciation.
I. Evaluating Learning
Students present to class Present a short narration of The teacher may use her Graded reading of the
their answers in Task 2. a story, then ask the teacher-made test on dialogs in the story. This
Page 73 of 144
The group will report on the students to convert it into identifying figurative includes the intonation,
sequence of the pictures comic strip. It can be in stick language used. proper pronunciation of
according to events in the figures. words.
story, then retell the story.
V. 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
VI. REFLECTION students learn?
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
Page 74 of 144
require remediation
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9RC-IIId-20: Analyze a one- Develop a speech citing Identify other functions of an Identify my set of values Remedial/Enhancement
Competencies/Objectives: act play reasons why some students Infinitive in the sentences. Reading Schedule/ICL
Write the LC Code for each EN9LT-IIId-2.1.5: Express resort to commit suicide.
appreciation for sensory
images used
EN9LT-IIId-20.2: Explain the
literary devices used
Page 75 of 144
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.
II. CONTENT Lesson 5: Across Time
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
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 166- 173 P 166- 173 P 166- 173 P 166- 173
Page 76 of 144
C. Presenting Examples/Instances Discuss the story Romeo
of the Lesson Work on Act 2, Scene 4 and Juliet again and .find Work on Task 6 Grammar in Discuss these values one
possible reasons for the Focus A. by one.
lovers to end their lives.
Was it fate, or simply
consequence of their rush
decisions?
D. Discussing New Concepts and
Practicing New Skills #1 Identifying figures of speech Review how to write a Work on Task 6, B. Ask students their personal
speech. opinions or ideas about the
Provide procedure of writing values identified by the
compositions like this. class.
Give the guide questions for
them to follow.
F. Developing Mastery
(Leads to Formative Assessment 3) Work on Act 3, scene 2 Write drafts to be checked Work on more examples At a random, ask students
by the teacher. to arrange set of values
according to his priority.
Page 77 of 144
Explain his arrangement.
Page 78 of 144
J. Additional Activities for
Application or Remediation Write a short essay on the
reasons for suicide in the
point of view of your
parents.
V. REMARKS
Page 4 of 5
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
VI. REFLECTION students learn?
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. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning Remedial/Enhancement
Competencies/Objectives: Appreciate the famous people EN9RC-IIId-20: Analyze a one- Recognize the literary Identify Participles Reading Schedule/ICL
Write the LC Code for each that touched / influenced the act play device of characterization Write a character sketch.
lives of others. EN9LT-IIId-2.1.5: Express
appreciation for sensory
images used
EN9LT-IIId-20.2: Explain the
literary devices used
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.
II. CONTENT
Lesson 6: Despite Differences in Social Class
Page 80 of 144
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
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 174- 184) P 174- 184 P 174- 184 P 174- 184
C. Presenting Examples/Instances
of the Lesson Go over the important Actual reading of the play, Give examples for each of Provide several examples,
personalities and allow “While the Auto Waits”. the literary device used in esp. combining examples of
students to describe them Identify the characters. developing characters. Take gerunds and infinitives.
Page 81 of 144
based on their research. Describe the characters one at a time.
according to their behavior
in the story.
F. Developing Mastery
(Leads to Formative Assessment 3) Practice the speech delivery In a group of 3, students Sustain the activity Work on Task 9 and 10 on
with the copy of the speech. identify the sequence of page 364.
Teacher may advice or events and how the
guide the student’s choice, character reveal
or may present standard themselves.
speech for everyone to use.
Page 82 of 144
G. Finding Practical Applications of
Concepts and Skills in Daily The ability to deliver an idea We are like the characters The literary device for Write a character sketch
Living or speech is useful to any of the play. There are times characterization is also using interesting participles
occasion. Confidence can when we pretend to be applicable to any other to describe something.
be developed through someone else, there are forms of narratives.
activities like this. also times when we reveal Refer to Task 16 p. 368 -
our true self. 370
I. Evaluating Learning
Actual speech delivery is Reading of the play by pair. ½ Crosswise Teacher may use her
graded. It can be any of the parts of Answer Task 7 page 361. teacher-made quiz on
the play. Intonation, identifying the participles
pronunciation and the and also pointing out the
volume of the voice will be nouns or words that they
part of the rubrics of the modify.
grade.
Page 83 of 144
J. Additional Activities for
Application or Remediation
V. 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
VI. REFLECTION students learn?
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
Page 84 of 144
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LT-IIIh-16: Analyze Remedial/Enhancement
Competencies/Objectives: EN9V-IIIh-29: Get familiar literature as a means of Reading Schedule/ICL
Write the LC Code for each Appreciating New Year, New Appreciating New Year, New with the technical connecting to the world
Life Life vocabulary for drama and EN9LT-IIIh-3: Explain how
theatre (like stage a selection may be
directions) influenced by culture,
history, environment, or
other factors
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.
II. CONTENT
Lesson 7: Despite Racial Differences
Page 85 of 144
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
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
Page 87 of 144
quote, “A friend in need is a
friend indeed.”
G. Finding Practical Applications of Ask:
Concepts and Skills in Daily Friendship can be
Living developed in a any situation Do we have here in our
or occasion, only when it is community a kind of racial
allowed to happen . discrimination against
someone you know?
Cultural? Religious?
Page 88 of 144
J. Additional Activities for
Application or Remediation
VIII. 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
IX. REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
H. No. of learners who earned
80% in the evaluation
Page 89 of 144
M. What difficulties did I encounter
which my principal or supervisor
can help me solve?
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LT-IIIh-16: Analyze EN9WC-IIIi-9: Compose EN9G-IIIh-21: Use verbals. Remedial/Enhancement
Competencies/Objectives: literature as a means of Perform a dialogue with a forms of literary writing Reading Schedule/ICL
Write the LC Code for each connecting to the world partner making use of real-life EN9WC-IIIi-9.5: Use literary
believable conversation. devices and techniques to
EN9LT-IIIh-3: Explain how
a selection may be craft a play synopsis
influenced by culture,
history, environment, or
other factors
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.
II. CONTENT
Lesson 8: Transcending Differences
Page 90 of 144
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
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 194-208 P 194-208 P 194-208 P 194-208
2. Learner’s Materials Pages P 398- 399 P 398 - 399 P 406 - 407 P 410 - 412
3. Textbook Pages P 398 - 399 P 398 - 399 P 406 - 407 P 410 - 412
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources textbook textbook textbook Textbook and activity sheets
.
B. Establishing a Purpose for the
Lesson Assign groups of students Refer to page 399. Discuss Write or compose a good Show the different forms of
to do the Group the tips on how to improve synopsis of a play. participles.
differentiated Tasks in Tasks writing dialogues.
12
C. Presenting Examples/Instances
of the Lesson Assist every group’s Review the play. Take the Discuss the parts of the Refer to page 410 for
performance output so they dialogues as examples of synopsis. The sequence of discussion and examples.
Page 91 of 144
understand their the discussion. events must be clearly
assignment well. observed.
F. Developing Mastery
(Leads to Formative Assessment 3) Allow the groups to practice Allow the students to Write the first draft of the Try to answer Task 7 B and
their performance or polish practice. synopsis. Partners must C on page 412.
their outputs. help each other come up
with a satisfactory
composition.
Page 92 of 144
G. Finding Practical Applications of
Concepts and Skills in Daily Ask: Use of common situation or Writing synopsis is Develop skill in writing
Living daily scenario. applicable to any story. effective sentences without
Which part of the story do dangling phrases.
you find similar with our
situation in our community?
Describe the similarity.
I. Evaluating Learning
The presentation of the The presentation of the Submission of the draft of Make use of teacher-made
Differentiated Group Tasks conversation will be graded the synopsis of the play, activity sheets on identifying
are graded. according to the rubrics. “While the Auto Waits”. participial phrases, and
Rubrics already given to correcting dangling
class. participial phrases.
Page 93 of 144
J. Additional Activities for
Application or Remediation
V. 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
VI. REFLECTION students learn?
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
Page 94 of 144
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
Page 95 of 144
III. LEARNING 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
RESOURCES is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp.209-212 pp.209-212 pp.209-212 pp.209-212
2. Learner’s Materials p. 424-430 p. 424-430 p. 424-430 p. 424-430
Pages
3. Textbook Pages p.424-430 p. 424-430 p. 424-430 p. 424-430
4. Additional Materials
from Learning Resource
(LR) portal
B.Other Learning Resources Mp3 player, picture, copy of Mp3 player, picture, copy of Copy of the reading text Projector, CD Recording of
the song the song Listening outputs
Page 96 of 144
B.Establishing a Purpose for Sharing of observations and Recall one significant issue Ask the students to read the Task 6: Instruct students to
the Lesson discussion of the picture in your life. Share it with a poem, “Dreams Deferred” analyze the picture and
partner. by Langston Hughes predict what could be the
dream of the people in the
picture.
C. Presenting Listening to a song Call two pairs to do the Ask them to associate the Task 7. Let students read
Examples/Instances of the sharing. poem to the story and analyze the dialogue
Lesson
D.Discussing New Concepts While listening to the song, Analyze the pictures posted Introduce the text. ( Tell Task 8. Discussion on
and Practicing New Skills students predict words or on the board. something about the author passive and active voice.
#1 phrases that they expect to any back-ground of the
hear from the song through story.
its title
Page 97 of 144
F. Developing Mastery Small group sharing Accomplish the chart with Brainstorming by group. Task 11. Design a board
(Leads to Formative forms of social injustice as game that presents a real-
Assessment 3) depicted by the pictures life journey.
G.Finding Practical Ask: Ask: Note the significant Illustrate the game board
Applications of Concepts 1. Among the issues, Give one resolution that will responses of the students with pictures appropriate to
and Skills in Daily Living what do you think minimize discrimination. and process it. the journey being chosen.
he values the most”
Why do you say
so?
I. Evaluating Learning Present a news report about Checking of answers Instruct them to write their Task 15. Choose a part of a
social issues answers. story or a play. Dramatize it
by exchanging dialogues.
J. Additional Activities for Journal writing: Select 5 words from the Reflect: Journal writing:
Application or Complete the sentence: activity and use them in a From the poem: I learned Complete the sentence:
Remediation Today, I realized that…. sentence. that... I believe I can realize my
dream because...
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
VI. REFLECTION needs to be done to help the students learn?
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
Page 99 of 144
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?
B.Establishing a Purpose for Let them watch a video Do task 2 take a stand on Do task 4 World of words on Ask:
the Lesson about a father and a page 450 of the LM page 451 of the LM From among the characters,
daughter. who do you like best?
C. Presenting Ask the students to reflect Ask: Ask the students to predict Ask:
Examples/Instances of the on the video Why is it important to what this play is all about What values does she/he
Lesson analyze the stand of a based on its title (Death of a have drawn you to him/her?
speaker or a group of salesman)
people?
D.Discussing New Concepts Answer the Task 1 on page Work on task 3 with a Pick difficult words from the Ask the students to work the
and Practicing New Skills 449 of the LM partner on page 450 of the play task 7 by group on page
#1 LM 491 of the LM.
F. Developing Mastery Discuss: Ask them to pay particular Ask the students to use the Internalize the lines by
(Leads to Formative If you were to give an attention to the message of difficult words in a sentence feeling for the characters.
Assessment 3) ending to the video, how the ad.
would you do it?
I. Evaluating Learning Write down what they think Call two pairs to do the Checking of answers Do task 15 Review Take
is the most important point sharing about their stand on Two on page 499 of the LM
of the video. the issue presented by the
ad.
J. Additional Activities for Let them present their Ask the students to connect Provide follow up questions Reflect:
Application or version of the video’s the video about campaign so students would get to From the play: I learned
Remediation ending. ad to the political ad in the know the characters better. that...
Philippines
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
VI. REFLECTION needs to be done to help the students learn?
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
B.Establishing a Purpose for Ask: Ask them about important Do the task 7 Play vs. Short Do task 10 Mind the issues
the Lesson Can you predict what each learning about the play story with a partner on page on pages 511 -513
video is all about? 507 of the LM
D.Discussing New Concepts Show the class the three Discuss: Discuss: Discuss on identifying the
and Practicing New Skills video clips and let them Can you name any object , cause and effect.
#1 write important points about What are the elements of a idea, or place that
the video clips short story or play? symbolizes an unforgettable
event in your life? What
does it mean to you?
F. Developing Mastery Draw out insights from the Group activity: Group Activity: Form groups and do the
(Leads to Formative class like: comparing and activity on page 514 of the
G.Finding Practical Let them write down the Ask them follow up Group Activity: Let the students copy the
Applications of Concepts strong and weak points of questions to draw out ideas cause-effect chart
and Skills in Daily Living each message. Do task 9 Go “Less with
Words” on pages 509-511 of
the LM
J. Additional Activities for Journal writing: Ask: Reading homework: This week,
Application or
Remediation Today, I realized that....... What do you think are the Read the Worst depression I learned that...
similarities and differences of Modern HIstory
between short stories and
plays?
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
VI. REFLECTION needs to be done to help the students learn?
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
III. LEARNING 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
RESOURCES is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages P232-236 P237-240 P241-245 P246-247
2. Learner’s Materials P521-525 P526-528 P529-531 P532-535
Pages
3. Textbook Pages P521-525 P526-528 P529-531 P532-535
4. Additional Materials
from Learning Resource
(LR) portal
E. Other Learning Copies of graphic Projector, laptop Speaker, laptop PowerPoint presentation
Resources organizers
C. Presenting Each group in the class will Do task 3 Speak with Discuss: Let the students write five
Examples/Instances of the justify their answers. feelings on page 524 of the sentences with use of
Lesson LM Post examples of direct and adverbs.
indirect sentences on the
board.
D.Discussing New Concepts Tell the class on what are Ask the class to arrange the Do task 9 practice the Direct Checking of sentences
and Practicing New Skills their ideas on facts and events in a play. and indirect ways on page
#1 opinions.. 532 of the LM.
F. Developing Mastery Ask the students to discern Read a video transcript of Checking their answers With a partner:
(Leads to Formative facts from opinion America’s President Barack Create a short dialogue
Assessment 3) Obama about life challenges
considering the use of
adverb
G.Finding Practical Read a political campaign Let the students identify Do comparing and Present your work to the
Applications of Concepts advertisement and tell the which among the contrasting the following class.
and Skills in Daily Living class to listen for facts and statements contain factual statements
determine the biases by the information or subjective
ads content
I. Evaluating Learning Graded group presentation Use teacher made quiz on Use teacher- made quiz on Use teacher- made quiz on
on the chart about facts and identifying between factual changing the direct adverbs
opinion. or subjective information statement to indirect
statement or vice versa
J. Additional Activities for Each group will present Copy at least five examples Let the students write their Journal writing:
Application or their answer infront of the of direct quotation from own example on the direct Write an essay about their
Remediation class famous personality. and indirect statement ambition in life considering
the proper use of adverb.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
VI. REFLECTION needs to be done to help the students learn?
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
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.
II. CONTENT Lesson 5 :RECTIFYING ONE’S MISTAKES
III. LEARNING 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
RESOURCES is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp.248-261 pp.250 pp.250-251 pp.250-251
B.Establishing a Purpose for Let students share their Facilitate reading on the Ask: Assign groupings for the
the Lesson feelings/insights regarding Guidelines for Conducting a What are expressions? How reading of the Death of the
the issues raised Panel Discussion will you interpret them? Salesman
C. Presenting Let students study the ads Let students form groups Let students do Task 5 Reading of the text
Examples/Instances of the found in the textbook following the guidelines for Twisting the Meaning
Lesson panel discussion (Dyads)
F. Developing Mastery Use Task 2 Relating the Presentations of panel Facilitate comprehension of Discussion on Task 8
(Leads to Formative Truth discussion the text Firming One’s Act
Assessment 3) Let students listen to a
recorded article and take
important details
I. Evaluating Learning Process the answers Let students answer Task 8 Let students do Task 9
Firming One’s Act Determining the Tone,
Mood, and the Author’s
Technique
V. 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?
VI. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
E. Which of my teaching
strategies work well? Why did
these work?
B.Establishing a Purpose for Sharing of observations and Ask the students this Ask the students to read Brainstorming on the
the Lesson discussion of the picture question; again the text REQUIEM elements of stage play
How prepared are you to presentation
face the failure in life?
C. Presenting Watch a video clip Let students read the Review of the text for Let students read the texts
Examples/Instances of the pertaining to a value system text “Requiem ( Death of additional comprehension on Medical Overtreatment
Lesson a Salesman)” and Death with Dignity
D.Discussing New Concepts Fill-out the grid with details Let students do Task 6 Let students do Task 8 Brainstorm text
and Practicing New Skills extracted from the material Checking Your Immersing into the comprehension using Task
#1 viewed Comprehension Author’s Craft 11 Digesting the Text
G.Finding Practical Task 2 Charading a Word Group activity: Group presentations of the Presentations of answers
Applications of Concepts Come up with a positive poem
and Skills in Daily Living disposition which you
should undertake
I. Evaluating Learning Make a sketch or illustration Feed backing of answers/ Let students do Task 10 Let students do Task 14 by
on values learned from the sharing of ideas Seeing the Other Side of a group
material viewed. Character
J. Additional Activities for Journal writing: Journal writing: Journal writing: Group writing:
Application or What are the positive values Complete the sentence: Answer the question; Compose a play review
Remediation I must remember in making To avoid conflicts in the How prepared are you to
a stand on issues family, I should… face a failure in life?
concerning in my family
V. 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?
VI. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
E. Which of my teaching
strategies work well? Why did
these work?
B.Establishing a Purpose for Ask: Ask: Let students share their Ask:
the Lesson How do you accept How close are you with your experiences
challenges that you will family and friends? What makes a good
encounter in your life? play?
C. Presenting Post pictures that imply Ask: Facilitate discussion on Discuss Intonation,
Examples/Instances of the addiction Have you extended help values extracted from Juncture, stress and pitch
Lesson from a relative or someone students’ experiences
close to you?
F. Developing Mastery Let students share output Groups continue the activity Discussion on the meaning Form groups and do the
(Leads to Formative with partner until all groups have of unfamiliar words teacher-made activities
Assessment 3) participated
G.Finding Practical Call some students to do Pair-Share Activity: Let students read the text of Form groups and do the
Applications of Concepts the sharing to the class Each pair selects a picture Eric Cantor’s Policy Speech teacher-made activities
and Skills in Daily Living from the activity for on ‘Shared Vision”
discussion
Page 130 of 144
School: Grade Level: 9
GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: English
Teaching Dates
and Time: March 6-10, 2017 (week 7) Quarter: 4th
H.Making Generalizations Facilitate discussion in Brainstorm on the pair- Let students read the text of Why are intonation, Remedial/Enhancement
and Abstractions about standing up for a reason in share activity Eric Cantor’s Policy Speech juncture, stress, and pitch Reading Schedule/ICL
the Lesson times of life’s challenges on ‘Shared Vision” important?
I. Evaluating Learning Write down what they think Choose one picture and Give guide questions for Groups make a dialogue
is the most important value create a story related to it comprehension with direct and indirect
they learned speech
J. Additional Activities for Reflect: Journal writing: Group writing: Group writing:
Application or
V. 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?
VI. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
III. LEARNING 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
RESOURCES is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References
1. Teacher’s Guide Pages pp.286-289 pp.286-289 pp.286-289 pp.286-289
2. Learner’s Materials P645-647 P645-647 pp.647-649 pp. 649-650
Pages
3. Textbook Pages P645-647 P645-647 pp.647-649 pp. 649-650
4. Additional Materials
from Learning Resource
(LR) portal
D.Other Learning Resources Copy of the reading text Copy of the reading text Pictures Charts
Laptop, DLP Copy of the reading text
C. Presenting Let students share their Ask: Post pictures of stage Ask:
Examples/Instances of the answers How will you conquer the directors, stage designers, What are the stage
Lesson world of a stage play? and props designers directions?
D.Discussing New Concepts Facilitate comprehension of Tell the class that they will Ask the class what Ask:
and Practicing New Skills the text through questions read a selection on stage particular roles do each What is the advantage of
#1 directions perform having varied personalities
as the composition of a
stage play production?
G.Finding Practical Let students do Task 5 Share insights on the text Making of group report Ask:
Applications of Concepts Walking the Dream into with a group How can you assure of a
and Skills in Daily Living Reality stage play success?
I. Evaluating Learning Group presentations of Group presentations of Sketch stage directions Discussion of student’s
outputs outputs answers/opinions
J. Additional Activities for Let students do Task 6 What Reflect: Answer: Group writing:
Application or Influences a Text? What role of the play would How important is stage Compose a play review
Remediation you rather choose? directions in a play?
V. 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?
VI. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
E. Which of my teaching
strategies work well? Why did
these work?
B.Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery and Dramatic Conventions.
B.Establishing a Purpose for Prepare strips of paper with Do drills on tense Ask: Brief discussion of answers
the Lesson varied scenarios consistency How will you adjust on your
weaknesses?
C. Presenting By pairs, students pick out a Brainstorm the rules for Students perform Task 11 Students watch the video of
Examples/Instances of the strip of paper tense consistency Mirroring Myself the “Death of a Salesman”
Lesson
D.Discussing New Concepts Pairs read and understand Students do board Students review the result Groups take note of the
and Practicing New Skills what is written on the strips exercises on tense of their personal dialogues, delivery, the
#1 consistency assessment blockings, the setting, the
props and sets, the
costume, the audio, the
lighting, and the stage
directions
F. Developing Mastery Pairs are given time to Teacher facilitates checking Students do Task 12 Discussion of answers
(Leads to Formative practice the elected of correct answers Committing Myself
Assessment 3) scenario
G.Finding Practical Pairs present their scenes Story analysis: Supply the Students form groups Teacher presents rubrics for
Applications of Concepts with appropriate dialog, verb observing tense stage play production
and Skills in Daily Living gestures and facial consistency
expressions
I. Evaluating Learning Presentation of scenarios Teacher facilitates Final assessment of Teachers evaluate the list of
discussion of answers individual tasks roles of group members
J. Additional Activities for Journal writing: Review script observing Review the respective Compose a play review
Application or Rate your own tense consistency responsibilities of crew in a
Remediation performance. How will you stage play production.
improve?
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
VI. REFLECTION needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
O. No. of learners who
earned 80% in the
evaluation
P. No. of learners who require
additional activities for
remediation
Q. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
R. No. of learners who continue
to require remediation
S. Which of my teaching
strategies work well? Why did
these work?
Page 5 of 5