Daily Lesson Log

School: MONTESSORI SCHOOL OF JAEN INC.
Grade Level: 9
GRADES 1 to 12 Teacher: NIÑA ROMINA G. NAVALTA Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and Time: SEPTEMBER 2-4 , 2019 – 7:30 A.M. – 8:30 A.M. Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
The students demonstrate understanding of Anglo-American literature and other text types serve as means of valuing other people; understanding of strategies in processing information,
A. Content Standards different forms of adverbs, and conditionals for them to play an active part in a Chamber Theatre presentation.
The students transfer learning by proficiently playing an active part in a Chamber Theatre presentation through employing effectiveverbal and nonverbal strategiesbased onthe following criteria:
B. Performance Standards focus,voice, delivery,facial expressions, style and body movements or gestures.
C. Learning Competencies/
Objectives Analyze the poem entitled “On Analyze the poem entitled “On Analyze the poem entitled “The Note the types of context clues used
Write the LC code for His Blindness” by John Milton His Blindness” by John Milton Universal Prayer ” by Alexander Pope. for a given word or expression
each EN9V-Ig-12.3 to li-12.3
Empathize with the situation of Empathize with the situation of Build strong connection to God through
the persona in the poem. the persona in the poem. prayers Develop critical thinking skills
Write a reflective essay about Write a reflective essay about Write a paragraph on a given topic.
the poem. the poem. ECASWC-II-1.1b
“On His Blindness” by John “On His Blindness” by John “The Universal Prayer ” by Alexander Noting the types of context clues
II. CONTENT Milton Milton Pope. used for a given word or expression
III. LEARNING RESOURCES
A. References English Communication Arts and English Communication Arts and English Communication Arts and Skills English Communication Arts and Skills
Skills through Anglo-American and Skills through Anglo-American and through Anglo-American and Philippine through Anglo-American and Philippine
Philippine Literatures (ECAS), Philippine Literatures (ECAS), Literatures (ECAS), Phoenix Literatures (ECAS), Phoenix
Phoenix Phoenix
1. Teacher’s Guide pages P 123 – P 125 P 123 – P 125 P126 - P128 P 129 - P 130
2. Learner’s Materials pages P 111 – P 113 P 111 – P 113 P115 – P117 P 118 – P 119
3. Textbook pages P 111 – P 113 P 111 – P 113 P115 – P117 P 118 – P 119
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Recall the previous lesson. Recall the previous lesson. Recall the previous lesson. Brief discussion about the previous
presenting the new lesson lesson.
B. Establishing a purpose for the Allow students to express their Allow students to express their Play a musical instrument entitled Play a game entitled “Who am I”
lesson ideas. The, introduce John ideas. The, introduce John “Lead Me Lord”
Milton who is described as Milton who is described as and have them internalize it.
representing “the religious representing “the religious
consciousness of the Puritans of consciousness of the Puritans of
England” England”
C. Presenting examples/instances of Ask: Ask: Instruct them to write their prayer What are you going to do if you are
the new lesson What do you think would be a What do you think would be a in a piece of paper. looking for the meaning of the
recurring theme in Milton’s recurring theme in Milton’s words but you do not have
work? work? dictionary or browser?
D. Discussing new concepts and The learners will read the poem The learners will read the poem Sharing of answer individually on Let the learners have a SWAP Talk
practicing new skills #1 after the teacher. after the teacher. the questions given. activity.
E. Discussing new concepts and Answer the side bar questions. Answer the side bar questions. Let the students justify their Share their thoughts about different
practicing new skills #2 answers. types of context clues.
F. Developing mastery (leads to Elicit questions from the Elicit questions from the Answer the side bar questions. Have them identify the type of
Formative Assessment 3) learners. learners. context clues in the given
sentences.
G. Finding practical applications of Pair Work: Pair Work: Group work:
concepts and skills in daily living Answer: Answer: Create a slogan about “prayer”. Play a game entitled “Hush, Run and
 What is the chief ide  What is the chief ide *be able to write a short paragraph Win”
expressed in the poem? expressed in the poem? explaining the meaning of your
 In what different ways can  In what different ways can slogan.
we serve God? we serve God?
 Explain the significance of  Explain the significance of
the last line of the poem? the last line of the poem?
 Is being handicapped a  Is being handicapped a
blessing or a curse? Explain blessing or a curse? Explain
 How will you define an  How will you define an
honest or true service? honest or true service?
 Do you know any  Do you know any
handicapped person who handicapped person who
has survived or succeeded has survived or succeeded
in spite of his/her in spite of his/her
predicament? Share his/her predicament? Share his/her
story. story.
H. Making generalizations and What lesson does the poem What lesson does the poem Ask: Ask:
abstractions about the lesson convey? How are you going to convey? How are you going to How can you define context clues?
apply it in daily living? apply it in daily living? What are the best ways to build Explain the definition of each
strong connection to God? context clues.
I. Evaluating learning Essay: Essay: Essay
Write a reflective essay about Write a reflective essay about Why we should be thankful of what Teacher-made test
the poem “On His Blindness” the poem “On His Blindness” we have?
J. Additional activities for Ask student to summarize the Ask student to summarize the Values: Life Connection Complete the puzzle.
application or remediation lesson and encourage learners lesson and encourage learners Explain why the following
to ask questions. to ask questions. statements are true.
1.”The one who loves God never

loses hope.”
2. “Remember God with everything
you put in your mouth to eat or
drink.”
3. “The family that prays together
stays together.””
V. REMARKS
VI. REFLECTION
Prepared by:
Ms. Niña Romina G. Navalta

English Teacher
Approved by:
Mrs. Lina DB. Javaluyas

High School Principal
School: MONTESSORI SCHOOL OF JAEN INC. Grade Level: 10
DAILY LESSON LOG Teaching Dates and Time: SEPTEMBER 2-4 , 2019 – 11:00 A.M. – 12:00 P.M. Quarter: 2ND QUARTER
I. OBJECTIVES
The students demonstrate understanding of how world literatures and other text types serve as vehicles of ex- pressing and resolving conflicts among
A. Content Standards individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers to deliver impromptu and
extemporaneous speeches.
The students proficiently deliver an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
B. Performance Standards
Objectives Understand argumentation and Understand argumentation and Understand argumentation and Understand argumentation and
Write the LC code for debate debate. debate. debate.
each EN10WC-IIa-13.1/ EN10WC-IIc- EN10WC-IIa-13.1/ EN10WC-IIc- EN10WC-IIa-13.1/ EN10WC-IIc-13.3 EN10WC-IIa-13.1/ EN10WC-IIc-13.3
13.3 13.3 Explain the types of logical thinking.
Develop learner’s reasoning skill by Craft an argumentative essay
Participate actively as group in Participate actively as group in tackling the current issue of the
the discussion. the discussion. society.
Conduct a simple debate regarding
the current issue of the society.
Understand argumentation and Understand argumentation and Understand argumentation and Argumentative Essay
II. CONTENT debate debate debate
(Logical Thinking)
Skills through World Literatures Skills through World Literatures through World Literatures (ECAS), through World Literatures (ECAS),
(ECAS), Phoenix (ECAS), Phoenix Phoenix Phoenix
1. Teacher’s Guide pages P 180 - 185 P 185
2. Learner’s Materials pages P 176– P 179 P 176– P 179 P 164 - 169 P 169
3. Textbook pages P 160 – P 163 P 160 – P 163 P 164 - 169 P 169
portal
IV. PROCEDURES
A. Reviewing previous Conduct a review of the Conduct a review of the previous Ask: Conduct a review of the previous
lesson or presenting the previous discussion about discussion about argumentation What are the qualities of a good discussion. Use the argumentative
new lesson argumentation and debate. and debate. debater? editorials.
B. Establishing a purpose Watch a video of the Watch a video of the Ask: Choose one essay and identify any
for the lesson government and opposition side government and opposition side What are the current issues that errors of generalization in the essay.
debate. debate. you heard from the news or read
from social media?
Direct the students to the main

issue which is “No Assignment
Policy”
C. Presenting Show examples of the elements Show examples of the elements Making a stand: “Agree or Disagree” Identify whether the kind of
examples/instances of of a debate. of a debate. Show some comments/reasons from the reasoning used is deductive or
the new lesson different personalities regarding the inductive.
issue.
D. Discussing new concepts Discuss the correct proportion Discuss the correct proportion of Introduce the concept of Logical In small group, each member is
and practicing new skills of Conviction and Persuasion. Conviction and Persuasion. Thinking and the several types of going to present their output and
#1 reasoning. rest the group can question for
clarification.
E. Discussing new concepts Show video presentation about Show video presentation about Instruct students to meet their Ask two to three students to read
and practicing new skills debate. debate. group mates for about ten minutes the examples they brought and
#2 and discuss what they have learned point out the expository,
from the task assigned. descriptive, and narrative elements
in each and the contribution each
makes to the argument.
F. Developing mastery Encourage students to raise Encourage students to raise Do a question and answer portion. Elicit from students their
(leads to Formative questions for clarifications of questions for clarifications of observations particularly on how
Assessment 3) vague points. vague points. the editorials was written.
G. Finding practical Task the students to review Task the students to review Conduct a simple debate about the As a group, craft an argumentative
applications of concepts what they have learned form what they have learned form the issue “No Assignment Policy” essay.
and skills in daily living the discussion and come up discussion and come up with list
with list of their insight. This can of their insight. This can be
be through diagram, and through diagram, and graphic
graphic organizer. organizer.
H. Making generalizations Let the rest of the class raise Let the rest of the class raise What are the forms of reasoning? What are the kinds of reasoning?
and abstractions about their concerns for clarification their concerns for clarification
the lesson
I. Evaluating learning Worktext Exercise Worktext Exercise Worktext Exercise Write a first draft of your
argumentative essay.
(Think-pair-share)
Identify the type of reasoning used.
J. Additional activities for Divide the class into three Divide the class into three Complete the phrase: Think-pair-share
application or groups to read the assigned groups to read the assigned
remediation topic. Come up with a one- topic. Come up with a one- Today, I realized that ___________.
paragraph summary of what paragraph summary of what
they have read. they have read.
V. REMARKS
VI. REFLECTION
Prepared by:

English Teacher
Approved by:
DAILY LESSON LOG Teaching Dates and Time: SEPTEMBER 2-4 , 2019 – 8:30 A.M. – 9:30 A.M. Quarter: 2ND QUARTER
I. OBJECTIVES
The students demonstrate understanding of: precolonial Philippine literature as a means of connecting to the past; various reading styles; ways of determining word meaning; the sounds of
D. Content Standards English and the prosodic features of speech; and correct subject-verb agreement.
The students transfer learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in conversations using appropriate
E. Performance Standards context-dependent expressions; producing English sounds correctly and using the prosodic features of speech effectively in various situations; and observing correct subject-verb agreement.
F. Learning Competencies/
Objectives Analyze the poem entitled Analyze the poem entitled Note the sensory details and mood Identify and use interrogative
Write the LC code for “1896” by Aurelio S. Alvero “1896” by Aurelio S. Alvero EN7II-C-C 2.1 pronouns
each
Value the person who fought for Value the person who fought for Participate actively in the discussion Show cooperation to the classroom
freedom freedom activity.
Draw creatively about certain lines with
Perform a rap enthusiastically Perform a rap enthusiastically sensory details from the poem “1896” ECAS7RC-II-I.1
II. CONTENT
Skills through Philippine Literatures Skills through Philippine Literatures through Philippine Literatures (ECAS), through Philippine Literatures (ECAS),
1. Teacher’s Guide pages P 116 – P 118 P 116 – P 118 P 119 P 120 – P 122
2. Learner’s Materials pages P 110 – P 112 P 110 – P 112 P 113 P 114 – P 116
3. Textbook pages P 110 – P 112 P 110 – P 112 P 113 P 114 – P 116
portal
IV. PROCEDURES
A. Reviewing previous Recall previous lesson. Recall previous lesson. Briefly discuss the previous lesson. Briefly discuss the previous lesson.
lesson or presenting the
new lesson
B. Establishing a purpose Answer the K-W-L chart and Answer the K-W-L chart and The learners have a motivation
for the lesson Vocabulary building Vocabulary building The learners are asked to close their activity entitled “What am I?”
eyes and guess what object they are
holding using their senses.
#guesswhat
C. Presenting Ask: Ask: Sharing of thoughts related to the Show examples of interrogative
examples/instances of Why freedom is important? Why freedom is important? activity. pronoun that used in a sentence.
the new lesson If you were a Filipino living If you were a Filipino living
during the Spanish era, would during the Spanish era, would
you have wanted freedom? you have wanted freedom?
Why? Why not? Why? Why not?
Is there really strength in Is there really strength in
numbers in all instances? numbers in all instances?
D. Discussing new concepts Show to the learners the Show to the learners the The teacher will post a chart which The teacher will discuss the
and practicing new skills different pictures that represent different pictures that represent has two columns. The learners need functions/uses of interrogative
#1 freedom. freedom. to match the column A to column B. pronoun. The student will create a
sentence out of the picture that the
teacher provided.
E. Discussing new concepts Read the poem entitled “1896” Read the poem entitled “1896” Identifying the sensory images used Learners are task to complete the
and practicing new skills by Aurelio S. Alvero by Aurelio S. Alvero in each pair of words. sentences with the correct
#2 interrogative pronoun.
F. Developing mastery Answer the sidebar questions Answer the sidebar questions Have them give example of Provide more examples.
(leads to Formative sentences that have sensory details.
Assessment 3)
G. Finding practical Prepare to read the poem Prepare to read the poem
applications of concepts “1896” in rap. Assign parts to be “1896” in rap. Assign parts to be Do a task entitled “Draw it out!” With a partner, write down a for
and skills in daily living read by particular members and read by particular members and (They are going to draw what things him/her to answer truthfully as
parts to be read by all. Decide parts to be read by all. Decide picture out in their mind from the he/she can.
the what music you will use with the what music you will use with given lines) (Use WH questions)
the poem. Invent your own the poem. Invent your own
dance steps, if you wish. Be sure dance steps, if you wish. Be sure
though not to try dangerous though not to try dangerous
steps or moves. steps or moves.
H. Making generalizations Ask: Ask: Ask: Encircle the interrogative pronoun.
and abstractions about What is the message of the What is the message of the How do you define freedom?
the lesson poem? poem? Point out passages in the poem
“1896” that provide sensory details
and give you vivid images.
I. Evaluating learning Answer the following question Answer the following question Underline the sentences that have Quiz
on a piece of paper: After on a piece of paper: After sensory images.
reading the poem, what insights reading the poem, what insights
about freedom did you get? about freedom did you get?
J. Additional activities for Draw anything you what that Draw anything you Make a poster about “Freedom” Change the following statements
application or symbolizes freedom. what that symbolizes into questions. Use interrogative
remediation freedom. pronouns in place of the italicized
words, which are answers to the
questions.
V. REMARKS
VI. REFLECTION
Prepared by:

English Teacher
Approved by:

DAILY LESSON LOG Teaching Dates and Time: SEPTEMBER 2-4 , 2019 – 1:00 P.M. – 2:00 P.M. Quarter: 2ND QUARTER
I. OBJECTIVES
The students demonstrate understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and verbal signals in both
A. Content Standards literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and appropriate grammatical signals or
expressions suitable to patterns of idea development.
The students transfer learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs, appropriate grammatical
B. Performance Standards signals or expressions in topic development, and appropriate prosodic features, stance, and behavior.
Objectives Explain the different techniques to
Write the LC code for Write the basic Chinese Write the basic Chinese develop listening skills Compose an effective paragraph
each characters. characters. EN8WC-IIa-2.8
Determine the tone and mood of the EN8WC-llb-2.8.8
Listen and follow the instruction Listen and follow the instruction speaker or characters in the text EN8WC-llc-2.2.1
carefully on how to write carefully on how to write listened to EN8WC-IId-2.8.9
Chinese characters Chinese characters
EN8LC-IIc-2.13 Identify and develop the topic
Show sense of responsibility in taking
sentence
care of the nature.
EN8WC-IIa-2.8.7/ EN8WC-IIb-2.2.1
Develop listening skill
EN8LC-IIa-7
II. CONTENT
Skills through Afro-Asian Literatures Skills through Afro-Asian Literatures through Afro-Asian Literatures (ECAS), through Afro-Asian Literatures (ECAS),
1. Teacher’s Guide pages P 56 – P 58 P 56 – P 58 P 59 – P 61 P 62 – P63
2. Learner’s Materials pages P 46 – P 48 P 46 – P 48 P 49 – P 51 P 52 - P53
3. Textbook pages P 46 – P 48 P 46 – P 48 P 49 – P 51 P 52 - P53
portal
IV. PROCEDURES
A. Reviewing previous Review the previous discussion. Review the previous discussion. Review the previous lesson through Ask:
lesson or presenting the concentration game. If you did not listen attentively to
new lesson the person you interviewed, what
are the possible consequences that
may greatly affect your output?
Did your tone and pitch of voice
help you conducting interview
properly?
*Teacher will read one interview
articles to the class.
B. Establishing a purpose Introduce the essential Introduce the essential Answer self-evaluation sheet.
for the lesson questions. questions. Play a game entitled “Pass the
Message”
C. Presenting Watch a video that teaches the Watch a video that teaches the Ask: Present an examples of a
examples/instances of eight basic Chinese characters eight basic Chinese characters paragraph.
the new lesson and the words written with and the words written with How does this skill affect your
these characters. these characters. decisions?
What are the consequences if one

fails to listen in terms of personal,
academic, and/or professional
matters?
Why listening important?
D. Discussing new concepts Rouse students’ interest by Rouse students’ interest by Let the students have a “Jigsaw Discuss about writing a paragraph
and practicing new skills allowing them to learn to write allowing them to learn to write Discussion”
#1 eight basic Chinese characters. eight basic Chinese characters.
E. Discussing new concepts Pose the sidebar questions: Use Pose the sidebar questions: Use Discuss the tone and mood of the Ask:
and practicing new skills Venn diagram to answer the Venn diagram to answer the speaker or characters in the text What is the first step in writing?
#2 questions questions listened to. How do you develop a topic
sentence?
What are the two kinds of topic
sentence? Differentiate the two.
F. Developing mastery Explain how Chinese words are Explain how Chinese words are Play a game entitled “E-Mood” Ask for their observations in
(leads to Formative formed from basic 214 formed from basic 214 (The student will listen to an audio determining the implied topic
Assessment 3) characters. characters. clip and observe the feelings of the sentence.
speaker)
G. Finding practical As a group, study additional As a group, study additional GROUP WORK: Bring out their composition for their
applications of concepts information about Chinese information about Chinese Divide the class into four groups- blog and answer the first two
and skills in daily living literature. literature. two groups to read a short story, questions on self-evaluation.
two groups to watch audio of
speech. Then, observe the feelings
of the characters in the story and
video.
H. Making generalizations Ask: Ask: Ask: Ask:
and abstractions about How tone helps the reader
the lesson Does the same thing happen Does the same thing happen understand a selection or a What are the steps to write a topic
with English and Filipino? Why with English and Filipino? Why conversation? sentence?
or Why not? or Why not?
How different kind of sentences
determine the tone and mood of
the text?
I. Evaluating learning Output of their practice. Output of their practice. Quiz (Dictation) Write a paragraph on how to take
Identify the tone used in the text care the nature.
listened to.
J. Additional activities for Pose a quote from the novelist Pose a quote from the
application or Edward Bulwer-Lytton: “The pen novelist Edward Have an interviewing activity which
remediation is mightier than the sword.” Bulwer-Lytton: “The needs to apply listening.
Does this apply to China? Recitation
pen is mightier than the
sword.” Does this apply
to China?
V. REMARKS
VI. REFLECTION
Prepared by:
English Teacher
Approved by:

Daily Lesson Log

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Daily Lesson Log

Uploaded by

Copyright:

Available Formats

School: MONTESSORI SCHOOL OF JAEN INC.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

1.”The one who loves God never

Ms. Niña Romina G. Navalta

Mrs. Lina DB. Javaluyas

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

Direct the students to the main

Ms. Niña Romina G. Navalta

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Ms. Niña Romina G. Navalta

Mrs. Lina DB. Javaluyas

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

What are the consequences if one

Why listening important?

You might also like