GRADES 9 School ANCHS Grade Level 9 DAU, GISAK, KAMAGONG

DAILY LESSON LOG Teacher Ms. Joscelle Joyce L. Rivera Learning Area English
Teaching Dates and Time November 4-8, 2019 Quarter Third
8:30-9:30; 10:00-11:00; 11:00-12:00 am

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES 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 assessed 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 The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to use ways of analyzing one-act play and
Standards different forms of verbals for him/her too skillfully perform in a one-act play.
B. Performance 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
Standards Dramatic Conventions.
C. Learning EN9WC-IIIa-9: Compose forms of EN9WC-IIIa-9: Compose forms of EN9WC-IIIa-9: Compose
Competencies/Obje literary writing. literary writing. forms of literary writing.
ctives Write the LC EN9WC-IIIa-9: Compose forms of
code for each literary writing. EN9LC-IIIi-8.2: Judge the relevance EN9LC-IIIi-8.2: Judge the relevance and EN9LC-IIIi-8.2: Judge the
and worth of information/ideas. worth of information/ideas. relevance and worth of
information/ideas.
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 “The Telephone” by Edward
HERMANO PULI Paragraph Making/ theme writing Through Technology “The Telephone” by Edward Field
Field (continuation)
III. LEARNING List 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
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References 1. K to 12 Curriculum Guide (May 1. K to 12 Curriculum Guide (May 1. K to 12 Curriculum Guide (May 2016) 1. K to 12 Curriculum Guide
2016) 2016) p. 206, 208 p. 206, 208 (May 2016) p. 206, 208
2. A Journey through Anglo-American 2. A Journey through Anglo-American 2. A Journey through Anglo-American 2. A Journey through Anglo-
Literature Learner‘s Material for Literature Learner‘s Material for Literature Learner‘s Material for English American Literature Learner‘s
English English pp. 236-239 Material for English
pp. 187-189 pp. 236-239 3. Online References pp. 236-239
3. Online References 3. Online References
1. Teacher’s Guide 1. K to 12 Curriculum Guide (May K to 12 Curriculum Guide (May 2016) K to 12 Curriculum Guide (May 2016) p. K to 12 Curriculum Guide
pages 2016) p. 206, 208 206, 208 (May 2016) p. 206, 208
2. 3. 2. 3. 2. 3.
2. Learner’s A Journey through Anglo-American A Journey through Anglo-American A Journey through Anglo-American A Journey through Anglo-
Material pages Literature Learner‘s Material for Literature Learner‘s Material for Literature Learner‘s Material for English American Literature Learner‘s
English English Material for English
pp. 187-189
3. Textbook pages pp. 235-239 pp. 236-239 pp. 236-239
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Online References Online References Online References
Resources
IV. PROCEDURES 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 The Students will recheck their testpapers to Task 1: Looking Up How do you imagine the world How do you imagine the world
lesson or presenting be able for them to look back on their mistakes without telephone? without telephone?
the new lesson
about the lessons last quarter. How do you respond to an
emergency situation? Who do
you call for help? For each
critical situation, indicate your
life-saving solution. Cite your
opinion for giving such solution.
B. Establishing a Have you been mistakenly judged before Task 2: Touching You, TASK 1: THE TASK 1: THE TELEPHONE
purpose for the lesson because of your physical appearance? Touching Me TELEPHONE AND ITS AND ITS BEGINNING
BEGINNING 1. The students will be asked to
View the Powerpoint slides, 1. The students will be asked watch a video about the telephone‘s
and respond to it by interpreting
to watch a video about the short
the meaning expressed in the
song excerpt “Take That-Reach telephone‘s short history.
Out.” history.
C. Presenting Make a short paragraph entitled, “I am What I Task 3: Linking Together Guide Question: Guide Question:
examples/instances for am”  Who invented the telephone?  Who invented the telephone?
the new lesson
1. What is your most  When was the first phone  When was the first phone call?
important use of cell call?  How was the first telephone
phone? Have you used  How was the first telephone invented?
call for help? invented?

Monday Tuesday Wednesday Thursday Friday

D. Discussing new . The word maze Pair Work: Pair Work:
concepts and contains three sets of 1. Work with a partner. 1. Work with a partner.
practicing new skills
#1 synonymous words. 2. Interview each other on 2. Interview each other on
Write beside each what one thinks is the what one thinks is the
other the words with greatest importance of greatest importance of
almost the same a telephone. a telephone.
meaning. 3. Write a one-sentence 3. Write a one-sentence
answer of your partner answer of your partner
in the speech bubble. in the speech bubble.
E. Discussing new TASK 4: TASK 3: BREAKING BARRIERS TASK 3: BREAKING BARRIERS
concepts and Listen carefully as your teacher reads the Listen carefully as your teacher reads the
BONDING
practicing new skills
#2 TOGETHER poem, ―The Telephone by Edward poem, ―The Telephone‖ by Edward
Students work in Field. Then, read it with your partner. (LM Field. Then, read it with your partner. (LM in
five (5) groups to in English, p.237) English, p.237)
discuss the message
of the poem. (LM,
pp. 238-239) *see
page 3 G9 exemplar
F. Developing mastery .
(Leads to Formative
Assessment 3)
G. Finding practical Can you say you are free? How does it feel
applications of to be free?
concepts and skills in
daily living

H. Making TASK 4: PRO’S AND CON’S OF TASK 4: PRO’S AND CON’S OF

generalizations
and abstractions
TELEPHONE USE TELEPHONE USE
about the lesson Although telephone proves to have a lot of Although telephone proves to have a lot of
benefits, there are still drawbacks in benefits, there are still drawbacks in
its use. Use the diagram to list the its use. Use the diagram to list the advantages
advantages and disadvantages of using a and disadvantages of using a
phone. phone.
I. Evaluating learning The students will be graded according to the Task 5: Bonding Now that you have explored the wonders Now that you have explored the wonders and
given rubric: Together and downside of a telephone and its downside of a telephone and its
use, create an acrostic poem featuring your use, create an acrostic poem featuring your
Students work in own version of ―The Telephone own version of ―The Telephone
groups of 7-10 to
discuss the meaning
of the poem.

Group 1 Gratitude
Group 2 Obstacle
Group 3 Pleasure
Group 4 Spring
Group 5
Connection

(see page 238-239)

J. Additional activities for application

for remediation
V. REMARK

Prepared by: Checked by: Noted:

JOSCELLE JOYCE L. RIVERA HERBERT N. DOCE MERCEDES R. INFANTE

Teacher I MT-I, English Department Head Teacher III, English Department
 GRADES 8 School ANCHS Grade Level 8 ROSAL; 8 ORCHIDS
DAILY LESSON LOG Teacher Ms. Joscelle Joyce L. Rivera Learning Area English
Teaching Dates and Time November 4-8, 2019 Quarter Third
7:00-8:00; 1:30-2:30 pm

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES 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 assessed 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 Southeast Asian literature as mirror to a shared heritage ; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural
Standards analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
B. Performance The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical
Standards signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
C. Learning EN8LT-IIIc-2.2.1: Express
Competencies/Obje EN8LT-IIIc-2.2.1: Express appreciation appreciation for sensory images
ctives Write the LC for sensory images used. used.
Assess the leaner’s knowledge
code for each Assess the students’ learning
about the traditions and values of
schema. EN8LT-IIIe-10: Appreciate literature as a EN8LT-IIIe-10: Appreciate
China, Japan and Philippines
mirror to a shared heritage of people with literature as a mirror to a shared
diverse backgrounds. heritage of people with diverse
backgrounds.
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 Indian Literature
HERMANO PULI Aspects of Life/Culture PRE-TEST Indian Literature
(continuation)
III. LEARNING List 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
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References Grade 8 English Learner’s Module K-12 Curriculum Guide K-12 Curriculum Guide
(pg. 82) Grade 8 English Learner’s Module (pg.
82-85) Grade 8 English Learner’s
Module (pg. 82-85)
1. Teacher’s Guide
pages
2. Learner’s
pg. 82-85 pg. 82-85
Material pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES 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 Activity 15: Info Search Vocabulary Mapping (page 82) Vocabulary Mapping (page
lesson or
presenting the new 82)
lesson
B. Establishing a Conduct an online or library research Processing of vocabulary Mapping Processing of vocabulary
purpose for the lesson to come up with a comprehensive view (page 82-83) Mapping (page 82-83)
of unifying and distinctive, values, and
traditions of the people of China, Japan
and Philippines.
C. Presenting Aspects of Life/ Culture of China, Characteristics of Indian Literature Characteristics of Indian
examples/instances for Japan, Philippines
the new lesson (page 84) Literature (page 84)

Monday Tuesday Wednesday Thursday Friday

D. Discussing new concepts and . Process Questions (page 84) Process Questions (page 84)
practicing new skills #1

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery . Skimming for major ideas (page 85) Skimming for major ideas (page 85)
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson

I. Evaluating learning Aspects of Life/ Culture of China, Activity 5: Read Quickly on page 85 Activity 5: Read Quickly on page
Japan, Philippines 85

Famous Festivals
Wedding traditions
Unique dishes
Martial Arts
Family Values
J. Additional activities for application
for remediation
V. REMARK

Prepared by: Checked by: Noted:

JOSCELLE JOYCE L. RIVERA HERBERT N. DOCE MERCEDES R. INFANTE

Teacher I MT-I, English Department Head Teacher III, English Department