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 25-29, 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 different forms of
Standards 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 Dramatic Conventions.
Standards
C. Learning EN9LT-IIIa-16: Analyze literature as a EN9LT-IIh-15: Analyze literature as a
Competencies/Obje means of connecting to the world; EN9LT-IIIa-20.1: Explain how means of valuing other people and their
ctives Write the LC elements specific various circumstances in life;
code for each EN9LC-IIId-6.5: Provide appropriate and to a one-act play contribute to the
critical feedback/reaction to a specific development of its theme; EN9LT-IIh-2.3 Draw similarities and
Assess student’s performance and Assess student’s performance
context or situation. differences of the featured selections in
learning. and learning.
EN9LT-IIIa-16.1: Identify the relation to the theme;
distinguishing features of Anglo-
American one-act play. EN9VC-IIh-19 Judge the relevance and
worth of ideas presented in the material
viewed.
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 Sorry, Wrong Number (A Radio Play) by Remedial/Enhancement
QUIZ One-Act Play Elements By The Railway Side by Alice Meynell
Lucille Fletcher Reading Schedule/ICL
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 materials as well as paper-
RESOURCES based materials. Hands-on learning promotes concept development.
A. References 1. K to 12 Curriculum Guide (May 2016) 1. K to 12 Curriculum Guide (May 2016) 1. K to 12 Curriculum Guide (May 2016)
2. A Journey through Anglo-American Literature 2. A Journey through Anglo-American 2. A Journey through Anglo-American
Learner‘s Material for English Literature Learner‘s Material for English Literature Learner‘s Material for English
pp. 240-251 3. Online References 3. Online References
3. Online References
1. Teacher’s Guide K to 12 Curriculum Guide (May 2016) p. 206, 208 K to 12 Curriculum Guide (May 2016) K to 12 Curriculum Guide (May 2016)
pages 2. 3.
2. Learner’s A Journey through Anglo-American Literature A Journey through Anglo-American A Journey through Anglo-American
Material pages Learner‘s Material for English Literature Learner‘s Material for English Literature Learner‘s Material for English
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Source: https://www.slideshare.net/Victory30/o https://www.scribd.com/document/3300
Resources https://www.youtube.com/watch?v=_uDmN ne-act-play-ppt 54709/Overcoming-Indifference-3
c8j9gA
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 Give the meaning of the underlined words in Crossword puzzle about the Unlock the meaning of words:
lesson or presenting the
new lesson these sentences. elements of a one-act play > blasphemous
> clamor
Choose your answers from the synonyms in > elocution
the box. (LM, p.252) > counterfeit
bossy > bourgeois
complaining > entreaties
soft
tolerant
demoralize
overbearing

1. Mrs. Stevenson is identified as a

querulous and self-centered neurotic.
2. She became imperious when she could
not connect to the number she
dialed.
3. When she dialed again, she only got a
bland buzzing signal and heard the
conversation on the cross line.
4. The telephone operator‘s failed attempts
to connect to her husband‘s office
number unnerved her.
5. She gave a highhanded reply when she
answered Sgt. Duffy did not take
action on her complaint.
B. Establishing a Listen to the radio excerpt as you read along The teacher will ask, “What do you The students will imagine that life is
purpose for the lesson
the copy of the script in your Learner‘s think then are these word formed no longer possible on Earth. A
Material on form the crossword puzzle? rocket ship has been built to carry six
pages 240-251. people to another planet and start a
new life. A raffle was done to select
the final ten people whom they can
Source: choose the final six from.
https://www.youtube.com/watch?v=_uDmN
c8j9gA Which six are you going to take and
which four would you like to leave
behind and why?

1. A classmate who bullies

you since grade school.
2. Your teacher whom you
find terrible.
3. Your snobbish crush
4. A corrupt politician
5. Your family doctor with
fake professional license
6. Your nagging neighbor
 7. A famous terrorist
8. A former convict
9. Your stubborn sister or
brother
10. Your lazy bestfriend
C. Presenting Each group will be assigned a portion of the One- Act Play is similar to a The teacher will let the chosen
examples/instances for
the new lesson Sorry, Wrong Number‘s script. short story in its limitations. student read a paragraph of "By
There is a complete drama the Railway Side". Each
Group 1: pp. 240-242 within one act. It is brief, paragraph will be discussed in
Group 2: pp. 243-244 condensed, and single in effect. the class.
Group 3: pp. 245-246 One situation or episode is
Group 4: pp. 247-248 presented, permitting no minor
Group 5: pp. 249-251 plots or side actions that may
distract attention for the single
purpose and effect being
developed. Characters are few in
number, quickly introduced, and
very limited in character
development. Dialogue and Plot
must carry the action forward
smoothly and quickly.

Monday Tuesday Wednesday Thursday Friday

D. Discussing new DEFINITION There will be a group activity. Each
concepts and
practicing new skills #1 group should respect ideas of others and
 A one-act play is a practice oneness in the group activity.
play that has only
one act, as distinct Task 6, page 186. (By the Railway Side)
from plays that occur
over several acts. > With your groupmates, discuss the
One-act plays may answers to the following questions:
consist of one or
more scenes. In
recent years the 10- 1. Why was the man speaking at the top
minute play known of his voice in the station? What was his
as "flash drama" has
emerged as a popular purpose?
sub-genre of the one-
act play, especially in 2. How do you think people reacted to
writing him? What do they feel and why?
competitions. The
origin of the one-act 3. Who do you think was the woman
play may be traced to trying to stop the man from talking
the very beginning of nonsense?
drama: in ancient
Greece, Cyclops, a
satyr play by
Euripides, is an early
example.
 4. Based on the dialogue, actions and
Elements of One- attitude of the man, what can you say
Act Play Theme about his character?
Plot Character
Dialogue 5. If that man was a known person, for
example, he is a politician, a priest, a

teacher, do you think people would listen

to him? Why?
E. Discussing new Each group will perform the radio
concepts and
practicing new skills #2 drama, Sorry, Wrong Number‘s
script.

Group 1: pp. 240-242

Group 2: pp. 243-244
Group 3: pp. 245-246
Group 4: pp. 247-248
Group 5: pp. 249-251

F. Developing mastery Arrange the events according to Write a short one- act
(Leads to Formative
Assessment 3) their occurrence in the play. Enter play which involves
your two characters
answer in the box. (LM, p. 252) following the
1. 2. 3. 4. 5. guideline given
a. She accidentally overheard a below.
conversation between two men
planning o First students
murder. imagine the situation
b. Desperate to prevent the crime, they want to write
she began a series of calls – to the about and write it
operator, to the police, and others. down on a blank
c. Mrs. Stevenson is an invalid sheet of paper
 confined to her bed and her only life
line was o Then they
the telephone. brainstorm the
d. One night, while she was waiting situation to come up
for her husband to return home, she with ideas involving:
picked up the phone and called his
office. o the details of the
e. Her conversation with Sgt. Duffy characters, including
made her realize the description of their relationship and
the crime scene and victim. the nature of the
problem being
explored (two
friends, son and
father, daughter and
father, husband and
wife …),

o the topic they are

talking about o the
problem that arises in
their conversation o
the time and
background of the
conversation, i. e. the
setting o how the
play starts and how it
ends.
G. Finding practical Group Activity:
applications of concepts
and skills in daily living
Write a short paragraph to answer each.
His Name is Reynaldo Carcillar and By the
Railway Side.

Guide Questions:
1.Summarize each of the text.
2. How can the learnings from the texts be
related to your life?
H. Making “Building relationship helps us not only to
generalizations and
abstractions about show how we care for someone, but more
the lesson importantly to see how we grow as persons.
It teaches us lessons about life that
otherwise would be difficult to learn,
lessons about communication, listening,
compromise, and giving selflessly of
ourselves and expecting nothing in return –
the fruit of overcoming indifference.”

I. Evaluating learning Answer the following Students may HANDS DO THE TALKING
questions. (LM, p. 253) then:  Work by
1. Which parts of the themselves or with Say something about the picture.
story can you find a partner  Do the Have you ever encountered the same
heightened drafting at home  experience in school, at home, or in your
tension and suspense? Do editing in the community? Find a partner and share
Which is its effect on classroom with the your
you? help of classmates stories.
2. Was Mrs. Stevenson or teacher  Read
able to connect to get out the play to the
help? How? class
3. Would you be willing
enough to face danger Topic suggestions
just to help  an older woman,
somebody in trouble? hoping that a film
Explain your answer. of her life story
would both make
her rich and free
her from her
dangerous past

 Pamela, a
divorced career
girl from the
suburbs, rides the
commuter train
back and forth to
her glamour job in
London.
However,
Pamela's latest
 romantic coupling
threatens to veer
off the track

 Revenge is a
dish best enjoyed
cold, and Grace
has been cooking
up hers ever since
her husband
dumped her for
Paulette, a
younger lighter
Second Mrs.
Marwick.

 Aspiring
Playwright calls
on Dionysus and
Euripides for help
in winning a
drama contest.

 Group of
unemployed
people in support
group try to keep
their spirits up
while their
desperation level
rises.
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 25-29, 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
Competencies/Obje ENGLT-111E-10- Appreciate ENGLT-111E-10- Appreciate
ctives Write the LC EN8LT-111 a-11.1: Identify the
Assess student’s performance and literature as a mirror to a shared literature as a mirror to a shared Assess student’s
code for each distinguishing features of notable poems
learning. heritage of people with diverse heritage of people with diverse performance and learning.
contributed by South east Asian writers.
background. background.

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 Tale of the Woodcutter and The Tale of the Woodcutter and Remedial/Enhancement
QUIZ When Wine at your House is Ripe
the Tiger the Tiger Reading Schedule/ICL
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 materials as well as paper-
RESOURCES based materials. Hands-on learning promotes concept development.
A. References K-12 Curriculum Guide K-12 Curriculum Guide K-12 Curriculum Guide K-12 Curriculum Guide

Grade 8 English Learner’s Module Grade 8 English Learner’s Module Grade 8 English Learner’s Module Grade 8 English Learner’s
Module
1. Teacher’s Guide
pages
2. Learner’s
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 Arrange the jigsaw puzzle to form the Arrange the jigsaw puzzle to form the Songs about friendship
lesson or presenting the
new lesson big picture. big picture.
B. Establishing a Folktale Folktale What do you think is our lesson all about
purpose for the lesson
base on the songs given?

TALE, WOODCUTTER, TIGER TALE, WOODCUTTER, TIGER

Base on the answers what do you think is the Base on the answers what do you think is
title of our lesson?
C. Presenting
examples/instances for
1. Identify the characters in the
the new lesson story. What roles do the
characters play in the tale?
What are the characteristics of
these characters that you
admire / don’t admire?
2. What particular event or
circumstance in the story has
contributed to the Tiger’s way
of looking at things in a
different way? How has this
new way of looking at things
being passed on to the next
generation?
3. What kind of conflict led the
the title of our lesson?
1. Identify the characters in the
story. What roles do the
characters play in the tale?
What are the characteristics of
these characters that you
admire / don’t admire?
2. What particular event or
circumstance in the story has
contributed to the Tiger’s way
of looking at things in a
different way? How has this
new way of looking at things
being passed on to the next
generation?
3. What kind of conflict led the
woodcutter to “fool” the tiger?
1. According to the author, when
should one invite a long-lost
friend to his house?
2. When can two people speak as
true good friends?
3. How are feelings of optimism
goodness and piety shown in the
poem?
4. How are the words wine, ripe,
flowers , bloom over a hundred
years used to symbolize life’s
reality?
 woodcutter to “fool” the tiger?
What would be your own way
of saving yourself from
danger?
4. What would you do if that
sense of duty and shared
destiny passed on to you is in
conflict with your own
principles and beliefs in life?
5. Could this tale be used as basis
to have a glimpse of how the
Koreans at present are coping
with the challenges of
modernity? Explain your
answer.
What would be your own way
of saving yourself from
danger?
4. What would you do if that
sense of duty and shared
destiny passed on to you is in
conflict with your own
principles and beliefs in life?
Could this tale be used as basis
to have a glimpse of how the
Koreans at present are coping
with the challenges of
modernity? Explain your
answer.

Monday Tuesday Wednesday Thursday Friday

D. Discussing new concepts and Video presentation of the folktale Video presentation The teacher will give copies of
practicing new skills #1
of the folktale the poem or let the copy on their
notebooks.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery The teacher will ask the same The teacher will ask The students will be divided base on the
(Leads to Formative Assessment 3)
groupings to work on making a tale the same groupings number of lines in the poem and each will
about another Korean lovers with to work on making a be assigned for each line with respective
another focus of attitude other than tale about another questions.
faithfulness. As there are attributes Korean lovers with
of Koreans that made them another focus of
very affectionate as discussed in attitude other than
previous class discussion. Scoring faithfulness. As there
will be based on the following are attributes of
criteria: Koreans that made
them
Correctness and Validity- 10pts. very affectionate as
Content - 10 pts. discussed in previous
Persuasiveness- 10 pts. class discussion.
Scoring will be based
on the following
criteria:

Correctness
and Validity- 10pts.
Content - 10 pts.
Persuasiveness- 10
pts.
G. Finding practical applications of From the list of Korean values From the list of 1. How are feelings of optimism
concepts and skills in daily living
below, pick at least that Korean values goodness and piety shown in the
reflected in the folktale The below, pick at poem?
Tale of the Woodcutter and least that
the Tiger. Give a brief reflected in the
explanation how it is evident folktale The
in the story. Tale of the
Woodcutter
and the Tiger.
Give a brief
explanation
how it is
evident in the
story.
H. Making generalizations and How are the words wine, ripe, flowers ,
abstractions about the lesson
bloom over a hundred years used to
symbolize life’s reality?
I. Evaluating learning Answers: Answers: Answers:
1. According to the author, when
should one invite a long-lost friend
1. Identify the characters in the 1. Identify the
story. What roles do the characters to his house?
characters play in the tale? in the story. 2. When can two people speak as true
What are the characteristics of What roles good friends?
these characters that you do the
admire / don’t admire? characters
2. What particular event or play in the
circumstance in the story has tale? What
contributed to the Tiger’s way are the
of looking at things in a characteristi
different way? How has this cs of these
new way of looking at things characters
being passed on to the next that you
generation? admire /
3. What kind of conflict led the don’t
woodcutter to “fool” the tiger? admire?
What would be your own way 2. What particular
of saving yourself from event or
danger? circumstance in
4. What would you do if that the story has
sense of duty and shared contributed to
destiny passed on to you is in the Tiger’s way
conflict with your own of looking at
principles and beliefs in life? things in a
5. Could this tale be used as basis different way?
to have a glimpse of how the How has this
Koreans at present are coping new way of
looking at
 with the challenges of things being
modernity? Explain your passed on to the
answer. next
generation?
3. What kind of
conflict led the
woodcutter to
“fool” the tiger?
What would be
your own way
of saving
yourself from
danger?
4. What would
you do if that
sense of duty
and shared
destiny passed
on to you is in
conflict with
your own
principles and
beliefs in life?
5. Could this tale
be used as basis
to have a
glimpse of how
the Koreans at
present are
coping with the
challenges of
modernity?
Explain your
answer.

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