School Grade Level

GRADES 1 to 12 Teacher Learning Area English

DAILY LESSON Teaching Dates and
LOG Quarter
Time

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
OBJECTIVES 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.

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
A. Content Standards one-act play and different forms of verbal for him/her to 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,
Standards Delivery, and Dramatic Conventions.

C. Learning
Competencies/
Objectives .
(Write the LC code for
each.)
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

II. 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-based
RESOURCES materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages T.M. Page Nos : T.M. Page Nos T.M. Page Nos T.M. Page Nos T.M. Page Nos
2. Learner’s Material pages L.M. Page Nos: L.M. Page Nos: L.M. Page Nos: L.M. Page Nos: L.M. Page Nos:
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
 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
III. PROCEDURES 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
lesson or presenting
the new lesson
B. Establishing a purpose
for the lesson

C. Presenting
examples/instances of
the new lesson
D. Discussing new O
concepts and
practicing new skills #1
E. Discussing new
concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical .
application of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning

J. Additional activities for

application or
remediation
____Lesson carried.
____Lesson carried. Move ____Lesson carried. Move ____Lesson carried. Move ____Lesson carried. Move
Move on to the next
on to the next objective. on to the next objective. on to the next objective. on to the next objective.
IV. REMARKS objective.
____Lesson not carried. ____Lesson not carried. ____Lesson not carried. ____Lesson not carried.
____Lesson not carried.

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
V. REFLECTION
instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who G9 ______
G9 ______ G9 ______ G9 ______ G9 ______
earned 80% in the G9 ______
G9 ______ G9 ______ G9 ______ G9 ______
evaluation. G9 ______
G9 ______ G9 ______ G9 ______ G9 ______
G9 ______
G9 ______ G9 ______ G9 ______ G9 ______
B. No. of learners who G9 ______ G9 ______ G9 ______ G9 ______ G9 ______
require additional G9 ______ G9 ______ G9 ______ G9 ______ G9 ______
 activities for remediation G9 ______ G9 ______ G9 ______ G9 ______ G9 ______
who scored below 80%. G9 ______ G9 ______ G9 ______ G9 ______ G9 ______

C. Did the remedial lessons

_____YES _____NO _____YES _____NO _____YES _____NO _____YES _____NO _____YES _____NO
work? No. of learners
_____of Learners who _____of Learners who _____of Learners who _____of Learners who _____of Learners who
who have caught up with
caught up in the lesson caught up in the lesson caught up in the lesson caught up in the lesson caught up in the lesson
the lesson.
D. No. of learners who G10 ______
G10 ______ G10 ______ G10 ______ G10 ______
continue to G10 ______
G10 ______ G10 ______ G10 ______ G10 ______
requireremediation. G10 ______
G10 ______ G10 ______ G10 ______ G10 ______
E. Which of my teaching Strategies used that
Strategies used that Strategies used that Strategies used that Strategies used that
strategies worked well? worked well :
worked well : worked well : worked well : worked well :
Why did these work? ____Metacognitive
____Metacognitive ____Metacognitive ____Metacognitive ____Metacognitive
Development:
Development: Examples: Development: Examples: Development: Examples: Development: Examples:
Examples:
 Self-assessments Self-assessments Self-assessments Self-assessments
Self-assessments
 Note-taking Note-taking Note-taking Note-taking
Note-taking
 Vocabulary enrichment Vocabulary enrichment Vocabulary enrichment Vocabulary enrichment
Vocabulary
____Bridging : Examples: ____Bridging : Examples: ____Bridging : Examples: ____Bridging : Examples:
enrichment
 Think-pair-share Think-pair-share Think-pair-share Think-pair-share
____Bridging :
 Quick-writes Quick-writes Quick-writes Quick-writes
Examples:
 Anticipatory charts Anticipatory charts Anticipatory charts Anticipatory charts
Think-pair-share
____Schema-Building: ____Schema-Building: ____Schema-Building: ____Schema-Building:
Quick-writes
Examples: Examples: Examples: Examples:
Anticipatory charts
 Compare and contrast Compare and contrast Compare and contrast Compare and contrast
____Schema-Building:
 Jigsaw learning Jigsaw learning Jigsaw learning Jigsaw learning
Examples:
 Peer teaching Peer teaching Peer teaching Peer teaching
Compare and contrast
 Projects Projects Projects Projects
Jigsaw learning
____Contextualization: ____Contextualization: ____Contextualization: ____Contextualization:
Peer teaching
Examples : Examples : Examples : Examples :
Projects
 Demonstrations Demonstrations Demonstrations Demonstrations
____Contextualization:
 Media manipulative Media manipulative Media manipulative Media manipulative
Examples :
 Repetition Repetition Repetition Repetition
Demonstrations
 Local opportunities Local opportunities Local opportunities Local opportunities
Media manipulative
____Text ____Text ____Text ____Text
Repetition
Representation: Representation: Representation: Representation:
Local opportunities
Examples: Examples: Examples: Examples:
____Text
 Students created Students created Students created Students created
Representation:
drawings, videos and drawings, videos and drawings, videos and drawings, videos and
Examples:
games games games games
Students created
____Modelling: ____Modelling: ____Modelling: ____Modelling:
drawings, videos and
Examples: Examples: Examples: Examples:
games
 Speaking slowly and Speaking slowly and Speaking slowly and Speaking slowly and
____Modelling:
clearly, modelling the clearly, modelling the clearly, modelling the clearly, modelling the
Examples:
language you want language you want language you want language you want
Speaking slowly and
students to use, and students to use, and students to use, and students to use, and
clearly, modelling the
 providing samples of providing samples of providing samples of providing samples of language you want
students’ work students’ work students’ work students’ work students to use, and
Other Techniques and Other Techniques and Other Techniques and Other Techniques and providing samples of
Strategies used : Strategies used : Strategies used : Strategies used : students’ work
____Explicit Teaching ____Explicit Teaching ____Explicit Teaching ____Explicit Teaching Other Techniques and
____Group Collaboration ____Group Collaboration ____Group Collaboration ____Group Collaboration Strategies used :
____Gamification/Learnin ____Gamification/Learnin ____Gamification/Learnin ____Gamification/Learnin ____Explicit Teaching
g through play g through play g through play g through play ____Group
____Answering ____Answering ____Answering ____Answering Collaboration
preliminary preliminary preliminary preliminary ____Gamification/Learni
activities/exercises activities/exercises activities/exercises activities/exercises ng through play
____Carousel ____Carousel ____Carousel ____Carousel ____Answering
____Dyads ____Dyads ____Dyads ____Dyads preliminary
____Rereading of ____Rereading of ____Rereading of ____Rereading of activities/exercises
Paragraphs/Poems/Storie Paragraphs/Poems/Storie Paragraphs/Poems/Storie Paragraphs/Poems/Storie ____Carousel
s s s s ____Dyads
____Differentiated ____Differentiated ____Differentiated ____Differentiated ____Rereading of
Instructions Instructions Instructions Instructions Paragraphs/Poems/Stori
____Role Playing/Drama ____Role Playing/Drama ____Role Playing/Drama ____Role Playing/Drama es
____Discovery Method ____Discovery Method ____Discovery Method ____Discovery Method ____Differentiated
____Lecture Method ____Lecture Method ____Lecture Method ____Lecture Method Instructions
Why? Why? Why? Why? ____Role
____Complete IMs ____Complete IMs ____Complete IMs ____Complete IMs Playing/Drama
____Availability of ____Availability of ____Availability of ____Availability of ____Discovery Method
Materials Materials Materials Materials ____Lecture Method
____Students’ eagerness ____Students’ eagerness ____Students’ eagerness ____Students’ eagerness Why?
to learn to learn to learn to learn ____Complete IMs
____Group member’s ____Group member’s ____Group member’s ____Group member’s ____Availability of
collaboration/cooperation collaboration/cooperation collaboration/cooperation collaboration/cooperation Materials
in doing their tasks in doing their tasks in doing their tasks in doing their tasks ____Students’
____Audio Visual ____Audio Visual ____Audio Visual ____Audio Visual eagerness to learn
Presentation of the lesson Presentation of the lesson Presentation of the lesson Presentation of the lesson ____Group member’s
collaboration/cooperatio
n in doing their tasks
____Audio Visual
Presentation of the
lesson

F. What difficulties did I Bullying among students Bullying among students Bullying among students Bullying among students
____Bullying among
encounter which my ____Students’ ____Students’ ____Students’ ____Students’
students
principal or supervisor behaviour/attitude behaviour/attitude behaviour/attitude behaviour/attitude
____Students’
can help me solve? ____Colourful IMs ____Colourful IMs ____Colourful IMs ____Colourful IMs
behaviour/attitude
____Unavailable ____Unavailable ____Unavailable ____Unavailable
____Colourful IMs
Technology/Equipment Technology/Equipment Technology/Equipment Technology/Equipment
____Unavailable
(AVR/LCD) (AVR/LCD) (AVR/LCD) (AVR/LCD)
Technology/Equipment
____Science/Computer/Int ____Science/Computer/Int ____Science/Computer/Int ____Science/Computer/
(AVR/LCD)
ernet Lab ernet Lab ernet Lab Internet Lab
 ____Science/Computer/Int
ernet Lab
____Additional Clerical
works
G. What innovation or
Planned Innovations :
localized materials did I
____Contextualized/Locali
use/discover which I
zed and Indigenized IM’s
wish to share with other
____Localized Videos
teachers?
____Making big books
from views of locality
____Recycling of plastics
to be used as Instructional
Materials
____Local Poetic
composition
CHECKED BY : CHECKED BY:
____Additional Clerical
works
Planned Innovations :
____Contextualized/Locali
zed and Indigenized IM’s
____Localized Videos
____Making big books
from views of locality
____Recycling of plastics
to be used as Instructional
Materials
____Local Poetic
composition
____Additional Clerical
works
Planned Innovations :
____Contextualized/Locali
zed and Indigenized IM’s
____Localized Videos
____Making big books
from views of locality
____Recycling of plastics
to be used as Instructional
Materials
____Local Poetic
composition
CHECKED BY:
____Additional Clerical ____Additional Clerical
works works
Planned Innovations :
Planned Innovations :
____Contextualized/Loc
____Contextualized/Locali
alized and Indigenized
zed and Indigenized IM’s
IM’s
____Localized Videos
____Localized Videos
____Making big books
____Making big books
from views of locality
from views of locality
____Recycling of plastics
____Recycling of
to be used as Instructional
plastics to be used as
Materials
Instructional Materials
____Local Poetic
____Local Poetic
composition
composition
CHECKED BY: