School: BAGNEN NATIONAL HIGH SCHOOL Grade Level: 9

GRADES 1 to 12 Teacher: CHARITY JOY D. PALEYAN Learning Area: English

DAILY LESSON LOG Teaching Dates and
Time: January 3-5, 2018 (week 9) Quarter: 3
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES 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 connecting to
the world; also how to use ways of analyzing one-act play and different forms of verbals for him/her to skillfully perform in a one-
act play.

B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
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.
EN9LT-IIIh-16: Analyze Remedial/Enhanc
EN9V-IIIh-29: Get familiar literature as a means of ement Reading
Appreciating New Year, Appreciating New with the technical vocabulary connecting to the world Schedule/ICL
New Life Year, New Life for drama and theatre (like EN9LT-IIIh-3: Explain how
stage directions) a selection may be
influenced by culture,
history, environment, or
other factors

II. CONTENT
Lesson 7: Despite Racial Differences
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages P 372 - 373 P 375 - 390

3. Textbook Pages P 372 - 373 P 375 - 390
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
textbook textbook
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV. PROCEDURES
A. Making Generalizations Ask: Is family tradition on Remedial/Enhancement
and Abstractions about Why is new year celebrating new year I can just imagine Today, the play “Driving Reading Schedule/ICL
the Lesson celebration important? still observable in friendship to develop Miss Daisy, reminds me of
Filipino families? _____________________
 between a driver and his _____________________.
master could be
_____________________
_____________________.

B. Evaluating Learning 1 whole sheet of 1 whole sheet of

paper: paper Ask: ½ Crosswise
Pick two cultural Write a composition
celebrations, show on how your family What do you expect the How do you feel towards
comparison and celebrate new year story to be about between the characters, Hoke and
contrast Hoke, the driver, and Miss Miss Daisy? Mention parts
Daisy, his employer? of the story to prove your
point.
C. Additional Activities for
Application or
Remediation

V. REMARKS

VI. REFLECTION
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?
F. What difficulties did I encounter which my principal or supervisor can help me
solve?
G. What innovations or localized materials did I used/discover which I wish to share
with other teachers?

PREPARED BY:

CHARITY JOY D. PALEYAN NOTED:

English Teacher SOLEDAD L. ALIGO
School Head
 School: BAGNEN NATIONAL HIGH SCHOOL Grade Level: 9
GRADES 1 to 12 Teacher: CHARITY JOY D. PALEYAN Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: January 8-12, 2018 (week 10) Quarter: 3

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards: 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 verbals for him/her to skillfully perform in a one-act play.

B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
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.
EN9LT-IIIh-16: Analyze EN9WC-IIIi-9: Compose EN9G-IIIh-21: Use Remedial/Enhancement
literature as a means of Perform a dialogue with forms of literary writing verbals. Reading Schedule/ICL
connecting to the world a partner making use of EN9WC-IIIi-9.5: Use
EN9LT-IIIh-3: Explain how real-life believable literary devices and
a selection may be conversation. techniques to craft a play
influenced by culture, synopsis
history, environment, or
other factors

II. CONTENT Lesson 8: Transcending Differences

III. LEARNING RESOURCES

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
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV. PROCEDURES
A. Reviewing Previous Lesson Remedial/Enhanc
or Presenting the New Review the play “Driving Go over the play. This Present discussion Present the 5 forms of the ement Reading
Lesson Miss Daisy” time notice the way the about writing synopsis. participle. Schedule/ICL
Go over the sequence of dialogues are being Present example, the
events. constructed. Refer to one on page 406.

B. Establishing a Purpose for
the Lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New 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
Applications of Concepts
and Skills in Daily Living
Assign groups of students
to do the Group
differentiated Tasks in
Tasks 12
Assist every group’s
performance output so
they understand their
assignment well.
Assist each group.
Group 1 – Perform a
radio play
Group 2 – Write a letter to
Hoke
Group 3 – Draw a picture
Group 4 – Compose a
song
Allow the groups to
practice their
performance or polish
their outputs.
Ask:
discussion about
dialogues
.
Refer to page 399. Write or compose a Show the different forms of
Discuss the tips on how good synopsis of a play. participles.
to improve writing
dialogues.
Review the play. Take Discuss the parts of the Refer to page 410 for
the dialogues as synopsis. The sequence discussion and examples.
examples of the of events must be clearly
discussion. observed.
Work on Task 14. Go over the example of Give more examples and allow
With partners, students a synopsis. Point out the students to identify what form
develop dialogues or important details of participles is used.
conversation to be covered and how they
presented to the class. make up the entire
composition.
Refer to page 419 for
details in making
synopsis.
Remedial/Enhanc
Go over and check This time, try working Include in the discussion how ement Reading
students’ drafts of the with a partner in to avoid dangling participial Schedule/ICL
conversation. composing a synopsis phrases.
for the play “While the
Present the rubrics. Auto Waits”. Discuss two ways of correcting
Gather first the important dangling participles on page
details needed for the 411.
synopsis.
Allow the students to Write the first draft of the Try to answer Task 7 B and C
practice. synopsis. Partners must on page 412.
help each other come up
with a satisfactory
composition.
Writing synopsis is
applicable to any story.
 Which part of the story do Use of common Develop skill in writing
you find similar with our situation or daily effective sentences without
situation in our scenario. dangling phrases.
community?
Describe the similarity.

H. Making Generalizations and Remedial/Enhanc

Abstractions about the
Lesson
I. Evaluating Learning
I find the play “Driving Making conversation or Writing synopsis is just I realized that I have also ement Reading
Miss Daisy a very good dialogues with our like writing a written dangling participial Schedule/ICL
example of usual casual daily affair ______________ phrases. With this lesson, I will
___________________ is a very good way of ___________________ be able to __________
____________________ ___________ __. ______________________.
_ ___________________
__.
The presentation of the The presentation of the Submission of the draft Make use of teacher-made
Differentiated Group conversation will be of the synopsis of the activity sheets on identifying
Tasks are graded. graded according to the play, “While the Auto participial phrases, and
Rubrics already given to rubrics. Waits”. correcting dangling participial
class. phrases.

IV. REMARKS

V. REFLECTION
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?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovations or localized materials did I used/discover which I wish to share with other
teachers?

PREPARED BY:

CHARITY JOY D. PALEYAN NOTED:

English Teacher SOLEDAD L. ALIGO
School Head