Daily English Lesson on Verbal and Non-Verbal Communication

DAILY LESSON LOG in English 9
SECTION:_______________________________ DAY
TEACHER: LEARNING AREA: ENGLISH
TEACHING DATE : QUARTER 4 LESSON 5
I. OBJECTIVES:
A. Content standards:
The learner demonstrates understanding of how Anglo-American literature and
other text types serve as means of preserving unchanging values in a changing
world; also how to use the features of a full-length play, tense consistency, modals,
active and passive constructions plus direct and indirect speech to enable him/her
competently performs in a full-length play
B. Performance Standards:
The learner competently performs in a full- length play through applying effective
verbal and non-verbal strategies and ICT resources based on the following criteria:
Focus, Voice, Delivery and Dramatic Conventions.
C. Learning Competencies
EN9OL-IVa-3.7: Use varied verbal and non-verbal communication strategies when

performing in a full-length play
III. Content/ Subject Matter

RECTIFYING ONE’S MISTAKES
IV. Learning Resources:

 Teachers’ Guide English
 English Time pages
 A Journey Through Anglo-American Literature
 The Grammar Book
V. Procedures:
A. Reviewing Previous lesson or Presenting New Lesson
Listen to the song, Perfect by Simple Plan. After listening to the song, brainstorm about how:
 Can you relate with what the singer was feeling in the song? Why or why not?
 If your parents can listen to the song, what do you think they would feel?
 How should parents and children meet in the middle when it comes to shortcomings from
both parties?
B. Establishing Purpose of the Lesson:

At the end of the lesson the learners are expected to:
 Relate text context to social issues, concerns or dispositions in real life; and
C. Presenting Examples/Instances of the New Lesson:

Study the following rules and laws:
The Ten Commandments Laws of the Land School Rules
Thou shall not worship other No over speeding Wear proper uniform
gods
Thou shall not make any idols Cross the street only if there is Wear your ID inside the school
a RED LIGHT premises
Thou shall not use the Lord’s Cross the street using the Extend courtesy to everyone
name in vain pedestrian crossing
Keep the Sabbath holy Murder is punishable by Cheating is punishable by
reclusion perpetua detention or suspension
Honor thy mother and father Bribing government officials is Bringing of harmful weapons
punishable by law are not allowed
Thou shall not kill Avoid using red tape when Theft may lead to expulsion
obtaining government issued
documents
Thou shall not commit A person is innocent unless Come to class on time
adultery proven guilty
Thou shall not steal Pay your taxes Submit the requirements per
subject accordingly
Thou shall not lie Respect the flag and National Keep the campus clean
Anthem
Thou shall not covet Stealing is punishable Bring reusable utensils
 Discuss how are they similar or different.

 Why is it essential to adhere to these rules/laws? What happens when we start disobeying
rules?
 Now, think of a version of these rules/laws in the context of your home. Do you have rules
in the house? Do you follow these rules? Why or why not?
 What happens when family members do not follow these rules/values? What would you do
as a family?
D. Discussing the New Concepts and Practicing New Skill

GROUP TASK
Each group is assigned a specific situation. They will have to come up with a solution to rectify the
shortcomings of the individual assigned to them.
GROUP 1: Verbal Bullying

Classmate P has been verbally assaulting Classmate O since October. CP has been calling CO several
names as well as hurling insults every day when the teachers are not looking.
What should CO do if CP apologizes?

GROUP 2: Neglected by Parent/Guardian
You feel resentment towards your parent/s or guardian/s because they are always busy at work.
They do not have time to even ask about you anymore. Logically, you know that what they do is
most probably for you to have a good future. However, you feel like you are basically raising
yourself and your younger sibling without any help from an adult.
How will you react once your parent/s or guardian/s start paying attention to you and your sibling?
GROUP 3: Cheated on by Romantic Partner
You have been going steady with your partner for three months now. However, you noticed some
signs that they are cheating. You confronted your partner and s/he admitted to doing it.
What would you do if they want to get back together?
E. Developing Mastery
Discuss how the following characters were able to forgive Willy Loman’s shortcomings as father
and husband:
A. Linda Loman
B. Biff Loman
C. Happy Loman
F. Practical Applications of Concepts and Skills in Daily Living

INDIVIDUAL TASK
Create a short tribute (good for a 3-minute speech) for your parents (or father/father figure). Tell
them all the things you are grateful for and/or the things you love about them. Read this to them
and take a video of it.
You may edit your video or insert popular song to set the mood.
G. Making Generalizations and Abstractions about the Lesson
How will you show respect and love to someone you love dearly despite their shortcomings?
H. Evaluating Learning
Write a brief insight on rectifying a loved one’s mistake and post it as a status on Facebook.
I. Additional Activities for Application or Remediation
VI. Remarks:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
______________________________________________________
VII. Reflection:
II. No. of learners who earned 80% in the evaluation________________________________________
No. of learners who require additional activities for remediation_______________________
Did the Remedial lessons work? No. of learners who have caught up with the
lesson__________________________________________________________________________________________
No. of learners who continue to require remediation_____________________________________
Which of my teaching strategies work well? Why did these work?______________________
What difficulties did I encounter which my principal or supervisor can help me solve?
_________________________________________________________________________________________
What innovations or localized materials did I use/ discover which I wish to share with other
teachers? ____________________________________
Prepared by: Hayden R. Decena
Korina Marie P. Espadilla

Jean Ysabelle P. Lacerna

SECTION:_______________________________ DAY
I. OBJECTIVES:
EN9OL-IVa-3.7: Use varied verbal and non-verbal communication strategies when

performing in a full-length play

VERBAL & NON-VERBAL COMMUNICATION: Application in Full-Length Play

V. Procedures:
Verbal Communication Non-Verbal Communication
exchange of information through words exchange of communication by wordless cues
has less chance of confusion or has more chance of confusion and
misunderstanding misunderstanding
Leads to prompt interchange of can take more time
communication
Doesn’t necessarily require the presence of requires presence of both parties at the same
both parties at the same place time

 Use varied verbal and non-verbal communication strategies when performing in a full-
length play.
Study the following photograph from Death of a Salesman. Share insight about what the character
was feeling, thinking or showing based on the pictures:
1 2
3 4

Fill out the chart and supply which strategy (verbal or non-verbal communication) is best used in
the scenes shown in pictures 1 to 4. Explain why this strategy is used instead of the other.
Photo Verbal or Non-Verbal Explanation

1
2
3
4
Divide the class into groups of four. Each group must be given 10 minutes to go over the lines of the
play from the excerpt found on page 32 of English Time.
Each group must be to incorporate their non-verbal and verbal communication skills in delivering
their lines.

Explain when the following non-verbal cues should be used by actors and actresses to act
realistically on stage or in front of a camera:
Non-Verbal Cue To be used when:
Communication by facial expressions
Communication by silence
Communication by gestures
Communication by posture
Communication by proxemics

How do verbal and non-verbal communication affect/emphasize our points in conversations?
Supply an effective verbal & non-verbal cue in emphasizing point in the following situations:
Situation Verbal/Non-Verbal Cue
Biff found out about Willy’s affair.
Willy saw Linda mending an old, worn out pair
of stockings.
Happy trying to get the attention of a beautiful
woman at the bar.
Linda, desperately trying to convince his sons
to openly show affection for Willy.
Willy realizing that his sons loved him.

VI. Remarks:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
____________________________________________________________________________________________________
VII. Reflection:
III. No. of learners who earned 80% in the evaluation________________________________________
lesson__________________________________________________________________________________________
_________________________________________________________________________________________
teachers? _____________________________________

SECTION:_______________________________ DAY
I. OBJECTIVES:
Analyze literature as a means of understanding unchanging values in a changing world

DEATH OF A SALESMAN: DISCUSSION

V. Procedures:
Fill out the character chart.
Character Role Distinguishing Trait Symbolism

 Analyze literature as a means of understanding unchanging values in a changing world.
Compare Willy with his sons.
WILLY
BIFF HAPPY

Comprehension Questions:
1. What is the conflict in the drama?
2. What kind of parents were Willy and Linda Lowman? Would you want them to be your
parents? Why or why not?
3. Compare and contrast Biff and Happy. How are they alike and different? If you could put
yourself in the shoes of one of them, to whom who could you relate more? Why?
4. Discuss the economic hardships that the Loman family faced over the years. How did they
resolve all these?
5. Did Loman’s work ethic affect his relationship with his family? How?
6. In your opinion, why did Willy hallucinate about the younger years of his sons? Defend your
answer.
7. Discuss the challenges of being a salesman in 1949. Explain.
8. Do you think the Loman family could have prevented Willy from committing suicide? Why
or why not?
9. In your opinion, was Willy’s choice in ending his life fair to his family? Defend your answer.
Divide the class into four groups. Each group will discuss the underlying theme of the text through:
GROUP 1: Willy’s concept of American Dream through a SONG

GROUP 2: Message of Willy Loman for young dreamers like you through a LETTER
GROUP 3: Meaning of success through a POSTER
GROUP 4: Role of family in attaining success through a SKIT

INDIVIDUAL WORK
On a short bond paper, each student will come up with an appropriate ad blurb which best sums up
the drama.
Explain the quote below:
Encircle the letter of the best answer.
1. Which among the following best describes Willy Loman?

A. dreamer B. nice C. practical D. wise
2. What was Willy’s job?

A. doctor B. engineer C. policeman D. salesman
3. Who was the wife of Willy?

A. Emma B. Linda C. Nora D. Sandra
4. Why did Willy kill himself?

A. he lost his job
B. his wife left him
C. his children stole his money
D. he was framed for a crime
5. Which among the following is the most prevalent theme of the drama?
A. ambition B. death C. family D. success
VI. Remarks:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
______________________________________________________
VII. Reflection:
IV. No. of learners who earned 80% in the evaluation________________________________________
lesson__________________________________________________________________________________________
_________________________________________________________________________________________
teachers? _____________________________________
Checked by: Mrs. Josephine Q. Miranda
Head Teacher VI, English Department

SECTION:_______________________________ DAY
I. OBJECTIVES:
EN9G-IVd-23: Express permission, obligation, and prohibition.

MODALS OF PROHIBITION AND OBLIGATION

V. Procedures:
Study the following sentences.
1. Students must not loiter outside the classroom when the teacher is not around.
2. Students must greet their teachers when they pass by each other on the hallways.
3. Students must dispose their garbage properly.
4. Students must be honest when buying food from the canteen.
5. Students must not vandal school properties.

 EN9G-IVd-23: Express permission, obligation, and prohibition.

Specific functions of each forms of modal verbs expressing obligation and prohibition:
Divide the class into three groups. Each group will have to accomplish the following tasks:
GROUP 1: Construct 5 sentences about the DON’T’s of a salesman when selling his/her products.
GROUP 2: Create 5 sentences about the obligations of cooks before preparing a meal.
GROUP 3: List down 5 steps to make a sandwich
NOTE: USE APPROPRIATE MODALS OF OBLIGATION AND PROHIBITION.

Discuss the importance of using appropriate modals in constructing sentences.
Complete the sentences below.
1. If you want to lose weight, you _______________________ eat pasta, potatoes or white bread.
2. You _______________________ if you don’t feel like it.
3. I ______________ not play with fire.
4. You ________________ drink and drive.
5. You _____________ go there on your own. It is dangerous.
VI. Remarks:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
VII. Reflection:
V. No. of learners who earned 80% in the evaluation________________________________________
lesson__________________________________________________________________________________________

_________________________________________________________________________________________
teachers? _____________________________________

SECTION:_______________________________ DAY
I. OBJECTIVES:
EN9G-IVd-23: Express permission, obligation, and prohibition.

MODALS OF ABILITY, POSSIBILITY & PERMISSION
V. Procedures:
Study the following sentences.
 Sophie can swim in the pool.
 Xian may win in the quiz bee next week.
 Monica might run in the corridor to look for her mother.

 Express permission, obligation, and prohibition.
Explain the function of modal in the following sentence.
1. I shall give you my life, Philippines.

2. Not vaccinating your children can be dangerous for them.
3. I could see how Rizal’s heart broke upon seeing our country like this.
4. May God bless the Philippines.
5. Our generation might still save the country from falling apart.
Write the letter of the correct modal to complete the sentence.
1. They ( can / might) ………………..be away for the weekend but I’m not sure.
2. You (may / might ) ……………….. leave now if you wish.
3. ( Could / May ) …………………. you open the window a bit , please ?
4. He ( can / could ) ………………….. be French, judging by his accent.
5. (May / Can) ………………….. you play the piano ?
6. Listen, please. You (may not / might not ) …………………….speak during his exam.
7. They (can’t / may not ) ………………… still be out!
8.You ( couldn’t / might not ) …………………… smoke on the bus.
9. With luck , tomorrow (can / could) ……………….. be a sunny day.
10. You ( can / might) ……………….. be right but I’m going back to check anyway.

GROUP 1: Write 10 sentences using modals can and could
GROUP 2: Write 10 sentences using modals may and might
GROUP 3: Write 10 sentences using modals shall and should
GROUP 4: Write 10 sentences using modals will and would

Why is it important to know how to properly use modals?
Answer page 40 Task 7 A and B
VI. Remarks:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
______________________________________________________
VII. Reflection:
VI. No. of learners who earned 80% in the evaluation________________________________________
lesson__________________________________________________________________________________________
_________________________________________________________________________________________
teachers? _____________________________________

SECTION:_______________________________ DAY
I. OBJECTIVES:

V. Procedures:
After checking the students answers, consider the following…
9-10 VERY GOOD = You have gained much knowledge on the topic.
7-8 GOOD = You have gained adequate learning on the topic.
6 FAIR = You can study the topic again to improve.
5 below
VI. Remarks:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
______________________________________________________
VII. Reflection:
VII. No. of learners who earned 80% in the evaluation________________________________________
lesson__________________________________________________________________________________________
_________________________________________________________________________________________
teachers? _____________________________________

Daily English Lesson on Verbal and Non-Verbal Communication

Uploaded by

Document Information

Original Description:

Original Title

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 English Lesson on Verbal and Non-Verbal Communication

Uploaded by

Copyright:

Available Formats

DAILY LESSON LOG in English 9

EN9OL-IVa-3.7: Use varied verbal and non-verbal communication strategies when

III. Content/ Subject Matter

IV. Learning Resources:

B. Establishing Purpose of the Lesson:

C. Presenting Examples/Instances of the New Lesson:

 Discuss how are they similar or different.

D. Discussing the New Concepts and Practicing New Skill

GROUP 1: Verbal Bullying

What should CO do if CP apologizes?

GROUP 3: Cheated on by Romantic Partner

F. Practical Applications of Concepts and Skills in Daily Living

I. Additional Activities for Application or Remediation

No. of learners who require additional activities for remediation_______________________

No. of learners who continue to require remediation_____________________________________

Which of my teaching strategies work well? Why did these work?______________________

Korina Marie P. Espadilla

DAILY LESSON LOG in English 9

EN9OL-IVa-3.7: Use varied verbal and non-verbal communication strategies when

III. Content/ Subject Matter

IV. Learning Resources:

B. Establishing Purpose of the Lesson:

D. Discussing the New Concepts and Practicing New Skill

Photo Verbal or Non-Verbal Explanation

F. Practical Applications of Concepts and Skills in Daily Living

G. Making Generalizations and Abstractions about the Lesson

I. Additional Activities for Application or Remediation

No. of learners who require additional activities for remediation_______________________

No. of learners who continue to require remediation_____________________________________

Which of my teaching strategies work well? Why did these work?______________________

Korina Marie P. Espadilla

Jean Ysabelle P. Lacerna

Analyze literature as a means of understanding unchanging values in a changing world

III. Content/ Subject Matter

IV. Learning Resources:

B. Establishing Purpose of the Lesson:

D. Discussing the New Concepts and Practicing New Skill

GROUP 1: Willy’s concept of American Dream through a SONG

F. Practical Applications of Concepts and Skills in Daily Living

1. Which among the following best describes Willy Loman?

2. What was Willy’s job?

3. Who was the wife of Willy?

4. Why did Willy kill himself?

I. Additional Activities for Application or Remediation

No. of learners who require additional activities for remediation_______________________

No. of learners who continue to require remediation_____________________________________

Which of my teaching strategies work well? Why did these work?______________________

Prepared by: Hayden R. Decena

Korina Marie P. Espadilla

Jean Ysabelle P. Lacerna

Checked by: Mrs. Josephine Q. Miranda

Head Teacher VI, English Department

EN9G-IVd-23: Express permission, obligation, and prohibition.

III. Content/ Subject Matter

IV. Learning Resources:

B. Establishing Purpose of the Lesson:

D. Discussing the New Concepts and Practicing New Skill

NOTE: USE APPROPRIATE MODALS OF OBLIGATION AND PROHIBITION.

G. Making Generalizations and Abstractions about the Lesson

I. Additional Activities for Application or Remediation

No. of learners who require additional activities for remediation_______________________

No. of learners who continue to require remediation_____________________________________