Grade Level &

GRADES 1 to 12 School:
Section: Grade 9
DAILY LESSON LOG Teacher: Learning Area: English
Teaching Dates and Time: Week 2 Quarter: Fourth Quarter
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,
I. OBJECTIVES additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are 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 Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people; also how to use
processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation.
B. Performance Standards: The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on
the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
C. Learning EN9V-IVb-29: EN9RC-IVb-2.18: EN9LC-IVb13.1:Get the EN9VC-IVb-10: Determine the Remedial
Competencies/Objectives: Get familiar with the technical Relate text content to particular different sides of social, relevance and the truthfulness Instruction/Enhancement
Write the LC Code for each vocabulary for drama and social issues, concerns, or moral, and economic issues of the ideas presented in the Activities for
theater (like stage directions dispositions in real life affecting the nation material viewed reading/Individual
Learning/Cooperative
EN9F-IVb-3.11:Produce the EN9LT-IVb-17.1:Explain how EN9LT-IVb17:Analyze EN9G-IVb-22: Use active and
Learning
sounds of English effectively the elements specific to full- literature as a means of passive constructions
when delivering lines in a full- length plays build its understanding EN9WC-IVb-11:
length play theme unchanging values in a Compose a play review
changing world
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 Lesson 2: Ensuring Family Security
Lists 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
III. LEARNING RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages Page 213-223 on Page 213-223 on Page 213-223 on Page 213-223 on
Teacher’s Guide Teacher’s Guide Teacher’s Guide Teacher’s Guide
2. Learner’s Materials Page 399-440 on Page 399-440 on Page 399-440 on Page 399-440 on
Pages Learner’s Materials Learner’s Materials Learner’s Materials Learner’s Materials
3. Textbook Pages Page 448-500 in Page 448-500 in Page 448-500 in Page 448-500 in
Learner’s Book Anglo Learner’s Book Anglo Learner’s Book Anglo Learner’s Book Anglo
American Literature American Literature American Literature American Literature

4. Additional Materials from

Learning Resource (LR)
portal
E. Other Learning Resources ICT
(Television, Laptops,
Speakers, Slide Deck)
Audio Clip
ICT ICT ICT
(Television, Laptops, (Television, Laptops, (Television, Laptops,
Speakers, Slide Deck) Speakers, Slide Deck & Speakers, Slide Deck &
Video Clips) Video Clips)

IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances
of the Lesson
Textbook
MONDAY
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.
INTRODUCE:
Lesson 2: Ensuring
Family Security
YOUR JOURNEY
The lesson prepared for
you this week will
highlight universal human
values that remain the
same throughout the
years. This will guide you
in your journey through
life and will help you
realize that no matter
how different you might
become in the future,
your value system should
remain intact.
PRESENT:
“A family in harmony will
prosper in everything” -
Chinese Proverb
Task the students to share
their thoughts from the
given Chinese Proverb
Realia
Promptbook
TUESDAY WEDNESDAY THURSDAY FRIDAY
ASK: REVIEW: Remedial
Does any of the character in Instruction/Enhancement
What are your thoughts the story remind you of Activities for
about the story “Death of someone in real life? reading/Individual
a Salesman”? Learning/Cooperative
What does that person do to Learning
What life lessons have ensure Family Security?
your learned on your own
from the story?
TODAY: SHARE: Overview of the
objectives and content.
In this lesson, we will Produce In this lesson, you are going to
the sounds of English get the different sides of social, Set-up a motivating mood
effectively when delivering lines moral, and economic issues for the lesson.
in a full-length play and Get affecting the nation and
familiar with the technical Analyze literature as a means
vocabulary for drama and of understanding unchanging
theater values in a changing world
TEXT PREVIEWING: AUDIO PLAYING: PREPARATORY:
(Continuation)
It’s Morning Again in a. Ask the class how much
Death of a Salesman, ACT America they love their father in
ONE
preparation for the video clip
By: Arthur Miller
https://en.wikipedia.org/w they are about to watch.
iki/Morning_in_America
b. As soon as you gather

D. Discussing New Concepts and
Practicing New Skills #1
DISCUSS:
Inform the students about the
background of the play, author
and historical background.
Task 4 THE WORLD OF
WORDS
a. Have the students give
words associated with
“Salesman” and connect this
activity with the featured
literary piece “Death of A
Salesman”.
b. You may also ask the
students to predict what this
play is all about based on its
title.
c. Continue the discussion
by telling the students that
there are words in the play
that must be properly
defined to aid in
understanding the play. Tell
the class to work on Task 4,
activities B & C found in the
LM. In activity C, each
student shall copy the lines
Task 3.TAKE TWO
a. After drawing out ideas
from the students on the
importance of analyzing
one’s stand on an issue
and predicting outcomes,
ask them to work on
Task 3 with a partner.
b. Tell the class that they
will watch a video again
about the political ad that
features US President
Ronald Reagan. Here’s a
short background about
the advertisement.
enough responses, tell the
class that they will watch a
video about a father and a
daughter.
c. Remind the class that you
will pause the video three
times to give them time to
reflect on what will happen
next.
 Tell the class to fill out the
table in the LM with their
predictions and reasons as to
what will happen next every
time you pause the video.
 Allow for a number of
responses before playing the
video again. Acknowledge the
predictions/guesses of the
class.
 Ask them why they are able
to make the right guesses.
VIDEO PLAYING Remedial
Instruction/Enhancement
https://www.youtube.com/w Activities for
atch?v=KGn07xlOrAA reading/Individual
Learning/Cooperative
d. Process students’ Learning
answers in the Guide
Questions. Allow for varied
answers.
e. Question 3 in the Guide
Questions would require
your students to role play an
ending they would want to
give to the “heart touching
video about a perfect
father.”

E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment
3)
TEXT PREVIEWING:
Death of a Salesman, ACT
ONE
By: Arthur Miller
TASK 10 SET THE STYLE
a. Inform the class that there
are particular words used in
theatre. These theatre styles
are needed when the class
plans for a production.
b. Ask them to answer the
activity while reminding the
class that indirectly they have
used one or two of them when
they delivered the lines
assigned to them.
Answers:
where each word is used.
Then, they have to use each
word in their own sentence.
Task 5. LIT TO READ
a. After unlocking the meaning
of terms used in the play, ask
students what they have read
and researched about the
historical background of the
play and its author.
b. Allow for volunteers to share
their research then post the
author’s picture on the board.
Validate the information your
students have given. This
website may be of help to you:
http://thebestnotes.com/bookn
otes/Death_Of_A_Salesman_
Summary/Death_Of_A_Sales
man_Miller10.html
Task 6 NAME THE
CHARACTER
a. Discuss about the play
focusing first on the
character. Give enough time
for the class to answer the
task. Gather answers from
the class orally.
b. Provide follow up
questions so students would
get to know the characters
better.
c. Remind the students to
watch the video but pay
particular attention to the
message of the ad. Allow them
to watch and listen three times.
Tell them to write down their
answers on the following
questions:
 What is the stand of the
speaker in the ad?
 What are the facts he
presented?
 What are the speaker’s
biases?
d. Tell the class to work on
Task 3 with a partner. Inform
them that they could use their
answers to the three questions
you presented in answering the
task.
GET THE ISSUE
a. Connect the previous
activity to this by asking
the class what theater
style do they think is
suitable to “Death of A
Salesman”. While the
play is a tragedy, there is
also a touch of
melodrama in it.
b. Ask the class how
Willy, Linda, Biff and
f. Ask the class to form five groups
and for three minutes discuss their
version of the video’s ending.
g. Inform each group that they
have to assign two members from
their group to serve as the
“analysts” who will be in charge of
answering Task 2 while the rest of
the group performs. h. Process Remedial
the groups’ answers in Task 2. Instruction/Enhancement
Activities for
i. Ask these follow up questions: reading/Individual
What helped you analyze the Learning/Cooperative
stand of each group? Why is it Learning
important to analyze the stand of a
speaker or group of people?
j. Draw out generalizations from
the students: Predictions are
based on concrete evidences and
are not just based on intuitions
and feelings
REVIEW THAT PLAY
a. Allow for varied
answers in this activity.
This should be done with
a partner. Call on
volunteers from the class
to read their work and
allow the class to react
on the advice or
suggestions given. (5
mins.)
b. Lead the class in
recalling the one act play
video of Romeo and
 1. Improvisation; Happy are related.
2. Melodrama; Continue further by
3. Mime; asking what they are like
4. Musical Theater
as a family. c. Have the
class read the informative
text. Allow them to
answer the 3-2-1+1 chart.
d. Highlight the issue
reflected in the text. Allow
students to give other
possible ways to keep
the family together.
Juliet that they have seen
in their previous lesson.
c. Tell the class that they
will watch the video clip
again but before that they
need to fill out an
information sheet about
the play. Advise the class
that they may use their
notes in their previous
lesson in filling out the
information sheet of
Activity B.
d. Show the video to the
class, then tell them to
work on Activity C with
their partner.

G. Finding Practical Applications ASK: ASK: ELICIT: ASK: Remedial

of Concepts and Skills in Daily
Living
H. Making Generalizations and
Abstractions about the Lesson
Does any of the character in Instruction/Enhancement
What are your thoughts the story remind you of What are the issues that affect the What helped you in analyzing Activities for
about the story “Death of someone in real life? nation? the stand of each group? reading/Individual
a Salesman”? Learning/Cooperative
What does that person do to Why is it important to analyze Learning
What life lessons have ensure Family Security? the stand of a speaker or a
your learned on your own group of people?
from the story?
This week’s lesson will help Task 8 TALK ME IN This week’s lesson will help Task 7 GUESS THE
you understand that life is you understand that life is MESSAGE
made more meaningful a. Ask the class what interior or made more meaningful a. Tell the class to work
through literary pieces, internal monologue is and ask through literary pieces, on this task with their
reading selections, viewing reading selections, viewing
them who among the group. Allow the group to
materials that are filled with materials that are filled with
characters in the play always discuss their answers in
worthwhile values. worthwhile values.
has an internal monologue. five minutes. Then allow
b. Ask them to cite examples each group to present and
from the play. explain their answers.
c. Ask the class what allowed Facilitate the class
them to understand the play discussion and process
better and what real life groups’ answers.
experience they have that are

I. Evaluating Learning SPEAK AND ACT!
a. Give the class time to
read the lines silently.
b. After 3 minutes, assign
groups to read a particular
dialogue. Remind them to
be in character. Feel what
the characters are feeling
when they present the
dialogue assigned to them.
c. Facilitate the discussion
of their performance.
Process the students’
answers in the guide
questions.
d. Based on the given
questions, draw out from
the class important learning
on the use of non-verbal
strategies in
communicating. Visit this
website:
http://www.businessballs.c
om/body-
language.htm#eyesbody-
language for more details.
similar to any of the characters
in the play.
d. Ask them to write their
answers in the thought bubble.
PROCESSSING MODEL YOUR e. Once done, help the Remedial
QUESTIONS: MODALS class come up with an Instruction/Enhancement
Activities for
individual output in Activity
a. Facilitate the class’ reading/Individual
Learning/Cooperative
analysis of the given d. Process the answers
1. Who is the protagonist statements. Ask the class Learning
of the students in the
in the story, the one who to answer questions
guide questions. Highlight
undergoes some sort of about the given
the elements of effective
change throughout the sentences.
writing: Coherence, Unity
play?
and Emphasis.
b. Draw out from the
2. Who is the antagonist? students the idea that
He/she could be one or there are two types of f. Finally, inform the class
more of the characters modal to write a play review
verbs of
that provide the obligation; those that focusing on :
obstacle(s) for the primarily express a firm  Title of the play
protagonist?  Name of the playwright
obligation or necessity -
 The group’s general
3. From among the must and have to - and impression of the play
characters, who do you those that express a  Theme or message of
like best? Like least? recommendation or
the play, and
What values does she/he moral obligation should
have that have drawn and ought to.
you to him/her? c. Check out this website
for a detailed
explanation:
http://linguapress.com/gr
ammar/modal-
obligation.htm.
d. Here are the answers
for the activity Hello
Obligation: 1. Must/have
to; 2. Have to/must;
 should; should; should;
must/ have to; must/have
to; should.

J. Additional Activities for

Application or Remediation
V. REMARKS ________ Accomplished ________ Accomplished ________ Accomplished ________ Accomplished ________ Accomplished
________ Not ________ Not ________ Not ________ Not ________ Not
Accomplished Accomplished Accomplished Accomplished Accomplished
Reason: Reason: Reason: Reason: Reason:

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help
VI. REFLECTION the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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
_____ Explicit Teaching _____Inquiry-Based teaching _____ Think-Pair Share
E. Which of my teaching strategies _____ Group Collaboration _______ ICT Integration
work well? Why did these work?
Others: ____________________
F. What difficulties did I encounter __________ Appropriate teaching strategy
which my principal or supervisor __________ Promoted learners Arrangement
can help me solve? __________ Others
_________ Used stimulating IM’s
G. What innovations or localized _________ Video Clips
materials did I used/discover which _________ Quality Outputs produced/made
I wish to share with other
teachers? Others: ___________________________