Grade Level &

GRADES 1 to 12 School:
Section: Grade 9
DAILY LESSON LOG Teacher: Learning Area: English
Teaching Dates and Time: Week 1 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 EN9LC-IVa-13:Listen to lay EN9F-IVa-3.11: Produce the EN9RC-IVa-2.18:Relate text EN9WC-IVa-11:Compose a Remedial
Competencies/Objectives: value judgment on critical sounds of English effectively content to particular social play review Instruction/Enhancement
Write the LC Code for each issues that demand sound when delivering lines in a full- issues, concerns, or EN9G-IVa-22:Use active and Activities for
analysis and call for prompt length play dispositions in real life passive constructions reading/Individual
Learning/Cooperative
actions EN9OL-IVa-3.7: EN9VC-IVa-10: Determine the
Learning
EN9LT-IVa-17.1: Explain how Use varied verbal and non- relevance and the truthfulness
the elements specific to full- verbal communication of the ideas presented in the
length plays build its strategies when performing in material viewed
theme a fulllength play EN9LT-IVa17:Analyze
EN9V-IVa-29: literature as a means of
Get familiar with the technical understanding
vocabulary for drama and unchanging values in a
theater changing world
like stage directions)
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 1: Holding to a Dream in a Changing World
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 209-212 on Page 209-212 on Page 209-212 on Page 209-212 on
Teacher’s Guide Teacher’s Guide Teacher’s Guide Teacher’s Guide
2. Learner’s Materials Page 378-398 on Page 378-398 on Page 378-398 on Page 378-398 on
Pages Learner’s Materials Learner’s Materials Learner’s Materials Learner’s Materials
3. Textbook Pages Page 424-447 in Page 424-447 in Page 424-447 in Page 424-447 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
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
ICT
(Television, Laptops,
Speakers, Slide Deck)
Audio Clip
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 1: Holding to a
Dream in a Changing
World
YOUR JOURNEY
Life gets even harder for
people who do not dream
of making it a little better.
Keep reaching for your
dreams; keep reaching
for your goals which you
have created with your
heart and soul. And
every time you fail, hold
on to it tight; never let it
go. It may get harder
everyday but every step
you put forward is a great
leap towards triumph.
After all, chances are, the
ICT
(Television, Laptops,
Speakers, Slide Deck)
TUESDAY
Do you agree with this line:
“Life gets even harder for
people who do not dream
of making it a little
better.”
Collect responses from
the learners.
TODAY:
In this lesson, we will Produce
the sounds of English
effectively when delivering lines
in a full-length play and Get
familiar with the technical
vocabulary for drama and
theater
ICT ICT
(Television, Laptops, (Television, Laptops,
Speakers, Slide Deck & Speakers, Slide Deck &
Video Clips) Video Clips)
Realia
Promptbook
WEDNESDAY THURSDAY FRIDAY
ELICIT: ASK: Remedial
Instruction/Enhancement
How important is precise and  Does any of the characters Activities for
correct production of English in the play remind you of reading/Individual
someone? Learning/Cooperative
pronunciation in dramatizing a
play?  How does that someone Learning
plan hos course of action to
realize his dream?
 Would you have dreamt of
the same thing for your
family? Why?
SHARE: Overview of the
objectives and content.
In this lesson, you are going to
relate text content to particular Set-up a motivating mood
social issues, concerns, or for the lesson.
dispositions in real life,
Determine the relevance and
the truthfulness of the ideas
presented in the material
viewed and Analyze literature
as a means of understanding
unchanging values in a
changing world.

C. Presenting Examples/Instances
of the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
life you try to redefine is
just right there at the
corner.
AUDIO PLAYING:
SONG:
River of Dreams
Let the learners listen as
you play the song in the
class.
Have them jot down lyrics
that struck them the most.
Task 1. Introduction and
Initial Tasks -The River
of Dreams
a. Post the questions on
the board that the students
are expected to answer and
discuss them in the
listening activity.
b. Then have the students
listen to the song twice
c. Elicit the responses of
the students based on the
questions posted.
d. Allow students to discuss
his/her answer with a
partner then share it with
the class.
e. Process the students’
answer.
Your Text Task 3. Perm
Term
a. Have the students
accomplish this activity in
pairs.
b. Instruct them to read first
the words in the word pool.
Have them read it aloud with
your guidance on correct
pronunciation
Have students present their
output in the word maze to
the class.
Process the outputs.
Have some students to
ensure correctness of their
answers.
Task 4. Try to Connect MOTIVATIONAL
ACTIVITY:
a. Ask the students to
read the poem, “Dreams GUESS THE VOICE
Deferred” by Langston GAME!
Hughes
b. Ask them to associate Play short audio clips
the poem to the story where students will guess
(List down their answers) the artist based on their
c. Introduce the text voices.
(You can tell something
about the author or any Process the activity and
back-ground of the story.) make sure students’
d. Instruct students to readiness for the lesson.
read the text silently.
(See to it that the text is
pre- assigned or pre-read
ahead of time).
READING ACITVITY: Task 8. The Voice Remedial
Instruction/Enhancement
a. Instruct students to read Activities for
A Raisin in the Sun
on the teaching points. reading/Individual
Lorraine Hansberry
b. Allow them to study the Learning/Cooperative
examples given. Learning
b. The teacher may have
some inputs or give
additional examples in case
of gray areas
c. Solicit students
responses on the
differences between active
and passive constructions
d. Ask students to give their
own examples.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment
3)
Task 2. Peek at the Note Task 14. Tippable Tips! Task 5. Grasp it Task 9. On Location
a. Instruct the students to read a. Have the students read and
the lines of the song (or let analyze the tips on dramatizing a. Pose the questions for a. Instruct the students to
them sing if they know the a play. understanding the text. identify in the dialogue the
melody of the song) b. Allow them to take down b. Instruct students to verbs in the active voice which
b. Process the activity guided notes if necessary. accomplish the tasks as should be transformed to the
by the given questions. c. Tell them that the tips would instructed. passive voice or vice versa.
c. Instruct students to analyze be very useful in the final b. You can have the
the pictures. (For clarification activity. brainstorming by group or
in case the pictures are black by round table.
and white) First Picture: The c. Note the significant
Remedial
fish facing the hand is green responses of the Instruction/Enhancement
whereas the rest are gold. students and process it. Activities for
Third Picture: All the lady bugs reading/Individual
are red except for one which is Learning/Cooperative
Learning
yellow.
d. Ask students questions 1
and 2, then process their
answers.
e. Instruct them to accomplish
the chart. Have them share
their answers before the class
for discussion and clarification.
f. Link/ Relate the activity to
the text of the lesson
g. Relate Task 1 to Task 2
ASK: Task 15. Deliver the Goods!
Task 6. Predict a Task 10. The Voice in
Dream Action
Based on the previous task a. Walk with the students a. Instruct students to a. Instruct students to
through this final activity. write their own sentences
analyze the picture and
1. What idea is presented by in the active voice.
the pictures? b. Tell them how they will be predict what could be the b. Then change these
assessed by presenting to dream of the people in sentences into the
2. How would you relate the them the rubrics for the picture. passive voice.
pictures to issues on social performance assessment. b. Instruct them to write c. For in depth analysis,
context? the answer on a separate instruct them to note the
sheet of paper. changes that took place

G. Finding Practical Applications
of Concepts and Skills in Daily
Living
H. Making Generalizations and
Abstractions about the Lesson
Do you agree with this line:
“Life gets even harder for
people who do not dream
of making it a little
better.”
Collect responses from
the learners.
This unit focuses on Drama
as a unique form of
literature and as a means
for you to understand
unchanging values in a
changing world
ELICIT:
How important is precise and 
correct production of English
pronunciation in dramatizing a
play?
Synthesize to them the
importance of being skilled
enough in producing correct
English sounds in performing
stage drama or play.
in the sentences.
ASK: My Treasure Remedial
Instruction/Enhancement
Does any of the characters a. Have the students reflect on Activities for
in the play remind you of the quotation by Ralph Waldo reading/Individual
someone? Learning/Cooperative
Emerson.
 How does that someone Learning
plan hos course of action to b. Have them further reflect on
realize his dream? their strengths.
 Would you have dreamt of
the same thing for your c. Then instruct them to
family? Why? complete the statement.
Summary: Synthesize to them the
The rising action of the play importance of being familiar
reveals the pregnancy of with the two of Voices in English
Ruth. Mama (Lena) has language – the active and
paid the initial amount for a
passive voice.
house in Clybourne Park.
Then she hands the
remaining money to Walter
to put it in a savings
account for Beneatha’s
medical schooling. The rest
of the money shall be put in
a checking account in
Walter’s name. However,
Walter intends to invest the
money in a liquor business
which Mama does not
approve of.
 I. Evaluating Learning Task 7. Text Hub
a. Tell students to read on
the teaching points.
b. Then ask them to scan
and skim on the selection
and locate the places
indicating the functions of
dialogue.
Task the students to ponder
the situations below:
1. What was your
character’s mood?
2. In what ways did you
change your voice to
express the meaning of
different words?
3. Was the audience
engaged? Were they able to
understand and hear your
words?
Assess their performance
through a Dramatic
Performance Assessment
Rubric
Task 13. Review, Task 12. Play President Remedial
Analyze, Reflect Instruction/Enhancement
Activities for
a. Instruct students to
reading/Individual
a. Ask students to read resolve the issues Learning/Cooperative
the important pointers on presented. Learning
how to prepare a report b. You may expand on the
for a play review as they term for clearer
will be required to submit understanding.
a report at the end of the c. Direct them to use the
third week of the quarter. active voice of the verb in
b. Instruct them to fill up their sentence
each blank construction.

J. Additional Activities for

Application or Remediation
V. REMARKS ________ Accomplished ________ Accomplished ________ Accomplished ________ Accomplished ________ Accomplished
________ Not Accomplished ________ Not Accomplished ________ Not Accomplished ________ Not Accomplished ________ Not 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
G. What innovations or localized _________ Used stimulating IM’s
materials did I used/discover which _________ Video Clips
I wish to share with other _________ Quality Outputs produced/made
teachers? Others: ___________________________