School: Grade Level & Section: Grade 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: Week 5 Quarter: First 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, additional lessons, exercises and remedial
I. OBJECTIVES 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 Competencies/Objectives: EN9G-Ie-17: Use normal and EN9LC-Ie-8.6: Make decisions EN9SS-Ie-1.5.1: Skim to ENWC-Ie-9: Compose forms of Remedial
Write the LC Code for each inverted word order in creative based on what is listened to determine key ideas and literary writing Instruction/Enhancement Activities
writing EN9V-Ie-11: Arrive at meaning author’s purpose EN9G-Ie-1.6/1.7: Use for reading/Individual
EN9OL-Ie-1.14: Use the of words through word EN9VC-Ie-21: Summarize the appropriate punctuation marks Learning/Cooperative Learning
correct pitch, juncture, stress, formation contents of the material viewed and capitalization to convey
intonation, rate of speech, (clipping, blending, acronymy, meaning
volume and projection when compounding, folk etymology, EN8LT-Ie-2.2.2: Explain the
delivering lines of poetry and etc.) literary devices used
prose in dramatic and EN8LT-Ie-14: Analyze
conventional speech choirs literature as a means of
EN9G-Ie-18: Use discovering the self
interjections to convey
meaning
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.
Lesson 3: Leaving a Legacy
II. CONTENT Lesson 4: Coping with Challenges
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 and manipulative materials as well
III. LEARNING RESOURCES as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages Page 30-31 on Teacher’s Page 34-37 on Teacher’s Page 34-37 on Teacher’s Page 34-37 on Teacher’s
Guide Guide Guide Guide
2. Learner’s Materials Pages Page 65-66 on Learner’s Page 70-73 on Learner’s Page 70-73 on Learner’s Page 75-79 on Learner’s
Materials Materials Materials Materials
3. Textbook Pages Page 65-66 in Learner’s Book Page 70-73 in Learner’s Book Page 70-73 in Learner’s Book Page 75-79 in Learner’s Book
Anglo American Literature Anglo American Literature Anglo American Literature Anglo American Literature

4. Additional Materials from

Learning Resource (LR) portal
E. Other Learning Resources ICT ICT ICT ICT
(Television, Laptops, (Television, Laptops, (Television, Laptops, (Television, Laptops,
Video Clips) Video Clips) 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
Copy of the Text
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.
Presentation of the lesson:
Today, you are going to use
the correct intonation, rate of
speech, volume and projection
in delivering the lines in poetry
through the use of interjections
and word inversions within the
lines of the poem.
This lesson will make
understand how to effectively
convey meanings of lines in
poetry and on how to put
emphasis on the feelings and
emotions.
ASK:
What does make a good
speaker?
How do you deliver the poem
meaningfully and effectively?
Copy of the Text
Textbook
TUESDAY
Review the previous lesson.
Collect answers from the
students as far as they could
remember.
Presentation of the lesson:
Today, we will have another
lesson entitled Coping With
Challenges. Normally you hear
from people who care say,
“Don’t be your own roadblock
to success!” This is the
challenge you need to attend to
amidst difficulties
sufferings you may experience.
This simply means you need to
be aware of, face, and then
remove the setbacks, burdens
and difficulties which at time
upset you.
This lesson begins with
learning to cope
challenges to enhance
yourself. Further on you’ll
confirm that you read poems
not only for the exploration of
target concepts, but also for
enjoyment and for the help it
gives you to understand
yourself as well as the people
anywhere, anytime. Most
Copy of the Text
Copy of the Text
Rubric
Textbook
Textbook
WEDNESDAY THURSDAY FRIDAY
Review the previous lesson. Review the previous lesson. Remedial
Collect answers from the “MOTHER TO SON” By: Instruction/Enhancement Activities
for reading/Individual
students as far as they could Langston Hughes
Learning/Cooperative Learning
remember. Ask the class to share their
personal thoughts about the
poem
Accept varied answers from
the class.
SHARE: Share the objectives set for the
Today, we are going to skim lesson.
and determine key ideas and
the author’s purpose.
and
FOCUS QUESTIONS: SHARE:
with How do I cope with the At This point of the lesson, you
challenges in life? are going to craft your own
interpretation on how to cope
up with challenges to varied
literary writing

D. Discussing New Concepts and Practicing
New Skills #1
E. Discussing New Concepts and Practicing
New Skills #2
importantly, the enhancement
of your communication and
literary skills are on top of all of
these.
REVIEW: Spark their interest in using
INTERJECTIONS SYNONYMS or words with the
What are interjections? same or almost the same
What are the types of meaning. Point out to them
interjections? that it is another good way to
Give an example of an give a brief definition or
interjection? restatement . This is one good
strategy to arrive at the nearest
meaning of an unfamiliar word.
 Instruct them to Make A
SYNONYM Match Challenge
where they’ll fill each blank with
a single letter to form the given
pairs of words into
SYNONYMS.
REVIEW: Guide them to do the Twisters
WORD INVERSION task for them to
What is normal word order?
What is an inverted word  Interview three of their
order? classmates as to the questions
When does an inverted they have about coping with
sentence occur? challenges and write at least
Give examples of inverted three (3) questions (in line with
sentences? coping with challenges ) they
hope to answer later.
TASK 6 Why Not?
Pair up and reflect on the
following quotations.
1. “Don’t let the challenges
stop you to take your best
future.”
2. “When virtue is in presence,
all subordinate powers sleep.”
TASK 7 Be the Best You Can
be
Invite them to work on the BE
THE BEST YOU CAN BE task
where they’ll
 work with a partner and look
closely at the picture/ drawing
of a father/ mother carrying
his/her son/ daughter at his/her
back .Both of them are
laughing/ smiling contentedly
seem to be enjoying life .
 talk about how the drawing/
picture illustrates the same
Remedial
MEANINGFUL SIGNIFICANT Instruction/Enhancement Activities
EXPERIENCE for reading/Individual
When you read a poem, Learning/Cooperative Learning
you get to know the experience
of other people. This gives you
a better handle on your
relationship with others and
how you’ll react to challenges
in life.
 Answer the following guide
questions
1. Who is the speaker /
persona in the poem?
2. To what does the speaker
compare her life?
3. What is the speaker doing?
4. What kind of stairway is it?
5. What kind of stairway is the
mother’s life not like?
6. What does the mother tell
her son?
MESSAGE FOR YOU Remedial
 With your groupmates, Instruction/Enhancement Activities
for reading/Individual
discuss the answer to the
Learning/Cooperative Learning
following questions.
 What poetic devices are used
in the poem?
 Which one helps clarify the
message more?
 Which part do you like best?
Why?
 What do you think might have
motivated the mother to advice
her son?

F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
DISCUSS:
Delivering the lines of Poetry
meaningfully and effectively.
1. Intonation
2. Rate of Speech
3. Volume
4. Projection
In making your audience
understand your words, you
have to put emphasis on the
feelings and emotions involved
in your lines by following
correct and proper delivery.
Encourage them to find out
how a poem written by
Langston Hughes will help
them achieve insights about
them as they listen to you read
the poem “ MOTHER TO SON
” by: Langston Hughes.
Introduce the poem.
Let the learners listen as you
read the poem and let them
make decisions on how to cope
up with difficult times
In making your audience
understand your words, you
have to put emphasis on the
feelings and emotions involved
in your lines by following
correct and proper delivery.
meaning being conveyed in
the quotations, then relate
them.
 explain how closely they
think/ believe the drawing
match their mental image of
coping with challenges
Engage them to take active
control in SGDW ( Small Group
Differentiated Work ) where
they will form small groups .
 Make them read the poem
aloud, and perform their
assigned tasks.
In making your audience
understand your words, you
have to put emphasis on the
feelings and emotions involved
in your lines by following
correct and proper delivery.
 Is the message of the poem
worthwhile? Prove your point.
 How important is the poem’s
message in your life?
 What have you learned from
it?  Share your findings with
the class.
INSTRUCT
 Now that have you
have learned on how
to analyze a certain
poem.
 It is time to compose
your own poem
expressing your
thoughts on how to
cope up with the
difficulties and
challenges in life.
 Be sure to use poetic
devices used in the
previous literature.
Make sure that the students
use correct capitalization and
punctuations in their poems
Normally you hear from people Remedial
who care say, “Don’t be your Instruction/Enhancement Activities
own roadblock to success!” for reading/Individual
This is the challenge you need Learning/Cooperative Learning
to attend to amidst difficulties
and sufferings you may
experience. This simply means
you need to be aware of, face,
and then remove the setbacks,
burdens and difficulties which
at time upset you. To fear
them is alright but you have to
face these fears and live with
them courageously. They are
parts of the games you have to
play to make your life better. It

H. Making Generalizations and Abstractions Listeners or the audience will
about the Lesson be given much clarity of your
thoughts and stand by
delivering them effectively and
meaningfully. Just simply follow
correct intonation, rate of
speech, volume and projection.
I. Evaluating Learning Regroup the learners into 5
smaller groups. Let each
deliver the lines of this poem
(Pre-assigned) following the
details on how to deliver
effectively and meaningfully.
Make sure to remind the
learners to put emphasis on
the interjections and inverted
sentence to convey meaning.
Make the learners aware of the
Criteria to be observed during
their performances.
Just the Video Camera
To work I went early one morn,
No one did I expect to scorn.
I spent my day, usual it went
Things were smooth, in my day
was not one dent.
But wait! I discovered when I
went home,
In my house someone did
roam
Oh no! On my door I found the
broken lock
In my bedroom all over were
is always in your hands for you
to start making the most out of
these challenges.
Listeners or the audience will Listeners or the audience will Listeners or the audience will
be given much clarity of your be given much clarity of your be given much clarity of your
thoughts and stand by thoughts and stand by thoughts and stand by
delivering them effectively and delivering them effectively and delivering them effectively and
meaningfully. Just simply follow meaningfully. Just simply meaningfully. Just simply follow
correct intonation, rate of follow correct intonation, rate correct intonation, rate of
speech, volume and projection. of speech, volume and speech, volume and projection.
projection.
Questions:  Make them read the poem ASSESSMENT: Remedial
1. To what can you compare aloud, and perform their Assess the learners Instruction/Enhancement Activities
for reading/Individual
life? assigned tasks. performance through a rubric.
Learning/Cooperative Learning
2. Do words have power to  Clarify to them their functions
help a person get through like for
hard/difficult times? Group 1 Words, words, words
Find out how a poem will help they will read the poem and
achieve insights about difficult look for words that they found
times. difficult then make a list of all
of them. Then , they’ll use a
dictionary to find the synonyms
of each word. They’ll share
their findings with the class.
Group 2
 Lead them to discover how
the details in the poem tells a
story and ask group 2 to find
the meaning/ meaningful
significant experience.
 Let them copy the illustration
of the stairs as shown in their
learning material and fill it up
with entries called for. Accept
varied responses and give
feedback .
 many a sock Group 3 they need to work on
So in my room I came in the Salient Points of the
On the floors scattered were poem.
many a pin  Clarify to them that when
Ouch! My foot did hurt so badly they read the poem or listen to
Something came through I others read a poem, they can
resist barely come up with a broad
But nothing gone could I find, statement that sums up the
He just took my video camera poem’s central meaning. This
and left all else behind. is the ability to make
generalization about life and
human nature as conveyed in
the poem read or listened to.
This can help you enjoy
reading poem or listening to
poems read.

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 the students learn?
VI. REFLECTION 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 work
_____ Group Collaboration _______ ICT Integration
well? Why did these work?
Others: ____________________
__________ Appropriate teaching strategy
F. What difficulties did I encounter which my
__________ Promoted learners Arrangement
principal or supervisor can help me solve?
__________ Others
 _________ Used stimulating IM’s
G. What innovations or localized materials did
_________ Video Clips
I used/discover which I wish to share with
_________ Quality Outputs produced/made
other teachers?
Others: ___________________________