School: Grade Level & Section: Grade 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: Week 6 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: EN9OL-If-2.6.2: Use the EN9SS-If-1.5.1: EN9V-If-11: EN9LC-If-8.2: Judge the Remedial
Write the LC Code for each appropriate gestures (hand, Skim to determine key ideas Arrive at meaning of words relevance and worth of ideas Instruction/Enhancement Activities
face, and body) and author’s purpose. through presented for reading/Individual
EN9G-If-18: Use interjections EN8LT-If-2.2.3: Determine word formation (clipping, EN9VC-If-19: Assess the Learning/Cooperative Learning
to convey meaning tone, mood, technique, and blending, acronymy, relevance and worth of ideas
ENWC-If-9.1: purpose of the author. compounding, folk etymology, presented in the material
Identify types and features of etc.) viewed
poetry. EN9G-If-17: Use normal and EN8LT-If-14: Analyze
inverted word order in creative literature as a means of
writing discovering the self
EN9G-If1.6/1.7: Use
appropriate punctuation marks
and capitalization 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.
II. CONTENT Lesson 5 Living With a Purpose
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 70-75 on Teacher’s Page 75-80 on Teacher’s Page 56-57 on Teacher’s Page 58-62 on Teacher’s
Guide Guide Guide Guide
2. Learner’s Materials Pages Page 85-87 on Learner’s Page 89-91 on Learner’s Page 94-96 on Learner’s Page 95-99 on Learner’s
Materials Materials Materials Materials
3. Textbook Pages Page 85-87 in Learner’s Book Page 89-91 in Learner’s Book Page 94-96 on Learner’s Book Page 95-99 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)
 Copy of the Text
Copy of the Text Copy of the Text Copy of the Text
Rubric
Textbook Textbook Textbook
Textbook
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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
IV. PROCEDURES 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.
A. Reviewing Previous Lesson or Invite your students to read the RECALL: REVIEW: Review the previous lesson. Remedial
Presenting the New Lesson YOUR JOURNEY phase and “The Psalm of Life” By: Henry “The Psalm of Life” “MOTHER TO SON” By: Instruction/Enhancement Activities
1. Tone for reading/Individual
clarify that this is the time, they Wadsworth Longfellow Langston Hughes
2. Mood Learning/Cooperative Learning
can see why there are Ask the class to share their
3. Theme
changes they are experiencing personal thoughts about the
that are best for them and how poem
they will make them feel great. Accept varied answers from
Make them see that their the class.
physical, social, emotional
and moral changes may lead
to their personal strengths
and weaknesses. Lead them
to the BIG Question: How can
I have a purpose driven life?
that will serve as the
gravitational core of the ideas
they’ll share.
B. Establishing a Purpose for the Lesson Inform them that the SHARE: RECALL: Share the objectives set for the
discussion / exploration they’ll Today, we are going to identify Make them look for words in lesson.
engaged in this lesson will and determine the purpose of the poem which are opposite in
naturally tie together with the Henry Wardsworth Longfellow meaning to each of the
information carried in the in writing the poem. following. Have them check
varied activities following / their answers against these
supporting the overall theme : ones.
Enhancing The Self. The 1. happy = forlorn
elements of the poem they’ll 2. smart = dumb
revisit and explore more fully 3. Ridiculous = sublime
gravitate around the sub- 4. Unserious = solemn
theme living with a purpose. 5. cheerful = mournful
6. open = bivouac
7. built = shipwrecked
8. moves = slumbers
9. Insincere= earnest

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
Stress at them it is expected
that they are to demonstrate
how their language
communication and literary
skills can be continuously
developed as they explore
chosen poem highlighting the
importance of living with a
purpose.
Remind them that their
expected output will be poetry
reading, and the criteria for
assessment will be: Delivery,
Voice, Gestures, Facial
Expression and Eye Contact
Lead them to YOUR INITIAL
TASKS part.
First ask them to try
SQUEEZED. Ask them if they
are fond of listening to music.
Explain to them that listening to
music is the same as looking
closely at the picture/ drawing/
illustration just as it is like
reading a poem to unfold its
meaning.
 Check on what problem they
have in unfolding the meaning
of a poem and what will they’ll
do to improve in this area.
 Make them remember this
question as they work on the
phases of this lesson.
HOW DO YOU LOOK AT
LIFE?
Make them read the following
ASK:
What are the values expressed
in the poem?
Do the people of today still
express the values expressed
in the poem “Psalm of Life”?
 Let them share their answers
to the following questions  Do
you believe that Longfellow has
a strong view in life?
 How does Longfellow’s view
of life compare with your own
view?
 Require them to point out the
lines in the poem that
 show Longfellow has a strong
and optimistic view in life you
think/believe the young people
might/ might not agree with.
DISCUSS:
 How to identify the
Subject of the poem?
 How to determine the
10 .harmony= strife
11.permanent= fleeting
12. Loud = muffled
Remind them that even in SHARE:
poems, especially in dramatic At This point of the lesson, you
or narrative poems, quotation are going to craft your own
marks interpretation on how to cope
( “ “ ) are used to enclose the up with challenges to varied
exact words of the speaker/ literary writing
persona, character. Make
them consider these lines
from the poems.
INTRODUCE: Remedial
Task 1 STRIVE Instruction/Enhancement Activities
He met a pilgrim shadow-  Pair up, and share ideas, for reading/Individual
“ Shadow,” said he, thoughts on how can a poem Learning/Cooperative Learning
“where it can be- help young people who are
This land of Eldorado?” having trouble.
from: “ EL  Report back to class.
DORADO” by Edgar Allan Poe
They say,
“ Time assuages.”
from :”
Verse 13” by
Emily Dickinson.
TASK 12 On Using Task 2 Sharing with the Remedial
QUOTATION MARKS. Persona Instruction/Enhancement Activities
Instruct them to work with three  Work in groups of five, for reading/Individual
or four of your classmates for imagine you meet the persona. Learning/Cooperative Learning

F. Developing Mastery
(Leads to Formative Assessment 3)
quotations and
“To be what we are, and to
become what we are capable
of becoming is the only end of
life.” --- Robert Louise
Svenson
“Life is a big sea full of many
fish. I let down my nets and
pull.”
Langston Hughes
 compare them, then look for
what they have in common. 
ask them if they agree on what
each suggests and prove their
contention.
Introduce to them the Poem “A
Psalm of Life” by Henry
Wardsworth Longfellow
Let the class read the poem in
chorus
tone/mood of the
poem
 How to look for the
theme of the poem
read?
DISCUSS:
“PSALM OF LIFE”
a. Subject
b. The Tone/Mood
c. Theme or general truth
observed in life
Let the learners share their talking to them.
own viewpoints from the poem.  Instruct them to report
them to discuss their answers  Share which of the persona’s
to the following questions.  insights you would like to
discuss with him
 How are the quotation marks  experiences that made him
used in verse No. 1? verse no. change his mind strengthen his
2? resolve about something or see
 Where are they (open and something about himself and
close quotation marks) others in a new light.
positioned in sentences?  Report back to class
 What are enclosed in
quotation marks?  How do the
use of the quotation marks
from verse no.1 differ from
verse no.2?
 When do we use a set of
single quotation mark ( ‘ ‘ )?
 What are the other uses of
quotation marks?
 Instruct them to report back to
class, and share their findings.
 Give feedback.
Make them do the QUOTE ME Task 3 Your Turn
exercise as they recall their  Imagine you are a poet
most liked / interesting lines (at receiving the Medal of Honor
least three) from the poems Award for the inspirational
explored in class. poem you shared.
 Next, they’ll Imagine the  Write a speech about how
persona/ poet is personally grateful you are for the award.
 Explain why you came up with
the masterpiece.
directly what the persona/ poet  Deliver the speech.
is saying by writing these lines  Use correct phrasing,
through using quotation marks. pausing, voice projection, facial
 Give feedback. expression, eye contact and
gestures  Talk about how you
may apply the advice given by
Longfellow in the poem
 What might your life be like if
you were prevented from
pursuing your dreams or goals
 Which personal qualities are
needed to hold on to dreams in

G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and Abstractions
about the Lesson
I. Evaluating Learning
This is the time, they can see
why there are changes they
are experiencing that are best
for them and how they will
make them feel great. Make
them see that their physical,
social, emotional and moral
changes may lead to their
personal strengths and
weaknesses.
BIG Question:
How can I have a purpose
driven life?
Invite them to be active in
Small Group Differentiated
Work where they’ll work in 6
small groups. Ask them to read
the poem aloud, and perform
their assigned task.
The Poem “Psalm of Life” let
us learn the value of labor and
patience in life. We do not live
for enjoyment nor sorrow but
we have to act today for a
better tomorrow.
The poem talks about how
long, real, earnest life can be,
thus, we must do actions in the
present with a good heart and
a good faith to God.
It’s time for Comparing and
Contrasting.
 Clarify to them that finding
similarities and recognizing
differences can help them
understand their reaction to
different persons and
information they listened to.
 Make them work in small
groups of 6 as they recall
another poem they have
explored in class and they
found interesting.
 Have them compare it with A
Psalm of Life by: Henry
Wadsworth Longfellow, then
choose the basic categories
such as: subject, the
mood/tone, and viewpoint on
Direct quotations from other
people can support the ideas
or arguments of a writer, Direct
quotations also enliven short
stories, novels, and other
works of fiction, when the
characters themselves speak,
the writing becomes more
exciting.
Quotations are significant parts
of writing and composition,
because it adds more
emphasis on the meaning and
drama to the flow of the ideas.
YOU SAID IT
 Ask them to find a partner,
and create a brief conversation
they would have on how to
have a purpose driven life.
 Lead them to create a
discussion with the poet/
persona about it.
 Make them act out a
conversation and present a
written copy of the
conversation/ dialogue.
 Remind them to use
quotation marks in your
dialogue.
 Give feedback.
adversity.
 Report back to class.
In making your audience Remedial
understand your words, you Instruction/Enhancement Activities
have to put emphasis on the for reading/Individual
feelings and emotions involved Learning/Cooperative Learning
in your lines by following
correct and proper delivery.
Listeners or the audience will
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.
YOUR FINAL TASK Remedial
Instruction/Enhancement Activities
 Your first job is to find a poem for reading/Individual
you feel a connection to and Learning/Cooperative Learning
you want to enjoy reading in
public.
 Think about your purpose;
that is, you want to share the
“feeling” and the “experience”
of the poem.
 Second, review the text to
check the difficult and
unfamiliar words.
 Third, make a working script
where you need to have the
copy of the poem.
 Identify the speaker and what
he/she is trying to say
 Point out the tone of voice to
be used
 Note where his/her tone might
change to slowly, fast, soft, or
 general truth in life. loud
 Next, let them compare the  When you read, do not come
specific points that are similar to a full pause but read on to
the next line to complete the
enough to enable you to draw
thought.
effective comparison.  Plan and rehearse. Memorize
and understand the text. Plan
Let the class choose their your movements
preferred poem from the  Consider these criteria as you
previous lessons to be used in read the poem aloud. Voice
the activity. ( quality, projection, volume,
pitch) Delivery ( phrasing,
1. Seven Ages of Man
pausing, intonation, stress)
2. The Battle With Grendel Facial expression, gestures,
eye contact
 Practice reading aloud.
 Read according to
punctuation. Break down the
parts into subject and its
meaning
 Read groups of words for
meaning rather than reading
single words
 Change the tone of your voice
to add meaning to the work
 Be guided by the criteria :
Delivery, Voice, Gestures, and
Facial Expressions
 Read the poem to the class

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
_________ Video Clips
G. What innovations or localized materials did
_________ Quality Outputs produced/made
I used/discover which I wish to share with
other teachers?
Others: ___________________________