School: TCIS Grade Level: 9

GRADES 1 to 12 Teacher: CARLAJOY T. PALARIS Learning Area: English

DAILY LESSON LOG Teaching Dates and Time: October 28 – 30, 2019 Quarter: 3

MONDAY 10-28-2019 TUESDAY 10-29-2019 WEDNESDAY 10-30-2019 THURSDAY FRIDAY

I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture
and those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to use ways of analyzing one-act play and different forms
of verbal for him/her to skillfully perform in a one-act play.
B. Performance Standards: The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice, Delivery, and Dramatic Convention
C. Learning EN9G-IIIa-21: Use verbal. EN9WC-IIIa-9: Compose forms of EN9LT-IIIa-16: Analyze literature as a
Competencies/Objectives: literary writing EN9WC-IIIa-9.4: means of connecting to the world.
Write the LC Code for each Identify types and features of a play IIIa-6.1: Extract important information
synopsis. from argumentative/ persuasive texts

II. CONTENT Lesson 1: Through Lesson 1: Through Lesson 2:Making a Difference

technology technology
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.
A. References
1. Teacher’s Guide Pages P 134- 140 P 134- 140 P 141-152

2. Learner’s Materials Pages P 235 P237 P 235-238

3. Textbook Pages P 235 P237 P 235-238
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources None – textbook only None – textbook only None – Textbook only

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
I. 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 Ask: Ask: Ask:
Presenting the New Lesson How do you respond to an Present the poem, “The Telephone” How do you respond to an
emergency? Whom do you call for What are the important functions of a emergency? Whom do you call for
help? telephone in the present times? help?
B. Establishing a Purpose for the Do Task 1 on page 235 of your LM. Discover the benefits a telephone Do Task 1 on page 235 of your LM.
Lesson brings.
C. Presenting Examples/Instances of Solicit students’ answers on their Ask: Solicit students’ answers on their
the Lesson ways of responding to emergency. How important is a telephone to you? ways of responding to emergency.

-Unlock the difficult words.

D. Discussing New Concepts and Focus on the use of telephone or Read the poem “The. Telephone” Focus on the use of telephone or
Practicing New Skills #1 cellphone during emergencies. Work on Task 5 cellphone during emergencies.

E. Discussing New Concepts and Discuss the different emergencies, Allow the students to study their assigned The class will read the poem “The Remedial/Enhancement
Practicing New Skills #2 and how can a cellphone possibly be lines, and explain it to the class. Telephone” by Edward Field Reading Schedule/ICL

F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
of help.
Make a big concept map using
Telephone as the main idea.
Cellphones and telephones today are
becoming popularly in use and
indispensable.
All 5 groups will report to the class the
meaning and explanation of their assigned Work on Task 5.
lines.
Review the unlocking of difficult words Work on Task 6
to give the class and the groups
clearer understanding of the poem.
Understanding poetry can be easier if Act out situations where the telephone
the difficult words are unlocked. is used to respond to an emergency.

H. Making Generalizations and Cellphones are ________
Abstractions about the Lesson _____________________.
I. Evaluating Learning Write a short essay about
cellphones.
Include the advantages and
disadvantages of this gadget.
J. Additional Activities for Read in advance the radio
Application or Remediation play, “Sorry, Wrong Number”
REMARKS
Telephone here In the poem is
a __________________
Their group report will be
graded according to the
rubrics.
Ask:
Enumerate instances where a
telephone helps a lot in times of
emergency.
½ crosswise:
Do you approve of the school policy
not allowing students to bring
cellphones in the school?

V. REFLECTION 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?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
SESSION 1 SESSION 2 SESSION 3 SESSION 4
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
e. Which of my teaching strategies work well? Why did these work?
f. What difficulties did I encounter which my principal or supervisor can
help me solve?
g. What innovations or localized materials did I used/discover which I wish
to share with other teachers?
Prepared by: Noted by:

CARLA JOY T. PALARIS RENITA G. GUZMAN ED. D.

SST I School Head

School: TINIB – CALANGCUASAN INTEGRATED SCHOOL Grade Level: 9

GRADES 1 to 12 Teacher: CARLA JOY T. PALARIS Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: NOVEMBER 04 – 08, 2019 Quarter: 3/ WEEK 2

MONDAY 11-04-19 TUESDAY 11-05-19 WEDNESDAY 11-06-19 THURSDAY 11-07-19 FRIDAY

 The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture
I. OBJECTIVES and those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to use ways of
analyzing one-act play and different forms of verbals for him/her to skillfully perform in a one-act play.
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Conventions.
C. Learning EN9LC-IIIa-6: Employ appropriate EN9VC-IIIa-1.2/2.2: Interpret EN9OL-IIIa-3.7: Employ varied EN9RC-IIIa-20: Analyze a one- Remedial/Enhancement
Competencies/Objectives: listening strategies suited to type of the message conveyed in a verbal and non-verbal strategies act play Reading Schedule/ICL
Write the LC Code for each text. material viewed while performing in a one-act play EN9LT-IIIa-20.1: Explain how
EN9F-IIIa-3.11: Produce the
Sounding the words correctly EN9V-IIIa-29: Get familiar the elements specific to a one-
English sounds correctly and
with the technical vocabulary effectively when delivering lines in act play contribute to the
for drama and theatre (like a one-act play. development of its theme
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 2:Making a Difference

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.
A. References
1. Teacher’s Guide Pages P 141-152 P 141-152 P 141-152 P 141-152
2. Learner’s Materials Pages P 240-251 P 255-257 P 259 P 255-257
3. Textbook Pages P 240 - 251 P 255-257 P259 P 255-257
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources None – Textbook only None – textbook only None – textbook only None – textbook only

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II. PROCEDURES 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.
A. Reviewing Previous Lesson or Ask: Discuss the verbals. Show an example of plot Ask: Remedial/Enhancement
Presenting the New Lesson How would you feel when you heard Point out the Gerunds. summary or synopsis How do you respond to an Reading Schedule/ICL
the plot of your own murder? Give its different functions in emergency? Whom do you call for
the sentences. help?
B. Establishing a Purpose for the Read a script ( literary text) “Sorry Be able to identify gerunds. Ask: Do Task 1 on page 235 of your LM.
Lesson Wrong Number” What are the guidelines in
writing a good plot summary?
C. Presenting Examples/Instances of Work on Task 7 – Getting the chill Use teacher-made activity Discuss each of the guidelines. Solicit students’ answers on their
the Lesson sheets on gerunds. ways of responding to emergency.
D. Discussing New Concepts and Work on Task 8 – Crossing the Study an example of plot Focus on the use of telephone or
Practicing New Skills #1 difficulties Identify gerunds in the synopsis on the radio play, cellphone during emergencies.
sentences and tell its function. “Sorry,…”

E. Discussing New Concepts and Task 10- Delving deeper Group Activity: Discuss the different emergencies, Remedial/Enhancement
Practicing New Skills #2 Arrange the events that happened Task 13 D – Converting verbs to Task 14-15. and how can a cellphone possibly be Reading Schedule/ICL
according to the story. gerunds and use them in sentences. of help.
F. Developing Mastery Work on Task 11- Teacher prepares verbs on pieces of In a group of 3, try making a Make a big concept map using
(Leads to Formative Assessment 3) Answer questions about the radio play…. paper for Individual student to convert summary of a story the class Telephone as the main idea.
Task 12 – Sound off some critical vowel verbs into gerunds and use it in a has taken up.
sounds…
sentence.
 G. Finding Practical Applications of Write a short script/ dialog showing
Concepts and Skills in Daily Living proper telephone manners.
H. Making Generalizations and How can an emergency hotline should
Abstractions about the Lesson be used properly?
How should telephone operators
behave in handling emergency calls?
I. Evaluating Learning By pair: read parts in the script
according to characters.
J. Additional Activities for Reading of difficult words/ phrases
Application or Remediation
Work on Task 13 E
Complete the sentence,
Today, I learned that verbs
____________________.
Teacher prepares 5 gerunds on the
board, and ask the students to use
them in the paragraph.
Making summaries and synopsis are
important skills that a student needs
to be able to save time in studying
and reviewing lessons taken up in the
class.
Today, I learned that writing
summary_____________
Give a short selection to the class,
and ask them to make a summary or
synopsis out of it.
Make summary about some
familiar legends or fairytales.
Cellphones and telephones today are
becoming popularly in use and
indispensable.
Cellphones are ________ Remedial/Enhancement
_____________________. Reading Schedule/ICL
Write a short essay about cellphones.
Include the advantages and
disadvantages of this gadget.
Read in advance the radio
play, “Sorry, Wrong Number”

REMARKS

V. REFLECTION 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?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
SESSION 1 SESSION 2 SESSION 3 SESSION 4
h. No. of learners who earned 80% in the evaluation
i. No. of learners who require additional activities for remediation
j. Did the remedial lessons work? No. of learners who have caught up with
the lesson
k. No. of learners who continue to require remediation
l. Which of my teaching strategies work well? Why did these work?
m. What difficulties did I encounter which my principal or supervisor can
help me solve?
n. What innovations or localized materials did I used/discover which I wish
to share with other teachers?
Prepared by: Noted by:

CARLA JOY T. PALARIS RENITA G. GUZMAN ED. D.

SST I School Head

School: TCIS Grade Level: 9

GRADES 1 to 1 Teacher: Carla Joy T. Palaris Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: November 11 – 15, 2016 (week 3) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture
and those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to use ways of
analysing one-act play and different forms of verbals for him/her to skilfully perform in a one-act play.
 B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Conventions.
C. Learning EN9LT-IIIb-16: Analyze EN9LT-IIIg-2.11: Determine EN9F-IIIb-3.11: Produce the EN9G-IIIb-21: Use verbals. Remedial/Enhancement
Competencies/Objectives: literature as a means of tone, mood, technique, and English sounds correctly and Reading Schedule/ICL
Write the LC Code for each connecting to the world purpose of the author effectively when delivering ( possessive form of nouns and
lines in a one-act play. pronouns)
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 Module 3 Connecting to the World Module 3 Connecting to the World Module 3 Connecting to the World Module 3 Connecting to the 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.
C. References
1. Teacher’s Guide Pages P153-165 P153-165 P153-165 P153-165
2. Learner’s Materials Pages P 263 P 265-266 P 271 P 274
3. Textbook Pages P 263 P 265-266 P 271 P 274
4. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources None – Textbook only None – Textbook only None – textbook only Textbook only

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
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.
Ask: Unlock difficult words found in Work on Task 13- Sounding Review on gerunds, and Remedial/Enhancement
What is in the poster that the selection “For Words gerundial phrases. Reading Schedule/ICL
would make you accept the Conversation, Press #1” Present the possessive form of
invitation to join the nouns and pronouns
conference?
Emulate accomplished people. Identify author’s purpose in the Sound the voiced Th, and Be able to use possessive
selection, and tone. voiceless th, b and v, p and f.. forms correctly in sentences.
Task 3- Emulating Talk about products we use Work on Task 13, Drill on Use teacher-made activity sheets on the
accomplished people. everyday. Ask the students the pronouncing words use of possessive form of nouns, and then
purpose of these commodities. possessive form of pronouns.
Ask: What qualities make these Read the selction “For Work on Task 13-A. Group students Discuss these possessive forms of
people extraordinary? Conversation…” and assign them vowel sound, and nouns and pronouns thoroughly.
Task 3 A Identify the speaker or persona or read the given pronunciation drill.
whose point of view is used.

E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Be able to note important
details on what these
accomplished people did that
make them popular.
Point out their advocacies in
life that created impact in the
other people’s lives.
Identify the author’s purpose.
Identify the tone of the selection. How
does the author feel toward his topic?
Notice the words he used in the
selection.
Read the selection once again, and
call other students to identify the point
of view, the purpose of the selection
and the tone of the author.
Work on Task 13, 2. Read the
sentences with words used in
the drill.
Ask the students to perform a
dialog, or reading of a tongue
twister sentence drill with the
words found in the list.
Discuss these possessive Remedial/Enhancement
forms of nouns and pronouns Reading Schedule/ICL
thoroughly.
Make a short dialog making
use of these 2 kinds of
possessive forms.
 Work on Task 7
G. Finding Practical Applications of Find people in the community Work on Task 8 – Enriching Review reading of the script of Possessive forms of nouns and
Concepts and Skills in Daily Living who made an impact or Your experience radio play taken up in the pronouns can be used in any
influence in students’ lives. previous lesson. written activity.

H. Making Generalizations and Ask:
Abstractions about the Lesson What is common among the
listed personalities in their
concept about serving others?
I. Evaluating Learning Write a short essay about a
relative who made an impact in
your life.
J. Additional Activities for Mention Philippine heroes and
Application or Remediation talk about their impact to our
history.
Today, I realized that in order
to communicate well, the
authors used _______
______________________.
The teacher may use a teacher-made
quiz with the similar selection where
students identify the purpose, the
point of view, and the tone of the
author.
Work on Task 8, 2
Differentiated Group Activity
Ask:
Why is there a need to
pronounce the words correctly?
Graded script reading of the
radio play. Focus on the
production of vowel sounds.
Read more tongue twisters.
Possessive form of nouns is Remedial/Enhancement
_____________________, Reading Schedule/ICL
possessive form of pronouns
______________
Use teacher- made quiz on the
correct use of possessive
nouns and pronouns.
( Correcting mistakes of
possessive forms)

IV. REMARKS
V. REFLECTION 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?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
SESSION 1 SESSION 2 SESSION 3 SESSION 4
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
e. Which of my teaching strategies work well? Why did these work?
f. What difficulties did I encounter which my principal or supervisor can
help me solve?
g. What innovations or localized materials did I used/discover which I wish
to share with other teachers?
Prepared by: Noted by:
CARLA JOY T. PALARIS RENITA G. GUZMAN ED. D.
SST I School Head
School: TINIB – CALANGCUASAN INTEGRATED SCHOOL Grade Level: 9
GRADES 1 to 12 Teacher: CARLA JOY T. PALARIS Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: November 18 – 22, 2019 (week 4) Quarter: 3

MONDAY 11-18-19 TUESDAY 11-19-19 WEDNESDAY 11-20-19 THURSDAY 11-21-19 FRIDAY 11-22-19
I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture
and those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to use ways of
analyzing one-act play and different forms of verbal for him/her to skillfully perform in a one-act play.
B. Performance Standards: The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Conventions.
C. Learning EN9RC-IIIb-20: Analyze a one-act play EN9LC-IIIb-6.3: Reflect on the EN9V-IIIb-29: Get familiar with EN9WC-IIIb-9: Compose forms
Competencies/Objectives: EN9LT-IIIb-20.1: Explain how the elements ideas of the speaker the technical vocabulary for of literary writing
specific to a one-act play contribute to the
 Write the LC Code for each development of its theme EN9VC-IIIb-1.2/2.2: Interpret drama and theatre (like stage EN9WC-IIIb-9.4: Identify types
the message conveyed in a directions) and features of a play
material viewed synopsis.
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 3: Despite Differences Lesson 3: Despite Lesson 3: Despite Lesson 3: Despite
in Point of View Differences in Point of View Differences in Point of View Differences in Point of View
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.
A. References
1. Teacher’s Guide Pages P 153 – 159 P 153 – 159 P 153 – 159 P 153 – 159
2. Learner’s Materials Pages P 282- 283 P 293- 295 P 295- 296 P 286- 291
3. Textbook Pages P 282-283 P 293 -295 P 295-296 P 286 - 291
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources Textbook and teacher-made activity Textbook and teacher-made activity
sheet sheets

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 formative
IV. PROCEDURES 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 Ask : Read a background of the story Discuss the Literary Devices Review gerunds and gerund
Presenting the New Lesson Do you usually believe in Romeo and Juliet. used in the selections, found in phrase.
everything that the computer Show them the prepared pages 293- 295. Discuss Infinitives, infinitive
showed you? Advertisements scripts on page 286-291 phrase, function in the
on tv? sentence.
B. Establishing a Purpose for the Being aware that not all that we Act out the scene prepared in Appreciate the literary devices
Lesson see and hear in the media are the book. found in selections. Identify and use infinitives
true.
C. Presenting Examples/Instances of Teacher’s activity on Task 2- Allow the students to read aloud Go over these devices one by Work on Task 8, A
the Lesson Be wise. the script prepared in the book. one and provide ample
Listen to the teacher. Pair off students to act out any of examples for each.
the scripts prepared.
D. Discussing New Concepts and Explain the meaning of the concepts: Practice sounding off words Use a poem as an example Work on Task 8,B
Faulty logic, unsupported facts, and
Practicing New Skills #1 emotional appeal.
found in the script for better and ask the students to identify
Provide examples esp. on common performance. literary devices used in the
commodities. poem.

E. Discussing New Concepts and Work on Task 3 – A Time for Us.
Practicing New Skills #2 Watch the music video, then
answer the Task 3 A, B
F. Developing Mastery Work on Task 4-5- Identify the
(Leads to Formative Assessment 3) theater terms as described in the
given sentences
G. Finding Practical Applications of Examine more commodities found
Concepts and Skills in Daily Living in our houses and evaluate
whether they also belong to faulty
logic, unsupported facts or
emotional appeal.
Focus also the intonation and
stress of the words.
Stress is also observed in placing
emphasis to words in the dialogs.
Pairs practice their delivery of their
lines taking into consideration their
characterization or roles in the
script.
Acting out different roles in our life
. helped much in the performance of
plays or role-play.
Use some lines from popular
songs. Ask the students what
literary device is used.
Continue the activity in part using
the songs.
Work on Task 8, C
Use teacher-made activity sheets
on identifying infinitives.
Use infinitives in sentences. Use
them in interesting sentences.
 H. Making Generalizations and Ask: Ask: How important is the employment Nouns come in different forms.
Abstractions about the Lesson Of all the products we used at Is it easy or difficult acting out the of literary devices in the They can be gerunds and infinitives
home, are we wise enough in roles of the characters in the play selections? in the sentences.
choosing our products? “Romeo and Juliet”? Why? Do they make difference in the
development of idea? How?
I. Evaluating Learning Answer teacher-made activity Presentation or performance of the The teacher may use teacher- Teacher may use teacher-made
sheets on products found in the script prepared in the book. made test on identifying literary activity sheets in identifying
markets today. Establish the rubrics for grading. devices used in the lines found in infinitives and in using infinitives in
How do we choose products? poems or songs. constructing sentences.

IV. REMARKS
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?
V. 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

E. Which of my teaching strategies work well? Why did

these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovations or localized materials did I
used/discover which I wish to share with other
teachers
Prepared by: Noted by:
CARLA JOY T. PALARIS RENITA G. GUZMAN ED. D.
SST I School Head

School: Tinib – Calangcuasan Integrated School Grade Level: 9

GRADES 1 to 12 Teacher: Carla Joy T. Palaris Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: November 25 – November 29, 2019 (week 5) Quarter: 3

MONDAY 11-25-19 TUESDAY 11-26-19 WEDNESDAY 11-27-19 THURSDAY 11-28-19 FRIDAY 11-29-19
I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to use ways of analyzing one-act play and different forms of
verbals for him/her to skillfully perform in a one-act play.
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning Competencies/Objectives: EN9RC-IIId-20: Analyze a one-act play Appreciate the balcony scene in Romeo and Juliet IEN9LC-IIId-6.5: Recognize faulty logic,
Write the LC Code for each EN9LT-IIId-2.1.5: Express appreciation in comic strips. unsupported facts, and emotional appeal
for sensory images used EN9VC-IIId-4.3/5.3: Analyze the information
EN9LT-IIId-20.2: Explain the literary EN9WC-IIId-9: Compose forms of literary writing contained in the material viewed
devices used EN9WC-IIId-9.4: Identify types and features of a
play synopsis
EN9OL-IIId-5: Use the appropriate prosodic features
of speech when delivering lines in a one-act play
 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 4 : With Fortitude and ROMEO AND JULIET ROMEO AND JULIET
Determination The excerpt
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 as
III. LEARNING RESOURCES paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P159- 165 P159- 165 P159- 165

2. Learner’s Materials Pages P 304 - 305 P 307 - 308 P 312 - 313

3. Textbook Pages P 304- 305 P 307- 308 P 313- 313

4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Textbook only textbook only Textbook and activity sheets

IV. PROCEDURES 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.
A. Reviewing Previous Lesson or Presenting Review the story Romeo and Juliet Review the story Romeo and Juliet Review the figures of speech given ahead.
the New Lesson This time, present the balcony scene in the comic Add more figures of speech.
strip. Page 307
B. Establishing a Purpose for the Lesson Make a critical response to a literary or Develop a deeper level of appreciation of the story, Learn more figures of speech.
other artistic work. now that it is in comic strips. Identify them in sentences.
C. Presenting Examples/Instances of the React to the dialogs taken from the play Go over the comic strip slowly reading the dialogs, Work on Task 5-B.
Lesson Romeo and Juliet. and looking at the pictures. Imagery, Figures of Speech
The teacher may provide these lines.

D. Discussing New Concepts and Practicing
New Skills #1
Discuss each of the lines used in the Ask the students if understanding of the story differs Explain each one. Give several examples.
activity. when they read it in comic strip form. Or make use of activity sheets.
Allow the students to give their personal
reaction to it. It can be on the use of
literary device or the message of the line.

E. Discussing New Concepts and Practicing
New Skills #2
F. Developing Mastery
(Leads to Formative Assessment
G. Finding Practical Applications of Concepts
and Skills in Daily Living
H. Making Generalizations and Abstractions
about the Lesson
I. Evaluating Learning
Group students into 3 and tell them to Compare and contrast the presentation of the story Present a poem or lines of a song where students
work on Task 2 – Audience point of view. in paragraphs and in comic strips. Which one gives identify the figurative language used.
clearer picture? Why?
Task 2, A. Sustain the activity. Make use of activity sheets or games identifying
figures of speech.
Ask the students what other comic strips do they Figurative language are found in poems, stories,
Task 2 – Past enjoy reading, why? songs.
Author’s message can be understood immediately
if students knew this literary device.
Stories follow order of events. Compare and contrast understanding of the story in Complete the sentence:
Chronological order is the most commonly paragraph form vs comic strip. Today, I learned that Figurative language
used by the writers. Is it also followed in ______________________
the story Romeo and Juliet? _____________________.
Students present to class their answers in Present a short narration of a story, then ask the The teacher may use her teacher-made test on
 Task 2. students to convert it into comic strip. It can be in identifying figurative language used.
The group will report on the sequence of stick figures.
the pictures according to events in the
story, then retell the story.
J. Additional Activities for Application or More drills on the identification of figures of speech
Remediation in the sentences.

IV. REMARKS
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.
H. No. of learners who earned 80% in the evaluation
I. No. of learners who require additional activities for
remediation
J. Did the remedial lessons work? No. of learners who
have caught up with the lesson
K. No. of learners who continue to require remediation

L. Which of my teaching strategies work well? Why did

these work?
M. What difficulties did I encounter which my principal
or supervisor can help me solve?
N. What innovations or localized materials did I
used/discover which I wish to share with other
teachers
Prepared by: Noted by:
CARLA JOY T. PALARIS RENITA G. GUZMAN ED. D.
SST I School Head
School: TCIS Grade Level: 9
GRADES 1 to 12 Teacher: Carla Joy T. Palaris Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: December 2 – 6 , 2019 (week 6) Quarter: 3

MONDAY 12-2-19 TUESDAY 12-3-19 WEDNESDAY 12-4-19 THURSDAY12-5-19 FRIDAY 12-6-19

I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine
Culture and those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to use ways of
analyzing one-act play and different forms of verbals for him/her to skillfully perform in a one-act play.
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus,
Voice, Delivery, and Dramatic Conventions.
C. Learning EN9RC-IIIe-20: Analyze a one-act Develop a speech citing reasons why some
Competencies/Objectives: play students resort to commit suicide.
Write the LC Code for each EN9LT-IIIe-2.1.5: Express EN9WC-IIIe-9: Compose forms of literary
appreciation for sensory images used writing
EN9LT-IIIe-20.2: Explain the literary EN9WC-IIIe-9.5: Use literary devices and
devices used techniques to craft a play synopsis
EN9LC-IIIe-3.13: Provide appropriate EN9OL-IIIe-5: Use the appropriate prosodic
and critical feedback/ reaction to a features of speech when delivering lines in a
specific context or situation one-act play
EN9G-IIIe-21: Use verbals.

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
B. Other Learning Resources
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
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
IV. REMARKS
VII. REFLECTION
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.
Romeo and Juliet Romeo and Juliet
One Act Play One Act Play
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 as paper-based materials. Hands-on learning promotes concept development.
P 166- 173 P 166- 173
P 325 P 339
P 325 P 339
Textbook only Textbook and online sources
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
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.
Review the figures of speech. Review the love story of Romeo and Juliet.
Use the 3 scenes found in the textbook. Act 2, Discuss the tragic ending of the play. Ask
Scene 4, Act 3, Scene 2, Act 3, Sc 4 students reasons for suicides.
Identify figures of speech in the lines Gather information or students’ opinion about
of the scenes found in the textbook. reasons for people to commit suicide.
Work on Act 2, Scene 4 Discuss the story Romeo and Juliet again
and .find possible reasons for the lovers to end
their lives.
Was it fate, or simply consequence of their
rush decisions?
Identifying figures of speech Review how to write a speech.
Provide procedure of writing compositions like
this.
Give the guide questions for them to follow.
Present example of a written draft of a speech
so that students would be able to express and
organize their ideas.
Work on Act 3, scene 2 Write drafts to be checked by the teacher.
Identifying figures of speech can also Committing suicide among teenagers or
be done with other shorter and easier younger generation is getting the attention of
poems to get its main idea. schools and psychologists.
Today, I realized that figures of The story/ play Romeo and Juliet is actually a
speech are _____ story of _____________________
Every group will identify the specific The evaluation can be in the form of the
lines pointed out by the teacher for the written speech, or the actual delivery of the
figure of speech used. speech.
Write a short essay on the reasons for suicide
in the point of view of your parents.
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?
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

e. Which of my teaching strategies work well? Why

did these work?
f. What difficulties did I encounter which my
principal or supervisor can help me solve?
g. What innovations or localized materials did I
used/discover which I wish to share with other
teachers

Prepared by: Noted by:

CARLA JOY T. PALARIS RENITA G. GUZMAN ED. D.
SST I School Head

School: TCIS Grade Level: 9

GRADES 1 to 12 Teacher: Carla Joy T. Palaris Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: December 9 – 13 , 2019 (week 7) Quarter: 3

MONDAY 12-9-19 TUESDAY 12-10-19 WEDNESDAY 12- THURSDAY12-12- FRIDAY 12-13-19

11-19 19
I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture
and those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to use ways of
analyzing one-act play and different forms of verbals for him/her to skillfully perform in a one-act play.
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Conventions.
C. Learning EN9RC-IIIf-20: Analyze a one-act play EN9LT-IIIf-16: Analyze literature as a
Competencies/Objectives: EN9LT-IIIf-2.1.5: Express appreciation for means of connecting to the world
Write the LC Code for each sensory images used EN9LT-IIIf-2.3: Draw similarities and
EN9LT-IIIf-20.2: Explain the literary devices differences of the featured selections in
used relation to the theme
EN9LC-IIIf-3.13: Provide appropriate and EN9WC-IIIf-9: Compose forms of literary
critical feedback/ reaction to a specific context writing
or situation EN9WC-IIIf-9.5: Use literary devices and
EN9VC-IIIf-4.3/5.3: Analyze the information techniques to craft a play synopsis
contained in the material viewed EN9OL-IIIf-2: Use effective and
EN9V-IIIf-29: Get familiar with the technical appropriate non-verbal communication
vocabulary for drama and theatre (like stage strategies
directions) EN9G-IIIf-21: Use verbals.

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
B. Other Learning Resources
V. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
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
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V. REMARKS
VIII. REFLECTION
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 5: Across Time
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 as paper-based materials. Hands-on learning promotes concept development.
P 166- 173 P 166- 173
P 340 P 345
P 340 P 345
Textbook and activity sheets 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 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.
Go over the function of infinitive as nouns. Go over values that we usually develop in
Provide several examples. life.
List them on the board.
Use infinitives with its different functions. Identify students’ life values. Arrange
them according to importance or priority.
Work on Task 6 Grammar in Focus A. Discuss these values one by one.
Work on Task 6, B. Ask students their personal opinions or
ideas about the values identified by the
class.
Provide more examples on sentences with Organize or arrange set of values
infinitives used as Adjective and Adverb. according to importance.
Work on more examples At a random, ask students to arrange set
of values according to his priority.
Explain his arrangement.
Work on Task 6,C The practical application of the students’
set of values will be based on their
personal experience.
Infinitives are __________ Ask:
_____________________ Why do we need to identify our personal
_____________________ set of values?
What good do we get from cultivating a
set of values?
Use a teacher-made test on the use of ½ Crosswise:
infinitives. Identification and fill-in the blanks. Work on Task 10 Your Treasure p. 345.
Use infinitives with its different functions. Identify students’ life values. Arrange
them according to importance or priority.
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?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
O. No. of learners who earned 80% in the evaluation
P. No. of learners who require additional activities for
remediation
Q. Did the remedial lessons work? No. of learners who
have caught up with the lesson
R. No. of learners who continue to require remediation

S. Which of my teaching strategies work well? Why did

these work?
T. What difficulties did I encounter which my principal
or supervisor can help me solve?
U. What innovations or localized materials did I
used/discover which I wish to share with other
teachers

Prepared by: Noted by:

CARLA JOY T. PALARIS RENITA G. GUZMAN ED. D.
SST I School Head

School: TCIS Grade Level: 9

GRADES 1 to 12 Teacher: CARLA JOY T. PALARIS Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: January 6 – 10, 2020 (week 8) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture
and those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to use ways of
analyzing one-act play and different forms of verbals for him/her to skillfully perform in a one-act play.
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Conventions.
C. Learning EN9G-IIIh-21: Use verbals. EN9LT-IIIh-2.11: Determine tone, mood, EN9V-IIIh-29: Get familiar with the EN9LT-IIIh-16: Analyze Remedial/Enhancement
Competencies/Objectives: EN9WC-IIIh-9: Compose forms technique, and purpose of the author technical vocabulary for drama and theatre literature as a means of Reading Schedule/ICL
Write the LC Code for each of literary writing EN9LC-IIIh-12.1: Analyze the content and (like stage directions) connecting to the world
feeling levels of utterances in persuasive EN9WC-IIIh-9.5: Use literary devices and
Appreciating New Year, New EN9LT-IIIh-3: Explain how a
texts techniques to craft a play synopsis
Life EN9VC-IIIh-24: Provide critical feedback to EN9OL-IIIh-3.10: Use appropriate multi- selection may be influenced by
the idea presented in the material viewed media resources to accompany the oral culture, history, environment,
Appreciating New Year, New Life delivery of lines or other factors
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 7: Despite Racial
II. CONTENT Differences
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.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages P 372 - 373 P 375 - 390
3. Textbook Pages P 372 - 373 P 375 - 390
4. Additional Materials from Learning Resource (LR) portal
 B. Other Learning Resources
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
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
IV. REMARKS
V. REFLECTION: 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?
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
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.
Review different cultural
celebration of new year
Appreciate cultural differences
on celebrating new year
Present different cultural
celebration of new year
Enumerate different cultural
groups
Ask:
What are the cultural
celebrations of new year for
each group?
Students describe the
celebration of each group
Ask:
Why is new year celebration
important?
1 whole sheet of paper:
Pick two cultural celebrations,
show comparison and contrast
TUESDAY
How do you celebrate new
year in the family?
Appreciate family tradition on
celebrating new year
Solicit answers
Group sharing of family
tradition of celebrating new
year
Composition writing
Review organization of ideas in
composition writing
Is family tradition on
celebrating new year still
observable in Filipino families?
1 whole sheet of paper
Write a composition on how
your family celebrate new year
textbook
WEDNESDAY
Work on Task 1, Task 2
Vocabulary enrichment
Task 3 Setting the mood for the
story/ play “Driving Miss Daisy”
Work on Task 3.
Discuss the important job of a driver, or the play.
family driver.
Say : Family drivers are hired for a
very important reason.
Can you name some reason for hiring
a family driver?
Ask:
On the other hand, what are
common complaints of an
employer about his driver?
Ask:
What about benefits a driver gets
when he is employed as a family
driver?
Can friendship be part of that?
Work on Task 3 B – Dyadic work
Work with a partner and discuss
the meaning of the quote, “A friend
in need is a friend indeed.”
Friendship can be developed in
a any situation or occasion,
only when it is allowed to
happen.
I can just imagine friendship to
develop between a driver and
his master could be
_____________________ .
Ask:
What do you expect the story
to be about between Hoke, the
driver, and Miss Daisy, his
employer?
textbook
THURSDAY FRIDAY
Remedial/Enhancement
Reading Schedule/ICL
Understand the culture through
Go over the story of the play.
Study the characters in the play.
Work on task 5 Character traits
Connect the play to the culture
and race of the characters in
the play.
Ask : Remedial/Enhancement
What can you say about the Reading Schedule/ICL
culture as reflected in the play?
Is there racial discrimination
happening with Hoke?
Work on Task 4 Sequencing
events
Ask:
Do we have here in our community a kind
of racial discrimination against someone
you know? Cultural? Religious?
Today, the play “Driving Miss Remedial/Enhancement
Daisy, reminds me of Reading Schedule/ICL
_____________________
_____________________.
½ Crosswise
How do you feel towards the
characters, Hoke and Miss
Daisy? Mention parts of the
story to prove your point.
Identify what help your instructional supervisors can provide
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
E. Which of my teaching strategies work well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovations or localized materials did I used/discover which I wish to share with other teachers?

Prepared by: Noted by:

CARLA JOY T. PALARIS RENITA G. GUZMAN ED. D.
SST I School Head

School: Grade Level: 9

GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: January 9 – 13, 2017 (week 9) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture
and those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to use ways of
analyzing one-act play and different forms of verbals for him/her to skillfully perform in a one-act play.

B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Conventions.
EN9LT-IIIh-16: Analyze EN9WC-IIIi-9: Compose forms EN9G-IIIh-21: Use verbals. Remedial/Enhancement
literature as a means of Perform a dialogue with a of literary writing EN9WC-IIIi- Reading Schedule/ICL
connecting to the world partner making use of real-life 9.5: Use literary devices and
EN9LT-IIIh-3: Explain how a believable conversation. techniques to craft a play
selection may be influenced by synopsis
culture, history, environment,
or other factors

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 8: Transcending Differences
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.
A. References
1. Teacher’s Guide Pages P 194-208 P 194-208 P 194-208 P 194-208

2. Learner’s Materials Pages P 398- 399 P 398 - 399 P 406 - 407 P 410 - 412
3. Textbook Pages P 398 - 399 P 398 - 399 P 406 - 407 P 410 - 412
4. Additional Materials from
 Learning Resource (LR) portal
B. Other Learning Resources textbook textbook textbook Textbook and activity sheets

School: Grade Level: 9

GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: January 9 – 13, 2017 (week 9) Quarter: 3

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
IV. PROCEDURES 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.
A. Reviewing Previous Lesson or Remedial/Enhancement
Presenting the New Lesson Review the play “Driving Miss Go over the play. This time Present discussion about Present the 5 forms of the Reading Schedule/ICL
Daisy” notice the way the dialogues writing synopsis. participle.
Go over the sequence of are being constructed. Refer to Present example, the one on
events. discussion about dialogues page 406.

B. Establishing a Purpose for the
Lesson
.
Assign groups of students to Refer to page 399. Discuss the Write or compose a good Show the different forms of
do the Group differentiated tips on how to improve writing synopsis of a play. participles.
Tasks in Tasks 12 dialogues.

C. Presenting Examples/Instances of
the Lesson
Assist every group’s Review the play. Take the Discuss the parts of the Refer to page 410 for
performance output so they dialogues as examples of the synopsis. The sequence of discussion and examples.
understand their assignment discussion. events must be clearly
well. observed.

D. Discussing New Concepts and

Practicing New Skills #1
Assist each group.
Work on Task 14.
With partners, students
develop dialogues or
conversation to be presented
to the class.
Go over the example of a Give more examples and allow
synopsis. Point out the students to identify what form
important details covered and of participles is used.
how they make up the entire
composition.
Refer to page 419 for details in
making synopsis.

School: Grade Level: 9

GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: January 9 – 13, 2017 (week 9) Quarter: 3

IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
GRADES 1 to 12
DAILY LESSON LOG
IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
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 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.
Remedial/Enhancement
Group 1 – Perform a radio Go over and check students’ This time, try working with a Include in the discussion how Reading Schedule/ICL
play drafts of the conversation. partner in composing a to avoid dangling participial
synopsis for the play “While the phrases.
Group 2 – Write a letter to Present the rubrics. Auto Waits”.
Hoke Gather first the important Discuss two ways of correcting
Group 3 – Draw a picture details needed for the dangling participles on page
synopsis. 411.
Group 4 – Compose a song
Allow the groups to practice Allow the students to practice. Write the first draft of the Try to answer Task 7 B and C
their performance or polish synopsis. Partners must help on page 412.
their outputs. each other come up with a
satisfactory composition.
Ask: Use of common situation or Writing synopsis is applicable Develop skill in writing effective
daily scenario. to any story. sentences without dangling
Which part of the story do you phrases.
find similar with our situation in
our community?
Describe the similarity.
School: Grade Level: 9
Teacher: Learning Area: English
Teaching Dates and Time: January 9 – 13, 2017 (week 9) Quarter: 3
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 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.
Remedial/Enhancement
I find the play “Driving Miss Making conversation or Writing synopsis is just like I realized that I have also Reading Schedule/ICL
Daisy a very good example of dialogues with our usual casual writing a ______________ written dangling participial
___________________ daily affair is a very good way _____________________. phrases. With this lesson, I will
_____________________ of ___________ be able to __________
 _____________________. ______________________.

I. Evaluating Learning
The presentation of the
Differentiated Group Tasks are
graded.
Rubrics already given to class.
The presentation of the
conversation will be graded
according to the rubrics.
Submission of the draft of the
synopsis of the play, “While the
Auto Waits”.
Make use of teacher-made
activity sheets on identifying
participial phrases, and
correcting dangling participial
phrases.

J. Additional Activities for

Application or Remediation

V. REMARKS

School: Grade Level: 9

GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: January 9 – 13, 2017 (week 9) Quarter: 3

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

E. Which of my teaching strategies work

well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help
me solve?

G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?