School: TAPAZ NATIONAL HIGH SCHOOL Grade Level: Nine

GRADES 1 to 12 Teacher: KRIZZIA MAE O. ADRIGUEZ Learning Area: ENGLISH

DAILY LESSON LOG Week/Teaching Quarter: Fourth
Date:
Time: Checked by: _______________________
Principal

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.
The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery and Dramatic Conventions.
EN9LC-IVa-13: EN9V-IVa-29: EN9LT-IV-a-17: EN9OL-IVa-3.7:
Listen to lay value judgment Get familiar with the Analyze literature as a means Use varied verbal and non-
on critical issues that technical vocabulary for of understanding unchanging verbal communication
demand sound analysis and drama and theater (like values in a changing world strategies when performing
call for prompt actions stage directions) EN9LT-IVa-17.1: in a full-length play
EN9RC-IVa-2.18: Explain how the elements EN9F-IVa-3.11:
Relate text content to specific to full-length plays Produce sounds of English
particular social issues, build its theme effectively when delivering
concerns, or dispositions in EN9VC-IVa-10: lines in a full-length play
real life Determine the relevance and EN9G-IVa-22:
the truthfulness of the ideas Use active and passive
presented in the material constructions
viewed

Listening to lay value Getting familiar with the Analyzing literature as a Using varied verbal and non-
II. CONTENT judgment on critical issues technical vocabulary for means of understanding verbal communication
that demand sound analysis drama and theater (like unchanging values in a strategies when performing
and call for prompt actions. stage directions) changing world. in a full-length play.

Relating text content to Explaining how the elements
particular social issues, specific to full-length plays
concerns, or dispositions in build its theme
real life
Determine the relevance and
the truthfulness of the ideas
presented in the material
viewed
Producing sounds of English
effectively when delivering
lines in a full-length play
Using active and passive
constructions

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
A Journey Through Anglo-
American Literature
Teacher’s Guide for
Teachers pages 209-212
A Journey Through Anglo-
American Literature
Learner’s Material pages
424-427
A Journey Through Anglo-
American Literature
Teacher’s Guide for
Teachers pages 209-212
A Journey Through Anglo-
American Literature
Learner’s Material pages
427-430
A Journey Through Anglo-
American Literature Teacher’s
Guide for Teachers pages
209-212
A Journey Through Anglo-
American Literature Learner’s
Material pages 431-438
A Journey Through Anglo-
American Literature
Teacher’s Guide for Teachers
pages 209-212
A Journey Through Anglo-
American Literature Learner’s
Material pages 431-443
 3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting the
New Lesson
A Journey Through Anglo-
American Literature
Learner’s Material pages
424-427
Mp3 player, picture, copy of
the song
Post the varied pictures
depicting social issues and
concerns in the society.
Let the students share their
observations and opinions of
the picture.
A Journey Through Anglo-
American Literature
Learner’s Material pages
427-430
Pictures, Copy of the
reading text
Let the students share their
realizations on the social
issues discussed previously.
A Journey Through Anglo-
American Literature Learner’s
Material pages 431-438
Copy of the reading text
Review students on the
difference between play and
literary forms.
A Journey Through Anglo-
American Literature Learner’s
Material pages 431-443
CD Recording of Listening
outputs
Let the students share their Remedial/Enhancement
individual dreams and Reading Schedule/ICL
aspirations in life

B. Establishing a Purpose for Clarify the objective/s of the
the Lesson day:
1. Listen to lay value
judgment on critical issues
that demand sound analysis
and call for prompt actions.
2. Relate text content to
particular social issues,
concerns, or dispositions in
real life.
Have the students listen to a
song entitled “The River of
Dreams”.
C. Presenting Elicit responses from the
Examples/Instances of the students based on the
Lesson questions enumerated in
Task 1.
D. Discussing New Concepts Instruct the students to read
and Practicing New Skills the lines of the song in Task
#1 2 and determine the
underlying meaning of the
song.
E. Discussing New Concepts Let the students analyze the
and Practicing New Skills pictures in Task 2 and
#2 answer guide questions 1
and 2 page 427.
Clarify the objective/s of the
day:
1. Get familiar with the
technical vocabulary for
drama and theater (like
stage directions).
To gain better
understanding of Drama,
have the students
accomplish the puzzle in
Task 3 on pages 428-429.
Check the answers and
discuss some terminologies
of drama.
Instruct the students to
select 5 words from the
activity and use them in a
sentence.
The teacher will show
pictures of things pertaining
to drama and the students
will identify each based on
Clarify the objective/s of the
day:
1. Analyze literature as a
means of understanding
unchanging values in a
changing world.
2. Explain how the elements
specific to full-length plays
build its theme.
3. Determine the relevance
and the truthfulness of the
ideas presented in the
material viewed.
Introduce the text entitled “A
Raisin in the Sun” By Lorraine
Hansberry.
Tell something about the
author or any background of
the story.
Read the text entitled “A
Raisin in the Sun” By Lorraine
Hansberry.
Ask the students to read the
poem, “Dreams Deferred” by
Langston Hughes and
associate it to the story.
Ask:
What is the Mama’s greatest
dream for her family?
Let the students illustrate
their answer in a box in Task
5, page 435.
Let the students answer guide
questions 3, 4 and 5 on page
436.
Clarify the objective/s of the
day:
1. Use varied verbal and non-
verbal communication
strategies when performing
in a full-length play.
2. Produce sounds of English
effectively when delivering
lines in a full-length play.
3. Use active and passive
constructions.
Let the students analyze the
dialogue given in Task 7,
page 428 and discuss the
concept of a dialogue.
Going back to the story,
instruct the students to skim
the selection and copy the
lines indicating the functions
of dialogue enumerated in
Task 7.
Discuss passive and active
voice in Task 8, page 439.
Ask the students to give their
own examples.
Instruct the students to
identify the verbs in the
active voice from the
dialogue in the story which

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
VI. REFLECTION
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
Divide the class into 4
groups:
Each group will choose one
issue on page 441.
How would they resolve the
assigned issue?
Share.
Ask:
Do you think our leaders of
today were able to resolve
the current issues/problems
in our society? How would
you say so?
Let the students explain the
social issue that is being
emphasized in the song.
In a piece of paper, let the
students accomplish the
chart in page 427 about the
forms of social injustice and
how they are going to
resolve such issues.
Journal writing:
Complete the sentence:
Today, I realized that….
the description given.
Divide the class into 5
groups:
Each group will be assigned
at least 5 terminologies.
They are going to pretend
as a stage crew and use
their assigned terms on
stage.
Based on the terminologies
presented, ask the following
question:
How does a play differs
from other literary forms?
Ask:
Why is understanding the
essence of a play
important?
A multiple-choice quiz about
the terminologies of drama
will be given to the
students.
Reflect:
From the story: I learned
that...
Group the students into five
and let them make a bubble
map to answer the following
question:
How does the dream of every
member of the Younger
family differ and agree with
one another?
In a piece of paper, let the
students answer the following
question:
What is your dream? And
what are you going to do in
order to achieve your dream?
Ask:
How does someone plan his
course of action to realize his
dream?
Instruct students to analyze
the pictures in Task 6, pages
436-438, and predict what
could be the dream of the
people in the picture.
Reflect:
From the poem: I learned
that...
should be transformed to the
passive voice or vice versa.
Instruct students to fill up
the table in Task 10, page
440, by writing their own
sentences in active and
passive voice.
Let the students design a
board game that presents a
real-life journey about a
dream or goal they pursued.
Ask:
What is the relevance of
learning active and passive
voice?
Let the students answer Task
15, page 443, wherein they
need to choose a part of a
story or a play and dramatize
it by exchanging dialogues.
Journal writing:
Complete the sentence:
I believe I can realize my
dream because...
 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?

GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
School: TAPAZ NHS
Teacher: KRIZZIA MAE O. ADRIGUEZ
Week/Teaching
Date:
Time:
MONDAY TUESDAY
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.
The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery and Dramatic Conventions.
EN9VC-IVb-10: EN9LC-IVb-13.1
Determine the relevance and Get the different sides of
the truthfulness of the ideas social, moral, and economic
presented in the material issues affecting the nation
viewed
Determining the relevance Getting the different sides of
and the truthfulness of the social, moral, and economic
ideas presented in the issues affecting the nation
material viewed
A Journey Through Anglo- A Journey Through Anglo-
American Literature American Literature
Teacher’s Guide for Teacher’s Guide for
Teachers pages 213-217 Teachers pages 213-217
A Journey Through Anglo- A Journey Through Anglo-
American Literature American Literature
Learner’s Materials pages Learner’s Materials 450-451,
448-450 494
A Journey Through Anglo- A Journey Through Anglo-
American Literature American Literature
Learner’s Materials 448-450 Learner’s Materials 450-451,
494
Projector, TV or laptop, Projector, TV or laptop,
audio & video system audio & video system
WEDNESDAY
EN9V-IVb-29:
Get familiar with the
technical vocabulary for
drama and theater(like stage
directions)
EN9LT-IVb-17.1:
Explain how the elements
specific to full length play
Getting familiar with the
technical vocabulary for
drama and theater (like stage
directions).
Explaining how the elements
specific to full length play.
A Journey Through Anglo-
American Literature Teacher’s
Guide for Teachers pages 213-
217
A Journey Through Anglo-
American Literature Learner’s
Materials 454-491
A Journey Through Anglo-
American Literature Learner’s
Materials 454-491
Projector, TV or laptop, audio
& video system
Grade Level: Nine
Learning Area: ENGLISH
Quarter: Fourth
Checked by: _______________________
Principal
THURSDAY FRIDAY
EN9LT-IVb-17: Analyze
literature as a means of
understanding unchanging
values in a changing world.
EN9F-IVb-3.11: Produce
the sound of English
effectively when delivering
lines in a full-length play
Analyzing literature as a
means of understanding
unchanging values in a
changing world.
Producing the sound of
English effectively when
delivering lines in a full-
length play
A Journey Through Anglo-
American Literature
Teacher’s Guide for Teachers
pages 213-217
A Journey Through Anglo-
American Literature Learner’s
Materials 492-500
A Journey Through Anglo-
American Literature Learner’s
Materials 448-500
Projector, TV or laptop, audio
& video system

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)
www.youtube.com/watch?
v=KGno7xlOrAA
Ask students:
How much do you love your
father?
Clarify the objective/s of the
day:
Determine the relevance and
the truthfulness of the ideas
presented in the material
viewed.
Let the students watch the
video about a father and his
daughter. Before watching,
remind the class that the
video will be paused three
times to let the students
reflect on what will happen
next.
Elicit response from the
students regarding their
predictions.
Let students share to the
class their most precious
moment with their father
that is related to the video.
Ask:
Do you agree with how the
daughter treated her father?
Why?
Ask the class to form five
groups and let them discuss
their version of the video’s
ending.
Teacher will show pictures
to the students illustrating
social issues. Then,
students will share their
ideas regarding the
illustrations.
Clarify the objective/s of the
day:
Get the different sides of
social, moral, and economic
issues affecting the nation
Let the students listen to a
campaign ad. Teacher will
search and provide the
listening material.
Discuss the context of the
campaign ad.
1. What is the campaign ad
about?
2. What is the stand of the
speaker?
3. Prove your answer based
on the arguments of the
speaker
Work on task 3 with a
partner on page 450 of the
LM. Fill in the table based
on the campaign ad listened
to.
Let them watch a video
again about political ad that
features US President
Ronald Reagan.
Individual Task:
Teacher will provide a copy
of the speech of Pres.
Duterte during one of his
Review students regarding the
lesson discussed in the
previous day.
Clarify the objective/s of the
day:
1. Get familiar with the
technical vocabulary for drama
and theater (like stage
directions).
2. Explaining how the
elements specific to full length
play.
Divide the class into five
groups. Each group shall
arrange the scrambled letters
of each terminologies
pertaining to drama with the
help of the given definition.
The first group to finish will be
declared as the winner.
Present the material on task 5
Lit to Read, pages 453-490.
Let the students read the text
entitled, “Death of a
Salesman”.
Discuss the characters of the
story by answering the Guide
questions in Task 6, page 490.
Present additional information
about the protagonist and
antagonist in “Death of a
Salesman” as written in the
TG, pg. 217
Let the students answer the
matching type activity in Task
6 Name the Character, page
490.
Recall previous technical
terms used in theater or
drama
Clarify the objective/s of the
day:
1. Analyzing literature as a
means of understanding
unchanging values in a
changing world.
2. Produce the sound of
English effectively when
delivering lines in a full-
length play
Ask:
From among the characters,
who do you like best?
Ask:
What values does she/he
have drawn you to him/her?
Ask students to think of
someone that resembles to
one of the characters in the
play and explain what values
does he/she possess.
Ask the students to choose a
part of a play. Dramatize it
by exchanging dialogues.
Internalize the lines by .
feeling for the characters.

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
VI. REFLECTION
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?
As a child, how are you
going to value your parents
love and sacrifices?
Instruct the students to
highlight the important
points they discovered while
watching the video.
Let the students watch the
video about a father and his
daughter. Before watching,
remind the class that the
video will be paused three
times to let the students
reflect on what will happen
next. After watching the
video write your predictions,
reasons and be able to
answer the three questions.
SONA.
Read the speech and pick
out 1 relevant issue and
solution provided.
Ask:
What is the stand of Pres.
Duterte against Insurgency
in the Phil?
Ask:
Why is it important to
analyze the speaker’s stand
on a particular issue?
Teacher will provide a
speech of a certain
personality and let the
students pick out the issue
and solution provided.
Ask the students to connect
Pres. Reagans’ political ad
to the political ad here in
the Philippines.
Have the students reflect their
thoughts in the story by
relating it into real-life
experience.
Ask:
Let the students learn the
important message presented
in the material by answering
Task 7 Guess the Message.
Students will answer Task 8:
Talk Me In on page 491-492.
Ask:
What real life experience you
have that is similar to any of
the characters in the play?
Instruct the students do task
14 Review that play on page ‘
498 of the LM.
Let the students do task 15
on page 499 of the LM.
Reflect:
From the play: I learned
that...
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?
 School: Grade Level: Nine
GRADES 1 to 12 Teacher: Learning Area: ENGLISH
DAILY LESSON LOG Week/Teaching WEEK 3 Quarter: Fourth
Date:
Time: Checked by: _______________________
Principal

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting
the New Lesson
MONDAY TUESDAY
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.
The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery and Dramatic Conventions.
EN9RC-IVc-2.18: EN9VC-IVc-10:
Relate text content to Determine the relevance and
particular social issues, the truthfulness of the ideas
concerns, or dispositions in presented in the material
real life viewed
EN9LC-IVc-13.2: EN9V-IVc-29:
Employ analytical listening to Get familiar with the
make prediction/projections technical vocabulary for
drama and theater(like stage
directions)
Relating text content to Determining the relevance
particular social issues, and the truthfulness of the
concerns, or dispositions in ideas presented in the
real life. material viewed.
Employing analytical Getting familiar with the
listening to make technical vocabulary for
prediction/projections. drama and theater (like
stage directions).
A Journey Through Anglo- A Journey Through Anglo-
American Literature American Literature
Teacher’s Guide for Teacher’s Guide for
Teachers page 224 Teachers page 225
A Journey Through Anglo- A Journey Through Anglo-
American Literature American Literature
Learner’s Material pages Learner’s Material pages
501-502 503-510
A Journey Through Anglo- A Journey Through Anglo-
American Literature American Literature
Learner’s Material pages Learner’s Material pages
501-502 503-510
Pictures, projector, laptop Manila Paper
Review what social issue Review the lesson about
were discussed in the making predictions.
previous lesson.
WEDNESDAY
EN9LT-IVc-17:
Analyze literature as a means
of understanding unchanging
values in a changing world
EN9LT-IVc2.2.1:
Express appreciation for
sensory images used
Analyzing literature as a
means of understanding
unchanging values in a
changing world.
Expressing appreciation for
sensory images used.
A Journey Through Anglo-
American Literature Teacher’s
Guide for Teachers page 226
A Journey Through Anglo-
American Literature Learner’s
Material pages 511-515
A Journey Through Anglo-
American Literature Learner’s
Material pages 511-515
Pictures
Recall the discussion about
the elements of a play.
THURSDAY FRIDAY
EN9OL-IVc-2:
Employ effective and
appropriate non-verbal
communication strategies
EN9G-IVd-23:
Express permission,
obligation, and prohibition
Employing effective and
appropriate non-verbal
communication strategies.
Expressing permission,
obligation, and prohibition.
A Journey Through Anglo-
American Literature
Teacher’s Guide for Teachers
pages 227-231
A Journey Through Anglo-
American Literature Learner’s
Material pages 516-520
A Journey Through Anglo-
American Literature Learner’s
Material pages 516-520
Manila Paper
Recall the discussion about Remedial/Enhancement
the symbols. Reading Schedule/ICL
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)
Clarify the objective/s of the
day:
1. Relate text content to
particular social issues,
concerns, or dispositions in
real life.
2. Employ analytical listening
to make
prediction/projections.
Post captured images from
the three video clips on the
board. The said images can
also be found on Task 1,
page 502.
Ask the class to predict what
the message in the video is
by analyzing the pictures.
Before watching the actual
videos, ask the students first
to give their recipe for
success.
Show the class the three
video clips and let them
write important points about
the video clips.
Divide the class into 5
groups.
Each group shall do task 2
Watch and Learn on page
503 of the LM and present
their answer to the class.
Draw out insights from the
class like comparing and
contrasting the answers
presented from each group.
In a piece of paper, let the
students write down the
strong and weak points of
each message of the three
videos. Let them accomplish
the flow chart in Task 3, pg.
Clarify the objective/s of the
day:
1. Determine the relevance
and the truthfulness of the
ideas presented in the
material viewed.
2. Get familiar with the
technical vocabulary for
drama and theater (like
stage directions).
Let the students recall the
play about the “Death of a
Salesman”.
Ask them about any
important learning they
have about the play.
Cite examples on the
journey towards a better
understanding of the play.
One of them is identifying
the elements of the play.
Discuss the elements of a
play.
Divide the class into 4
groups.
Based on the play “Death of
a Salesman”, let them
explain the major elements
of the play by filling out the
information needed on the
graphic organizer in Task 5,
page 505.
Individual Task:
On Task 6, page 506 of the
LM, let the students identify
the element of the play
reflected in each statement.
Clarify the objective/s of the
day:
1. Analyze literature as a
means of understanding
unchanging values in a
changing world.
2. Express appreciation for
sensory images used
Instruct the students to do
Task 7 Play vs. Short story
with a partner on page 507 of
the LM.
Remind the class about
symbols and metaphors in the
play.
Let them analyze their
importance by explaining on
the symbols provided on Task
8, page 508.
In their notebook, instruct the
students to list down other
symbols used by the author to
drive home a message from
the play “Death of a
Salesman”.
Ask:
Can you name any object,
idea, or place that symbolizes
an unforgettable event in your
life? What does it mean to
you?
Group the class with at least 4
members each.
Each member will be assigned
a character, then perform and
present lines from the play
“Death of a Salesman”.
Clarify the objective/s of the
day:
1. Employ effective and
appropriate non-verbal
communication strategies.
2. Express permission,
obligation, and prohibition.
Read the selection entitled
“The Worst Depression of
Modern History” on pages
511-513.
Discuss the reading selection
by answering the guide
questions on pages 513-514
Discuss on identifying the
cause and effect.
Divide the class into 5
groups.
Each group shall do the chart
on Task 11 on page 514 by
identifying the effects of
those two events discussed
the selection.
Discuss the modals
expressing prohibitions and
let the students to fill out the
table on Task 12, page 515.
Individual Task:
Instruct the students to
answer Task 13-A on page
516.

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
VI. REFLECTION
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?
503.
Ask:
Regarding the current
senatorial race results, do
you think the newly-elected
senators can be able to
make a positive change in
our country? Why?
Ask:
Why is it important to able
to make predictions?
On Task 4 on page 504, let
the students decide which
musicals they would want to
watch by comparing and
contrasting the synopsis
provided. Let them write
their own reasons regarding
their decision by making
predictions on the movies.
Journal writing:
Today, I realized that.......
Ask:
If you become a future
writer, how does
understanding the elements
of a play help in your
career?
Ask:
What is the importance of
identifying the elements of
a play?
A multiple-choice quiz about
the elements of a play will
be given to the students.
Ask:
What do you think are the
similarities and differences
between short stories and
plays?
The activity will be graded
using the rubrics provided on
Task 9, page 509.
Ask:
What other symbols are can
be seen our society and what
does it mean?
Ask:
Why is it important to
understand the symbols in a
play?
The teacher will post pictures
of different symbols commonly
used in our society nowadays
whereas the students are
going to explain its meaning in
a piece of paper.
Reading homework:
Read the Worst depression of
Modern History
Let the students complete
the sentence:
To be ready for an economic
crisis,
I can...
Ask:
What is the purpose of using
modals on prohibition?
Divide the class into 5
groups.
Each group shall write down
5 things that performers and
audience are prohibited to
do.
Let them copy and answer
the table on Task 13-B, page
516, and write it in a manila
paper.
This week,
I learned that...
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?

GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
School:
Teacher:
Week/Teaching WEEK 4
Date:
Time:
MONDAY TUESDAY
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.
The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery and Dramatic Conventions.
EN9VC-IVd-1.3/2.3: EN9OL-IVc-2:
Formulate predictions based Employ effective and
on the material viewed appropriate non-verbal
EN9LC-IVd-7.2: communication strategies
Analyze the stand of the EN9V-IVd-29:
speaker based on the Get familiar with the
explicit statement made technical vocabulary for
drama and theater(like stage
directions)
Formulating predictions Getting familiar with the
based on the material technical vocabulary for
viewed. drama and theater (like
stage directions).
Analyzing the stand of the
speaker based on the
explicit statement made.
A Journey Through Anglo- A Journey Through Anglo-
American Literature American Literature
Teacher’s Guide for Teacher’s Guide for
Teachers pages 232-236 Teachers pages 237-240
A Journey Through Anglo- A Journey Through Anglo-
American Literature American Literature
Learner’s Material pages Learner’s Material pages
521-525 526-528
A Journey Through Anglo- A Journey Through Anglo-
American Literature American Literature
Learner’s Material pages Learner’s Material pages
521-525 526-528
Grade Level: Nine
Learning Area: ENGLISH
Quarter: Fourth
Checked by: _______________________
Principal
WEDNESDAY THURSDAY FRIDAY
EN9RC-IVd-2.18: EN9G-IVg-1:
Relate text content to Change direct to indirect
particular social issues, speech and vice versa
concerns, or dispositions in
real life.
EN9LT-IVd-17:
Judge the relevance and
worth of ideas, soundness of
author’s reasoning, and the
effectiveness of the
presentation.
Relating text content to Changing direct to indirect
particular social issues, speech and vice versa
concerns, or dispositions in
real life.
Judging the relevance and
worth of ideas, soundness of
author’s reasoning, and the
effectiveness of the
presentation.
A Journey Through Anglo- A Journey Through Anglo-
American Literature Teacher’s American Literature
Guide for Teachers pages 237- Teacher’s Guide for Teachers
240 pages 241-245
A Journey Through Anglo- A Journey Through Anglo-
American Literature Learner’s American Literature Learner’s
Material pages 526-528 Material pages 529-531
A Journey Through Anglo- A Journey Through Anglo-
American Literature Learner’s American Literature Learner’s
Material pages 526-528 Material pages 529-531
 portal
B. Other Learning Resources Manila paper, copy of a
political advertisement from
en.wikipedia.org/wiki/Mornin
g_in_America
www.youtube.com/watch?
v=xDgpeV3D7XE
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting the
New Lesson
B. Establishing a Purpose for Clarify the objective/s of the
the Lesson day:
1. Formulate predictions
based on the material
viewed.
2. Analyze the stand of the
speaker based on the
explicit statement made
Show the 1950 playbill cover
of Death of a Salesman. Ask
the students regarding their
about it.
C. Presenting Have the class watch the
Examples/Instances of the video version of Death of A
Lesson Salesman.
D. Discussing New Concepts After watching, divide the
and Practicing New Skills class into 5 Groups.
#1 Each group shall write their
own guess on the events
that would happen after Act
I. Copy the grid on Task 2,
page 523.
E. Discussing New Concepts Discuss to class the
and Practicing New Skills difference between facts and
#2 opinions.
Copy of famous lines from
local movies
Review the discussion on
the difference between facts
and opinions.
Clarify the objective/s of the
day:
1. Get familiar with the
technical vocabulary for
drama and theater (like
stage directions).
2. Explain the literary
devices used.
Ask volunteers from the
class to read the lines
provided on Task 3, page
524 of the LM. Check
whether the “tips” in non-
verbal strategies in
delivering the lines has
been followed.
Lead the class in the
discussion on what should
be observed when
delivering a line, the right
juncture and other non-
verbal strategies in
delivering the lines.
Divide the class into 5
groups. Allow each group to
choose one scene from the
play “Death of a Salesman”
which they are going to
perform.
Rubrics from TG, pages
234-235 will be used to
grade the oral presentation.
Introduce another set of
theatrical terms to the
students as provided in the
Review the discussion on non-
verbal strategies in delivering
the lines of a play.
Clarify the objective/s of the
day:
1. Relate text content to
particular social issues,
concerns, or dispositions in
real life.
2. Judge the relevance and
worth of ideas, soundness of
author’s reasoning, and the
effectiveness of the
presentation.
Before reading the actual
selection, give the students
first a background on the
context of the message in the
video transcript of America’s
President Barack Obama.
Let the students read the
video transcript of America’s
President Barack Obama on
Task 6, pages 528-529.
Discuss the content of the
video transcript by answering
the guide questions 1-7, on
Task 6 page 530.
Connect the message from the
transcript to the play “Death
of a Salesman” by connecting
Recall the topic on factual Remedial/Enhancement
and subjective information Reading Schedule/ICL
which was discussed
previously.
Clarify the objective/s of the
day:
Change direct to indirect
speech and vice versa
Ask the students to share
their prior knowledge on
direct and indirect
statements.
Instruct the students to
compare and contrast the
given sentences on Task 8,
page 531 by answering the
guide questions that follows.
Post examples of direct and
indirect sentences on the
board and discuss it in
relation to the students’
answers in the previous
activity.
Discuss the Basic rules in
Direct and Indirect Speech
provided in the TG, pages

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
VI. REFLECTION
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
Read a political campaign
advertisement and tell the
class to listen for facts and
determine the biases from
the ads.
The teacher shall provide a
political campaign
advertisement from our
country in which the
students will determine the
facts and opinions in the
given ads.
Ask:
What is the importance of
determining the difference
between facts and opinions?
A teacher-made quiz will be
given to the students where
they will identify whether
the given statement is a fact
or opinion.
Ask:
Can you name events or
happenings in your life
wherein your prediction
actually happened?
TG, pages 235-236.
In a piece of paper, ask the
class to arrange the events
in a play provided in Task 4,
pages 525-526.
The teacher shall provide a
list famous lines from our
local movies.
Ask volunteers from the
class to pick one line and try
to deliver it.
Ask:
What is the relevance of
being able to properly
deliver lines from a play?
A teacher-made quiz made
will be given to the students
where they will identify
whether the given
statement is true or not in
in delivering the lines using
non-verbal strategies.
Journal writing:
Today, I realized that.......
it to how the characters view
America like how Obama view
it in the transcript.
Let the students identify which
among the given statements
in Task 7, page 530, contains
factual information or
subjective content.
Ask:
Based on President Obama’s
speech, is there an issue
similar to the one presented
here in the Philippines?
Explain your answer.
Complete the following
sentence...
Today, I realized that factual
statement and subjective
content are __________
Use teacher made quiz on
identifying between factual or
subjective information.
Instruct the students to look
for a short article and identify
its factual and subjective
information.
241-243.
Divide the class into 5
groups. Assign each group a
given sentence from Task 9,
page 532. The students will
tell whether the sentences
are correctly changed from
direct and indirect sentences
and let them explain their
answer.
Individual Task:
Let the students construct
their own sentences
regarding the current issues
in the society. The sentences
must be change from direct
statements to indirect
statements or vice versa.
Ask:
What are rules in changing
direct statement to indirect
statement?
Instruct the students to
answer Task 9-B, page 532,
where they will change the
given direct statements to
indirect statement or vice
versa.
Let the students write their
own example of direct and
indirect statements.
 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?