GRADE 10 SCHOOL Tangos National High School GRADE LEVEL Grade 9

TEACHER Nonong B. Flores LEARNING AREA English

DAILY LESSON LOG TEACHING DATES & TIME May 28, 2021 QUARTER 4

FRIDAY
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing
content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
Learning Competencies MELC: Relate text content to particular social issues, concerns, or dispositions in real life.

 State the three types of text connections

 Demonstrate understanding of the text read by accomplishing various text connection graphic organizers

 Propose ideas on how a student can influence the world in positive ways
II. CONTENT 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.
For Conversation, Press # 1 by Michael Alvear (Making Text Connection)
III. LEARNING List 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
RESOURCES promotes concept development.
Reference http://www.readwritethink.org/professional-development/strategy-guides/making-connections-30659.html?tab=2
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 the Synchronous class attendees Students who can’t
new lesson join the synchronous
class
*Present the text to the class. Tell the students to identify the topic of the text and the author’s *The PowerPoint slides
claim. will be posted on our
Facebook group in
JPEG format. This
allows the students to
read the discussion if
they fail to join the
synchronous class for
various reasons.

Some questions to help the students identify the topic and author’s claim:
-What two things does the writer compare? (topic)
-What does the author say about smartphone’s pocket-ability against tablet? (author’s claim)
B. Establishing a Synchronous class attendees Students who can’t
purpose for the lesson join the synchronous
class
*Show these pictures to the students:
---

Question: What do these things have in common? (What do we use these gadgets for?)
*Talk about how important communication is.
*Say that the text they’re about to read has something to do with the use of these gadgets.
C. Presenting examples/ Synchronous class attendees Students who can’t
instances of the new join the synchronous
lesson (READING THE TEXT) class
*Reveal the title of the text. Ask this question: Just by looking at the title, what could the text be
about?
 *links of YouTube
videos and articles will
be posted for
additional reference.

YouTube:
https://www.youtube.
com/watch?
v=SHsdQvsN8ag

Additional reading:
https://www.emsisd.c
om/cms/lib/TX210005
33/Centricity/Domain/
2726/Text
%20Connections.pdf

*Present these questions to the students prior to the reading of the text: https://sites.google.co
a. Why do people think cell phones are preferable to human contact? m/a/alaska.edu/diane-
b. What is the author’s attitude towards the communication revolution? kardash/Home/making
-connections
* The text will be presented in an audio-visual material made by the teacher. (viewing &
listening)
Tell the students to accomplish the “Double-entry journal” as they read the text.

*After reading the text, ask these questions:

a. According to the author, what are the advantages of phone calls and e-mails?
b. Why does the author feel lonely with a cell phone, e-mail, and voice mail in hand?
c. Why do people think cell phones are preferable to human contact?
d. What is the author’s attitude towards the communications revolution?
e. What is the author’s way of staying genuinely connected to loved ones without quitting the
use of communications technology?

(DISCUSSION OF CONCEPTS)
*Introduce the three types of connections using the making connections posters.
A. Text-to-self connections B. Text-to-text connections C. Text-to-world connections

D. Discussing new
concepts and practicing
new skills #1 Synchronous class attendees Students who can’t
join the synchronous
class

*Students will present their answers in the Double-entry journal. This will make them realize that
they already make text-to-self connections when they think about personal experiences as they
 read the text.

(Integration within the subject From reading to writing, from writing to speaking)

E. Discussing new Synchronous class attendees Students who can’t

concepts and practicing join the synchronous
new skills #2 class
*For text-to-text connections, ask the students to think of a meme or make their own meme that
is related to the text they have read. Use this template to present their answer.

F. Developing Synchronous class attendees Students who can’t

mastery(Leads to join the synchronous
Formative Assessment) class
*Read the text below. After reading, instruct the students to compare the text to the previously
read text (For conversation, press #1) using the Venn diagram.

Text 1: For conversation, Text 2: Filipinos Lead the World in...

press #1 Social Media 'Addiction'

Text to read:
Filipinos Lead the World in... Social Media 'Addiction'
(Integration across learning areas: Social science/statistics)

The Philippines has been consistently bagging the title of social media capital of the world for
years, and 2020 is no different. The pandemic has only cemented its reputation as the country
that spends the most time on Facebook, Twitter, Instagram, etc.

In the latest report from OnBuy.com, Filipinos reportedly spend an average of 102,054 hours of
their life on social media. That’s about 4,252 days or 11.64 years of your life glued to a screen.

And unsurprisingly, the Philippines is also among the bottom 10 countries of 45 ranked countries
when it comes to life expectancy.

G. Finding practical Text-to-world connections

applications of concepts Questions:
and skills in daily living *What realities in life are being portrayed in the text?
*In what ways can you use your gadgets and social media account to influence the world in positive ways?
H. Making What are the three types of text connection?
generalizations and
abstractions about the
lesson
I. Evaluating learning Synchronous class attendees Students who can’t
join the synchronous
class
FORMATIVE ASSESMENT Students will answer these questions in google form. *The google form link
RESULT (FAR)
will also be sent to the
Directions: Read the questions intensively. Choose the letter of your answer. group chat.

1.Which of these questions can be asked in text-to-self connection?

a. How is this text different from other things you have read?
b. What does this remind you of in the real world?
c. Can you relate to the characters in the story?

2. Which of these statements shows text-to-text connection?

a. “Harry Potter and Beowulf are both fictions”.
b. “Just like the main character; I often feel alone.”
c. “I think the story talks about gender discrimination which is still common these days”.

3. What type of text connection do I ask you to make if I ask you this question:
“How are events in this story different from things that happen in the real world?”
a. Text-to-self connection
b. Text-to-text connection
c. Text-to-world connection

4. Which of these statements shows text-to-text connection?

a. “What I just read makes me wonder about the future because people don’t give enough
attention to climate change.”
b. This poem has the same theme with the “legend of Lanzones”
c. “I used to be like Tom Sawyer when I was a child”.

5. What type of text connection does this graphic organizer ask you to make?

a. Text-to-self connection
b. Text-to-text connection
c. Text-to-world connection
J. Additional activities Synchronous class attendees Students who can’t
for application or join the synchronous
remediation class
(Assignment) *Instruct the students to read any text that interests them the tell them to complete this graphic Same instruction will
organizer using the information they get from the text they read. be posted on Facebook
Group.
http://www.readwritethink.org/files/resources/printouts/MakingConnections.pdf