School GFLMNHS
Teacher
Teaching Dates
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/ies /
Objective/s
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide page/s
2. Learner’s Materials page/s
3. Textbook page/s
4. Additional Materials
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
Grade Level 9
Learning Area ENGLISH
Quarter THIRD
DAILY LESSON LOG
Day
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 too skillfully
perform in a one-act play.
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.
1. Analyze the initial scenes of a world renowned Shakespearean play
2. Familiarize oneself with theatre related terminologies
3. Identify sensory images used in the text
4. Write their own act and version of Romeo and Juliet
5. Exhibit active participation in discussing Romeo and Juliet through collaborative
activities.
“Romeo and Juliet” (First Encounter) by William Shakespeare
Teacher‘s Guide pp.154-159
A Journey through Anglo-American Literature Learner‘s Material for English pp. 283-
29
Online refrences
Introduction: ―To believe in love, to be ready to give up anything for it,
To be willing to risk your life for it, is the ultimate tragedy
EYES HERE
Watch a music video from popular romantic and tragic play ―Romeo and Juliet‖.
Source: http://www.youtube.com/watch?v=4FHpmn-KYec
Fill up the requited information in the Visualization Plot Worksheet
below to analyze the music video. (LM, p. 284)
The story begins with…
A problem the character has is …
They try to solve the problem by…
They finally solve the problem when …
UNSCRAMBLE THE LETTERS
As Romeo and Juliet is a stage play, learn who are the persons involved in the
performance of a play. Arrange the letters on the right to define what is being
described on the left. (LM, pp. 284-285)
The backstage technical crew responsible for running the show
GSATE WECR In small theater companies the same persons build the set and
handle the load-in. Then, during the performances, they change the scenery and
handle the curtain.
TRSAIT A male or female person who performs a role in a play, television, or movie
CREORDTI The person who oversees the entire process of staging a production
 BNSELNEM A group of theatrical artists working together to create theatrical
production.

B. SEARCH AND
MATCH
Look for the words in the
chart that match the
meanings below. (LM, p.
285-286)

F. Developing mastery READING CORNER

Read ―The Story of Romeo and Juliet‖ on pages 286 to 291 of your English
module.
MAKING CONNECTIONS
A. What the Text Says
Each group will choose a question word. Afterwards the teacher will reveal the
complete question. (LM, p. 292)

WHAT What the two families are feuding? Explain the

Reason for the family feud.

WHO Who are the characters in the story?

Make a character diagram.

WHERE Where does the story take place?

WHEN When does the story take place?

WHY Why does Lady Capulet want Juliet to marry

Paris?

B. What the Text Means

Answer the questions below. (LM, p.293)
B1. Discuss the relationships between parents and children in Romeo and Juliet .
How do Romeo and Juliet interact with their parents? Are they rebellious, in the
modern sense? Explain your answer. How do the parents feel about them?
B2. What is Romeo‘s fear ? What does the line? ―some consequence, yet hanging
in the stars‖ has to do with his feeling of dread? What does it convey?
B3. The feud between the families seems to be an ever-present concern for the
characters. How do the characters manifest this feud?
C. Take to Mean
Who said the following lines and why? (LM, p. 292)
a. ―Is she a Capulet? O, dear, account, my lie is a foe of debt!‖
b. ―My only love sprung from m only hate. Too early seen unknown and known too
late.
 G. Finding practical applications
of concepts and skills in daily
living

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
What have you learned from the story of Romeo and Juliet?
If you were Romeo or Juliet, would you have done the same thing? Why?
SENSORY IMAGES
From the excerpted play of Romeo and Juliet identify the
scenes that appeal to the senses.
Accomplish the graphic organizer on
the next page. Use another sheet of
paper for this task. (LM, p. 293)

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 who scored below
80%
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 worked

well? Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials

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

Noted:

MARY JANE D. BARAL

Head, English Department

School GFLMNHS Grade Level 9


I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/ies /
Objective/s
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide page/s
2. Learner’s Materials page/s
3. Textbook page/s
4. Additional Materials
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous lesson
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
DAILY LESSON LOG
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 too skillfully perform in a one-act play.
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.
1. Analyze the initial scenes of a world renowned Shakespearean play
2. Familiarize oneself with theatre related terminologies
3. Identify sensory images used in the text
4. Write their own act and version of Romeo and Juliet
5. Exhibit active participation in discussing Romeo and Juliet through collaborative
activities.
“Romeo and Juliet” (First Encounter) by William Shakespeare
Teacher‘s Guide pp.154-159
A Journey through Anglo-American Literature Learner‘s Material for English pp. 283-29
Online refrences
Introduction: ―To believe in love, to be ready to give up anything for it,
To be willing to risk your life for it, is the ultimate tragedy
EYES HERE
Watch a music video from popular romantic and tragic play ―Romeo and Juliet‖.
Source: http://www.youtube.com/watch?v=4FHpmn-KYec
Fill up the requited information in the Visualization Plot Worksheet below
to analyze the music video. (LM, p. 284)
The story begins with…
A problem the character has is …
They try to solve the problem by…
They finally solve the problem when …
UNSCRAMBLE THE LETTERS
As Romeo and Juliet is a stage play, learn who are the persons involved in the
performance of a play. Arrange the letters on the right to define what is being described
on the left. (LM, pp. 284-285)
The backstage technical crew responsible for running the show
GSATE WECR In small theater companies the same persons build the set and handle
the load-in. Then, during the performances, they change the scenery and handle the
curtain.
TRSAIT A male or female person who performs a role in a play, television, or movie
CREORDTI The person who oversees the entire process of staging a production
 BNSELNEM A group of theatrical artists working together to create theatrical production.

B. SEARCH AND
MATCH
Look for the words in the
chart that match the
meanings below. (LM, p.
285-286)

F. Developing mastery READING CORNER

Read ―The Story of Romeo and Juliet‖ on pages 286 to 291 of your English module.
MAKING CONNECTIONS
A. What the Text Says
Each group will choose a question word. Afterwards the teacher will reveal the complete
question. (LM, p. 292)

WHAT What the two families are feuding? Explain the

Reason for the family feud.

WHO Who are the characters in the story?

Make a character diagram.

WHERE Where does the story take place?

WHEN When does the story take place?

WHY Why does Lady Capulet want Juliet to marry

Paris?

B. What the Text Means

Answer the questions below. (LM, p.293)
B1. Discuss the relationships between parents and children in Romeo and Juliet . How
do Romeo and Juliet interact with their parents? Are they rebellious, in the modern
sense? Explain your answer. How do the parents feel about them?

B2. What is Romeo‘s fear ? What does the line? ―some consequence, yet hanging in
the stars‖ has to do with his feeling of dread? What does it convey?
B3. The feud between the families seems to be an ever-present concern for the
characters. How do the characters manifest this feud?

C. Take to Mean

Who said the following lines and why? (LM, p. 292)

a. ―Is she a Capulet? O, dear, account, my lie is a foe of debt!‖
b. ―My only love sprung from m only hate. Too early seen unknown and known too
late.
 G. Finding practical applications of
concepts and skills in daily living

H. Making generalizations and What have you learned from the story of Romeo and Juliet?
abstractions about the lesson If you were Romeo or Juliet, would you have done the same thing? Why?
I. Evaluating learning SENSORY IMAGES
From the excerpted play of Romeo and Juliet identify the
scenes that appeal to the senses.
Accomplish the graphic organizer on the
next page. Use another sheet of paper for
this task. (LM, p. 293)

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 who scored below 80%

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 worked well? Why

did these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other teachers?

Noted:

MARY JANE D. BARAL

Head, English Department
 School GFLMNHS Grade Level 9
Teacher Learning Area ENGLISH
Teaching Dates Quarter SECOND

DAILY LESSON LOG

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/ies /
Objective/s
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide page/s
2. Learner’s Materials page/s
3. Textbook page/s
4. Additional Materials
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous lesson
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of
the new lesson
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 too skillfully perform in a one-act play.
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.
1. Define the different literary devices
2. Explain the literary devices used in given passages or lines
3. Express appreciation in the use of different literary devices in creating own
sample statements
Literary Devices - Simile, Foreshadowing, Rhyme,
Repetition, Oxymoron, Metaphors
K to 12 Curriculum Guide (May 2016) p.207
A Journey through Anglo-American Literature Learner‘s Material for
English
pp. 293-295
Online references
Introduction: The English language encompasses a host of literary devices
that make it so rich and expressive. They provide a broad structure under
which all the types of literature are classified, studied, and understood. The
importance of literature in the portrayal of human emotions is best
understood by the application of these devices.

Task 2 AN OVERVIEW
Match the given passages or
lines in Box A to the technique
employed in Box B.
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
IN THE KNOW
The meaning of the different literary devices encountered in the puzzle will
be revealed. Find out which statement in Task 2 fall under each literary
device. Place the statements on the wooden board provided for the sample
under each type of literary device. (LM, pp. 293-295)
 SIMILES are one of the most commonly used literary devices; referring
to the practice of drawing parallels or comparisons between two unrelated
and dissimilar things, people, beings, places, and concepts. They are marked
by the use of words ―as‖ or ―such as‖ or ―like
 FORESHADOWING refers to the use of indicative words/phrases and
hints that set the stage for a story to unfold and give the reader a hint of
something that is going to happen without revealing the story or spoiling the
suspense. Foreshadowing is used to suggest an upcoming outcome to the
story.
 RHYME is the practice of placing rhyming words often at the end of the
lines in prose or poetry. It refers to the corresponding of sounds between
words or the ending of words,
 REPETITION is just the simple repetition of a word, within a sentence
or a poetical line, with no particular placement of the words. This is such a
common literary device that it is almost never even noted as a figure of
speech.
 OXYMORON is a significant literary device as it allows the author to
use contradictory, contrasting concepts placed together in a manner that
actually ends up making sense in a strange and slightly complex manner. It
helps to perceive a deeper level of truth and explore different layers of
semantics while writing.
 METAPHORS are one of the most extensively used by way of another.
In a metaphor, one subject is implied to be another so as to draw a
comparison between their similarities and shared traits.
WRITE ON!
Try writing your own sample statements using the literary device
prescribed in each item to make them more interesting. On the left
box is the original statement. Write the improved statement on the
right box.
Example:
Metaphor
Before: Love can bring happiness to a person’s life.
After: Love is a fire that envelopes one in warmth and bliss.
 G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning CHECKPOINT
Identify the literary device used in the following lines lifted
from Romeo and Juliet. Write SIM for simile, MET for
metaphor, OXY for oxymoron, REP for repetition, RHY
for rhyme, and FOR for foreshadowing. (LM, p. 296)
___________1. Parting is such a sweet sorrow.
___________2. Oh loving hate!
___________3. Romeo, Romeo, where art thou Romeo?
___________4. My life is a foe of debt!
___________5. ―And to ‗thy go like lightning‖
___________6. Romeo: By some vile forfeit of the untimely death
___________7. Prodigious birth of love is it to me,
That I must love a loathed enemy.

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 who scored below 80%

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 worked well? Why

did these work?

F. What difficulties did I encounter which my principal

or supervisor can help me solve?

G. What innovation or localized materials did I

use/discover which I wish to share with other teachers?

Noted:

MARY JANE D. BARAL

Head, English Department
 School GFLMNHS Grade Level 9
Teacher Learning Area ENGLISH
Teaching Dates Quarter THIRD

DAILY LESSON LOG

I. OBJECTIVES
A. Content Standard 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 too skillfully perform in a one-act play.
B. Performance Standard 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 Competency/ies / 1. Acquire a clear understanding on the concept of literary devices namely
Objective/s apostrophe and understatement
2. Employ the use of these two literary devices in writing a play synopsis
3. Demonstrate appreciation of tasks involving explanation of literary devices
employed in writing .
II. CONTENT Literary Devices - Apostrophe, Metaphor, Personification,
Hyperbole and Understatement
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide page/s K to 12 Curriculum Guide (May 2016) pp. 207-208
2. Learner’s Materials page/s A Journey through Anglo-American Literature Learner‘s Material for
English p. 312
3. Textbook page/s
4. Additional Materials

B. Other Learning Resources http://www.literarydevices.com/understatement/

http://literarydevices.net/apostrophe/
https://blog.udemy.com/metaphor-poem-examples/
http://literarydevices.net/personification/
IV. PROCEDURE
A. Reviewing previous lesson
What are the literary devices that we discussed yesterday?
Differentiate one from another.

B. Establishing a purpose for the lesson
C. Presenting examples/ instances of
the new lesson
Introduction: Figurative language is said to be linguistic miracles. Let‘s get
to know five literary devices that can transform simple statements to more
emotionally evocative ones.
Task 1 - SHARING
Which line/s from the play Romeo and Juliet is your
favorite? Why?

D. Discussing new concepts and LOOKING CLOSELY

practicing new skills #1 Given here are the definitions and examples of different literary
devices. Identify which among the lines you delivered in the previous
activity falls under each.

Apostrophe – is an address to someone who is absent and cannot

hear the speaker, or to something nonhuman that cannot understand
what is said. An apostrophe allows the speaker to think aloud, and
reveals those thoughts to the audience.

Examples:
O God! Can I not grasp
Them with a tighter clasp?
O God! can I not save
One from the pitiless wave?
~ ―A Dream within a Dream‖ -1827 Lines 19-22

―Oh, lady bright! can it be right— / This window open to the night?
‖
―Oh, lady dear, hast thou no fear? / Why and what art thou dreaming
here?‖
~―The Sleeper‖ – 1831 Lines 18-19, 31-32
"O Romeo, Romeo! wherefore art thou Romeo?"
―O happy dagger, /This is thy sheath. / There rust and let me die.‖
―Arise, fair sun, and kill the envious moon. ―
~ Romeo and Juliet

Metaphor – is a comparison of two things that are basically

dissimilar in which one is described in terms of the other.
Examples:
―She is all states, and all princes, I.‖
~ ―The Sun Rising‖
―I‘m a riddle in nine syllables,
An elephant, a ponderous house,
A melon strolling on two tendrils.‖
~ Sylvia Plath
―The Moon‘s a snowball. See the drifts
Of white that cross the sphere.‖
~ What the Snow Man Said

Personification – is a figure of speech in which an object, abstract

idea, or animal is given human characteristics.

Examples:
―The woods are getting ready to sleep—they are not yet asleep but
they are disrobing and are having all sorts of little bed-time
conferences and whisperings and good-nights.‖
~ The Green Gables Letters
―Loveliest of trees, the cherry now/ Is hung with bloom along the
bough,/ And stands about the woodland ride/ Wearing white for
Eastertide.‖
~ Loveliest of Trees the Cherry Now

Hyperbole – is exaggeration for emphasis; overstatement.

Examples:
―I‘ll love you till the ocean
Is folded and hung up to dry.‖
~ As I Walked One Evening
 ―I had to wait in the station for ten days-an eternity.‖
~ The Heart of Darkness

Understatement – is way of speaking which minimizes the

significance of something. When using understatement, a speaker or
writer often employs restraint in describing the situation at hand and
uses an expression with less emphasis or strength than would be
expected.

Examples:
"A soiled baby, with a neglected nose, cannot be conscientiously
regarded as a thing of beauty."
~ (Mark Twain)

"I have to have this operation. It isn't very serious. I have this tiny
little tumor on the brain."
~ (Holden Caulfield in The Catcher In The Rye

"Last week I saw a woman flayed, and you will hardly believe how
much it altered her person for the worse."
~ A Tale of a Tub

"The grave's a fine and private place,

But none, I think, do there embrace."
~ Andrew Marvell, "To His Coy Mistress"

"I am just going outside and may be some time."

~ Captain Lawrence Oates, Antarctic explorer, before walking out

into a blizzard to face certain death, 1912

E. Discussing new concepts and

practicing new skills #2
F. Developing mastery PRACTICE ON LITERARY DEVICES
A. Encircle the letter of your answer.
1. Choose the correct definition of apostrophe as a
literary device.
A. A punctuation mark that stands in place of omitted
letters.
B. An exclamatory figure of speech when a character turns from addressing
one party to another party or inanimate object.
C. The act of omitting information necessary to the plot to keep readers
guessing.

Understatement – is way of speaking which minimizes the significance of

something. When using understatement, a speaker or writer often employs
restraint in describing the situation at hand and uses an expression with less
emphasis or strength than would be expected.

2. Which of the following quotes from Herman Melville‘s story ―Bartleby,

the Scrivener‖ is an example of apostrophe?
A. Ah Bartleby! Ah Humanity!
B. I would prefer not to.
C. Nothing so aggravates an earnest person as a passive resistance.
3. Why is the following excerpt from Shakespeare‘s Romeo and Juliet an
example of apostrophe as a literary device?

JULIET: Yea, noise? Then I’ll be brief. O happy dagger! This is thy sheath;
there rust, and let me die.
 G. Finding practical applications of A. Write an understatement on the following
concepts and skills in daily living situations:
1. When one is sweating profusely in a sauna or
traveling through a desert at midday
2. After completing a marathon
3. After having not slept all night long
4. When cornered in battle
5. Surrounded by sharks while in a lifeboat

B. What would be your reaction in the following situations? Write

statements using hyperbole.
1. You win 100 million pesos in a lottery.
2. Your team loses to its opponent 50 to 0 in a basketball match.
3. You lost your new iphone7.
4. You receive a bouquet of red roses and a box of chocolates.
5. You are trapped in a dark room.
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning Identify if the statements used personification or
hyperbole. Write PER for personification and HYP
for hyperbole.
1. The dog was a jack-in-the-box, trying to jump up
on the visitors.
2. The full moon guided me through the dark streets.
3. The pool was a boiling cauldron on that hot
summer day.
4. "Chocolate is my ray of sunshine on a bad day," admitted Reena.
5. Cars danced across the icy road.

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 who scored below 80%

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 worked well? Why

did these work?

F. What difficulties did I encounter which my principal or

supervisor can help me solve?

G. What innovation or localized materials did I

use/discover which I wish to share with other teachers?

Noted:

MARY JANE D. BARAL

Head, English Department
 School GFLMNHS Grade Level 9
Teacher Sarah Mariel C. Abanto Learning Area ENGLISH
Teaching Dates December 4 – 8, 2017 Quarter THIRD

DAILY LESSON LOG

Day
I. OBJECTIVES
A. Content Standard 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 too skillfully perform in a one-act play.
B. Performance Standard 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 Competency/ies / Objective/s
II. CONTENT Batangas Province Day
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide page/s
2. Learner’s Materials page/s
3. Textbook page/s
4. Additional Materials
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous lesson
B. Establishing a purpose for the lesson

C. Presenting examples/ instances of the

 new lesson
D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
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 who scored below 80%
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 worked well? Why

did these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other teachers?

Noted:

MARY JANE D. BARAL

Head, English Department