School: SURABAY NATIONAL HIGH SCHOOL
GRADE 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
IV. PROCEDURES
Grade Level: 9
Teacher: AILENE O. PALERIT Learning Area: ENGLISH
4th QUARTER
Teaching Dates and Time: Quarter:
Objectives must be meet 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 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.
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.
MELC: React to lay value judgment on critical issues that demand sound analysis and call for prompt actions
MELC Code: none
Specific Learning Objectives:
1. Identify what is a value judgment
2. Distinguish normative versus descriptive statements
3. Produce a value judgment based on the presented critical issue
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.
React to Lay Value Judgment on Critical Issues
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.
https://www.youtube.com
https://www.google.com
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.

 Preliminary Activities (Daily Routine)

A. Reviewing Previous Lesson or
Presenting the New Lesson Prayer
Greetings
Attendance
Learning Commitment

Classroom Rules

REVIEW
The students will be asked the following questions:

1. What is a panel discussion?

2. What is the most workable number of panelists for a panel discussion?
3. Who will open the forum?
4. What is the first step to do when conducting a panel discussion?

The teacher will process the students’ answers and ask if they were able to achieve the first prompt.
The Learning Milestone Chart
This chart will help the students keep track of what they have learned. Prompts will be provided all throughout the discussion so that they
may be informed about their completed milestone.

Study Notes
The study notes comprise their lessons for today. These contain bits of information which would come in handy during the discussion.
Note: The teacher also prepared study notes in which the instructions are written in the local dialect of the indigenous people community.
 Class Reward: Favor Slips (Individual and Group)

For every participating student in the class, he/she will receive a favor slip. These slips contain a particular favor that a student will get and
shall be only used once. The slips are also valid for the rest of the school year and are not transferable.

REVIEW
The students will be asked the following questions:

1. What is a panel discussion?

2. What is the most workable number of panelists for a panel discussion?
3. Who will open the forum?
4. What is the first step to do when conducting a panel discussion?

The teacher will process the students’ answers and ask if they were able to achieve the first prompt.

B. Establishing a Purpose for the ACTIVITY: WHICH IS WHICH?

Lesson
The students will be given choices without a question. Using their own preference, they will have to choose only one from the given choices.

Group 1: White person or black person?

Group 2: City or province?
Group 3: Young or old?
Group 4: Car or motorcycle?
Milestone Number 1: I am able to choose on my own.
The teacher will process the students’ answers and ask if they were able to achieve the first milestone.
C. Presenting ACTIVITY:
Examples/Instances of the
Lesson The students will be given pictures about social injustices by group. They will give their thoughts and resolution about the picture.

Group 1 Group 2
 Resolution: _________ Resolution: _________________

Group 3 Group 4

Resolution: ____________ Resolution: _______________

Milestone Number 2: I am able to identify the social injustices from the pictures.
Milestone Number 3: I am able to provide a resolution for social injustices.
Process students’ answers.

D. Discussing New Concepts and

Practicing New Skills #1
What is discrimination?
According to Anna Freud of National Centre for Children and Families, discrimination is when a person is treated unfairly because of who
they are, this can have a detrimental effect on their mental health, their self-esteem and educational performance.

Disability, age discrimination, race, skin color and sex, religious discrimination, gender identity, place of birth and status as a parent etc., are
one of the many critical situations that can lead to discrimination which cannot be undone but can be minimized through learning to be
responsible on making value judgements.

The students are asked to explain discrimination using their own words and shall write it on their study notes.

Milestone Number 4: I know what is discrimination.

What are value judgments?
Value judgement is a judgement of the rightness or wrongness of something, or someone based on a comparison or other relativity or of the
usefulness of something or someone.
It does not simply describe the world; they prescribe certain attitudes or behaviors toward the world.
 Milestone Number 5: I know what are value judgments.
The students are also asked to provide valued judgment for the following discrimination:
Discrimination:
1. Seafarers who lost their hands/feet during work hours will be given benefits but will lose their jobs forever.

Value Judgment:
____________________________________________________________________________
____________________________________________________________________________

Discrimination:
2. Most of the airlines worldwide, do not accept flight attendants who have moles in the face.

Value Judgment:
_________________________________________________________________________________________________________________
_______________________________________

Milestone Number 6: I know how to make a value judgment.

Process students’ answers.

Quick Trivia:
The Subanen people were victims of discrimination for several decades. The Subanen were left with limited education and livelihood
opportunities and lacked access to government services.

On February 26, 2008, the provincial government issued Executive Order No. 08-03-A to create the Provincial Indigenous People
Coordinating Unit (PIPCU), which was primarily tasked with promoting the welfare of the Subanen people and empowering them
economically, socially and politically.
 According to Wikipedia, there are 58,069 Subanen people here in Zamboanga Sibugay. And the total population of Zamboanga Sibugay
according to Philippine Statistics Authority in 2021 is 669,840.

The students will answer the following question:

What is the percentage of Subanen people here in Zamboanga Sibugay?

Process students’ answers.

E. Discussing New Concepts and One way to get a quick handle on the nature of value judgement is to see that any statement of fact can easily be converted into valuable
Practicing New Skills #2
judgement by introducing a value term; DESCRIPTIVE and NORMATIVE.

Descriptive statement is just what you think it is. It describes a situation. It simply tells us/ what is the case. On the other hand, normative
statement is a claim about something should be.

Examples of Descriptive Statements:

1. The mug of coffee in front of me is now at room temperature.
2. I had a toast and eggs for breakfast this morning.
3. Kevin is under six feet tall.

They are all descriptive statements. They make no value judgement. They are stating something what they had seen or experienced.

Examples of Normative Statements:

1. If you wanted to pass the test you should have studied harder.
2. "Star Wars Episode VII: The Force Awakens, is a better movie than Star Wars Episode 1: The Phantom Menace."
3. President Bush did his best to defend the country from terrorism, so I think he deserves more respect.

Each of them expresses a value judgement. They are considered as normative statements.

Milestone Number 7: I know what are descriptive and normative statements

F. Developing Mastery
 (Leads to Formative Assessment
3)
ACTIVITY: PRODUCING VALUE JUDGMENTS

The students will provide value judgments. They will be given 2 minutes for this activity.
Group 1 and 3:
Discrimination: Inari Hotels and Resort does not accept employees who are dark colored.

Group 2 and 4:
Discrimination: My niece was not accepted in her school because of her religious preferences. The school does not accept students who have
a different religious affiliation.
Milestone Number 8: I can now make value judgments for different types of discrimination.
Process students’ answers.

ACTIVITY: LET’S FIND OUT!

Photos of known personalities will be given to the students. They will find out what is their contribution to the society when it comes to
social injustices. They may find answers from their study notes.

Mahatma Gandhi The Suffragettes Nelson Mandela Martin Luther King Jr.

The teacher will process students’ answers.

G. Finding Practical Applications ACTIVITY: JUDGMENT DAY!
of Concepts and Skills in Daily
Living
The groups will be given a particular situation where there is social injustice. The whole group shall discuss about the situation and are
expected provide a value judgment. The other groups shall also be tasked to construct one normative statement and one descriptive statement.
They will be given 5 minutes to finish their work. Answers shall be written on the materials provided. Rubrics is provided for their guidance.

Group 1:
Marie met an accident when she was still a kid and the doctors had to cut her arm off because of possible complications in the future.
Growing up, Marie’s life had been miserable. Now that she’s ready to apply for a job, most of the companies were rejecting her because of
her arms.

Group 2:
Construct one normative statement and one descriptive statement.

Group 3:
Ally’s mom thinks that their monthly income is not enough. So she opted to work as a part-time assistant at a local grocery store. Upon
entering the said establishment, she sees an announcement saying “Applicants who are 40 years old above will not be entertained”. Her mom
was 42 years old but still in good health and extremely healthy, she was saddened because of the announcement.

Group 4:
Construct one normative statement and one descriptive statement.

Rubrics are as follows:

Needs Improvement
Criteria Excellent (4) Good (3)
(1)
Originality Majority of the content The project shows The work is a minimal
and the ideas are fresh, some evidence of collection or rehash of
original and inventive. originality and other people’s ideas.
inventiveness. There is no evidence
of new thought.
Grammar/Writing The writing is legible, The writing is legible The writing is illegible
clear and and clear with few and/or unclear. Full of
grammatically correct. grammatical errors. grammatical errors.
Quality of The The The
Judgment/Statements judgment/statement is judgment/statement is judgment/statement is
 straightforward, fair, and partially biased and does not
exhibits fairness and considers the welfare consider the welfare of
considers the general of those involved. those involved.
welfare of those
involved.
Timeliness The group finished the The group finished the The group did not
tasks first. task second and etc. submit.

Presentation of works shall follow after 5 minutes.

H. Making Generalizations and

Abstractions about the Lesson ACTIVITY: HASHTAGS

Like a social media status, the students will summarize their learnings for today using the following hashtags;
#ThinkRightWithValueJudgments. Students are given 1 minute to complete this task by group.

Presentation of answers will follow

I. Evaluating Learning ASSESSMENT

Read and analyze the sentences below. Identify whether the statements are just describing a situation (DESCRIPTIVE), or it lays value
judgements (NORMATIVE). Write D if its DESCRIPTIVE and N if its NORMATIVE.

D 1. Michael Jackson died in 2009.

N 2. Surrogates should make life-sustaining treatment decisions based on their knowledge of patients’ preferences.
D 3. The car is red.
N 4. Jazz is better than pop music.
N 5. Killing an innocent person is wrong.

J. Additional Activities for . ASSIGNMENT:

Application or Remediation
Create two collages side by side. One side should show the different discriminations that people experience, and the other side should show
the right way on how people should be treated. Compose your own theme.

Criteria:
 Originality 20
Relevance to the theme 25
Symbolism/visual impact 25
Creativity 30
Total 100

V. 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
VI. REFLECTION 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: Checked by: Attested by: Approved by:

AILENE O. PALERIT ROSALIE P. PIAMONTE EVELYN A. GAYAT FELIX A. SUMALINOG

T-1 MT-II HT-IV Principal IV