School: IMPALUTAO INTEGRATED SCHOOL Grade Level & Section: Grade 9

GRADES 1 to 12
Teacher: JHON JOEMAR L. LA VICTORIA Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: Week 1 Quarter: First Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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,
I. OBJECTIVES
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.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also, how to use processing,
assessing, summarizing information, word deviation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to
participate actively in a speech choir.
B. Performance Standards: The learner actively participates in speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Delivery, Facial
Expressions, Body Movements/Gestures and Audience Contact.
C. Learning Competencies/Objectives: EN9LC-Ia-8: Process EN9G-Ia-17: Use normal EN9OL-Ia-1.15: Use the Remedial
Write the LC Code for each Distinguishing Between and information mentioned in and inverted word order in appropriate segmentals Instruction/Enhancement
Among Informative, the text creative writing (sounds of English) and the Activities for reading/Individual
Journalistic, and Literary listened to EN9G-Ia1.6/1.7: Use suprasegmentals or Learning/Cooperative
Learning
Writing EN9VC-Ia-3.8: Infer appropriate punctuation prosodic features of speech
EN9WC-Ia-8 thoughts, feelings, and marks and capitalization when delivering lines of
1. identify and distinguish intentions in the material to convey meaning poetry and prose in a
between and among viewed EN9G-Ia-18: Use speech choir, jazz chants
informative, journalistic, and
EN9G-Ia1.6/1.7: Use interjections to and raps.
literary writing and or text type
use in the given sample of appropriate punctuation convey meaning EN8LT-Ia-14: Analyze
passages; marks literature as a means of
2. create/write a text type and capitalization to convey discovering the self
using piece of information of meaning EN8LT-Ia-14.1:
your choice using any of the Identify the distinguishing
certain type of text; features of notable Anglo-
3. compose any of the text
/writing type; whether it is
American lyric poetry,
informative, journalistic, songs, poems, sermons,
literary. and allegories
ENWC-Ia-8:
Distinguish between and
among informative,
journalistic, and literary
writing.

II. CONTENT Distinguishing Between and Among Informative, Journalistic, and Literary Writing
III. LEARNING
RESOURCES
D. References
 1. Teacher’s Guide Pages Grade 9 SLM Grade 9 SLM Grade 9 SLM Grade 9 SLM
2. Learner’s Materials Pages Pp 1-29 Pp 1-29 Pp 1-29 Pp 1-29
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Resources ICT ICT ICT ICT
(Television, Laptops, (Television, Laptops, (Television, Laptops, (Television, Laptops,
Speakers & Slide Speakers & Slide Speakers & Slide Speakers & Slide
Deck, Graphic Deck, Graphic Deck, Graphic Deck, Graphic
Organizers) Organizers) Organizers) Organizers)
PPts PPts PPts PPts
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV.PROCEDURES
A. Reviewing Previous Lesson or Introduce the lesson by Review to them the roles Review to them the roles REVIEW: Remedial
Presenting the New Lesson asking the learners to read that you have discussed that you have discussed What roles can I perform Instruction/Enhancement
the entries in YOUR them previously. Recall to them previously. Recall to that will make a difference Activities for reading/Individual
JOURNEY phase. Let them the significance to know the significance to know in my life? Learning/Cooperative
reflect on the importance of and value one’s role in life. and value one’s role in life. Learning
recognizing and performing
roles in life. Invite them to
ask questions about it.
B. Establishing a Purpose for the SHARE: SHARE: SHARE: SHARE:
Lesson In this Module, we are At this part of the lesson, At this part of the lesson, Reading a poem paves the
going to understand and we will continue to talk we will continue to talk way to making meaning in
value one’s role in life as about roles and reflect to about roles and reflect to life. It allows you to share
we continue to live and them deeper. them deeper. certain experiences.
delve in the importance of Oftentimes, you find you
writing as a skill moving share something in
forward common with that
experience that makes the
Teacher will guide student poem meaningful. This is
in discovering the content in when you think back and
What’s In in pp. 2 recall a time when you have
much in common with the
same experience than what
you originally thought. The
poem speaks to you as you
explore the human
condition.
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)
Now that the students are
refreshed with the new
words introduced to them
the teacher will guide them
through answering What’s
New preliminary activities
Discussion on the types or
Writing parallel to their
purpose and structure:
1. Informative
a. Factual Recount
b. Procedural
c. Diary
For Task 2
Students are to read a
sample informative text and
evaluate its characteristics
TASK 3 INSPIRATIONS
Let the students recall the
person that they have
admired primarily and list
the qualities he/she
possesses who have made
them successful in
performing his/her life.
Task 4
EFFECTIVE? Have them do the
PARTIALLY… Task 8 Ten minutes
IMAGE Talk.
INEFFECTIVE?
 Interview at least five
classmates and find out
how they perform their roles
in life.
 Note their responses
Let them share and
compare their ideas with a
partner.
Give them time to process
their own answers with their
partner.
Task 5 LOOKING BACK
This phase will crystallize
their knowledge and
understanding of their
target concepts and skills
through deeper exploration
of the poem in focus.
Doubtlessly, they know
that appreciating a poem is
like appreciating a picture,
photo, illustration or
drawing.
SHARE:
Although it is never stated,
they as readers/ viewers
can infer thoughts, feelings
and intention based on the
details of information
presented in the photo /
picture or drawing.. They
can focus on the lines,
angles, colors, even shapes
of the objects/ images
presented and relate them
to real life experiences for
them to understand its
message/ meaning.
Make them do the Poetry is a personal type of
Now, find out how the
poem “The SEVEN AGES
OF MAN” from the comedy
“AS YOU LIKE IT” by
William Shakespeare
provides cherished pieces
of information about the
human condition
Remedial
Have the students listen as Instruction/Enhancement
you read the poem out Activities for reading/Individual
loud. Learning/Cooperative
Learning
As you listen to your
teacher read the poem,
read it silently and watch
out for words which are
difficult for you to
understand. List them in
Remedial
your vocabulary notebook
Instruction/Enhancement
and have them as entries in
Activities for reading/Individual
your word bank. Learning/Cooperative
Learning

G. Finding Practical Applications of
Concepts and Skills in Daily Living
 How to Write a following: writing where words flow
News article on Obviously, you are and carry you along the
pp. 9 aware that life is a  Pair up, and look closely realms of beautiful thought.
continuous journey. Your at the drawing of a teen- What really contribute to
present plans have ager is looking intently at the poem’s meaning?
something to do with your the giant incoming ship full Doubtlessly, you know that
past experiences and your of people wearing different the orchestration of sounds,
plans for the future. Why costumes; these smiling story, sense and form
don’t you people are waving to the brings about “life” in a poem
teen-ager as if they’re you read. That absolutely
 look back at the beckoning him/her to join drives you to “feel” life in it.
roles you played them
before, and zero in  Talk about / discuss what Some poems are full
on the most it communicates to you. of words that are fun to say
important one for  Use the guided questions aloud. You can express the
you? provided: meaning of the words by
 Think of how it  After 10 minutes, convene reading them aloud and you
differs from the and share your responses. can use your voice to
role you are  Find common grounds express their meaning.
playing now. about your ideas. Process
 Plot what were the learners’ responses and
the roles you give feedback.
played before,
what role you are
playing now
and what you
hope to play in the
future.
 Specify how you
feel about it and
how you fare in
performing it.
Allow students to recount Make the students realize There are many roles that There are many roles that Remedial
articles they read that can about the significance of people perform in their people perform in their Instruction/Enhancement
be considered under knowing their role not just in respective environment. respective environment. Activities for reading/Individual
informative writing. their own lives but also to However, these roles must However, these roles must Learning/Cooperative
others’. be done effectively in order be done effectively in order Learning
to make a difference in life. to make a difference in life.
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
Encourage learners to cite
advantages when one has
the capacity to write clearly
and disseminate
information.
Give them strips of papers.
Prompt Question:
How important is given
CORRECT and TRUE
information in this day and
age.
In a 1 Whole sheet of
paper, students will be
asked to answer the
Assessment on page 19-
22.
Nowadays, members of
young generation have
been up for searching their
own roles in their lives,
however, most of them are
struggling because of the
complexity of the
environment they love in.
Task 6 FOCUS
QUESTIONS
Hopefully, through
your understanding of the
overriding and underlying
concepts plus the tasks /
activities you’ve engaged in
in this lesson you’ll surely
be able to answer the
FOCUS (BIG ) Questions:
 What roles can I
perform that will
make a difference
in my life?
 Why is it important
to recognize my
roles in life? How
can I perform my
roles in life
effectively?
Remember these questions
as you work on the phases
of this lesson.
Nowadays, members of
young generation have
been up for searching their
own roles in their lives,
however, most of them are
struggling because of the
complexity of the
environment they love in.
Invite them to do Task 9
For SIGNIFICANT HUMAN
EXPERIENCES.
Ask them to mull on the
following points.
Reading a poem paves
the way to making meaning
in life. It allows you to
share certain experiences.
Oftentimes, you find you
share something in
common to that experience
that makes the poem
meaningful. This is when
you think back and recall a
time when you have much
in common with the same
experience than what you
originally thought. The
poem speaks to you as
you explore human
condition.
Nowadays, members of
young generation have
been up for searching their
own roles in their lives,
however, most of them are
struggling because of the
complexity of the
environment they love in.
In small groups of five, read Remedial
the poem, “The SEVEN Instruction/Enhancement
AGES OF MAN” from the Activities for reading/Individual
comedy “AS YOU LIKE IT” Learning/Cooperative
Learning
by William Shakespeare
aloud.
 Decide who will be the
first, second, third, fourth
and fifth readers.
 Try to make the meaning
of the words come alive
through using good
expressions.
 Remember to produce the
correct critical consonant
sounds in words like:
in /s/ - s, z, sh, or zh.
e.g
sooth - /s/
zoo - /z/
shoe-/sh/
sure /zh/
 Watch out for words in the
poem that have the same
sounds.
 Also think back on the
importance of using
 appropriate stress to words
you’ll read to convey
meaning.
J. Additional Activities for Application In their journal notebook,
or Remediation students will be asked to
draw an emoji that will
reflect their feelings
towards having a Face
to Face instruction after
quite some time. This
will be checked by the
adviser/subject teacher.
V. REMARKS ________ Accomplished ________ Accomplished ________ Accomplished ________ Accomplished ________ Accomplished
________ Not ________ Not ________ Not ________ Not ________ Not
Accomplished Accomplished Accomplished Accomplished Accomplished
Reason: Reason: Reason: Reason: Reason:

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.
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
_____ Explicit Teaching _____Inquiry-Based teaching _____ Think-Pair Share
E. Which of my teaching strategies work _____ Group Collaboration _______ ICT Integration
well? Why did these work?
Others: ____________________
F. What difficulties did I encounter __________ Appropriate teaching strategy
which my principal or supervisor can __________ Promoted learners Arrangement
help me solve? __________ Others
G. What innovations or localized _________ Used stimulating IM’s
_________ Video Clips
materials did I used/discover which I
_________ Quality Outputs produced/made
wish to share with other teachers?
Others: ___________________________
Prepared by: Checked by: Noted by:

JHON JOEMAR L. LA VICTORIA RHODA A. ESTIVA MA. SOCORRO B. HALASAN,PhD

Teacher I G7 Curriculum Head School Principal I