School WAWA NATIONAL Grade Level 9

HIGH SCHOOL
DAILY LESSON LOG Teacher Mr. John Christian Learning English
ENGLISH A. Taparano Area
March 10, 2020
Teaching Dates / 0815-09:30 Quarter FOURTH
Time

I. OBJECTIVES 1. Analyze an excerpt from a full-length play

A. Content Standard
B. Performance Standard
C. Learning Competency
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from LR Portal
B. Other Learning Resource
IV. PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson
2. Produce the sounds of English effectively when delivering lines from the play
3. Create a dream map as a demonstration of one ‘s understanding on the value of dreams and goals in life
The learner demonstrates understanding of how Anglo-American literature and other text types serve as a 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 competency performs in a full-
length play.
The learner skillfully 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.
EN9LT-IVa-17: Analyze literature as a means of understanding unchanging values in a changing world EN9LT-IVg-2.2.3:
Produce the sounds of English effectively when delivering lines in a full-length play
“Raisin in the Sun” by Lorraine Hansberry
A Journey Through Anglo-American Literature 9 pp.432-447
https://www.youtube.com/watch?v=g7SOev_SCS8
https://www.youtube.com/watch?v=LYKp09rcvlc
https://www.youtube.com/watch?v=Hip2vqM7Wdg&t=1s
VIDEO TIME NAH!

B. Establishing a purpose Using graphical presentation show the chances of having a dream after a tiring day at school.
NORMAL
for the lesson FUN
SCARY DREAM METER
BIZZARE
Percentage

45%

25%
15% 15%

NORMAL FUN SC ARY BIZZARE

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
(leads to Formative
Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
ALL EARS
Listen attentively to the lyrics of the song, “The River of Dream”. Be ready to the answer the questions that follow with a
partner. (LM, p.425)
Source: https://www.youtube.com/watch?v=hSq4B_zHqPM
Guide Question
1. What issues about life are confronting the speaker in the song?
Answer: The issues that the speaker confronts or confronted in the song The river of dreams, was about finding himself in a
deep space where he unknowingly searches for it. The song entitles The river of dreams introduces a person who lost a thing
that he or she doesn't know or remember.
2. Among these issues, what do you think he values the most? Why do you say so?
Answer:
According to the lyrics of the song "River of Dreams" by Billy Joel, the speaker faces four mains issues, the faith, fear, doubt
and truth. For me, the issue that he values the most is the truth. Why? As you can see on the first five verses of the song,
despite of the mountains of faith, valley of fear, jungle of doubt that he encountered, he faced all of that fears to find that
'something' that he was looking for. Even though he's not sure about a life after all of these things, he still continued until he
found what he was looking for.
3. If you were him, how would you resolve the issue?
If I were the speaker of the song "The River of Dreams", I would patiently and gladly resolve the issue in order to live a
happy and doubtless life. The nothingness and uncertainties are the issues that slowly kills person life living, especially if
you can't even find out what and who are these.
1. defer
hold back to a later time
What happens to a dream deferred?
a. hold back to a later time
b. conceal or hide
c. capable of stirring enthusiasm or excitement
2. defiance
a hostile challenge
Walter stands and stares back at her with defiance, and suddenly reaches into his pocket again on an afterthought
a. hostile challenge
b. conceal or hide
c. capable of stirring enthusiasm or excitement
3. muffle
conceal or hide
She calls to the boy, between yawns, in a slightly muffled voice.
a hostile challenge
b. conceal or hide
c. capable of stirring enthusiasm or excitement
4. rousing
capable of stirring enthusiasm or excitement
She crosses to her son and gives him a good, final, rousing shake.
a. hostile challenge
b. conceal or hide
c. capable of stirring enthusiasm or excitement
5. feeble
pathetically lacking in force or effectiveness
She crosses through the room, goes to the window, opens it, and brings in a feeble little plant growing doggedly in a small
pot on the window sill.
a. pathetically lacking in force or effectiveness
b. conceal or hide
c. capable of stirring enthusiasm or excitement
YOUR TEXT
Read the excerpt from the play ―A Raisin in the Sun‖ in your module on pages 431-434.
1. How does the dream of every member of the Younger family differ and agree with one another? Accomplish the bubble
map.
2. Does any of the characters in the play remind you of someone? How does that someone plan his course of action to realize
his dreams?
3.Compare the characters on the play “Raisin in the Sun” to your family and cite the differences using the diagram below.
IN THE CHARACTERS‟ SHOES
With your group members, choose a series of dialogues from the script. While reading analyze the feelings of the characters
upon doing your task. Read, analyze, then rehearse and be ready for presentation to the class. (LM, p. 443)
Drawing Group- Create a visual interpretation of modern mom
Singing Group-Pick a dedication song for your mother, thanking her for all the things she does for her family.
 Theater Group- Choose a series of dialogues from the script. Analyze the feelings of the characters upon doing your task.
Rehearse and be ready for the presentation.
Ink Warriors Group-Create a slogan for celebrating the International Women’s Month

H. Making generalizations DREAM MAP

Design a map that represents your real-life journey, from the moment you were born until the time you believe you ‘ll
and abstractions about the achieve your dreams. Use icons to represent the different stations in your life and the dreams you want to achieve. Place a
lesson marker on where you are at this point in your life. Use your creativity.

I. Evaluating learning What is Mama‘s greatest dream for her family? Illustrate it in the box. State her reasons behind it.
MAMA”S GREATEST REASON
DREAM

J. Additional activities for

application or remediation
K. Agreement Define Rising and Falling Intonation and five example each.
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?
Prepared: Noted:

JOHN CHRISRTIAN A. TAPARANO GERLIE C. LOPEZ

Teacher I Principal I