PDMHS is
Department of Education
Grades 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
A. Reviewing previous lesson or
presenting the new lesson
highly
committed to
Division of Taguig and Pateros instructional
PRESIDENT DIOSDADO MACAPAGAL HIGH SCHOOL excellence and
creative
8th St. Brgy. Katuparan, Taguig City thinking.
School PRES. DIOSDADO MACAPAGAL HIGH SCHOOL Grade Level Grade 9
Teacher JONAYN P. SANTUYO Learning Area English
Teaching Dates and Time March 27-31, 2023 /6:00-12:20 PM Quarter THIRD QUARTER (Module 2 OF LESSON 3)
Day 1 Day 2 Day 3 Day 4
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 in analyzing one-act play and different forms of verbals for him or her to 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 Convention.
EN9LC-IVf-13.3 EN9LC-IVf-13.3 EN9LC-IVf-13.3 EN9LC-IVf-13.3
Differentiate biases from Differentiate biases from Differentiate biases from Differentiate biases from
prejudices. prejudices. prejudices. prejudices.
Quarter 3 Module 1 Lesson
English 9 Module English 9 Module English 9 Module English 9 Module
Online sources Online sources Online sources Online sources
Reading Activity Reading Activity Reading Activity Reading Activity
The teacher calls 7 students The teacher calls 7 students The teacher calls 7 students to The teacher calls 7
to read the tongue twister. to read the tongue twister. read the tongue twister. students to read the tongue
twister.
 I saw Susie sitting in a
shoeshine shop. Where she
sits, she shines, and where
she shines she sits.
Susie sitting in a shoeshine
shop . Where she shines,
she sit, and where she sits,
she shines.
I saw Susie sitting in a
shoeshine shop. Where she
sits, she shines, and where
she shines she sits.
Susie sitting in a shoeshine
shop . Where she shines, she
sit, and where she sits, she
shines.
I saw Susie sitting in a
shoeshine shop. Where she
sits, she shines, and where she
shines she sits.
Susie sitting in a shoeshine
shop . Where she shines, she
sit, and where she sits, she
shines.
I saw Susie sitting in a
shoeshine shop. Where
she sits, she shines, and
where she shines she sits.
Susie sitting in a shoeshine
shop . Where she shines,
she sit, and where she sits,
she shines.

B. Establishing a purpose for
the lesson
The teacher asks a student
to make a simple recap
about the past lesson.
1. The students watch the
video and answer the
viewing questions.
The teacher asks students to
make a recap about the past
activity. The teacher uses it to
connect the new lesson which
is about Logical Fallacies.
The teacher reviews the
students about the past
lesson on Logical
Fallacies.

C. Identify the type of
propaganda device used in
each of the following
statements.
1. Words are used that give
us a positive feeling about a
product or person.
2. A propaganda technique
that involves only including
certain statistics and hiding
others.
3. “Unlike other cereals that
are loaded with sugars and
preservatives, Flan Flakes
are a healthy alternative!”
4. Television Advertisement:
Rush now to Alfa Marrt is
weekend, everyone is doing
it.
5. Newspaper
Advertisement: A message
that appeals to ordinary
people, like you and me.
6. A type of propaganda
The teacher lets the
students share their
answers in class.
The teacher discusses the
topic Logical Fallacies.
What is a faulty logic,
unsupported facts and
emotional appeal?
1. Logic is the use and study
of valid reasoning while a
faulty logic describes poor
reasoning, such as the use of
fallacious arguments like
personal (ad hominem)
attacks, irrelevancies,
analogies. Writers and
speakers should avoid logical
fallacies because they are
errors in reasoning, they often
lead to false conclusions.
Example, “I loved that movie
we saw last night with Brad
Pitt. I am going to rent all of his
movies, and I am sure I’ll like
all of them.” (It is an imperfect
judgment (or faulty logic!) to
The teacher lets the
students analyze the
given statements and
identify which states a
faulty logic, unsupported
facts and emotional
appeal. This is done
verbally.
1. "The Lakers is a great
team, so every player
must be great too."
2. A telephone company
ad shows a small, sweet
grandmother sitting
patiently by the phone
waiting for her loved ones
to call.
3. You must buy a lottery
ticket, or you will not win
the lottery," and later
concluded "Since you
bought a ticket, you will
win the lottery
 device that involves the assume that you will love all 4. People in El Nido are
deliberate omission of Brad Pitt movies just because much nicer than the
certain facts to fool the you loved one. people in Boracay.
target audience. 2.  Facts are those things that 5. As Mayor, my top
7. A presidential candidate have occurred. priority will be improving
running for office develops a However, unsupported education. So, my first act
televised commercial in facts are those facts claimed of office will be to cut
which he shakes the hands by an individual or a group of funding for our public
of the local farmers. individuals that have occurred schools.
8. A type of propaganda that but were unable to provide
makes you jump in and enough evidence to support
follow everyone else. their claim.
9. An idea, product, or Example, “People who live in
person associated with the North of Britain are
everyday people and friendlier than those who live in
activities. the South.”
10. A propaganda device 3. An emotional appeal is a
that uses fear to get people method of persuasion that's
respond or moving. designed to create an
emotional response. Emotional
appeals persuade audiences
by arousing the emotions.
They refer to the speaker or
writer’s goal of arousing the
emotions of an audience to
move them to act.
Example, A college student
asks his professor to accept a
late paper: "I've worked all
weekend on this report. I know
that it is past your deadline, but
I have to work full- time while
also attending college."

D. Discussing new concepts The teacher checks The teacher checks The teacher asks the students The teacher asks the
and practicing new skills #1 students’ answers and students’ answers and to do the activity called “321” students to answer the
provides feedback. provides feedback. quiz.
 List 3 things you
 remember from the 1. An organization that
lesson. shows the aftermath of
 Give 2 examples of what the typhoon just before
you learned. asking the people to
 Write 1 question you donate money.
have or something you 2. Students in the higher
are confused about. section are more talented
than students in the lower
section.
3. The cause of poverty is
unemployment.
4. Ms. Kylie Jenner is the
most beautiful woman in
the world.
5. Ray got the highest
grade I English because
he was the teacher’s
favorite.
6. She lost her phone
right after that guy moves
in the next door.
7. A cereal commercial
shows kids enjoying their
snacks with happy
parents.
8. People in Cebu are
more hospitable than
people in Davao.
9. Rose doesn’t want to
eat her meal, but her
mom told her to think of
the starving people who
do not have something to
eat.
10. Trigonometry is the
most difficult subject.
E. Discussing new concepts The teacher checks
and practicing new skills #2 students’ answers. .
 F. Developing mastery (leads to
Formative Assessment 3)

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
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 BY: CHECKED BY: NOTED BY:

JONALYN P. SANTUYO ERNEST MARK M. BELTRAN NOLITO R. ESTILLES

ENGLISH TEACHER ENGLISH COORDINATOR PRINCIPAL 1