GRADES 1 TO 12 School STA.

MARIA EAST INTEGRATED SCHOOL Grade Level 9

Teacher KAREN Q. SORIANO Learning Area ENGLISH
DAILY LESSON Teaching Date and Time MARCH 27-31, 2023 Quarter 3rd
LOG
Monday Tuesday Wednesday Thursday Friday

March 27 March 28 March 29 March 30 March 31

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, exercises, and remedial activities may be done for developing content
knowledge and competencies. These are assessed using Formative Assessment
I. OBJECTIVES
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 The learner demonstrates understanding how to recognize and perform their roles
Standar effectively as a good indicator that they are responsible individuals using even their
ds past experiences to make a difference in their lives.
B. Perform The learner transfers learning by performing the Small Group Differentiated Works
ance (SGDW)
Standar
ds

C. Learnin Describe the Arrange the Give lessons Give lessons Administer Teacher
g role of the sequence learned from learned from made quiz
Compet characters in according to the story of the story of
encies/ the story the Romeo and Romeo and
Objecti occurrence of Juliet Juliet
ves the story

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher Page 9-17
aims to teach in the CG, the content can be tackled in a week or two.
Despite Differences in Point of View
Romeo and Juliet
List the materials to be used in different days. Varied sources of materials sustain
III. LEARNING children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning
promotes concept development.
A. Referen
ces
1.Teacher’s
Guide Pages
2.Learner’s
Materials Pages
3.Textbook
Pages
4.Additional Quarter 3 Quarter 3 Quarter 3 Quarter 3
Materials from Module 5 Module 5 Module 5 Module 5
Learning pages 1-10 pages 1-10 pages 1-10 pages 1-10
Resource Portal
tiB. Other
Learning
Resources
IV.
PROCEDURES
A. Reviewing Ask: Ask:
previous Who is Who is
lesson or William William
presenting Shakespeare? Shakespeare?
the new What is he What is he
lesson known for? known for?
Inform the Inform the Ask: Ask:
students that students that What do you What do you
they are going they are going think is the think is the
motive of Lord motive of Lord
to watch a to watch a
Capulet in Capulet in
video lesson video lesson marrying his marrying his
on the on the daughter to daughter to
B. Establishing
characters of characters of Paris despite Paris despite
a purpose
for the Romeo and Romeo and Juliet’s young Juliet’s young
lesson Juliet. Juliet. age? age?

Ask the Ask the

students to students to
take notes take notes
throughout the
throughout the
video.
video.

Let them Let them

C. Presenting answer answer
examples/ What I Know What I Know
instances of Who am I Who am I
the new Identify whose Identify whose
lesson lines are lines are
these? these?
D. Discussing Silent Reading Silent Reading The students The students
new will be divided will be divided
 of the of the into 4 groups. into 4 groups.
summary summary They will be They will be
asked to asked to
concepts Romeo and Romeo and
choose a choose a
and Juliet Juliet scene and scene and
practicing
make a skit make a skit
new skills #1
based on the based on the
chosen scene. chosen
scene.
E. Discussing Background of Background of
new the author the author
concepts
will be will be
and
practicing presented presented
new skills #2
Let them Let them With the same With the same
answer: answer: groupings, groupings,
What’s More What’s More they will be they will be
Arrange the Arrange the asked to make asked to make
F. Developing sequence of sequence of a short film a short film
Mastery the following the following wherein they wherein they
events by events by will create a will create a
writing 1-5 writing 1-5 different different
ending of the ending of the
story story
G. Finding
Practical
applications
of concepts
and skills in
daily living
Let them Let them Let them use Let them use
answer what I answer what I figures of figures of
have learned have learned speech in their speech in their
H. Making Write 3 Write 3 dialogue in the dialogue in the
Generalizati sentences that sentences that short film short film
ons and you have you have
abstractions learned from learned from
about the the story of the story of
lesson Romeo and Romeo and
Juliet Juliet

Answer the Answer the Their output Their output

I. Evaluating
will be judged will be judged
Learning following following using the using the
 questions:
questions:
If you will be
given a chance to If you will be criteria: criteria:
be Romeo or given a chance to Delivery and Delivery and
Juliet, are you be Romeo or Story Outline Story Outline
going to do the Juliet, are you 20% 20%
going to do the Visual and Visual and
same decision Sound Effects Sound Effects
same decision
marrying the man marrying the man 30% 30%
of your love even of your love even Creativity 50% Creativity 50%
if he is the enemy if he is the enemy
of your family? of your family?

J. Additional
Activities for
application
or
remediation

V. REMARKS _____ Lesson was carried. Move _____ Lesson was carried. Move _____ Lesson was carried. Move _____ Lesson was carried. Move
on to the next learning on to the next learning on to the next learning on to the next learning
competency competency competency competency

_____Lesson was not carried. _____Lesson was not carried. _____Lesson was not carried. _____Lesson was not carried.
Lesson will continue tomorrow Lesson will continue tomorrow Lesson will continue tomorrow Lesson will continue tomorrow
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the 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% on
the formative assessment. _______out of 47 learners earned 80% and above on the formative assessment in Grade 9 – BONIFACIO
_______out of 49 learners earned 80% and above on the formative assessment in Grade 9 – DEL PILAR
_______out of 46 learners earned 80% and above on the formative assessment in Grade 9 – JACINTO
_______out of 47 learners earned 80% and above on the formative assessment in Grade 9 – LUNA
_______out of 49 learners earned 80% and above on the formative assessment in Grade 9 – MALVAR
_______out of 46 learners earned 80% and above on the formative assessment in Grade 9 – RIZAL

B. No. of learners who require additional _______ learners in Grade 9 - BONIFACIO

activities for remediation.
_______ learners in Grade 9 – DEL PILAR
_______ learners in Grade 9 - JACINTO
_______ learners in Grade 9 – LUNA
_______ learners in Grade 9 - MALVAR
_______ learners in Grade 9 -RIZAL
who took the 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?
_______ learners in Grade 10 – BONIFACIO
_______ learners in Grade 10 – DEL PILAR
_______ learners in Grade 10 – JACINTO
_______ learners in Grade 10 – LUNA
_______ learners in Grade 10 – MALVAR
_______ learners in Grade 10 – RIZAL
who passed the remediation
_______ learners in Grade 10 – BONIFACIO
_______ learners in Grade 10 – DEL PILAR
_______ learners in Grade 10 – JACINTO
_______ learners in Grade 10 – LUNA
_______ learners in Grade 10 – MALVAR
_______ learners in Grade 10 – RIZAL
who will continue the remediation
_____Brainstorming:
Students are grouped to come up with ideas by having a discussion that includes all members of the group.
_____Think-alouds
Using explicit explanations of the steps of problem solving through teacher modeling metacognitive thought.
_____Model-lead-test strategy instruction (MLT):
3 stage process for teaching students to independently use learning strategies:
1) teacher models correct use of strategy;
2) teacher leads students to practice correct use;
3) teacher tests’ students’ independent use of it.
_____Graphic organizers: visual displays to organize information into things like trees, flowcharts, webs, etc.
Other Techniques and Strategies used:
___ Repitition ____English Gam _____Manipulative Tools _____Pair Work
___ Group collaboration ____ Carousel _____ Diads _____ Differentiated Instruction
___ Explicit Teaching _____Discovery Method _____ Lecture Method
Why?
___Complete IMs ___ Availability of Material ___ Students’ eagerness to learn
___ Group collaboration/cooperation in doing their task ___ Audio Visual Presentation of the lesson
_____ Bullying among pupils _____ Students’ behavior/attitude _____ Colorful Ims
_____Additional Clerical works ______ Unavailable Technology Equipment (AVR/LCD) ____ Computer/ Internet Lab
Planned Innovations:
____Contextualized/Localized and Indigenized IM’s
____ Localized Videos
____ Making big books from views of the locality
 ____ Recycling of plastics to be used as Instructional Materials
____ local poetical composition

Prepared by:

KAREN Q. SORIANO Checked:

Teacher I MARK ANTHONY E. EVANGELISTA Approved:
Head Teacher I
JOSIE M. MACARAEG, EdD
Principal IV