School ESNCHS Grade Level 9

Teacher Roessi Mae A. Arat Learning Area English

GRADE 7-12 Teaching Dates and Time February 13-16, 2023 Quarter 3
DAILY Aguho 7:30-8:30
LESSON LOG Gemelina 1:00-2:00
Narra 2:00-3:00

Session 1 Session2 Session3 Session 4

I. OBJECTIVES
February 13 February 14 February 15 February 16
A. Grade Level Standard The learner demonstrates communicative competence through his/ her understanding of British-American Literature, including Philippine Literature and
other texts types for a deeper appreciation of Philippine Culture and those of other countries.

B. Learning Competencies / Differentiate biases from prejudices Differentiate biases from prejudices Differentiate biases from prejudices Differentiate biases from
Objectives EN9LC-IVf-13.3 EN9LC-IVf-13.3 EN9LC-IVf-13. prejudices
(Write the LC code for each) After going through different activities, After finishing the first activities in lesson 1, After going through different EN9LC-IVf-13.
students are expected to: students are expected to: activities, students are expected to:
✓ make judgment based on given  portray scenarios showing biases and  identify the types of biases and
scenarios; prejudices that can be observed in real prejudices;
✓ differentiate biases from prejudices – life situations;  show understanding on the
through examples;  show understanding on the importance different types of biases and
✓ weigh information to make decisions; of showing sensitivity to other people; prejudices through examples ;
and and and
✓ supply correct answers to given  compose a personal prayer for people  weigh information to make
exercises. who have been prejudged, have been decisions.
discriminated and have experienced
biases in life.
II. CONTENT Biases VS Prejudices Biases VS Prejudices Biases VS Prejudices Biases VS Prejudices
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages SLM pages 1-14
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources https://www.studocu.com/ph/document/dmc-college- https://www.slideshare.net/
foundation/anatomy-and-physiology/detailed-lesson-in-
AndreiBana1/english-lp-bias-and-
language/15857332
prejudice-grade-9docx

IV. PROCEDURE
A. Reviewing previous Have a pretest. Differentiate a bias from a prejudice. Give Conduct of Summative
lesson or presenting a new Determine whether the given scenario situations that show bias or prejudice. Test on Biases VS
lesson shows bias or prejudice. Write the word Prejudices
bias or prejudice on the space provided
before each item.
B. Establishing a purpose for At your age, you are already very
the lesson familiar with the adage “No Man Is an
Island.” Aren’t you? We have learned to
live not only on our own but also with
the presence and help of other people.
As we interact others, some
circumstances are not always warm and
accommodating. They are sometimes
accompanied by rejections and
discrimination. Sensitivity towards other
people’s feelings and situations is a huge
factor that will lead us to live in a world
where equality reigns.
C. Presenting Show a logo, “BAWAL ang Introduce the types of biases and Conduct of Summative
examples/instances of the JUDGMENTAL”. prejudices. Test on Biases VS
new lesson What comes to your mind when you see Prejudices
this logo?
D. Discussing new concepts Discuss the difference between a bias Discuss the types of biases and
and practicing new skills # 1 from a prejudice. Give examples for prejudices with examples.
each.
E. Discussing new concepts Pictures will be shown. Identify if the
and practicing new skills # 2 picture shows bias or prejudice.
Students have to explain their answers.
F. Developing mastery Study and evaluate whether the given The class will be divided into four groups. Identify the type of bias or Conduct of Summative
(leads to Formative scenarios contain biases and prejudices. Each group has a task to accomplish. prejudice present in the situation. Test on Biases VS
Assessment 3) Students have to explain their answers. Presentation will follow. (20 minutes) Prejudices
G. Finding practical Write one act (per item) that you would Think -Pair -Share: We will have another Think of a situation in your
application of concepts and take in order to avoid biases and activity. This time, you will do it in pairs. I community or in school that is an
skills in daily living prejudices in this pandemic time want you to discuss and share some of the example of any type of bias or
especially to people who are Out of biases and prejudices that you have prejudice. How can that situation be
School Youth, unemployed, online observed in your community. Provide a avoided?
sellers, and affiliated to a different possible solution on how to avoid and fight
religious sect. these common occurrences and think about
the result of your solutions.
H. Making generalizations Using a Fish Bone graphic organizer, in Reflect on the things that we have discussed What are the types of bias and Conduct of Summative
and abstraction about the your own words and understanding, today and complete the following phrases: prejudice? Test on Biases VS
lesson differentiate biases from prejudices. I learned that… Prejudices
I noticed that…
 I was surprised when…
I was upset when…
I was happy when…
I discovered that sensitivity towards others
is important
because…..
I. Evaluating learning Do activities 1 and 2 on pages 10-11 of Compose a personal prayer for people who Identify whether the statement for Conduct of Summative
the SLM. have been prejudged, have been each item shows bias or prejudice. Test on Biases VS
discriminated and have experienced biases Then, determine its type. Prejudices
in life.
(Rubric will be used to rate.)
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 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 strategies
worked well? Why did this
work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did used
which I wish to share with
other teachers?

Prepared by: Reviewed:

ROESSI MAE A. ARAT HAZEL B. MENESES
Subject Teacher Principal IV

School ESNCHS Grade Level 9

Teacher Roessi Mae A. Arat Learning Area English
GRADE 7-12 Teaching Dates and Time January 9-12, 2023 Quarter 2
DAILY Aguho 7:30-8:30
LESSON LOG Gemelina 1:00-2:00
Narra 2:00-3:00

Session 1 Session2 Session3 Session 4

I. OBJECTIVES
January 9 January 10 January 11 January 12
A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also ho to use
processing, assessing, summarizing information, word derivation an 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 a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice,
Delivery, Facial Expressions, Body Movements/Gestures and Audience Contact.
C. Learning Competencies / Analyze Literature as a means Analyze Literature as a means Analyze Literature as a means of Analyze Literature as a means of understanding unchanging values
Objectives of understanding unchanging of understanding unchanging understanding unchanging values in the VUCA world
(Write the LC code for each) values in the VUCA world values in the VUCA world in the VUCA world
II. CONTENT Psalm of Life Road Not Taken “I Think Continually The Seven Ages of Man
of Those Who Were
Truly Great”
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages SLM pages 1-12 SLM pages 1-8 SLM pages 1-10 A Journey Through Anglo-American Literature
Pages 9-10
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources https://www.poetryfoundation.org/ https:// https://bit.ly/3DTcuDu https://nosweatshakespeare.com/quotes/famous/seven-ages-of-man/
poems/44644/a-psalm-of-life www.poetryfoundation.org/
poems/44272/the-road-not-taken
IV. PROCEDURE
A. Reviewing previous Who was Richard Cory? What was the message of What did you realize about Who do we consider truly great?
lesson or presenting a new the poem Psalm of Life? life after knowing the message
lesson of the poem, The Psalm of
Life?
B. Establishing a purpose for Who do you consider great? Have the students write about a memorable moment (such as
the lesson moving, transitioning into high school, going on a first date,
etc.) in their life. How old were they? What were their
actions and reactions to this moment? How and why did this
moment affect/change your life? The teacher could provide
an example to model what the students are to do.
C. Presenting How do you look at life? Have you encountered a Today, you will be a reading Invite a few students to share what they wrote. Ask the class
examples/instances of the situation in which you had and analyzing a poem written to respond to the following question: If you were to live for
new lesson to make a choice? by one of the famous writers seventy years, what kinds of stages (moments of transition,
in American Literature. This moments of change) would you encounter in your lifetime?
poem has made great impact How many stages could you have?
on what it takes to be truly
great.
D. Discussing new concepts Read the poem Psalm of Get to know the author, Read the poem. During the discussion, have a scribe write down the
and practicing new skills # 1 Life. Robert Frost. First reading: one student responses on the board
First Reading: one student Unlock vocabulary Second reading: in chorus
Second Reading: in chorus
E. Discussing new concepts Discuss the message of the Read the poem. Discuss the message of the Display or hand out copies of the soliloquy divided into
and practicing new skills # 2 poem. First reading: one student poem. seven parts, and divide the class into seven groups (between
Second reading: in chorus three and five students per group). Explain that Shakespeare
discussed seven stages that men and women encounter in
their lifetimes. Not yet knowing how Shakespeare divided
up the seven ages of man, have each group only read the
passage that they were given and decide upon its meaning/
stage in life. Out of the seven stages described by
Shakespeare, what number is their stage? How do they
justify their decision?
F. Developing mastery (leads Answer comprehension Answer comprehension Answer the comprehension Have each group explain to the rest of the class what stage of
to Formative Assessment 3) questions about the poem. questions about the poem. questions about the poem. man their passage describes. Someone can make a tally on
the board to show the stage that is chosen by each group.
 Next, bring out the calendar and go through the various
stages and the images that reflect the stages of man outlined
in the soliloquy. Did groups guess the right stage? What was
their thinking behind their guess?
G. Finding practical Write on your journal the Have you encountered a Explain the line below: It is now time to show some creativity and interpretation of
application of concepts and steps you will take to fulfill situation in which you had the text. Have each group create a “sculpture” or frozen
skills in daily living your dreams. What will you to make a choice? Nature pays tribute to persons scene from the members of their group to represent the stage
do if these dreams won’t be of valor. of man that is being discussed in their passage. It should not
realized? be the exact same image that is shown on the calendar. If
they need assistance with definitions of the words used in the
text, have a computer or dictionary available for research.
Everyone will present their sculpture/scene for the class, and
those in the audience will decide what stage of man is being
represented. What words did they have to look up? What did
they discover?
H. Making generalizations Reflection: Reflection: Who do you consider truly great Bring the concept of the seven ages of man into modern
and abstraction about the I realized that I realized that according to the poem? times by asking a couple of questions—What are the seven
lesson _______________. _______________. “ages” of a high school student? What seven “roles” do they
play? What are seven “players” in high school?
I. Evaluating learning Do Activity 2 Individual Do Activity 2 Individual Create a graphic organizer of The teacher will assess the students’ understanding of the
Task pages 7-8. Task page 7. the people you consider great. outlined objective by evaluating how groups interpret
Explain your answer meaning of the text through discussion, performance of their
sculpture/scene, and through their writing assignment of a
soliloquy/speech/poem.
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 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 strategies
 worked well? Why did this
work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did used
which I wish to share with
other teachers?
Prepared by: Reviewed:

ROESSI MAE A. ARAT HAZEL B. MENESES

Subject Teacher Principal IV
School ESNCHS Grade Level 9
Teacher Roessi Mae A. Arat Learning English
GRADE 7-12 Area
DAILY Teaching Dates and Time January 16-19, 2023 Quarter 2
LESSON LOG Aguho 7:30-8:30
Gemelina 1:00-2:00
Narra 2:00-3:00
Session 1 Session2 Session3 Session 4
I. OBJECTIVES
January 16 January 17 January 18 January 19
A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also ho to use processing,
assessing, summarizing information, word derivation an 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 a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice,
Delivery, Facial Expressions, Body Movements/Gestures and Audience Contact.
C. Learning Analyze Literature as a means Analyze Literature as a means of Analyze Literature as a means of understanding unchanging values in Analyze Literature as a means of
Competencies / of understanding unchanging understanding unchanging values the VUCA world understanding unchanging
Objectives values in the VUCA world in the VUCA world values in the VUCA world
(Write the LC code for
each)
II. CONTENT Road Not Taken “I Think Continually The Seven Ages of Man If
of Those Who Were
Truly Great”
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material SLM pages 1-8 SLM pages 1-10 A Journey Through Anglo-American Literature A Journey Through Anglo-
Pages Pages 9-10 American Literature
 Pages 105-107
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning https:// https://bit.ly/3DTcuDu https://nosweatshakespeare.com/quotes/famous/seven-ages-of-man/ https://www.poetryfoundation.org/
www.poetryfoundation.org/ poems/46473/if---
Resources poems/44272/the-road-not-taken
IV. PROCEDURE
A. Reviewing previous What was the message of What did you realize about life Who do we consider truly great? What are the seven ages of
lesson or presenting a the poem Psalm of Life? after knowing the message of man?
new lesson the poem, The Psalm of Life?
B. Establishing a purpose Who do you consider great? Have the students write about a memorable moment (such as Share your thoughts about
for the lesson moving, transitioning into high school, going on a first date, the quotation:
etc.) in their life. How old were they? What were their actions “React positively to life by
and reactions to this moment? How and why did this moment looking for ways to make
affect/change your life? The teacher could provide an example your life better f not the
to model what the students are to do. best.”
C. Presenting Have you encountered a Today, you will be a reading Invite a few students to share what they wrote. Ask the class to Find out how the poem will
examples/instances of the situation in which you had and analyzing a poem written respond to the following question: If you were to live for help you achieve more
new lesson to make a choice? by one of the famous writers in seventy years, what kinds of stages (moments of transition, insights on how to make life
American Literature. This moments of change) would you encounter in your lifetime? better f not the best.
poem has made great impact How many stages could you have?
on what it takes to be truly
great.
D. Discussing new Get to know the author, Read the poem. During the discussion, have a scribe write down the responses Unlock unfamiliar words
concepts and practicing Robert Frost. First reading: one student on the board then introduce the author.
new skills # 1 Unlock vocabulary Second reading: in chorus
E. Discussing new Read the poem. Discuss the message of the Display or hand out copies of the soliloquy divided into seven Discuss what the poem is all
concepts and practicing First reading: one student poem. parts, and divide the class into seven groups (between three and about. Answer
new skills # 2 Second reading: in chorus five students per group). Explain that Shakespeare discussed comprehension questions.
seven stages that men and women encounter in their lifetimes.
Not yet knowing how Shakespeare divided up the seven ages
of man, have each group only read the passage that they were
given and decide upon its meaning/ stage in life. Out of the
seven stages described by Shakespeare, what number is their
stage? How do they justify their decision?
F. Developing mastery Answer comprehension Answer the comprehension Have each group explain to the rest of the class what stage of Group the class into four.
(leads to Formative questions about the poem. questions about the poem. man their passage describes. Someone can make a tally on the Each group will have to be
Assessment 3) board to show the stage that is chosen by each group. Next, given a task. Textbook pages
bring out the calendar and go through the various stages and 107-109
the images that reflect the stages of man outlined in the
soliloquy. Did groups guess the right stage? What was their
thinking behind their guess?
G. Finding practical Have you encountered a Explain the line below: It is now time to show some creativity and interpretation of the Which part makes you think
application of concepts situation in which you had text. Have each group create a “sculpture” or frozen scene from of someone or something n
and skills in daily living to make a choice? Nature pays tribute to persons the members of their group to represent the stage of man that is real life? Why?
of valor. being discussed in their passage. It should not be the exact
same image that is shown on the calendar. If they need
assistance with definitions of the words used in the text, have a
computer or dictionary available for research. Everyone will
present their sculpture/scene for the class, and those in the
audience will decide what stage of man is being represented.
What words did they have to look up? What did they discover?
H. Making Reflection: Who do you consider truly Bring the concept of the seven ages of man into modern times What did you learn from the
generalizations and I realized that great according to the poem? by asking a couple of questions—What are the seven “ages” of poem? How will it help you
abstraction about the _______________. a high school student? What seven “roles” do they play? What become a better person?
lesson are seven “players” in high school?
I. Evaluating learning Do Activity 2 Individual Create a graphic organizer of The teacher will assess the students’ understanding of the The teacher will assess the
Task page 7. the people you consider great. outlined objective by evaluating how groups interpret meaning students’ understanding
Explain your answer of the text through discussion, performance of their
sculpture/scene, and through their writing assignment of a
soliloquy/speech/poem.
J. Additional activities for The teacher will assess the
application or students’ understanding
remediation based on the group activity.
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 strategies
worked well? Why did
this work?
F. What difficulties did I
 encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
used which I wish to
share with other teachers?
Prepared by: Reviewed:

ROESSI MAE A. ARAT HAZEL B. MENESES

Subject Teacher Principal IV

School ESNCHS Grade Level 9

Teacher Roessi Mae A. Arat Learning English
GRADE 7-12 Area
DAILY Teaching Dates and Time January 23-26, 2023 Quarter 2
LESSON LOG Aguho 7:30-8:30
Gemelina 1:00-2:00
Narra 2:00-3:00
Session 1 Session2 Session3 Session 4
I. OBJECTIVES
January 23 January 24 January 25 January 26-27
A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also ho to use processing,
assessing, summarizing information, word derivation an 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 a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice,
Delivery, Facial Expressions, Body Movements/Gestures and Audience Contact.
C. Learning Make connections between texts to Make connections between texts to Make connections between texts to particular Make connections between texts to
Competencies / particular social issues particular social issues social issues particular social issues
Objectives Analyze Literature as a means of Analyze Literature as a means of Analyze Literature as a means of Analyze Literature as a means of
(Write the LC code for understanding unchanging values in the understanding unchanging values in the understanding unchanging values in the understanding unchanging values in the
each) VUCA world VUCA world VUCA world VUCA world
II. CONTENT Summative Test Review Review 2nd Quarter Exam
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous Conduct of Summative Test Students were given worksheets to Students were given worksheets to answer Conduct of 2nd Quarter Exam
lesson or presenting a answer for review for review
new lesson
B. Establishing a purpose
for the lesson
C. Presenting Conduct of Summative Test Students were given worksheets for Students were given worksheets to answer Conduct of 2nd Quarter Exam
examples/instances of the review for review
new lesson
D. Discussing new
concepts and practicing
new skills # 1
E. Discussing new
concepts and practicing
new skills # 2
F. Developing mastery Conduct of Summative Test Students were given worksheets to Students were given worksheets to answer Conduct of 2nd Quarter Exam
(leads to Formative answer for review for review
Assessment 3)
G. Finding practical
application of concepts
and skills in daily living
H. Making Conduct of Summative Test Students were given worksheets to Students were given worksheets to answer Conduct of 2nd Quarter Exam
generalizations and answer for review for review
abstraction about the
lesson
I. Evaluating learning
J. Additional activities for Conduct of Summative Test Students were given worksheets to Students were given worksheets to answer Conduct of 2nd Quarter Exam
application or answer for review for review
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
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 strategies
worked well? Why did
this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
used which I wish to
share with other teachers?

Prepared by: Reviewed:

ROESSI MAE A. ARAT HAZEL B. MENESES

Subject Teacher Principal IV