Republic of the Philippines

Department of Education
REGION I
Pangasinan Schools Division Office II

Daily Lesson Log

S.Y. 2022-2023
School MALICO NATIONAL HIGH SCHOOL Grade IX
I. OBJECTIVES
Level
DAILY TheTeacher
learner demonstrates understanding ofMRS.
how Anglo-American literature and other text types serve as means
JOVIEJANE T. SEGUNDO of Area
Learning connecting to the world;
ENGLISHalso how to use ways
Content
LESSON of analyzing one-act play and different forms of verbals for him/her too skillfully perform in a one-act play.
Standard
LOG
Teaching Dates and March 13-17, 2023 Quarter
Time skilfully performs in one-act play through(3:00-4:00
Performance The learner utilizing effective verbal and non-verbal strategies and
Third
ICT resources based on the following criteria: Focus,
PM)
Standard Voice, Delivery, and Dramatic Conventions.
Learning • Evaluate student
Competency/ ies EN9LT-IIIe-20.2: EN9G-IIIe-21: EN9G-IIIe-21: EN9F-IIIb-3.11: Produce learning at the end of an
Explain the literary devices Use verbals. Use verbals. the English sounds correctly instructional unit;
used. and effectively when • record the level of
delivering lines in a one-act knowledge about the given
play. topic or topics.
II. MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
CONTENT Theme: Connecting to the World Theme: Connecting to the World Theme: Connecting to the World Theme: Connecting to the World Theme: Connecting to the World
Sub-Theme: Despite Differences in Sub-Theme: Despite Differences Sub-Theme: Despite Differences in Sub-Theme: Despite Differences in Sub-Theme: Despite Differences in
Points of View in Points of View Points of View Points of View Points of View
Literary Devices:
Simile, Foreshadowing, Rhyme,
: Infinitives : Infinitives : Stress Patterns Evaluation for Lesson 3
Repetition, Oxymoron, Metaphors
III.LEARNING
RESOURCES
A. References
1.Teacher's Guide pages
2. Learner's Materials
pages
A Journey through Anglo-American Literature A Journey through Anglo-American A Journey through Anglo-American Literature A Journey through Anglo-American A Journey through Anglo-American
Learner‘s Material for English Literature Learner‘s Material for English Learner‘s Material for English pp. 295-296 Literature Learner‘s Material for English pp. Literature Learner‘s Material for English
pp. 293-295 pp. 295-296 295-296 pp. 293-295
3. Textbook pages
4.Additional materials from
LRMDS portal
B. Other Learning Multimedia Worksheets , Metacards
Materials
IV. PROCEDURES

A. Reviewing
previous lesson or
Compare and contrast SIMILE and Why do we do something? What is infinitive? Have the class identify the Explain the importance of
METAPHOR. infinitives used in the stanza producing proper stress
presenting
the new lesson In this lesson, you will have and tell how it was used. patterns.
to explain why you do
 things and complete the
phrases by using a
particular grammatical
construct.
B. Establishing a TASK 1: COMPLETE ME
purpose for the
lesson BOARD GAME
Draw a dice and complete
the phrases on the board.
C. Presenting
examples/
instances of the TASK 2: DEFINE ITS
new lesson PURPOSE!
Split class into teams. Each
team has 30 seconds to
describe the purpose of the
objects on the cards.
D. Discussing TASK 4: WRITE ON! TASK 8 Language in Use
new concepts and Infinitives at Work
practicing new Try writing your own sample
skills #1 statements using the
literary device prescribed in Infinitives are the “to” form
of the verb. The infinitive
each item to make
them more interesting. form of “learn” is “to learn.”
To strike him dead, I hold it
not a sin.
To scorn at our solemnity
this night.
To be a virtuous and well
governed youth.
To smooth the rough touch
with tender kiss
Produce the following
words without causing any
confusion:
dessert/desert foreign/for
rain his story/history
 Were you able to do
it? What makes it
easy/difficult?
Have the students watch a
short video on the prosodic
features of speech. Give a
brief lecture about these
prosodic features in
 English. Emphasize the
On the left box is the You can also use an use and importance of
original statement. Write the infinitive as the subject, the stress in speaking.
improved statement on the right complement, or the object
box. of a sentence.
E. Discussing new TASK 3: INFINITIVES AT Have the students group
concepts and
practicing new WORK themselves into five and
skills #2 A. Read the following linesperform the group
from the play ―Romeo differentiated activity.
and Juliet” and Group 1 Matching Opposites
underline the infinitives.
Group 2 Variations
B. Match the Group 3 Sentence Matching
sentences
halves 1-6 a-f to make Group 4 Sequencing
complete sentences. sentences
Group 5 Sentence
Construction
F. Developing TASK 5: COLLABORATIVE TASK 4: TRY THIS! Lead the students in proper
mastery WRITING
Read the following lines and
pronunciation and
The class will be divided into six
(6) groups. Each group will be identify the use of the infinitives stressing.
assigned to one literary device in each sentence.
discussed. The group is to come up
with five examples for the literary TASK 5: FIT AND RIGHT
device assigned to them. Outputs Write the infinitive in each
will be written in a manila paper.
sentence. Then beside each
write ADJ if it is used as an
adjective and ADV if it is
used as an adverb.
G. Finding
practical
applications of
concepts and
skills in daily
living

H. Making TASK 3: IN THE KNOW

generalizations and
abstractions about The meaning of the different literary
the lesson
devices encountered in the puzzle
will be revealed. Find out which
statement in Task 2 fall under each
literary device.
Place the statements on the
wooden board provided for the
sample under each type of
 literary device. (LM, pp. 293-295)

I. Evaluating TASK 6: CHECKPOINT WRITTEN

learning
Identify the literary device used in PERFORMANCE:
the following lines lifted from Answer the teacher-made
Romeo and Juliet. Write SIM for test/quiz.
simile, MET for metaphor, OXY for
oxymoron, REP for repetition, RHY
for rhyme, and FOR for
foreshadowing. (LM, p. 296)
J. Additional activities
for application
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 this work?
F. What difficulties
did my principal or
supervisor can help
me solve?
G. What innovation
or localized
materials did I
use/discover that I
wish to share with
other teachers?

Prepared by: Noted by:

JOVIEJANE T. SEGUNDO JOSEPHINE A. DAQUIGAN

Teacher III OIC, Office of the Principal