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 The learner demonstrates understanding
Teacher of how
MRS. Anglo-American
JOVIEJANE literature and other text types serveLearning
T. SEGUNDO as means of connecting to the
Area world; also how to use
ENGLISH
Content
LESSON Standard ways of analyzing one-act play and different forms of verbals for him/her too skilfully perform in a one-act play.
Teaching Dates and
LOGPerformance The February 13-17, 2023 Quarter
learner skilfully performs in one-act play through
Time utilizing
(3:00-4:00 PM) effective verbal and non-verbal strategies and ICT resources based onThird the following criteria:
Standard Focus, Voice, Delivery, and Dramatic Conventions.
Learning EN9WC-IIIa-9: Compose EN9LT-IIIa-16: Analyze EN9LT-IIIa-16: Analyze EN9LT-IIIa-16: Analyze EN9G-IIIa-21: Use
Competency/ies forms of literary writing. literature as a means of literature as a means of literature as a means of verbals
EN9LC-IIIi-8.2: Judge the connecting to the world connecting to the world connecting to the world
relevance and worth of EN9LC-IIId-6.5: Provide EN9LC-IIId-6.5: Provide EN9LC-IIId-6.5: Provide
information/ideas appropriate and critical appropriate and critical appropriate and critical
feedback/reaction to a feedback/reaction to a specific feedback/reaction to a
specific context or situation context or situation specific context or situation
II. CONTENT MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Theme: Connecting to the World Theme: Connecting to the World Theme: Connecting to the World Theme: Connecting to the World
Inferno by Dante Alighieri

Theme: Connecting to the World

Sub-Theme: Through Technology Sub-Theme: Through Technology Sub-Theme: Through Technology Sub-Theme: Through Technology Sub-Theme: Through Technology

“The Telephone” : “Sorry, Wrong Number” (A : “Sorry, Wrong Number” (A : “Sorry, Wrong Number” (A Gerund and Its Uses
by Edward Field Radio Play) by Lucille Radio Play) by Lucille Fletcher Radio Play) by Lucille
Fletcher Fletcher
III.LEARNING
RESOURCES
A. References
1.Teacher's Guide pages
2. Learner's Materials pages A Journey through Anglo-American A Journey through Anglo-American A Journey through Anglo-American Literature A Journey through Anglo-American A Journey through Anglo-American
Literature Learner‘s Material for English Literature Learner‘s Material for English Learner‘s Material for English Literature Learner‘s Material for English Literature Learner‘s Material for English
pp. 236-239 pp. 240-253 pp. 240-253 pp. 240-253 pp. 255-257
3. Textbook pages
4.Additional materials from LRMDS K to 12 Curriculum Guide (May 2016) p. 206, K to 12 Curriculum Guide (May 2016) pp. 206- K to 12 Curriculum Guide (May 2016) pp. 206-207 K to 12 Curriculum Guide (May 2016) pp. 206-207 K to 12 Curriculum Guide (May 2016) p. 206
portal
208 207
B. Other Learning Laptop, Monitor, Speaker Laptop, Monitor, Speaker Laptop, Monitor, Speaker Multimedia, Newspaper, Paper and Pen Worksheets, Illustrations
Materials
IV. PROCEDURES
A. Reviewing previous Ask the class: How do you Ask the class: How do you Describe the situation of Mrs Ask the class: Was Mrs. What activities do you
lesson or presenting
the new lesson imagine the world without respond to emergency Stevenson in the radio play. Stevenson able to connect usually do in your everyday
telephone? situations? How willing are you to get help? How? living?
to help others caught in
Form an inventory in your
emergency situations?

B. Establishing
purpose for the lesson
a TASK 1: THE TELEPHONE AND
ITS BEGINNING
1. The students will be asked
to watch a video about the
telephone‘s short history.
2. Have them answer the
Guide Questions:
 Who invented the telephone?
 When was the first phone call?
 How was the first telephone
invented?
C. Presenting
examples/ instances of
Activity: TASK 2: THE
the new lesson TELEPHONE AND ITS
IMPORTANCE
Pair Work:
1. Work with a partner.
2. Interview each other on
what one thinks is the
greatest importance of
a telephone.
3. Write a one-sentence
answer of your partner in
the speech bubble.
D. Discussing new
concepts and practicing
TASK 3: BREAKING
new skills #1 BARRIERS: Listen
carefully as your teacher
Preliminary Activity:
TASK 1: LOOKING UP
How do you respond to an
emergency situation? Whom
do you call for help?
Group Work:
In strips of paper are critical
situations. Present the
situation in a role play
(maximum of 3 minutes) and
focus on depicting your
solution if you will be
confronted with such. (LM, p.
235)
Activity:
TASK 2: MUSIC CORNER
Listen to the song Reach
Out by Take That. Interpret
the message of the song.
Source:
https://www.youtube.com/
watch?v=E8tszVim_dk
TASK 3: TOUCHING YOU,
TOUCHING ME
View the powerpoint slides
to be presented by the
teacher and respond to it by
interpreting the meaning
expressed in the song
―Reach Out‖ by Take That.
(LM, p.236)
TASK 4: LISTENING HUB
Listen to the radio excerpt as
you read along the
TASK 4: LISTENING HUB
Continue on listening to the
radio excerpt as you read along
mind with action words
ending in –ing.
TASK 1: GUESS THE –
ING WORD
Volunteers will be picking a
slip of paper containing an –
ing
word.
S/he will act it out to let
their classmates guess the
action word.
e.g. reading, singing,
dancing, painting
TASK 2: PICTURE
ANALYSIS
Students will be given some
pictures and they will write
on the board what they have
observed in their actions, still
using the –ing.
TASK 3: SPOT THE
DIFFERENCES
Analyse the underlined
 reads the poem, ―The copy of the script in your the copy of the script in your words in Set A and Set B.
Telephone‖ by Edward Learner‘s Material on Learner‘s Material on What can you say
Field. Then, read it with pages 240-251. pages 240-251. about the words ending in -
your partner. (LM in Source: Source: ing in set A? Set B?
English, p.237) https://www.youtube.com/ https://www.youtube.com/
watch?v=_uDmNc8j9gA watch?v=_uDmNc8j9gA

E. Discussing new
concepts and practicing
TASK 4: BONDING TASK 5: COMPREHENSION Link the preliminary
new skills #2 TOGETHER CHECK A. Crossing Difficulties activities about the use of –
Students work in five (5) Give the meaning of the ing in the discussion on what
groups to discuss the underlined words in these is GERUND.
message of the poem. sentences. Choose your
(LM, pp. 238-239) answers from the synonyms in
the box. (LM, p.252)
F. Developing mastery Each group shall present TASK 5: COMPREHENSION
and discuss their output. CHECK B. Tracking of Events
Afterwards, a class Arrange the events according
interaction about the to their occurrence in the play.
output is directed by the Enter your answer in the box.
teacher. (LM, p. 252)
C. Discovering Traits
Describe the characters by
putting traits on the strands.
(LM, p.253)

G. Finding practical TASK 5: PRO’S AND TASK 7: GETTING THE

applications of
concepts and skills in CON’S OF TELEPHONE CHILL
daily living USE Although telephone 1. Think of Filipino horror or
proves to have a lot of suspense movies that you
benefits, there are still have watched and enjoyed.
drawbacks in its use. Use 2. Enter the movie title on the
the diagram to list the first column and
advantages and write on the second column
disadvantages of using a the word to describe their
phone. effect on you: suspenseful,
frightening, horrifying,
terrifying.

H. Making generalizations
and abstractions about the
TASK 6: FUN IN TASK 6: FIRMING UP
lesson ACROSTIC. Now that you Answer the following
have explored the wonders questions. (LM, p. 253)
and downside of a 1. Which parts of the story
telephone and its use, can you find heightened
create an acrostic poem tension and suspense?
 featuring your own version Which is its effect on you?
of ―The Telephone‖. 2. Was Mrs. Stevenson able
to connect to get help? How?
3. Would you be willing
enough to face danger just to
help somebody in trouble?
Explain your answer.

I. Evaluating learning PERFORMANCE TASK #1:

TASK 9: COMMUNITY
INFORMANTS
Group Mission:
1. To create an infographic
informing the public about
local hotlines to contact
during emergency situations;
2. Post or distribute the
infographics to members of
the community (e.g. relatives,
friend, neighbors); and,
3. Provide evidence of
information dissemination by
taking pictures.

J. Additional activities for

application remediation

V. REMARKS
Implemented Implemented Implemented Implemented Implemented

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