School Malanday National High School Grade Level GRADE 9

DAILY LESSON LOG Teacher ELENA C. MARTILLANA Learning Area ENGLISH

Teaching Dates and Time November 7-11, 2022 Quarter SECOND

DAYS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES November 7, 2022 November 8, 2022 November 9, 2022 November 10, 2022 November 11, 2022

A. Grade Level The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of determining
Standards word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.

B.
Most Learning NO TEACHING SCHEDULE
Make connections between text to particular social issues, concerns, or dispositions in real life
Competencies
(MELCS)
ENG9LT-IIb-15: Analyze
ENG9LT-IIb-15: Analyze literature
literature as a means of valuing
as a means of valuing people and
people and their various
their various circumstances in life ENG9RC-Ig-17: Make a ENG9RC-Ig-17: Make a
circumstances in life
C. Sub Skills connection between the present connection between the present
ENG9RC-Ig-17: Make a connection text and previously read text text and previously read text
ENG9RC-Ig-17: Make a
between the present text and
connection between the present
previously read text
text and previously read text
 Homeroom Class MAKING CONNECTIONS
 Checking and WITH THE TEXT QUIZ
II. CONTENT recording of outputs
MAKING CONNECTIONS WITH MAKING CONNECTIONS WITH
(Continuation) (MAKING CONNECTIONS
THE TEXT THE TEXT (Story of Fabio)
 Submitting DLL Three Types of Text WITH THE TEXT)
 Lesson Preparations Connections
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material Quarter 2 English Learner Module Quarter 2 English Learner Module
pages 6-11 pages 6-11
pages
3. Textbook pages A Journey Through Anglo- American
Literature, pp. 120-122
4. Additional Materials https://englishteststore.net/index.php? https://englishteststore.net/
https://englishteststore.net/index.php?
option=com_content&view=article&i index.php?
from Learning option=com_content&view=article&id=13
d=1317:english-grade-9-reading-test- option=com_content&view=article
Resources 17:english-grade-9-reading-test-
003&catid=233&Itemid=201 &id=1317:english-grade-9-reading-
003&catid=233&Itemid=201
test-003&catid=233&Itemid=201
B. Other Learning
Resources
IV.PROCEDURES
A. Reviewing previous
lesson or presenting the The teacher conducts 10-minute Reading The teacher conducts 10-minute The teacher conducts 10-minute
Comprehension Quiz Reading Comprehension Quiz Reading Comprehension Quiz
new lesson
Recall of the previous lessons and the Recall of the previous lesson Recall of the previous lesson Review of the past lesson and
topics they remembered and learned in the performance task proper
First Quarter.
 B. Establishing a purpose for We forge lasting relationships when we We forge lasting relationships when We forge lasting relationships
the lesson think and recognize how great they are we think and recognize how great they when we think and recognize how
instead of thinking about their are instead of thinking about their great they are instead of thinking The teacher monitors the attendance
weaknesses. weaknesses. about their weaknesses. of the students.

But what is the meaning of “greatness”?
C. Presenting The teacher will post pictures
examples/instances of of a certain people. Students
will identify its names as they
the new lesson unscramble the letters.
D. The students will view a short video clip
Discussing new concepts of Mr. Bean’s Adventures and afterwards
they will listen to a song entitled Auld
and practicing new skills Lang Syne with English translation and
#1 lyrics posted.
The students will be asked the following
questions:
 When is Auld Lang Syne
usually sung?
 Who is being referred to in the
song?
 What makes the persona’s
friends unforgettable?
 What experiences have they
gone through?
Why do Filipinos love to sing this song
during New Year’s Celebration?
E. The students then will read the next poem
Discussing new concepts I Think Continually of Those Who Were
Truly Great by Stephen Sender as a
and practicing new skills preparation for the group activity.
#2
 What distinct quality of those
who are great does the persona
mention in the poem?
 Based on the 2nd stanza, what
should not be forgotten?
 What legacy do great people
leave behind them?
What are the distinguished features on two
texts?
The teacher will then ask the students to
go to their groups.
But what is the meaning of
“greatness”?
The students will answer ACTIVITY
1: Connect the Events to your Life
(Story of Fabio)
QUESTIONS TO PONDER:
1. What was the dream of Fabio?
2. What was the connection of Fabio’s
dream to his real life?
3. What characteristic do you think
Fabio has?
4. How can you relate the events of
the story to your life as a student?
5. What do you think will happen to
Fabio in his work?
The teacher will present the different
types of text connections.
Text-to-Text
Text-to-World
Text-to-Self
The students will answer activity 1
from page 9, Making Connections.
But what is the meaning of
“greatness”?
She requests the students to prepare
for the administration of quiz.
The students will answer
ACTIVITY 1: Connect the Events
to your Life (Story of Fabio)
QUESTIONS TO PONDER:
1. What was the dream of Fabio?
2. What was the connection of
Fabio’s dream to his real life?
3. What characteristic do you think
Fabio has?
4. How can you relate the events of
the story to your life as a student?
5. What do you think will happen
to Fabio in his work?
The teacher will present the
different types of text connections.
Text-to-Text
Text-to-World
Text-to-Self
The students will answer activity 1
from page 9, Making Connections.

The teacher will present a sample

F. infographic about the life of Ninoy
Developing Mastery Aquino.

What are the traits of those who were truly

great according to Stephen Spender? Look
for a person in the Philippines or in your
community who has these qualities.
G. Finding practical Create a simple infographic about the QUIZ PROPER
application of concepts and skills in Filipino great person they have chosen.
daily living Notes:
At least four accurate facts are displayed
in the infographic.
Attractive in terms of design, layout and

G. Making generalization
and abstraction about
the lesson
I. Evaluating Learning
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners who learned
80% in the evaluation
B. No. of Learners who require
additional activities for
remediation
C. Did the remedial lesson
works? No. of Learner’s who
have caught up with the
lesson
D. No. of Learner’s who
continue to require
remediation
E. Which of the learning
strategies worked well? Why
did these work?
neatness
No grammatical mistakes
Capitalization and punctuation are correct
throughout the infographic.
The teacher selects some students to share
their output to the class.
After the presentation of outputs: The
teacher will ask the importance of the two
texts.
The infographic will be graded by a
rubric.
9-MABINI_____
9-MABINI_____
YES/NO
9-MABINI_____
9-MABINI_____
Strategies used that work well:
• ___Metacognitive Development:
Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.
• ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
• ___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.
• ___Contextualization:
• Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
Answer Assessment part, page 11
9-MABINI_____
9-MABINI_____
YES/NO
9-MABINI_____
9-MABINI_____
Strategies used that work well:
• ___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
• ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
• ___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
• ___Contextualization:
• Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
Answer Assessment part, page 11
9-MABINI_____
9-MABINI_____
YES/NO
9-MABINI_____
9-MABINI_____
Strategies used that work well:
• ___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
• ___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
• ___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
• ___Contextualization:
• Examples: Demonstrations,
media, manipulatives, repetition,
Students are encouraged to
observe proper decorum during the
exam such as maintaining silence
while the exam is ongoing
9-MABINI_____
9-MABINI_____
YES/NO
9-MABINI_____
9-MABINI_____
Strategies used that work well:
• ___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
• ___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
• ___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
• ___Contextualization:
• Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.

F. What difficulties did I
encounter? Which my
principal or supervisor can
help me solve?
G. What innovation or localized
material did I use/discover
which I wish to share with
other teachers?
Prepared by:
__________________________
ELENA C. MARTILLANA
Teacher II
• ___Text Representation:
• Examples: Student created drawings,
videos, and games.
• ___Modeling: Examples: Speaking
slowly and clearly, modeling the language
you want students to use, and providing
samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation in doing their
tasks
___ Audio Visual Presentation of the
lesson
___ Pupils’ behavior/ attitude
___Additional Clerical Works
___Curriculum Guide/ BOW
Planned Innovations:
___ Contextualized/ Localized and
Indigenized IM’s
___ Interactive/ Digitized Materials
___Gamification
___ Others: Please Specify
Noted by:
_____________________
ELEONOR S. SANTOS
Principal II
• ___Text Representation:
• Examples: Student created drawings,
videos, and games.
• ___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation in doing
their tasks
___ Audio Visual Presentation of the
lesson
___ Pupils’ behavior/ attitude
___Additional Clerical Works
___Curriculum Guide/ BOW
Planned Innovations:
___ Contextualized/ Localized and
Indigenized IM’s
___ Interactive/ Digitized Materials
___Gamification
___ Others: Please Specify
and local opportunities.
• ___Text Representation:
• Examples: Student created
drawings, videos, and games.
• ___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation in doing
their tasks
___ Audio Visual Presentation of
the lesson
___ Pupils’ behavior/ attitude
___Additional Clerical Works
___Curriculum Guide/ BOW
Planned Innovations:
___ Contextualized/ Localized and
Indigenized IM’s
___ Interactive/ Digitized Materials
___Gamification
___ Others: Please Specify
Checked by:
_________________________
ALTHEA C. DELA CRUZ
English Coordinator
• ___Text Representation:
• Examples: Student created
drawings, videos, and games.
• ___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation in doing
their tasks
___ Audio Visual Presentation of the
lesson
___ Pupils’ behavior/ attitude
___Additional Clerical Works
___Curriculum Guide/ BOW
Planned Innovations:
___ Contextualized/ Localized and
Indigenized IM’s
___ Interactive/ Digitized Materials
___Gamification
___ Others: Please Specify