School Angeles City National High School Grade Level 9

DAILY LESSON Teacher Arnold O. Arceo Learning English

LOG Area
Teaching Dates and November 7-11, 2022 Quarter 2nd
Time

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES
A. Content Standard
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 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.
 Differentiate the types and features of short prose
 Appreciate the relevance of the selection to people’s plights through examining its literary elements
 Identify the sound devices in poetry
 Use adverbs of time and place appropriately
 Appreciate the relevance of a literary piece to understand the different aspects of life
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people; also, how to use
processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation.

B. Performance Standard The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non-verbal strategies based on the
following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or gestures.

C. Learning Distinguish the features present Distinguish the features present Distinguish the features present Distinguish the features present
Competency/Objectives in poetry and prose in poetry and prose in poetry and prose in poetry and prose
Write the LC code for each. (EN9WC-IIa-10) (EN9WC-IIa-10) (EN9WC-IIa-10) (EN9WC-IIa-10)
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Differentiate the types and Appreciate the relevance of the *Use adverbs of time and place *Identify the sound devices in
features of short prose and selection to people’s plights appropriately poetry
poetry through examining its literary *Appreciate the relevance of a
elements literary piece to understand the
different aspects of life
III. LEARNING
RESOURCES
A. References Anglo-American Literature Learner’s Anglo-American Literature Learner’s Anglo-American Literature Learner’s Anglo-American Literature Learner’s
Material Material Material Material

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 1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson Ask the students the following: Review of the previous lesson. Review the previous lesson. Review the previous lesson. .
or Presenting the New 1. What is your favorite Ask the students the following: Ask the students the following:
Lesson story? Poem? 1. Do you give gifts? If yes, 1. When do you go to
2. How do you differentiate to whom? When? school?
the features of a story 2. What is the most 2. Where do you usually buy
from a poem? important gift you’ve food? Clothes?
3. Which of the two (story ever received from
and poem? is easier for someone?
you to understand? 3. How do you express your
Why? love to someone?
B. Establishing a Purpose for In writing, prose refers to any Understanding the literary Adverbs are important. They Without a clear understanding of
the Lesson written work that follows a basic elements helps students become describe how when or when the the context of your text, you
grammatical structure. This intentional about how they craft action happens. They can express cannot fully comprehend the
stands out from works of poetry, their thoughts into words. the perspective of a writer or views and values of the author,
which follows a metrical Literary elements are essential speaker concerning this or that nor the overall meaning of a text.
structure. Understanding the because they can help create an thing, situation, or place.
elements of prose and poetry is emotional response in the reader.
important when reading and
writing a story or poem.
C. Presenting Give example of a short story Present the story “The Gift of the Present some sentences with Let the students read the poem
Examples/Instances of the and a poem that are familiar to Magi” By O Henry. Read the story adverbs. “Death, be not proud” by John
Lesson
the learners. Let them aloud. Then let the students read Donne.
differentiate the two. the story by themselves.

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D. Discussing New Concepts Discuss:
and Practicing New Skills - The definition of Prose
#1 - The types of prose
- The Features of Prose
E. Discussing New Concepts Discuss:
and Practicing New Skills - The definition of Poetry
#2 - Types of Poetry
- Features of Poetry
F. Developing Mastery Ask the students to differentiate
(Leads to Formative the types and features of prose
Assessment 3) and poetry.
G. Making Generalizations Ask the students about their own
and Abstractions about the understanding of prose and
Lesson poetry.
H. Evaluating Learning
Ask the students on what they
notice and wonder while reading.
Let them connect their
experience to the story that they
read.
Discuss the literary elements of a
story.
Ask the students the type of
prose the story they read.
Ask the students on how they
apply what they learned today in
their daily life situation.
Group the students into five
groups. Ask them to create/
complete a chart identifying the
Discuss adverbs. Discuss the poem.
An adverb is a word that modifies Let them analyze the rhyme
scheme and sound devices of the
(describes) a verb, an adjective or
another adverb. poem.
(Rhyme scheme and sound
A. Adverb of Time- an
devices were already discussed in
adverb of time “can tell the previous quarter)
us about when an action
happens, (now, soon,
etc.) or how frequently
an action happens
(usually, always, etc.)”
B. Adverb of Place -
Adverbs of place tell us
where something
happens. Adverbs of
place are usually placed
after the main verb or
after the clause that they
modify.
Discuss the relevance of the given
literary piece to understand the
different aspects of life.
Ask the students to give their
own sentences using adverbs of
time and place.
Ask the students on what they .
learned today.
Give sentences. Let the students Ask the students to choose a
identify the adverb of time or poem which they think will be
place on each sentence. best if it would be read by the
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 different features of prose and people in their community. Make
poetry. them write a proposal arguing
why the selected poem should be
displayed in a specific location in
their community. Give them the
following guide questions for the
output:
- What type of messages,
themes, topics or words
of wisdom do you believe
your community needs to
hear? Why?
- Where in your
community might be a
good place to display a
poem? Why?
- Based on the place you
name in question 2, what
types of messages do you
want people who got to
this place to see?

I. Additional Activities for

Application or Remediation

J. Additional Activities for

Application or Remediation

V. REMARKS

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% in the
evaluation
B. No. of learners who
require additional
activities for remediation

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 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 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?

Prepared by: Checked by: Noted by:

Arnold O. Arceo Cynthia E. Tanglao Amelita Pineda

MT-I/ English 9 Coordinator Head Teacher V PSDS/ OIC

English Department

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