School Dr. Pablito V. Mendoza Sr.

High School Grade Level Grade 9

Teacher EARON REAN C. SANTIAGO Learning Area English

DAILY LESSON LOG Teaching Dates and Time Week 2 / September 4-8, 20223 Quarter First Quarter

Day 1 Day 2 Day 3 Day 4

September 4, 2023
9-Del Pilar/Monday/7:20-8:10
9-Rizal/Monday/12:00-12:50
9-Mabini/Monday/12:50-1:40
September 5, 2023
9-Aquino/Tuesday/6:30-7:20
9-Ponce/Tuesday/1:40-2:30
September 5, 2023
9-Rizal/Tuesday/12:00-12:50
9-Mabini/Tuesday/12:50-1:40
September 6, 2023
9-Aquino/Wednesday/6:30-7:20
9-Del Pilar/Wednesday/7:20-8:10
9-Ponce/Wednesday /12:00-12:50
September 6, 2023
September 8, 2023
9-Mabini/Wednesday/12:50-1:40
9-Aquino/Friday/6:30-7:20
9-Del Pilar//Friday /7:20-8:10
September 7, 2023
9-Riza/Friday/12:00-12:50
9-Aquino/Thursday/6:30-7:20
9-Mabini/Fiday/12:50-1:40
9-Del Pilar/Thursday/7:20-8:10
9-Ponce/Friday/1:40-2:30
9-Riza/Thursday/12:00-12:50
9-Ponce/Thursday /12:50-1:40

I. OBJECTIVES

A. Content Standard
B. Performance Standard
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in a changing
world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect speech to enable
him/her competently performs in a full-length play.
The learner competently performs in a full- length play through applying effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery and Dramatic Conventions.

C. Learning Determine the reading competence of Express permission, obligation, and Express permission, obligation, and Express permission, obligation, and
Competency/Objectives students through a pre-assessment prohibition using modals prohibition using modals prohibition using modals
Write the LC code for each. tool/diagnostic test.

Express permission, obligation, and

prohibition using modals

II. CONTENT Pre-Test / Modals of Obligation Modals Modals of Prohibition Modals of Obligation

III. LEARNING RESOURCES

A. References
 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
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/Instances of the
new lesson
Self-Learning Module Self-Learning Module
Quarter 1-Module 1 Quarter 1-Module 1
Page 497 Pages 515-516
Self-Learning Module Self-Learning Module
Quarter 1-Module 1 Quarter 1-Module 1
Choose from the word pool the Ask: Give the modals of permission and Use the modals of permission in
appropriate modal for each of the What are the lessons you have obligation. Choose one and use it in a meaningful sentences.
following sentences. learned from your English 8? meaningful sentence.
(3 minutes)
Select learners to share their answer.
Model of Modals page 497 Task: Study the following sentences. What Psychosocial Support Activity
Answer the following questions: Read each sentence carefully. Select do the underlined words in each We Can Work it Out! On a piece of
 What do the words in bold the appropriate modal to complete sentence suggest? How do we call paper, reflect and write your answers
face do in the statements? each sentence. Write your answers on these underlined words? on the question: What do you find
 What do they express? your English notebook. most challenging about school and
When do we usually use them? What learning?
are they called?
(5 minutes)
Hello Obligation! Page 497 At the end of this module, you are Share Your Prohibitions Page 515 List down your obligations as a
Use must, have to, should, and ought expected to: The Wall Street Crash and the Great student, as a child, and as a citizen of
to correctly in the following sentences. • identify situations that express Depression have their causes and this country.
(5 minutes) permission, obligation, and prohibition; effects. What do you think can be
• make connection between the text done to prevent this from happening
read and the uses of modals of again? Complete the sentences.
permission, To win over an economic crisis,
• express appreciation of different I can’t…
family values. I mustn’t…
We can’t…
We mustn’t…
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
Let the students be informed of the Discuss:
objectives of the Pre-Test. 1. Define what a modal is.
2. Discuss the different uses of
modals.
Discuss:
1. Discuss the different modal of
permission.
Discuss to the students the rules in Ask: What do you tell them when
taking up the diagnostic assessment. asking for permission? Give at least
five (5) sentences
Distribute the pre-test materials to the Task:
learners and let them check if there Complete the table by writing your
are missing pages on their test own house rules using we can/may,
questionnaire. we have to/should, can’t/mustn’t
Sets of questions will be given to Ask:
Identify what students know and can From which of the following are used
do in different domains in order to as modals of permission? can/may,
build on the students’ strengths and we have to/should, can’t/mustn’t
address their specific needs.
Assess the students using the Task:
Diagnostic Test. Read the given sentences. Choose
the most appropriate modal of
permission in the given situations.
Record the students’ score. Study each picture and tell whether
Examine students’ responses to the they must, mustn’t, or can do each
Let the students know the use of the Encircle the modals of obligation in
following modals: can’t, mustn’t, and each of the following sentences:
shouldn’t 1. I must phone my dad. It’s his
birthday today.
2. As children, you mustn’t disobey
what your parents tell you,
3. Anyone shouldn’t try to violate any
quarantine rule.
Read the following sentences. Use the Based on the previous, how do the
correct modals of prohibitions in each modals of obligations use in the
of the sentences. sentences. What is its difference to
one another?
SLM: Independent Assessment 2 SLM: Independent Assessment 1
How do you make everyone in your page11
family safe during this quarantine Match the first part of the sentence in
period? List all the things that we all Column A with the appropriate part in
used to do during the normal days, but Column B.
we are all prohibited to do during the
“new normal”. Use can’t or mustn’t.
Write down five things you would SLM:Independent Activity 3 page 12
prohibit from doing during class hours. Complete the following sentences by
filling out the missing modal of
obligation. Choose between MUST
and HAVE TO.
Complete each sentence by choosing Quiz:
the correct condition or result clause 1. What do the sentences express?
based on the given underlined verbs. Choose among permission or
obligation.
2. Use the modals can, may, must,
has/have to, ought to, and should in
meaningful sentences.
Study each picture and tell whether Let the students share their answers
they must, mustn’t, or can do each in the entire class.
 pre-test questions through an item activity. activity.
analysis. 1. do the homework 1. do the homework
2. drink alcohol 2. drink alcohol
3. throw a party 3. throw a party
4. surf at the net but only a little 4. surf at the net but only a little
5. empty the trash bin 5. empty the trash bin
V. REMARKS

VI. REFLECTION

A. No. of learners who earned Aquino- /55 Rizal- /54 Aquino- /55 Rizal- /54 Aquino- /55 Rizal- /54 Aquino- /55 Rizal- /54
80% in the evaluation Del Pilar- /55 Ponce- /55 Del Pilar- /55 Ponce- /55 Del Pilar- /55 Ponce- /55 Del Pilar- /55 Ponce- /55
Mabini- /55 Mabini- /55 Mabini- /55 Mabini- /55

B. No. of learners who require Aquino- /55 Rizal- /54 Aquino- /55 Rizal- /54 Aquino- /55 Rizal- /54 Aquino- /55 Rizal- /54
additional activities for Del Pilar- /55 Ponce- /55 Del Pilar- /55 Ponce- /55 Del Pilar- /55 Ponce- /55 Del Pilar- /55 Ponce- /55
remediation who scored Mabini- /55 Mabini- /55 Mabini- /55 Mabini- /55
below 80%
C. Did the remedial lessons Aquino- /55 Rizal- /54 Aquino- /55 Rizal- /54 Aquino- /55 Rizal- /54 Aquino- /55 Rizal- /54
work? No. of learners who Del Pilar- /55 Ponce- /55 Del Pilar- /55 Ponce- /55 Del Pilar- /55 Ponce- /55 Del Pilar- /55 Ponce- /55
have caught up with the Mabini- /55 Mabini- /55 Mabini- /55 Mabini- /55
lesson
D. No. of learners who continue Aquino- /55 Rizal- /54 Aquino- /55 Rizal- /54 Aquino- /55 Rizal- /54 Aquino- /55 Rizal- /54
to require remediation Del Pilar- /55 Ponce- /55 Del Pilar- /55 Ponce- /55 Del Pilar- /55 Ponce- /55 Del Pilar- /55 Ponce- /55
Mabini- /55 Mabini- /55 Mabini- /55 Mabini- /55

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: Noted:

EARON REAN C. SANTIAGO BRENDA’LEA A. CARANTO, PhD

Teacher II Principal I