Based on Annex 2B.6 to DepEd Order No. 42, s.

2016
DAILY LESSON School Panabo City National High School Grade Level & Quarter 9 - Quarter 2
LOG JUNIOR Teacher Kimberly D. Cumar School Year 2023 - 2024
HIGH SCHOOL Inclusive Dates January 8 – 12, 2024 Learning Area English
Scheduled Time 10:00-11:10am; 12:00-12:50pm; 2:40-3:30pm; Topic Literary Text: I have a
4:20-5:10pm; 5:10-6:00pm Dream
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1. identify words and 1. identify words and 1. identify words 1. identify words and 1. identify words
their meanings using their meanings using and their meanings using their meanings using and their meanings
I. OBJECTIVES
visuals. visuals. visuals. visuals. using visuals.
2. discuss the text's 2. discuss the text's 2. discuss the text's 2. discuss the text's 2. discuss the
message by answering the message by answering the message by answering message by answering the text's message by
guided questions; and guided questions; and the guided questions; guided questions; and answering the guided
3. relate the text's 3. relate the text's and 3. relate the text's questions; and
message to real-life message to real-life 3. relate the text's message to real-life 3. relate the
situations. situations. message to real-life situations. text's message to real-
situations. life situations.
A. Content Standard 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 Standards 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 Competencies / EN9LT-IId-15: Analyze EN9LT-IId-15: Analyze EN9LT-IId-15: Analyze EN9LT-IId-15: Analyze EN9LT-IId-15:
Objectives (Write the LC literature as a means of literature as a means of literature as a means of literature as a means of Analyze literature as a
Code) valuing other people and valuing other people and valuing other people and valuing other people and means of valuing
their various their various their various their various circumstances other people and their
circumstances in life. circumstances in life. circumstances in life. in life. various circumstances
EN9LC-IId-11.2: Anticipate EN9LC-IId-11.2: Anticipate EN9LC-IId-11.2: EN9LC-IId-11.2: Anticipate in life.
the points that will be the points that will be Anticipate the points that the points that will be made EN9LC-IId-11.2:
made based on the made based on the will be made based on based on the speaker’s Anticipate the points
speaker’s purpose. speaker’s purpose. the speaker’s purpose. purpose. that will be made
based on the
speaker’s purpose.

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG-English 9 page 122 TG-English 9 page 122 TG-English 9 page 122 TG-English 9 page 122 TG-English 9 page 122
 2. Learners’ Materials A Journey through Anglo- A Journey through Anglo- A Journey through Anglo- A Journey through Anglo- A Journey through
pages American Literature pages American Literature pages American Literature American Literature pages Anglo-American
185-190 185-190 pages 185-190 185-190 Literature pages 185-
English Quarter 2: Module English Quarter 2: Module English Quarter 2: English Quarter 2: Module 1 190
1 Literature of Life 1 Literature of Life Module 1 Literature of Literature of Life English Quarter 2:
Life Module 1 Literature of
Life
3. Textbook pages
4. Additional Materials 1. K to 12 Curriculum 1. K to 12 Curriculum 1. K to 12 Curriculum 1. K to 12 Curriculum Guide 1. K to 12 Curriculum
from Learning Guide (May 2016) Guide (May 2016) Guide (May 2016) (May 2016) Guide (May 2016)
Resources 2. A Journey through 2. A Journey through 2. A Journey through 2. A Journey through Anglo- 2. A Journey through
Portals Anglo-American Literature Anglo-American Literature Anglo-American American Literature Anglo-American
Learner‘s Material for Learner‘s Material for Literature Learner‘s Learner‘s Material for Literature Learner‘s
English English Material for English English Material for English
3. Online References 3. Online References 3. Online References 3. Online References 3. Online References
B. Other Learning Projector, laptop, pictures, Projector, laptop, pictures, Projector, laptop, Projector, laptop, pictures, Projector, laptop,
Resources chalk, erase, and manila chalk, erase, and manila pictures, chalk, erase, chalk, erase, and manila pictures, chalk, erase,
papers papers and manila papers papers and manila papers
IV. PROCEDURES
A. Revising previous Using a PowerPoint Students will be asked to
lesson or presenting the presentation, the teacher share in the class the
new lesson will show to the students lesson discussed from
the pictures below. Then, last meeting.
the latter will be asked to
examine closely the
pictures and think of a
word or phrase that best
describe it and they must
justify their answers.
 Process Questions:
1. What do these common
pictures tell you about
human beings?
2.What are the effects of
discrimination and
segregation in society?
3. What is the role of social
justice in society?

B. Establishing a purpose Ask students to read the

for the lesson objectives
C. Presenting examples/ Activity 2: Delving into Activity 3: Vocabulary Students will answer the
instances of the new Author’s Life: Development (Four long quiz
lesson The teacher will use a Pictures, One Idea)
PowerPoint presentation, The students will identify
the teacher will play a the words being
video clip that contains described by the photos
information about the life below. All of these words
of the author of the have to do with social
speech, Martin Luther injustice. Then, the
King, Jr. Then, students students are also
will also be instructed to encouraged to come up
take note the important with their own
information for this can be definitions for each
used to better understand word/term based on the
the speech. images displayed.

1.

2.
 3.

D. Discussing new concepts Activity 4: Small Group Activity 4: Small Group

and practicing new skills Differentiated Differentiated Activities
#1 Activities Since the speech has 6
Since the speech has 6 paragraphs, the students
paragraphs, the students will be grouped into six
will be grouped into six and they will be given 15
and they will be given 15 minutes to read and write
minutes to read and their interpretations (in
write their words, phrases, and
interpretations (in sentences) of their
words, phrases, and assigned paragraph by
sentences) of their answering the guide
assigned paragraph by questions. Each group will
answering the guide be given Manila paper and
 questions. Each group they will be instructed to
will be given Manila write their answer on it.
paper and they will be
instructed to write their Group 1- Do you know
answer on it. how it feels like to be
thrown out of your own
Group 1- Do you know land?
how it feels like to be Group 2- What do you
thrown out of your own think would happen if
land? their cry for an equitable
Group 2- What do you and just society would
think would happen if result to physical violence
their cry for an equitable in the process?
and just society would Group 3- What
result to physical characteristics of “water”
violence in the process? and a “mighty stream” can
Group 3- What you think about relating to
characteristics of “water” the statement in the
and a “mighty stream” paragraph 13?
can you think about Group 4- What do you
relating to the statement think MLK meant with the
in the paragraph 13? line “…we will not be
Group 4- What do you satisfied until justice rolls
think MLK meant with down like waters, and
the line “…we will not be righteousness like a
satisfied until justice mighty stream”?
rolls down like waters, Group 5- Have you also
and righteousness like a been misjudged by other
mighty stream”? people because of how you
Group 5- Have you also look on the outside? How
been misjudged by other does that make you feel?
people because of how Group 6- Are you free,
you look on the outside? truly free? What does it
How does that make you mean to be truly free
feel? according to MLK?
Group 6- Are you free,
truly free? What does it
mean to be truly free
according to MLK?

E. Discussing concepts and After the given time, each

 practicing new skills #2 group will be asked to
choose a representative to
present their output to the
class and they will be
rated using the criteria
below.
Criteria:
Content- 15 pts.
Presentation- 10pts.
Grammar- 5 pts.
30 points
After each group has
presented their outputs,
the teacher will also give
his/her feedbacks and
additional inputs.the
recording.
F. Developing mastery Device Delivered
(Leads to Formative Using a PowerPoint
Assessment 3) presentation, the
students will be asked to
answer orally by
identifying the literary
devices used in the
following sentences from
the speech. They will
select from the options
below.
A.Repetition
B. Parallelism
C.Parallelism
D. Analogy
1.“Now is the time to
make real the promises
of democracy. Now is the
time to rise from the
dark and desolate valley
of segregation to the
sunlit path of racial
 justice. Now is the time
to lift our nation from the
quick sands of racial
injustice to the solid rock
of brotherhood.”
2.“With this faith we will
be able to transform the
jangling discords of our
nation into a beautiful
symphony of
brotherhood.”
3.“Let us not seek to
satisfy our thirst for
freedom by drinking
from the cup of
bitterness and hatred.”
4.“I have a dream that
one day this nation will
rise up and live out the
true meaning of its creed:
"We hold these truths to
be self-evident, that all
men are created equal."
5.“In a sense we've come
to our nation's capital to
cash a check.”
G. Finding practical What Do I Think?
applications of concepts The teacher will give
and skills in daily living positive expressions
about social justice
today. Then, the students
will select one from the
given expressions to
state if they agree or
disagree with the
expressions below.
Finally, they will present
their arguments in not
less than twenty (30)
 words.
1.I live in a fair and just
society. I agree/disagree
because
____________________________.
2.I see that others are
being treated with
fairness and justice. I
agree/disagree because
____________________________.
3. My school deals with
everyone in a fair and
just manner always. I
agree/disagree because
____________________________.
H. Making generalizations
and abstractions about
the
Lesson
I. Evaluating learning
J. Additional activities for
application or
The teacher will give her
additional inputs
regarding with the
speech. The students will
also be encouraged to
ask questions about the
lesson.
Using a PowerPoint
presentation, the
students will be asked to
answer the following
questions:
1.What groups of people
do you think are still
suffering from the
consequences of
inequality, injustice, and
lack of empathy?
2.What can you do to
continue the realization
of this dream?
The students will be
asked to look for 1 news
article that depicts the
 remediation modern social injustice
and discrimination and
the students will write at
least a 3-sentences
explanation on how this
article is related to the
topic.
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 it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
used/discover which I
wish to share with other
learners?

Prepared by: Checked by:

KIMBERLY D. CUMAR DESIREE T. CAÑETE
Teacher I Master Teacher I