Annex 2B.3 to DepEd Order NO. 42, S.

2016
Grades 1 to 12 School Grade Level 9
Daily Lesson Log Teacher Learning Area ENGLISH
Week Number 3 Quarter 3RD
MONDAY TUESDAY WEDNESDAY THURSDAY

A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world;
also how to use ways of analyzing one-act play and different forms of verbal for him/her to skilfully perform in a one-act play.
B. Performance Standards The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Most Essential Expressive: Appreciate the value of empathy by using appropriate words and praises and by being sensitive to the feelings of
Learning others
Competencies/MELC Instructional: Differentiate biases from prejudices EN9LC-IVf-13.3
Analyze plot of a literature as a Relate text content to
Identify forms of biases and Analyze the plot of a play
OBJECTIVES means of discovering bias and particular issues Respect and
prejudices in a text Reveal the bias in the play
prejudice in the society appreciate one’s dream
II. CONTENT Bias and Prejudice, The Raisin in the Sun
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide A Journey Through Anglo- American A Journey Through Anglo- A Journey Through Anglo- A Journey Through Anglo-
Pages Literature (Learners’ Material), pp American Literature (Learners’ American Literature (Learners’ American Literature
2. Learner’s Material 424-438 Material), pp 424-438 Material), pp 424-438 (Learners’ Material), pp 424-
Pages 438
3. Textbook Pages
https://www.litcharts.com/lit/a-
4. Additional raisin-in-the-sun/summary
Materials from
Learning https://en.wikipedia.org/wiki/
Resources Lorraine_Hansberry
(LR)portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Review Review
lesson or presenting the
new lesson. Review previous lessons • Review the text read previously.
B. Establishing a purpose
for the lesson. Before Reading • Post students’ responses (or you
may have a ready chart/material to
Picture Talk post on the board)

 Show these pictures to the

Annex 2B.3 to DepEd Order NO. 42, S. 2016
students, then ask: What
comes to your mind when you
see these pictures? What
values are present in the in
these pictures?

e.g.

 Create a semantic map based

on the students’ responses

 Ask volunteers to share

experiences relative to the
pictures

C. Presenting During Reading Introduction/Presentation

examples/instances
of the new lesson. Let the learners read the story entitled, Try to Connect…
“A Raisin in the Sun” Reflect on this poem written by
Langston Hughes. How do you
• First reading may be done by the associate it to
Annex 2B.3 to DepEd Order NO. 42, S. 2016
teacher or a fluent reader of the class. the story, “The Raisin in the Sun”?
• Another reading will be done by a
volunteer.
• Silent reading of the text will be done
by all.
D. Discussing new concepts After Reading
and practicing new
skills #1. Comprehension questions:
1. What idea is presented by the
pictures?
2. How would you relate to the
pictures to issues in regards to
the social content
3. Accomplish the chart below
with forms of social injustice
as depicted by the pictures. Be
able to give resolutions for
each situation.
Form of
Prejudice/Discr Resolutions
imination
Dreams Deferred
What happens to a dream
deferred?
Does it dry up
Like a raisin in the sun?
Or fester like a sore—
And then run?
Does it stink like rotten meat?
Or crust and sugar over—
Like a syrupy sweet?
Maybe it just sags
Like a heavy load,
Teaching-Modelling
Group Discussion on:
1. American Dream
The American Dream is the
national ethos of the United
States, a set of ideals
including representative
democracy, rights, liberty,
and equality, in which
freedom is interpreted as
the opportunity for
individual prosperity and
success, as well as upward
social mobility for oneself
and their children, achieved
through hard work in a
capitalist society with few
barriers.
2. About the Author
Lorraine Vivian
Hansberry (May 19,
1930 – January 12, 1965)
Annex 2B.3 to DepEd Order NO. 42, S. 2016
was an American
playwright and writer.
[1]
She was the first African
American female author to
have a play performed
on Broadway. Her best-
known work, the play A
Raisin in the Sun,
highlights the lives of black
Americans in
Chicago living
under racial segregation.
3. What Is the Plot of a
Story?

Plot is the series of events that

make up a narrative. Every plot
has conflict, the main part which
drives everything else. To
understand what the plot of a story
is, it's essential to be clear about the
conflict in the story and what it
means for the narrative. Conflict is
a problem that must be solved for
the story to end, and while every
story is different, conflict tends to
fall into several major categories:

 Man vs Man: In this type

of conflict, one character's
goals are opposed by
another character's goals.
The protagonist might want
to win a talent contest, but
so would the other
participants, for example.
 Man vs Nature: The
opposition for the main
character is from nature
itself. This might be
Annex 2B.3 to DepEd Order NO. 42, S. 2016
anything from the weather
to an animal.
 Man vs Self: The
protagonist needs to
overcome their own
insecurities, fear, past, or
some aspect that is internal.
 Man vs Society: Society
itself, its laws and norms,
stand in the protagonist's
way. While individual
agents of society might be
antagonists, if they are
working for a greater
societal power, the conflict
is against society itself.

E. Discussing new concepts

and practicing new
skills #2
F. Developing mastery Review the past lesson.
(Leads to Formative
Assessment) Let the learners do the following
activities
Guided Practice 1
Activity: Grasp it!

1. What is Mama’s greatest

dream for her family?
Illustrate it in the box. State
her reasons behind it.
Mama’s Greatest Reasons
Dream

2. How does the dream of

every member of the
Annex 2B.3 to DepEd Order NO. 42, S. 2016
Younger family differ and
agree with one another?
Accomplish the bubble map
below then discuss your
answer.

3. What does Walter want to do with

the insurance check? Discuss on his
motive. Why do you think Mama
does not approve of it?
4. Does any of the characters in the
play remind you of someone? How
does that someone plan his course of
action to realize his dream?
5. Would you have dreamt of the
same thing for your family? Why?

Guided Practice 2

Activity: Predict a Dream

Annex 2B.3 to DepEd Order NO. 42, S. 2016
G. Finding practical
applications of concepts
and skills in daily living.

H. Making generalizations
and abstractions about
the lesson.
I. Evaluating learning. Review the past lesson.

Let the learners answer the

following assessments.

Independent Practice 1
Annex 2B.3 to DepEd Order NO. 42, S. 2016
Assessment 1
CONCEPTUALIZING

Based on the given activities,

discuss the following:

1.
Biases-
________________________
________________________
________________________
________________________
2.
Prejudices-
________________________
________________________
________________________
3.
Discrimination-
________________________
________________________
________________________
______________

Assessment 2
MY TREASURE

“Dare to live the life

you have dreamed for
yourself. Go forward
and make your dreams
come true.” –Ralph
Waldo Emerson
1.Reflect and discuss the
message of the quotation.
2. How do the characters in
Annex 2B.3 to DepEd Order NO. 42, S. 2016
the story read pursue their
dream?
3. How does a dream motivate
them to go forward?
4. Do you have the same
courage to pursue your dream?
5. Reflect on your strengths.
Complete the clause below.
I believe I can realize my
dream because
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
_________
J. Additional activities for
application or
remediation.
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 lesson
work? No. of learners
who have caught up
with the lesson.
D. No. of learners who
continue to require
Annex 2B.3 to DepEd Order NO. 42, S. 2016
remediation.
E. Which of my teaching
strategies work 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 material did I
use/discover which I wish to
share with other teachers?

Prepared by:

GISSELLE G. SOLOMON
Teacher III, Agdao Integrated School