School Salvacion National High School
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from LR portal
B. Other Learning Resources
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
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Grade Level 9
Teacher LORIE C. BROCOY Learning Area English
Teaching Dates & September 18-22, 2023
Generosity – MTWTh: 11:00-12:00; Charity – MTWTh – 2:00-3:00 Quarter I
Time
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also, how to use processing, assessing,
summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a
speech choir.
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial
Expressions, Body Movements/ Gestures and Audience Contact.
MELC: Express permission, MELC: Use conditionals in expressing MELC: Use conditionals in expressing MELC: Use conditionals in
obligation, and prohibition using arguments EN9G-IIe-20 arguments EN9G-IIe-20 expressing arguments EN9G-IIe-20
modals  Identify the first two types of  Identify the first two types of  Determine the main and if-clause in the
 Use modals in expressing conditionals conditionals conditional sentences given.
permission, obligation, and  Construct sentences using zero and first  Choose the most appropriate verb to  Identify the conditional sentence as
prohibition. conditionals complete the conditional sentence. zero or first conditional
Modals Zero and First Conditionals Zero and First Conditionals Zero and First Conditionals
K-12 Most Essential Learning K-12 Most Essential Learning K-12 Most Essential Learning K-12 Most Essential Learning
Competencies Competencies Competencies Competencies
English 8 Quarter 1 Module 3: Use of
Modal Verbs, Nouns, and Adverbs
Handouts www.google.com www.google.com
Day 1 Day 2 Day 3 Day 4
Recap of the lesson on modals. Review of the previous lesson. Review of the previous lesson. Recap of the previous lesson.
Reading of the objectives of the day. Reading of the objectives of the day. Reading of the objectives of the day. Reading of the objectives of the day.
Let each student give a modal and use Ask, “What do you usually do when you do Ask, “What do you usually do when you do
Checking of assignment.
it in a sentence. someone ask for favor?” someone ask for favor?”
Showing pictures that will lead to a Showing pictures that will lead to a
conditional sentence. conditional sentence.
Give a conditional sentence and let the
Students will be given time to review. Ask questions. The learners will make the Ask questions. The learners will make the
first step in making conditional sentences first step in making conditional sentences
students identify the if and main clause.
through pairing pictures. through pairing pictures.
Group students into 5. Give strips of paper. Group students into 5. Give strips of paper. Group students into 5. Give strips of
On each strip are sentences in two On each strip are sentences in two paper. On each strip are sentences in two
Test papers will be distributed to the columns: if clauses and action sentences. columns: if clauses and action sentences. columns: if clauses and action sentences.
students. They are to match the two columns to They are to match the two columns to They are to match the two columns to
make complete sentences. What have you make complete sentences. What have you make complete sentences. What have
observed in the sentences? observed in the sentences? you observed in the sentences?
What assumptions can you draw based on What assumptions can you draw based on

F. Developing mastery (Leads to
Formative Assessment)
G. Finding practical applications 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
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 this 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:
LORIE C. BROCOY
English 9 Teacher
the tenses of the verbs?
When do we use “If” or “when”?
If people eat too much, they get fat.
If you touch the fire, you get burned.
Reading of the instructions and giving People die if they don’t eat.
of sample answers. Snakes bite if they are scared.
If babies are hungry, they cry.
If it rains, I won’t go to the park.
Why is it important to know the outcome of
our actions?
Checking of the test. Give the meaning of zero and first
conditional. Provide examples for each.
Have students identify the zero and first
conditional sentences from the previous
activity.
Completing sentences by making their own
Summative Test
conditionals.
Choose the appropriate words for the
conditional sentences to make it
grammatically correct.
the tenses of the verbs? What have you observed in the
When do we use “If” or “when”? sentences’ verbs?
If people eat too much, they get fat. Identify the main clause, if-clause, and
If you touch the fire, you get burned. verbs in the sentences given.
People die if they don’t eat.
Snakes bite if they are scared.
If babies are hungry, they cry.
If it rains, I won’t go to the park.
Why is it important to know the outcome Why is it important to know the outcome
of our actions? of our actions?
Give the meaning of zero and first Have students identify the zero and first
conditional. Provide examples for each. conditional sentences from the previous
Have students identify the zero and first activity.
conditional sentences from the previous
activity.
Underline the if-clause, box the main
Completing sentences by making their own
clause and circle the verb in the given
conditionals.
statements.
Identify the main and if-clause in the
conditional sentences.
Noted by:
LEILA A. CORMANES
School Head