School San Pascual National High School

GRADES 1 to 12
Daily Lesson Log Teacher Group 2 Learning Area English
Teaching
February 23, 2024 (Catch-up
Date and Quarter Third
Fridays)
Time
I. General Overview
Catch-up Subject: Reading Grade Level: 9
Reading Approach: Intervention Key Stage: 3
II. Session Details
Reading Selection: Theme: Family Love
A Spring by the Seaside
N.V.M Gonzales
Reference/s: A Functional English for Today; pp. 75-78
Session Objectives:  Scan the story using unfamiliar words.
 Demonstrate understanding of the story using a flowchart.
 Express literary appreciation and make connections in valuing the love for
family.
Key Concepts: Value Family Love
III. Facilitation Strategies
Components Duration Activities and Procedures
Pre-Reading Task 1: Building Word Power
30 minutes
Scan the story for the words that mean the following:

1. twisted out of the natural shape

2. frustrated
3. put an end to
4. a state of uncertainty
5. slightly salty

Motive Question:
1. Do you agree that Filipinos are culturally
superstitious?
2. What are the common superstitious beliefs that
your family commonly exercises?

Task 2: Personal Background of The Author

During 120 minutes Task 3: Story Reading (Group Reading)

Process Questions:
1. What was Jose trying to conceal in the passage
that follows?
“If you wish, it’s only a short way from here. The ---
the --- mangrove tree yonder, I mean, “Jose
continued. “We might rest there,” he added, still
making an effort to conceal what he had in mind.
2. What was the superstition about spring?
3. Why did the author choose a farmer and a barrio
lass as his characters? Would it have made a
difference had he chosen educated city-bred
characters? How?
4. What message does the story convey?
5. How is the life of the author related to the content
of the story?

Post-Reading 30 minutes Task 4: Flowchart of the story

“A Spring by the Seaside, pp. 81-83”
 Criteria
Sequence of events- 5points
Organization of Ideas- 5points

Prepared by:

GROUP 2
Grade 9 Teachers