GRADES 1 to 12 School: Grade Level: 9

DAILY LESSON LOG Teacher: Learning Area: English

Teaching Dates and Time: (week 5) Quarter: 3

I. OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.

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 verbals for him/her

to skillfully 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. Learning Competencies/Objectives: EN9RC-IIId-20: Analyze a one-act play Appreciate the balcony scene in Romeo and Figures of speech Intonation CATCH-UP FRIDAY

Write the LC Code for each EN9LT-IIId-2.1.5: Express appreciation for Juliet in comic strips.

sensory images used

EN9LT-IIId-20.2: Explain the literary devices

used

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT
Lesson 4 : With Fortitude and Determination

III. LEARNING RESOURCES

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept

development.

A. References
1. Teacher’s Guide Pages P159- 165 P159- 165 P159- 165 P159- 165

2. Learner’s Materials Pages P 304 - 305 P 307 - 308 P 312 - 313 P 314 - 318

3. Textbook Pages P 304- 305 P 307- 308 P 313- 313 P 314 - 318
4. Additional Materials from Learning

Resource (LR) portal

B. Other Learning Resources Textbook only textbook only Textbook and activity sheets Textbook and other IMs

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically

by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing Previous Lesson or Presenting

the New Lesson Review the story Romeo and Juliet Review the story Romeo and Juliet Review the figures of speech given ahead. Discuss about Intonation.
Add more figures of speech.
This time, present the balcony scene in the
comic strip. Page 307

B. Establishing a Purpose for the Lesson Make a critical response to a literary or

other artistic work. Develop a deeper level of appreciation of Learn more figures of speech. Identify words or phrases that should be
 the story, now that it is in comic strips. Identify them in sentences. given emphasis.

C. Presenting Examples/Instances of the

Lesson React to the dialogs taken from the play Go over the comic strip slowly reading the Work on Task 5-B. Read the sample script and guide students
Romeo and Juliet. dialogs, and looking at the pictures. Imagery, Figures of Speech to create the intonation pattern in their
The teacher may provide these lines. dialog.

D. Discussing New Concepts and Practicing

New Skills #1 Discuss each of the lines used in the
activity.
Allow the students to give their personal
reaction to it. It can be on the use of
literary device or the message of the line.
Ask the students if understanding of the Explain each one. Give several examples. Read the sample script and guide students
story differs when they read it in comic Or make use of activity sheets. to create the intonation pattern in their
strip form. dialog.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically

by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

E. Discussing New Concepts and Practicing

New Skills #2 Group students into 3 and tell them to work Compare and contrast the presentation of Present a poem or lines of a song where Aside from intonation, correct
on Task 2 – Audience point of view. the story in paragraphs and in comic strips. students identify the figurative language pronunciation of words must also be
Which one gives clearer picture? Why? used. checked.
Task 2, A.

F. Developing Mastery

(Leads to Formative Assessment 3) Task 2 – Past Sustain the activity. Make use of activity sheets or games Point out words that the class needs to be
identifying figures of speech. sure of their pronunciation.

G. Finding Practical Applications of Concepts

and Skills in Daily Living Ask the students what other comic strips Figurative language are found in poems,
do they enjoy reading, why? stories, songs.
Author’s message can be understood
immediately if students knew this literary
device.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically

by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

H. Making Generalizations and Abstractions

about the Lesson Stories follow order of events. Compare and contrast understanding of Complete the sentence: Acting out roles are just as important as
Chronological order is the most commonly the story in paragraph form vs comic strip. performing our roles I life. They should be
used by the writers. Is it also followed in Today, I learned that Figurative language done ________________.
 the story Romeo and Juliet? ______________________
_____________________.

I. Evaluating Learning
Students present to class their answers in Present a short narration of a story, then The teacher may use her teacher-made test on Graded reading of the dialogs in the story.
Task 2. ask the students to convert it into comic identifying figurative language used. This includes the intonation, proper
The group will report on the sequence of strip. It can be in stick figures. pronunciation of words.
the pictures according to events in the
story, then retell the story.

J. Additional Activities for Application or

Remediation More drills on the identification of figures of Provide short scripts for more reading
speech in the sentences. exercises.

V. REMARKS

VI. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?

Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

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 work well?

Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovations or localized materials did

I used/discover which I wish to share with other teachers?