School: TUNGAWAN NHS Grade Level: NINE

GLORELY. CAPARIDA, T- ENGLIS

Teacher: III Learning Area: H
GRADES 1 to 12 MARCH 21, 2024/W7
DAILY LESSON LOG 8:30am-9:30am; 10:00am-
11:00am, 11:00am-12:00am;
Teaching Dates
1:00-2:00pm; 2:00pm-
and Time:
3:00pm
GRADE 9-Laurel; Del Pilar;
Mabini; Luna; Rizal Quarter: THIRD
THURSDAY
Objectives must be met over the week and connected to the curriculum standards. To
meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content
I. OBJECTIVES knowledge and competencies. These are using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literatures and other text types
serve as vehicles of expressing and resolving conflicts among individuals or groups;
also how to use strategies in critical reading, listening, and viewing, and affirmation
and negation markers to deliver impromptu and extemporaneous speeches.
B. Performance 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 once-act play and different forms of verbal for him/her to skillfully perform in
a one-act play.
C. Grade Level Standards The learner demonstrates communicative competence through his/ her understanding
of literature and other text types for a deeper appreciation of World Literature,
including Philippine Literature.
D. Learning MELC: Judge the validity of the evidences listened to. (EN9LC-IVh-2.15)
Competencies/Objective Enabling/Unpacked Objectives:
s: a. analyze pieces of evidence presented in the materials listened to/viewed;
Write the LC Code for b. compare information about sources to determine the validity of evidence;
each c. appreciate the importance of assessing comprehensively the relevance and
truthfulness of information.
Content is what the lesson is all about. It pertains to the subject matter that the
II. CONTENT teacher aims to teach. In the CG, the content can be tackled in a week or two.
JUDGING THE VALIDITY OF A MATERIAL
Lists the materials to be used in different days. Varied sources of materials sustain
III. LEARNING children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning
promotes concept development.
A. References English 9, Quarter 3 SLM Week-7
1. Teacher’s Guide
NONE
Pages
2. Learner’s Materials
NONE
Pages
3. Textbook Pages NONE
4. Additional Materials
from Learning NONE
Resource (LR) portal
B. Other Learning
Still Pictures/Photos, Reading Passage, Slide Decks, Laptop, TV
Resources
C. Strategies Mini-Lecture, Picture Analysis, Visualization, Brainstorming, Group work, Sharing

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
IV. PROCEDURE formative assessment activities. Sustain learning systematically by providing students with multiple ways to
S 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.
 Classroom Routines:
1. Greetings
2. Attendance Check
3. Classroom Rules
A 10-MINUTE PHIL-IRI ACTIVITY BEFORE LESSON COMPETENCY BEGINS.

A. Reviewing Do: Class routines. Greetings.

Previous
Lesson or Ask: What is generalization? How do we determine the relevance of supporting evidences to the
Presenting the generalization?
New Lesson
B. Establishing a Learning Task 1
Purpose for Do: Show a comic dialogue between Juan and Marites about the COVID-19 issue.
the Lesson
(Insert comic strip conversation through slide deck presentation.)

Ask: Which of the two sentences may you gain favor? That of Juan or Marites? What are the
specific factors that make your chosen statement more valid and reliable?

Do: Process students’ responses.

Do: Present the lesson objectives for the day.

A. Presenting Say: Digital era has given way to rapid explosion of information in different media and platforms
Examples/Inst as it travels as fast as speed of light. As you are confronted to rely your data on the materials that
ances of the you’ve read or listened to, it is an integral task to filter or judge the truthfulness of the material as
Lesson the online world is infested with millions of fake news/data.

Say: Today, we will learn about judging the validity of the evidences listened to.

Do: Present today’s lesson.

Judge the quality of information is to evaluate each source to determine the quality of
information within a material.

Validity refers to the soundness and strength of a claim or argument. It means someone or
something tells the truth and the information are believable, reliable, and credible. Is this evidence
any good?

Evidence is the concrete facts used to support a claim. Ideally, evidence is something everyone
agrees on, or something that anyone could, with sufficient training and equipment, verify for
themselves.

The following steps can help you identify pieces of evidence to support a claim.
1. Identify the point the author is trying to prove (the claim).
2. Identify the specific facts the author gives to support the claim, and
3. Explain how the evidence is supposed to relate the claim.
3 Types of Claim

B. Discussing Learning Task 2: PHILIPPINE TV ADS

New Concepts Say: Watch and listen to these (3) TV commercials in the Philippines. Then answer the questions
and Practicing below.
New Skills #1

Questions:
1. In which of the commercials are you most convinced?
 2. What makes the commercial convincing? If not, what ‘s wrong with them?
3. In the first commercial, is there any connection with the tag line and the situation?
4. In the second commercial, are you convinced to buy the products more than you
‘re moved with the story it presents?
5. In the third commercial, is there an evidence supporting the claim that the product
is the best?
Do: Process students’ responses.
C. Discussing Say: Study the sample of an argumentative article below. Then answer the questions opposite
New Concepts the article.
and Practicing Learning Task 3: THE PROs-and-CONs
New Skills #2 (Insert: Material an argumentative article and activity sheet.)
Do: Process students’ answers. Give feedbacks and additional inputs on their findings.
D. Developing Learning Activity 4
Mastery Say: In using these criteria, you can T-R-A-P the quality, accurate, and unbiased information.
(Leads to Study the criteria to know what specific information you have to look into from the material you are
Formative viewing.
Assessment 3)
Criteria Specific Information
Timeliness Look for date created.
(When?) Look for the video if still available.
Examine it is currently useable format.
Reliability Look for copyright statements and/or permission to use.
(How?) Know who are the people involved in making the video.
Examine if it is made by government agency, education, business, company, or
association.
Look for biases.
Authority Know who owns and distributes the video.
(Who) Search if the writer an expert in the field or what else s/he created. Search
whether the video has an identifiable or respectable creator.
Purpose Know if the material is intended for a particular audience.
(Why and Know why the material was created.
What) Look for the content.
Know the central theme.

Do: Distribute copies of the passage to test the content validity and the learning activity sheets.

(1 video clip and 1 reading passage)

Do: Process students’ answers.
E. Finding Learning Task 5
Practical Say: Create or design a slogan that positive ways to combat the spread of misinformation via
Applications media and online platforms.
of Concepts
and Skills in (Rubrics for scoring is presented.)
Daily Living Do: Assess students’ outputs using the rubrics.
F. Making Ask: What are the three types of claims? What are the criteria you consider to test the quality and
Generalization accuracy of information?
s and
Abstractions Do: Process students’ responses. Give additional inputs to remind the students of the lesson.
about the
Lesson
G. Evaluating Paper-Pen Test (Formative Assessment)
Learning FACT, VALUE, POLICY?
Say: Study the given statements below. Name the type of claim used in each statement.

1 Covid– 19 kills millions of peoples around the world.

2 All Filipinos should observe health protocols to enable
us win over COVID -19.
3 An individual must be at least 18 years old in order for
him or her toapply for a driver's license.
4 Human action is responsible for the Earth rapidly
warming.
5 People wanting easy answers are a mistaken
assumption.
 Do: Process students’ responses.
Say: Now, you can easily identify evidence which proves a claim. You can also realize that
differentiating the types of claims really matters to deeply investigate the contents of a material
being viewed.
H. Additional
Activities for
Application or
Remediation

IV. REMARKS

V. REFLECTIO
N
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?

Prepared by: Checked by:

GLORELY V. CAPARIDA ANACLETO P. VILLACERAN JR.