EUGENIO CABEZAS NATIONAL HIGH

GRADES 1 to 12 School: SCHOOL Grade Level: 9

DAILY LESSON LOG Teacher: BEVERLY E. ULBA Learning Area: ENGLISH
8-9Am – Laurel
9:30-10:30 – Quirino
12:15-1:15 – Magsaysay SECOND (week 8-
Teaching Dates and Time: 1:15-2:15 - Roxas Quarter: 9)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards: The learner demonstrates communicative competence through his/ her understanding of British-American Literature,
including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other
countries.

B. Performance Standards:

C. Learning  Make  Understand the  analyze  analyze  Enhancing

Competencies/Objectives: connections theme of the situations as a situations as a reading
Write the LC Code for each between texts to story means of means of (Catch-Up
particular issues,  analyze understanding understanding Plan)
concerns, and situations as a unchanging unchanging  Display
dispositions in means of values in the values in the understand
life understanding ing of the
VUCA world VUCA world
 analyze situations unchanging lesson
 Collaborate with through
as a means of values in the their MELCS:
understanding active
VUCA world groupmates in Analyze literature
unchanging participatio
carrying out as means of n
values in the MELCS: tasks related to understanding  Health
VUCA world Analyze literature as the lesson unchanging values integration:
MELCS:
means of  Display in the VUCA Mental
Analyze literature as a understanding understanding (volatile, uncertain, Health
means of understanding unchanging values in of the lesson complex, Promotion
unchanging values in the the VUCA (volatile, through active ambiguous) world (Self-harm
uncertain, complex, participation and
VUCA (volatile, MELCS: Suicidality
uncertain, complex, ambiguous) world EN9G-IIe-20
Analyze literature as and it’s
ambiguous) world means of warning
EN9G-IIe-20
signs)
 EN9G-IIe-20 understanding
N9G unchanging values in
-IIe- the VUCA (volatile,
20N uncertain, complex,
9G- ambiguous) world
IIe-
20 EN9G-IIe-20
1

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages Page 29 Page 30 Page 31 Page 33

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
LONG TEST in ENGLISH 9 Let the students define
the word Values.
Allow students to explain
their own perspective
about VUCA world.
 The students will SLOGAN MAKING What is the concept
read the short of VUCA world?
article entitled We How can you be an
are Not Virus, it is advocate of positive
Lonely in the values in this modern
Frontline, Finding world?
the Balance, and
 for love of Create your own slogan
fellowmen and advocating the
family. unchanging values in the
 Discuss with the VUCA world.
group what
context of VUCA it Rubrics:
is related?
Content -10
Creativity – 5
Originality – 5
20

B. Establishing a Purpose for the .  Read the

Lesson poem
entitled ‘If
We Must
Die’
 Use
interactive
group
Let the students give their
discussion
opinion about literature
Let the students
and how it was connected
watch a short video
to values?
clip related to the
poem entitled ‘If We
Discussion of students’
Must Die’
answers.
https://
www.youtube.com/
watch?
v=Z9ZYGcTUh7g

C. Presenting Examples/Instances Let the Students

 of the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
read the Poem.
Let the students Group Discussion GROUP ACTIVITY
answer learning task 4. (interactive
discussion with the
Cite an instance that group members)
would illustrate the
Group 1 – Explain
indicated behavioral the 4 lines establish
pattern. in the poem.
Flexibility Group 2 – What
Speed Message does the
Experimenting persona forward to
Performance Risk- his allies?
taking
Interpersonal Risk- Group 3 – How does
the persona describe
Taking
his enemies?
Collaborating
Information Gathering Group 4 – according
Feedback seeking to the poet, how can
Reflecting one die nobly?
Group 5 – Using
Venn diagram,
compare the specific
messages and/or
values presented in
the poem.
After presentation,
let the teacher
deepen the meaning
of the poem. By
 citing more
examples in real life.

E.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
F. Discussing New Concepts and Presentation of Group In related to the
Practicing New Skills #2 Collaborative work. lesson discussed,
discussion by group. the teacher will let
the students watch a
Char Beha Evid video clip about
acter viora ence ’Suicide Prevention’
s l s https://
patte www.youtube.com/
rn watch?
Beo v=i7eE5G5Baps
wulf
King
Hrot
hgar
Gren
del
Gren
del’s
Moth
er
Wigl
af
Drag
on
G. Developing Mastery Presentation Questions:
(Leads to Formative Assessment . through video clip.
3) https:// 1.What is the video
www.youtube.com/ clip all about?
watch? 2.What are the
v=NnhXmt5RBTU warning signs of
suicide problem?
3.How to prevent
this kind of problem?

1.

H. Finding Practical Applications of . . Relate the poem and

Concepts and Skills in Daily the video clip about
Living suicide awareness in
our everyday living.

1.How are we going

to be safe?
2.How are we going
to live with dignity?
3.What are the
values does the
character possess in
the poem that makes
him courageous
enough to live or die
with noble?
4.Do suicide helps
us to shorten our
pain/problem?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

V. PROCEDURES
I. Making Generalizations and Checking and 1. What does the Raising some
Abstractions about the Lesson feedbacking. article say about scenario where
the medical students can share
frontliner’s more their opinions
situation in the about the topic.
country?
 2. How can the
situation
influence the
Filipino Medical
frontliners?
3. How should this
situation have
addressed?
4. What Filipino
values can be
gained from the
given text?
5. Based on the
article, trace the
development of
your thinking.
Use Graphic
Organizer below
to jot down your
initial and final
perspectives
concerning other
people’s
circumstances.
J. Evaluating Learning Discuss the answers to the . Students’ Students’ Students’ output will
class (as a review for the up presentation/output will presentation/output will serve as their written test.
coming 2nd Quarterly serve as their serve as their
assessment) Performance task. Performance task.

Graphic Organizer

Observing
Other’s
Circumstances

Initial

Final

K. Additional Activities for .

Application or Remediation
VI. REMARKS

VII.REFLECTION
A. No. of learners who earned 80% 278
in the evaluation

B. No. of learners who require 10 students

additional activities for
remediation

C. Did the remedial lessons work? Yes, additional reading materials and activities were given to the students for them to cope up with the lesson.
No. of learners who have caught
up with the lesson

D. No. of learners who continue to 5

require remediation

E. Which of my teaching strategies Collaborative

work well? Why did this work? As I can see, most of my students can be able to answer and participate if they work in a group. They gain confidence if they have
companion/group members/group leader to help them come up with the answer.

F. What difficulties did I encounter None

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: Noted by:

BEVERLY E. ULBA ZYRA ROSE L. YAMSUAN APRIL L. MACAM

G-9 English Teacher English Key Teacher Assistant School Principal II