School: CABARUAN NATIONAL HIGH SCHOOL Grade Level: 9

GRADES 1 to 12 Teacher: GLENN SALVADOR B. LIM IV Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
WEEK 5 (Oct. 2-6, 2023) Quarter: 1ST QUARTER
Time:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DATE:
I. OBJECTIVES
A. GRADE LEVEL The learner demonstrates communicative competence through his/ her understanding of British-American Literature, including Philippine
STANDARDS: Literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.
B. Learning Competencies / MELC: Employ the appropriate communicative styles for various situations (intimate, casual, conversational,
Objectives
consultative, frozen)
Objectives EN9G-Ia-17: Use normal and EN9G-Ia-18: Use interjections to Use appropriate words and expressions in a given
inverted word order in creative convey meaning situation (EN9V-Ia-1)
writing
II. CONTENT Provide Words of
PRESENTATION OF
Normal and Inverted Word Expressions
Interjections DIALOGUE, AND LONG ICL
Order in Creative Writing. Appropriate for a Given
QUIZ
Situation
III. LEARNING RESOURCES
A. References
1. Additional Materials English – Grade 9 English – Grade 9 English- Grade 9
Quarter 1 – Module 1: Normal and Quarter 1 – Module 2: Alternative Delivery Mode
from Learning Resource Interjections
Inverted Word Order in Creative Quarter 1,Wk.1 - Module 1:
(LR) Portal Writing First Edition, 2020 First Edition, 2020 Provide Words or Expressions
Appropriate for a Given Situation

Almonte, Flandez and Nedia

file:///D:/SY%202022-2023/2.%20MODULES/
B. Other Learning ENGLISH/ENGLISH%209/Quarter%201/English
Resources %209%20-%20Q1%20-%20M1%20%20Normal
%20and%20Inverted%20Word%20Order%20in
%20Creative%20Writing.pdf
IV. PROCEDURES
A. Reviewing previous Are you familiar with these
file:///D:/SY%202022-2023/2.%20MODULES/
ENGLISH/ENGLISH%209/Quarter%201/English
%209%20-%20Q1%20-%20M2%20Interjections.pdf
There are eight parts of speech:
Lagustan, A Journey through
Anglo-American
Literature, (Philippines: Vibal
Group Inc., 2014)
file:///D:/SY%202022-
2023/2.%20MODULES/ENGLISH/ENGLISH
%208/Quarter%201/other%20modules/
toaz.info-eng9-q1-mod4-wk3-provide-
words-or-expressions-appropriate-for-a-
given-si-
pr_24b2c385fff4ce08c3617f2eacb2619d.pd
f
Read the mini dialogue Spelling Activity
 lesson or presenting the images? Can you guess what
new lesson does each picture means?
These are signages. They are
commonly posted in
conspicuous places or in areas
that people can easily notice.
We know what these signages
tell us because they also mean
RULES that are ought to be
followed to keep order in our
community.
noun, pronoun, verb, adjective,
preposition, conjunction, and
interjection. Recognizing them is
very useful when learning the
English language. The part of
speech to which a word belongs
guides us on its use in a
sentence and defines the
correct word order and
punctuation. Knowing the role
that each word has in a
sentence structure helps to
understand sentences and also
to construct them properly.
carefully and underline
once the expression that
expresses agreement.
1. Erick: We can play the
game now.
Andrei: Sure! But I’m not
good at it.
2. Connie: Do come. Can
you stay for lunch?
Vangie: I’m afraid not. We
have to go somewhere.

B. Establishing a purpose
for the lesson
In language, just like English,
there are also rules that we
follow so we can express
ourselves more clearly. Without
knowledge of the rules, it may
cause miscommunication or
misunderstanding. Just like the
rules that the signages showed
us earlier, grammar rules in
English maintain the order in
spoken and written forms of our
expressions.
Directions: Identify the feeling
or emotion expressed in each
sentence. On the space
provided before the number,
draw the emoji for sad, for
surprised, for happy, and for
angry. Draw your answer after
the sentence.
Ask volunteers to pick Find Your Feeling
photos from the box
“Speak your Emoticons” Has someone asked you
how you feel about
something and you
struggle for some words in
your head that would
explicitly describe how
you are feeling? Try
solving the crossword
puzzle below and learn
few words you can use
later in this lesson.

C. Presenting There is one part of speech that
Examples/Instances of Importance of Word Order is different from a verb, noun,
new lesson pronoun, adjective, and the rest.
They do not help you
understand the relationship
between words, nor they do
have much of a grammatical
purpose. Curious to learn about
this interesting group of words?
They are called interjection.
1. How do the pictures
below make you feel?
2. How does the picture
make you feel? Why?
3. Which picture are you
agreeable with? Which
picture do you disagree?
“To Agree or Disagree”
In the previous task, you
learned about words that
allow you to describe how
you feel about something
or someone. These words
are important because how
you respond to people and
the environment depends
on how you feel about it.

D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills #2--
F. Developing mastery
(Leads to Formative
Assessment)
Discussion of
The Normal Word Order
Discussion of
The Inverted Word Order
Arrange these words in their
normal and inverted word
order.
What are interjections?
An interjection is a part of
speech that expresses strong
feelings or sudden emotions.
Here are some examples:
Sentence 1: Oh no! I spilled the
juice. But don’t worry, I’ll clean
it up.
--------------------------------------
Directions: Read the following
dialogue and answer the
questions that follow.
Read and understand the
selection below and find
out how the characters
differ in their responses.
What could they be talking
about? Let’s read and find
out.
Discussion on signal
phrases on EXPRESSING
ONE’S OPINION,
AGREEING WITH AN
OPINION, and
DISAGREEING WITH AN
OPINION
“Finding the Expressions” Do the following activity
with the same pair.
If you go back to Task 4,
you will find the Make a dialogue/
conversation with conversation that usually
Hannah, Amy happens in school or at
and Paul. Go over this home. Be
conversation again and sure to use eight of the
identify all the expressions different expressions you
you can find. have learned in the
previous tasks.
Write them down in the Write the conversations in

G. Finding practical Directions: Tell whether the
applications of concepts statement given is TRUE or
and skills in daily living FALSE. Write your answer on the
space before the number.
H. Making generalizations Normal Word Order normally
and abstractions about has the subject and verb to
the lesson complete the thought of the
statement. The subject comes
before the verb, and it is easier
to understand and is commonly
1. The interjection ‘hey’ means
__________.
2. ‘Emm!’ shows __________.
3. ‘Wow!’ expresses
__________.
4. ‘Hmph!’ represents the
feeling of __________.
5. What does Marcel mean
when he says ‘Ah-ha’?
Throughout our journey in life,
we are destined to meet
different kinds of people.
Therefore, we should learn how
to respect the feelings and
opinions of others to maintain a
good relationship and have a
happy life.
Remember that an interjection
is the part of speech that
expresses a strong feeling or
emotion. It expresses
sentiments or emotions such as
surprise, joy, excitement, and
graphic organizer shown the speech balloons. See
below. the rubric below for your
guidance.
PAIRING ACTIVITY
“Speak Your Mind”
Now that you are familiar
with the different
expressions and vocabulary
words that show feelings,
try using them in a real life
situation reflected in the
dialogue
below.
Fill in the blanks with the
appropriate expression and
the appropriate word to
describe how the person
feels. Choose answers
within the cloud.
What are three things
you’ve learned from the
module?
 used in normal conversation. On
the other hand, Inverted Word
Order is simply the opposite of
the normal word order.
I. Evaluating Learning Write NWO if the structure of
the sentence is Normal Word
Order and IWO if it is an
Inverted Word Order. Write the
correct answer on the space
provided before the number.
1. Into the woods, the hunters
seek for food.
2. Are you joining us at the
meeting?
3 more questions will be given.
J. Additional activities for
application and
remediation
anger.
Directions: Which of the
following is the correct meaning
of the interjection used in each
sentence?
1. Oh! I will never go to a
nightclub again.
A. I’m happy
B. who’s there
C. I’m regretting
2. Ouch! That hurts.
A. It’s enjoyable
B. I cannot bear this any longer
C. Don’t disturb me.
3 more questions will be given.
The Activity under practical
application will serve as an
evaluation for this activity.
Do the following activity
with the same pair.
Make a dialogue/
conversation that usually
happens in school or at
Read the mini dialogue
carefully and underline
once the expression that
expresses agreement.
Underline an expression
twice if it expresses
disagreement.
Encircle the ones that
imply a suggestion or an
advice.
1. Angelo: You’re the only
person who knows what
really happened.
Malee: That’s not quite
true. Sam, was there, too.
2. May: Hey, that’s right. I
remember he solved the
problem for us.
Joe: That’s good to now.
We’ll give him a call.
3 more questions will be
given.
 home. Be
sure to use eight of the
different expressions you
have learned in the
previous tasks.
Write the conversations in
the speech balloons. See
the rubric below for your
guidance.

V. Remarks

VI. REFLECTIONS

A. No. of learners who

earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
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
encountered 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: Checked and reviewed by: Noted:

GLENN SALVADOR B. LIM IV LUZVIMINDA B. SOLIS EdD JOSEPHINE O. PARINAS EdD

Subject Teacher Head Teacher III Principal II