School: Grade Level & Section: Grade 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: Week 3 Quarter: First Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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
I. OBJECTIVES activities may be done for developing content 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 Anglo-American literature and other text types serve as means of valuing other people; also how to use processing information
strategies, different forms of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation.
B. Performance Standards: The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
C. Learning Competencies/Objectives: EN9OL-Ic-1.15: EN9G-Ic-18: Use EN9RC-Ic-13.2: Take note of EN9V-Ic-15: Explain how Remedial
Write the LC Code for each Use the appropriate interjections to convey sequence signals or words are derived from names Instruction/Enhancement Activities
segmentals (sounds of meaning. connectors to determine of persons and places for reading/Individual
English) and the EN9G-Ic-17: Use normal and patterns of idea Development EN8LT-Ic-2.2: Explain how the Learning/Cooperative Learning
suprasegmentals or prosodic inverted word order in creative given in a text elements specific to a genre
features of speech when writing EN9VC-Ic-3.8: Infer thoughts, contribute to the theme of a
delivering lines of poetry and EN9G-Ic-1.6/1.7: Use feelings, and intentions in the particular literary
prose in a speech choir, jazz appropriate punctuation marks material viewed selection
chants and raps and capitalization to convey EN9LC-Ic-3.12: Paraphrase EN8LT-Ic-14: Analyze literature
EN9F-Ic-3.1: Produce the meaning the text listened to as a means of enhancing the
correct beat and rhythm in self
delivering jazz chants and raps
ENWC-Ic-8: Distinguish
between and among
informative, journalistic, and
literary writing
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 2: Maximizing my Strength
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
III. LEARNING RESOURCES as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages Page 26-27 on Teacher’s Page 23-24 on Teacher’s Page 20-22 on Teacher’s Page 22-23 on Teacher’s
Guide Guide Guide Guide
2. Learner’s Materials Pages Page 36-39 on Learner’s Page 31-36 on Learner’s Page 23-25 on Learner’s Page 26-31 on Learner’s
Materials Materials Materials Materials
3. Textbook Pages Page 44-48 in Learner’s Book Page 39-45 in Learner’s Book Page 29-31 in Learner’s Book Page 33-38 in Learner’s Book
Anglo American Literature Anglo American Literature Anglo American Literature Anglo American Literature

4. Additional Materials from

Learning Resource (LR) portal
E. Other Learning Resources ICT ICT ICT ICT
 (Television, Laptops, (Television, Laptops, (Television, Laptops, (Television, Laptops,
Video Clips) Video Clips) Video Clips) Video Clips)
Copy of the Text Copy of the Text Copy of the Text Copy of the Text
Textbook Textbook Textbook Textbook
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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. PROCEDURES 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 REVIEW: REVIEW: INTRODUCE: INTRODUCE: Remedial
Presenting the New Lesson Review to them the signals and Review to them the Beowulf is admired for the Instruction/Enhancement Activities
punctuation marks learned and happenings and events they “Character cannot be richness of its poetry. About a for reading/Individual
noted from the poem “The remember from the poem “The developed in ease and quiet. third of the words in Beowulf Learning/Cooperative Learning
Battle with Grendel” Battle with Grendel”. Gather Only through experience of are words known as Kennings.
students’ answers and process trial and suffering can the soul Kennings combine two words
Recall how these marks and them. be strengthened, ambition to create an evocative and
signals help deliver a literary inspired and success imaginative alternative word.
piece more effectively achieved.”
- Hellen Keller
Make to catch student’s
attention while sharing and
explaining about the quote.
B. Establishing a Purpose for the Lesson MOTIVATION: MOTIVATION: SHARE: MOTIVATION:
INTRODUCE THE Give further details about Maximizing means “making the Give further details about
CHARACTERS See task Beowulf that learner’s will grow best use of” and this is what Beowulf that learner’s will grow
11”Discovery Tasks” appreciation within themselves you must do with your strength. appreciation within themselves
about the greatness of the This happens when you focus about the greatness of the
a. Have the class write a poet. on the areas you are most poet.
speech balloon to introduce skilled, talented and strong
Beowulf and Grendel using the while avoiding your
cartoon strips being provided. weaknesses.
b. Let them use sequence
signals and punctuation marks.
c. Instruct them to suggest on
how to effectively speak and
deliver their lines.
d. Let them read or deliver the
lines by observing appropriate
stress, intonation and juncture
in reading “Beowulf”.
e. Remind them that each
group will take turns reading
specific stanzas from Beowulf.
C. Presenting Examples/Instances of the SHARE: Your Discovery Tasks SAY This week’s lesson will unfold Form groups of four. Explain
Lesson “The infamous killer fought YES or NO one’s greatness and heroic the Kennings in this tic-tac-toe
For his freedom, wanting no See Task 4”Your Text” acts which will lead you to board. Choose three Kennings
flesh but retreat, a. Tell the students to say yes discover your hidden potentials in a row to explain. You must
Desiring nothing but escape; if the statement is congruent to and develop skills for the all do those in the center.
his claws the poem read and no if it is realization of the world’s
Had been caught, he was not. b. Let them cite lines from ultimate goal --- positive
trapped” the poem to test if their transformation.
interpretation is correct.
c. Have them explain their
answer to lead them to the
understanding of the theme
and message of the poem
D. Discussing New Concepts and Practicing TYPE THE TEXT Task 5. Illustrate the Creations INITIAL TASKS Remedial
New Skills #1 See task 12”Your Discovery Based on the poem, how do Let’s begin your lesson by ATTACK those WORDS Instruction/Enhancement Activities
you imagine the entities in the See Task 3 “Your Text” for reading/Individual
Tasks” working on the first two
Learning/Cooperative Learning
a. Ask the students to identify poem? Describe each based activities to guide you in your a. Instruct the students to
on what is said in the text and classify the compound words
the text type of the following journey throughout the lesson.
based on how you imagined based on their derivation
articles as to journalistic, each. Write your answers in
informative, or literary. Task 1.Hit the Hints indicated on the table.
the table
b. After doing the task above, b. Process the answers. You
ask them write their ideas a. Show the pictures of may ask the following
about the features of a literary supernatural heroes questions:
text and how each should be b. Let the students infer about 1. What is your basis in
read. the strengths or powers of classifying the words according
each hero. to their category?
c. Process the answers/ output 2. What is the modern
of the students. (pp. 30 on equivalent meaning of each
Learner’s module) word?

E. Discussing New Concepts and Practicing DISCUSS: Task 6. Compare and Contrastb. Answer the following As you read the poem, list Remedial
New Skills #2 questions to get to know our down more examples of Instruction/Enhancement Activities
1. Informative text: Serves to Fill out the Venn Diagram to characters better. Kennings or word derivations for reading/Individual
inform; provides or discloses show the similarities and 1. Who among the characters from Beowulf to add to your Learning/Cooperative Learning
information; instructive; differences of Beowulf and do you like most? Why? vocabulary list.
instructional Grendel _________________________
2. Journalistic text: radio, print, _________________________ _________________________
television, and online 2. Do you have what it takes to _________________________
journalism that presents be like any of them? Why do ____________________
information. 3. Literary Text: you say so?
 Literary text is defined as a _________________________ _________________________
wide variety of imaginative and ________________________ _________________________
creative writing that 3. Based on their ____________________
leads to the appreciation of the characteristics and intentions,
cultural heritages of students. what name could be _________________________
Literary is defined as associated with them? _________________________
something related or _________________________ ___________________
associated with literature or ________________________
scholarly learning and writing.

http://www.ask.com/question/w
hat-is-the-definition-of-a-
literary-text
F. Developing Mastery Task 13. Rap Meant for a Hero Task 9. Spot the signals and Task 2.Say that Again a. Read the epic poem “Beowulf”
(Leads to Formative Assessment 3) punctuation marks Listen as your teacher plays a which deals with war and
a. Write meaningful sentences recorded song three times. adventure.
about a hero in your life. a. Instruct the class to scan
Write down at least three lines
Include the sequence signals once again the poem “Beowulf” Let the students read the poem
you have learned, colons and from the song that captured
and list down sequence signals aloud observing appropriate
semi-colons, You may go back they could spot. your attention. Once you’ve
written them, work with a intonation, stress, and
to the introduction you wrote
and presented in your previous b. Have them illustrate how pronunciation
partner and discuss how you
activity. Be sure to use the right these words are used in the understood each line.
descriptive words and some selection by filling out the grid.
examples of “Kennings” in your c. Remind them about the use a. Let the students write three
paragraph. of sequence markers lines from the listening text that
they like the most.
DISCUSS: b. Have them restate the lines
Sequence markers can signal using their own words and
how to interpret the relationship sentences.
between sentences in a c. Tell them to read their work
number of different ways. in front of the class.
d. After processing the above
task, discuss the tips in
paraphrasing

Listening text/Material: Hero by

Mariah Carey
http://www.lyrics007.com/Maria
h%20Carey%20Lyrics/Hero
 %20 Lyrics.html

G. Finding Practical Applications of Task 14. Share your Life’s Task 10. Mark the Paraphrasing will make us own EXPLAIN: Remedial
Concepts and Skills in Daily Living Lessons Punctuations Below are our ideas as inspired by other This literary piece is a rich Instruction/Enhancement Activities
stanzas from Beowulf. Take people’s work and will keep us poetry which theme is an epic for reading/Individual
note of the punctuation marks from plagiarizing other’s works. story which shows the richness Learning/Cooperative Learning
used in the stanzas and be of the author’s mind through a
ready to answer questions deliberate show off of wars and
about them. adventure stories.
(Note: This task is still to be
improve by the author based
from the comments of the
content reviewer.)

Answer these questions to

know more about the
punctuation marks.

1. What punctuation marks are

highlighted in the given
stanzas?
_________________________
_________________________
2. What is the meaning
conveyed when these
punctuation marks are used?
_________________________
_________________________
3. When do we use them?
_________________________
_________________________
H. Making Generalizations and Abstractions It is said to be the greatest It is said to be the greatest Rewriting lines from songs, It is said to be the greatest
about the Lesson poem ever written in a modern poem ever written in a modern poems, stories, and other poem ever written in a modern
European language four European language four articles is one way of European language four
centuries before the Norman centuries before the Norman paraphrasing. Paraphrasing is centuries before the Norman
Conquest. Beowulf shows an Conquest. Beowulf shows an often defined as putting into Conquest. Beowulf shows an
interplay of Christian and interplay of Christian and your own words texts that are interplay of Christian and
pagan beliefs. The original pagan beliefs. The original originally from the author. pagan beliefs. The original
writer remains unknown. It has writer remains unknown. It has writer remains unknown. It has
been said that Burton Raffel’s been said that Burton Raffel’s been said that Burton Raffel’s
translation from the original Old translation from the original Old translation from the original Old
English is the most celebrated English is the most celebrated English is the most celebrated
 and most read by students and and most read by students and and most read by students and
general readers alike general readers alike general readers alike
I. Evaluating Learning b. Go back to your previous POST READING: C. With the tips and examples POST READING: Remedial
activity, Task 11 entitled, Let the learner’s go back to the given to you on paraphrasing, Let the learner’s go back to the Instruction/Enhancement Activities
“Introduce the Characters.” list of word derivations they be ready to listen to another list of word derivations they for reading/Individual
Present your output to the created before reading. recorded song and write down created before reading. Learning/Cooperative Learning
class by rapping. Be guided by two lines from the song which
the tips on doing the RAP as Let the class share their listings you like the most and Let the class share their listings
follows: Make sure there’s and encourage them explain paraphrase them. and encourage them explain
rhyme in the material you will their chosen words in their own their chosen words in their own
rap. Rhyme matters in rap as in ideas. Lines from the Song ideas.
any poetic form. a.
1. Perform rap in time to a beat b.
2. Don’t say anything that will
offend people. Your Paraphrase
3. Craft your own style. a.
4. Have fun while rapping. b.
5. Practice. Practice. Practice.

c. It’s your chance to rap now.

Your school’s dramatic guild is

in search of a rapper who will
introduce the lead
character/hero through a rap.
You’ve been asked to try out
for the part. You will render a
one-minute rap about the hero
in your life in front of your class
with your English teacher and
class adviser. Be reminded of
the rhyme, rhythm and beat
when you do the rap.
J. Additional Activities for Application or
Remediation
V. REMARKS ________ Accomplished ________ Accomplished ________ Accomplished ________ Accomplished ________ Accomplished
________ Not Accomplished ________ Not Accomplished ________ Not Accomplished ________ Not Accomplished ________ Not Accomplished
Reason: Reason: Reason: Reason: Reason:

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?
VI. REFLECTION 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
_____ Explicit Teaching _____Inquiry-Based teaching _____ Think-Pair Share
E. Which of my teaching strategies work _____ Group Collaboration _______ ICT Integration
well? Why did these work?
Others: ____________________
__________ Appropriate teaching strategy
F. What difficulties did I encounter which my
__________ Promoted learners Arrangement
principal or supervisor can help me solve?
__________ Others
_________ Used stimulating IM’s
_________ Video Clips
G. What innovations or localized materials did
_________ Quality Outputs produced/made
I used/discover which I wish to share with
other teachers?
Others: ___________________________