School: Marilao Central Integrated School Grade Level: 9

GRADES 1 to 12 Teacher: Ms. Aira Jane N. Cruz Learning Area: English

DAILY LESSON LOG Teaching Dates and Time: WEEK 3 (September 5-September 9, 2022) Quarter: 1st Quarter

MONDAY TO THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use
processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to
enable him/her to participate actively in a speech choir.
B. Performance Standard The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice,
Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.
C. Learning Competencies / EN9LT-Id-2.2.14: Analyze literature as a means of discovering the self EN9LT-Id-2.2.14: Analyze literature as a
Objectives EN9OL-Ia-1.14: Use the correct pitch, juncture, stress, intonation, rate of speech, volume and projection means of discovering the self
when delivering lines of poetry and prose in dramatic and conventional speech choirs EN9OL-Ia-1.14: Use the correct pitch,
EN9F-Ih-3.14: Use the appropriate and effective speech conventions expected of speech choir juncture, stress, intonation, rate of speech,
presentations volume and projection when delivering lines
of poetry and prose in dramatic and
conventional speech choirs
EN9F-Ih-3.14: Use the appropriate and
effective speech conventions expected of
speech choir presentations
II. CONTENT THE SEVEN AGES OF MAN by William Shakespeare The SEVEN AGES OF MAN by William
Shakespeare
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages 4-6
2. Learner’s Materials pages Pages 7-8
3. Textbook pages Braving the 21st Century World Through Language and Literature (Pages 2-10)
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources https://www.youtube.com/watch?v=rOHhUUWeKN8
https://philnews.ph/2020/07/27/seven-ages-of-man-meaning-analysis-explanation/
IV. PROCEDURES
A. Reviewing previous lesson or Task 1 – Ice Breaker
presenting the new lesson The class will be divided into two groups. Each group will be assigned to guess 5 professions or role that will The class recites the poem The Seven Ages
be acted by selected students from each group. The group that finishes the task faster, gets additional points. of Man altogether.

Task 2 – Pair Work

Each student chooses a partner and shares their personal answers to some thought-provoking questions
related to the theme of the poem to be discussed. Then selected students will be called to answer each
question.
1. What roles do you play in your life? Are you happy to play those roles?
2. How do you play these roles effectively?
 3. Who do you consider as your role model in life? Why?
B. Establishing a purpose for The teacher introduces the students about the poem The Seven Ages of Man, a background about its author The teacher reviews the class about the
the lesson and an overview about the theme of the poem. lesson by asking them some recall
questions about the poem.
- William Shakespeare known as the “Bard of Avon” is one of the people who contributed a lot not only
in the Anglo-American Literature but in literature as a whole. In fact, he was able to write 154
sonnets, a kind of poem, and a number of plays.
- The poem The Seven Ages of Man is a part of Shakespeare’s one of the most famous works, “As You
Like It”.
C. Presenting Task 3 – Oral Reading and Recitation of the Poem
Examples/Instances of new The students will be given time to huddle
lesson The teacher let the students listen as she read the poem to them to show proper pronunciation. The teacher and practice their presentation of the
then let the students have the opportunity to read the poem themselves properly using correct pronunciation activity that was assigned for them to do
and word stress. during the discussion of the previous
lesson.
THE SEVEN AGES OF MAN
All the world’s a stage,
And all the men and women are merely players;
They have their exits and entrances,
And one man in his time plays many parts
5 His acts being seven ages. At first the infant,
Mewling and puking in the nurse’s arms;
And then the whining school boy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
10 Sighing like furnace, with a woeful ballad
Made to his mistress’ eyebrow. Then a soldier
Full of strange oaths, and bearded like a pard,
Jealous in honor, sudden and quick in quarrel,
Seeking the bubble reputation
15 Even in the cannon’s mouth. And then the justice,
In fair round belly with good capon lined,
With eyes severe and beard of formal cut,
Full of white saws and modern instances;
And so he plays his part. The sixth age shifts
20 Into the lean and ,slippered pantaloons,
With spectacles on nose and pouch on side;
His youthful hose well saved, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
25 And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.
D. Discussing new concepts Task 4 – Unlocking of Vocabulary Words
and practicing new skills #1
As the students develop good pronunciation of the poem, the teacher then asks them to unlock some
vocabulary words found in the poem to help them discuss the poem better. The following vocabulary words
should be discussed:

1. A lyric poem that tells a story - ballad

2. A fat chicken - capon
3. crying – mewling
4. promises or pledges to accomplish - oaths
5. display unconsciousness or nothingness - oblivion
6. throwing up or vomiting due to sickness – puking
7. a school bag - satchel
8. refers to stem or branch - pipe
9. produce high sharp sound - treble
10.unhappy or sorrowful sound – woeful

E. Discussing new concepts Task 5 – Discussion of the Poem

and practicing new skills #2
The teacher and the students discuss each stage of life discussed in the poem namely:
- The author compares the world with a stage and every living person is described as actors who play seven
different plays on that stage.
- The Seven Ages of Man talks about the cycle of life from birth to death is inescapable and we should play the
roles assigned to us at various stages just like professional actors.

1) baby or infant - In this stage, man is merely a helpless baby and knows little to nothing about the world.
2) school boy or child - He begins his journey with education, leaving the protection of his home, but still
too young to journey on his own.
3) lover - At this stage of a man’s life, romanticism and love make a fool out of a man as he tries to express
his emotions.
4) soldier - this age is described as being easily aroused and hot-headed, oftentimes, seeking to make a
reputation for himself even with high risks involved.
 5) justice or judge - this is the age where man has gained wisdom and knowledge through the experiences
he had in life. This is the time where a man wants to pass down his knowledge and enjoy the finer things in
life.
6) old man - at this point in life, a man has become but a shell of his former self physically and mentally.
7) extreme old man/like a child - a man begins to become dependent on others for care. Along with this,
he would be unable to interact with the world around him as he experiences a “second innocence”, and mere
oblivion to his surroundings.

Task 6 – Questions about the Poem

The teacher let the student answer some questions related to the poem such as:
1. What comprise the seven ages of man or stages in life of man according to the poem?
2. What describe the school boy attitude toward school? How do you feel about these pictures of childhood?
3. What is compared to the” stage” in the first two lines? How are the two related?

F. Developing mastery Task 7 – Written Task The students present their task in front of
(Leads to Formative Assessment the class by group.
Write Fact if you believe that the statement is true and Bluff if it is false.
__________1. The soldier stage is the time when you strive hard to reach your goal and venture your
abilities.
__________2. The justice stage is when you stop doing anything.
__________3. The whining school boy is comparable to your stage as a student.
__________4. The infant stage is the best stage.
__________5. The second childishness and mere oblivion is the stage of our grandparents.

G. Finding practical Task 8 – Reflection Questions

applications of concepts and
skills in daily living After reading and discussing the poem, the teacher asks the students life-related questions based on the
poem such as:
1. How does the poem make you feel about the importance of recognizing and performing a role in life
effectively?
2. Why is it acceptable/ better to recognize and perform your role in life?
3. How does the poem make you think of the importance of recognizing and performing a role in life
effectively?
4. What are the advantages and disadvantages of not recognizing
and performing your roles in life?
5. What would be the most effective way of performing your role in life?
H. Making generalizations and The teacher asks the students to recall the seven stages mentioned in the poem.
abstractions about the lesson The teacher asks the students their main takeaway from the poem The Seven Ages of Man.

I. Evaluating Learning Task 9 – Group Activity The teacher gives comments and provide
scores for each presenting group.
The teacher groups the class into seven, representing the seven stages of man and draw a picture that
 represents it. The students prepare an explanation of their drawing and present it to class later on.

J. Additional activities for Task 10 – Individual Activity The students will submit the individual task
application and remediation Using an illustration, each student shares what role they want to play in the future the most and what actions that was assigned as their assignment.
do they think of doing to fulfill it.
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned ____9-SOS ____9-SOS
80% on the formative ____9-Emerald ____9-Emerald
assessment ____9-Diamond ____9-Diamond
____9-Sapphire ____9-Sapphire
____9-Ruby ____9-Ruby
____9-Garnet ____9-Garnet
B. No. of learners who require ____9-SOS ____9-SOS
additional activities for ____9-Emerald ____9-Emerald
remediation who scored below ____9-Diamond ____9-Diamond
80% ____9-Sapphire ____9-Sapphire
____9-Ruby ____9-Ruby
____9-Garnet ____9-Garnet
C. Did the remedial lessons ____9-SOS ____9-SOS
work? No. of learners who ____9-Emerald ____9-Emerald
have caught up with the lesson ____9-Diamond ____9-Diamond
____9-Sapphire ____9-Sapphire
____9-Ruby ____9-Ruby
____9-Garnet ____9-Garnet
D. No. of learners who ____9-SOS ____9-SOS
continue to require ____9-Emerald ____9-Emerald
remediation ____9-Diamond ____9-Diamond
____9-Sapphire ____9-Sapphire
____9-Ruby ____9-Ruby
____9-Garnet ____9-Garnet
E. Which of my teaching Strategies used that work well: Strategies used that work well:
strategies worked well? Why ___ Group collaboration ___ Group collaboration
did this work? ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary activities/exercises ___ Answering preliminary
___ Discussion activities/exercises
___ Case Method ___ Discussion
___ Think-Pair-Share (TPS) ___ Case Method
___Rereading of Paragraphs/Poems/Stories ___ Think-Pair-Share (TPS)
___ Differentiated Instruction ___Rereading of Paragraphs/Poems/Stories
___ Role Playing/Drama ___ Differentiated Instruction
___ Discovery Method ___ Role Playing/Drama
 ___ Discovery Method
___ Lecture Method/Why? ___ Lecture Method/Why?
___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks ___ Group member’s Cooperation in doing
their tasks
F. What difficulties did I ___Pupils did not find difficulties in
encountered which my answering their lesson.
principal or supervisor can ___Pupils found difficulties in answering
help me solve? their lesson.
___Pupils did not enjoy the lesson because
___Pupils did not find difficulties in answering their lesson.
of lack of knowledge, skills, and interest
___Pupils found difficulties in answering their lesson.
about the lesson.
___Pupils did not enjoy the lesson because of lack of knowledge, skills, and interest about the lesson.
___Pupils were interested on the lesson,
___Pupils were interested on the lesson, despite of some difficulties encountered in answering the questions
despite of some difficulties encountered in
asked by the teacher.
answering the questions asked by the
___Pupils mastered the lesson despite of limited resources used by the teacher.
teacher.
___Majority of the pupils finished their work on time.
___Pupils mastered the lesson despite of
___Some pupils did not finish their work on time due to unnecessary behavior.
limited resources used by the teacher.
___Difficulty in the use of localized IMs
___Majority of the pupils finished their work
___Students attitude is seen as a problem
on time.
___Tardiness among students
___Some pupils did not finish their work on
___Strict adherence to school rules
time due to unnecessary behavior.
___Availability of technological equipment
___Difficulty in the use of localized IMs
___Students attitude is seen as a problem
___Tardiness among students
___Strict adherence to school rules
___Availability of technological equipment
G. What innovation or localized __Contextualized/Localized and Indigenized
materials did I use/discover IM’s
__Contextualized/Localized and Indigenized IM’s
which I wish to share with __ Localized Videos
__ Localized Videos
other teachers? __ Making big books from views of the
__ Making big books from views of the locality
locality
__ Recycling of plastics to be used as Instructional Materials
__ Recycling of plastics to be used as
__ local poetical composition
Instructional Materials
__ local poetical composition

Prepared by: Checked: Noted:

AIRA JANE N. CRUZ MICHAEL ANGELO AREGLO DR. EDELSON C. DELOS SANTOS
LSB Teacher JHS CHAIRMAN School Principal IV