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DLL 2023-2024

The document contains a daily lesson log for a 7th grade English class. The lesson focuses on completing analogies and covers various competencies related to using active and passive voice. Over the course of the week, students will review analogy concepts, complete tasks practicing analogy identification and creation, discuss analogy types, and apply their understanding through examples and assessments. Formative assessment will be used to evaluate student learning.

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Algie MAy Gabriel Aguid-Gapol

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0% found this document useful (0 votes)

40 views95 pages

DLL 2023-2024

Uploaded by

Algie MAy Gabriel Aguid-Gapol

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOC, PDF, TXT or read online on Scribd

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School: TANDACOL INTEGRATED SCHOOL Grade Level: 7

GRADES 1 to 12
Teacher: ALGIE MAY A. GAPOL Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: September 4-Sptember 8, 2023 (week 2) Quarter: 1

MONDAY TUESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. GRADE LEVEL STANDARDS The learner demonstrates communicatative competence through hos/her understanding of Philippine Literature and other text types for
deeper appreciation of Philippine Culture.

B. Most Essential EN7G-III-c-2 EN7G-III-c-2 EN7V-IV-c-23.1 Remedial/Enhancement Reading Schedule/ICL

Competencies/Objectives: Use the passive and active Use the passive and active Supply other words or
Write the LC Code for each voice meaningfully varied voice meaningfully varied expressions that complete an
contexts. contexts. analogy

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 1: Completing an Analogy

2. Learner’s Materials Pages P237

3. Textbook Pages P237
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources None – textbook only
School: TANDACOL INTEGRATED SCHOOL Grade Level: 7
GRADES 1 to 12
Teacher: ALGIE MAY A. GAPOL Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: August 29-Septemebr 1 (week 1) Quarter: 1

TUESDAY 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
I. PROCEDURES learning by the students which you can infer from 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 Ask: Ask: Remedial/Enhancement Reading
or Presenting the New Lesson How do you know what What is the topic we talked Schedule/ICL
pattern next to this about?
picture?

B. Establishing a Purpose for the Do Task 1 on page 6 of Do Task 6

Lesson LM

C. Presenting Ask: Present a analogy activity

Examples/Instances of the How important to know through a game
Lesson the connection between
the images?

D. Discussing New Concepts and Do the task 2 Discuss the types of analogy
Practicing New Skills #1
School: TANDACOL INTEGRATED SCHOOL Grade Level: 7
GRADES 1 to 12
Teacher: ALGIE MAY A. GAPOL Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: August 29-Septemebr 1 (week 1) Quarter: 1

MONDAY TUESDAY 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
IV. PROCEDURES learning by the students which you can infer from 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.
E. Discussing New Concepts and Discuss the meaning of Remedial/Enhancement Reading
Practicing New Skills #2 the analogy and its types. Do the task 7 Schedule/ICL

F. Developing Mastery Do the Learning task 3

(Leads to Formative Create three examples of
Assessment 3) analogy

G. Finding Practical Applications Do the Learning task 4

of Concepts and Skills in Daily Do the learning task 8
Living
School: TANDACOL INTEGRATED SCHOOL Grade Level: 7
GRADES 1 to 12
Teacher: ALGIE MAY A. GAPOL Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: August 29-Septemebr 1 (week 1) Quarter: 1

MONDAY TUESDAY 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
IV. PROCEDURES learning by the students which you can infer from 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.
H. Making Generalizations and Analogy Remedial/Enhancement Reading Schedule/ICL
Abstractions about the is_____________________ Analogy types are
Lesson ________
_____________________.

I. Evaluating Learning Do the learning task 5 Write two analogies

between the two image

J. Additional Activities for “Search about the different

Application or Remediation genre of a material viewed.

V. REMARKS
School: TANDACOL INTEGRATED SCHOOL Grade Level: 7
GRADES 1 to 12
Teacher: ALGIE MAY A. GAPOL Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: August 29-Septemebr 1 (week 1) Quarter: 1

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
VI.REFLECTION students learn?
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

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?
School: TANDACOL INTEGRATED SCHOOL Grade Level: 8
GRADES 1 to 12
Teacher: ALGIE MAY A. GAPOL Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: August 29-Septemebr 1 (week 1) Quarter: 1

MONDAY THURSDAY FRIDAY

IV.OBJECTIVES

C. GRADE LEVEL STANDARDS The learner demonstrates communicatative competence through hos/her understanding of Philippine Literature and other text types for
deeper appreciation of Philippine Culture.

D. Most Essential EN8V-If-6 EN8V-If-6

Competencies/Objectives: Determining the meaning of words and Determining the meaning of
Write the LC Code for each expressions that reflect the local culture by words and expressions that
noting context clues. reflect the local culture by
noting context clues.
EN8SS-lllg-1.6.4
Use conventions in citing
sources

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.
V. CONTENT
Lesson 1: I am an African Child
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
VI.LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References
5. Teacher’s Guide Pages P 134- 140

6. Learner’s Materials Pages P237

7. Textbook Pages P237
8. Additional Materials from
Learning Resource (LR)
portal
D. Other Learning Resources None – textbook only
School: TANDACOL INTEGRATED SCHOOL Grade Level: 7
GRADES 1 to 12
Teacher: ALGIE MAY A. GAPOL Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: August 29-Septemebr 1 (week 1) Quarter: 1

TUESDAY 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
II. PROCEDURES learning by the students which you can infer from 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.
K. Reviewing Previous Lesson Through this lesson, your Ask: Remedial/Enhancement Reading
or Presenting the New Lesson guest for knowledge on What is the topic we talked Schedule/ICL
our Afro'Asian families about?
will gradually unfold and
eventually be satisfied Let
us begin our journey

L. Establishing a Purpose for the Do Task 6

Lesson

M. Presenting Present a analogy activity

Examples/Instances of the through a game
Lesson

N. Discussing New Concepts and after looking at the Discuss the types of analogy
Practicing New Skills #1 pictures or watching the
videos answer the
following with your
partner discuss with
him/her your views on the
video clip you have just
watched compare your
answers with those of
your partner by changing
each other0s
•
observe appropriate
connectors upon
comparing and
contrasting.

School: TANDACOL INTEGRATED SCHOOL Grade Level: 7

GRADES 1 to 12
Teacher: ALGIE MAY A. GAPOL Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: August 29-Septemebr 1 (week 1) Quarter: 1

MONDAY TUESDAY 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
V. PROCEDURES learning by the students which you can infer from 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.
O. Discussing New Concepts and Remedial/Enhancement Reading
Practicing New Skills #2 Do the task 7 Schedule/ICL

P. Developing Mastery
(Leads to Formative Create three examples of
Assessment 3) analogy
Q. Finding Practical Do the Learning task 4
Applications of Concepts and Do the learning task 8
Skills in Daily Living

School: TANDACOL INTEGRATED SCHOOL Grade Level: 7

GRADES 1 to 12
Teacher: ALGIE MAY A. GAPOL Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: August 29-Septemebr 1 (week 1) Quarter: 1

MONDAY TUESDAY 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
VII. PROCEDURES learning by the students which you can infer from 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.
R. Making Generalizations and Analogy Remedial/Enhancement Reading Schedule/ICL
Abstractions about the is_____________________ Analogy types are
Lesson ________
_____________________.

S. Evaluating Learning Do the learning task 5 Write two analogies

between the two image

T. Additional Activities for “Search about the different

Application or Remediation genre of a material viewed.
VIII. REMARKS

School: TANDACOL INTEGRATED SCHOOL Grade Level: 7

GRADES 1 to 12
Teacher: ALGIE MAY A. GAPOL Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: August 29-Septemebr 1 (week 1) Quarter: 1

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
IX.REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
H. No. of learners who earned
80% in the evaluation

I. No. of learners who require

additional activities for
remediation

J. Did the remedial lessons work? No.

of learners who have caught up
with the lesson

K. No. of learners who continue to

require remediation

L. Which of my teaching strategies

work well? Why did these work?

M. What difficulties did I encounter

which my principal or supervisor
can help me solve?
N. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?

School: TANDACOL INTEGRATED SCHOOL Grade Level: 8

GRADES 1 to 12
Teacher: ALGIE MAY A. GAPOL Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: August 29-Septemebr 1 (week 1) Quarter: 1
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
III. PROCEDURES students which you can infer from 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 Ask: Ask: Discuss the verbals. Show an example of plot Remedial/Enhancement
Presenting the New Lesson How do you respond to an How would you feel when Point out the Gerunds. summary or synopsis Reading Schedule/ICL
emergency? Whom do you you heard the plot of your Give its different functions
call for help? own murder? in the sentences.

B. Establishing a Purpose for the Do Task 1 on page 235 of Read a script ( literary text) Be able to identify gerunds. Ask:
Lesson your LM. “Sorry Wrong Number”
What are the guidelines in
writing a good plot
summary?

C. Presenting Examples/Instances Solicit students’ answers on Work on Task 7 – Getting Use teacher-made activity
of the Lesson their ways of responding to the chill sheets on gerunds. Discuss each of the
emergency. guidelines.

D. Discussing New Concepts and Focus on the use of

Practicing New Skills #1 telephone or cellphone Work on Task 8 – Crossing Identify gerunds in the Study an example of plot
during emergencies. the difficulties sentences and tell its synopsis on the radio play,
function. “Sorry,…”

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 7-11, 2016 (week 2) Quarter: 3
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
IV. PROCEDURES students which you can infer from 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.
E. Discussing New Concepts and The class will read the Task 10- Delving deeper Group Activity: Remedial/Enhancement
Practicing New Skills #2 poem “The Telephone” by Arrange the events that Task 14-15. Reading Schedule/ICL
Edward Field happened according to the Task 13 D – Converting
story. verbs to gerunds and use
Work on Task 5. them in sentences.

F. Developing Mastery Work on Task 11-

(Leads to Formative Assessment 3) Work on Task 6 Teacher prepares verbs on In a group of 3, try making a
Answer questions about the pieces of paper for summary of a story the
radio play…. Individual student to convert class has taken up.
verbs into gerunds and use
Task 12 – Sound off some it in a sentence.
critical vowel sounds…

G. Finding Practical Applications of

Concepts and Skills in Daily Act out situations where the Write a short script/ dialog Work on Task 13 E Making summaries and
Living telephone is used to showing proper telephone synopsis are important skills
respond to an emergency. manners. that a student needs to be
able to save time in
studying and reviewing
lessons taken up in the
class.

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 7-11, 2016 (week 2) Quarter: 3

IV. PROCEDURES 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 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.
H. Making Generalizations and Ask: How can an emergency Remedial/Enhancement
Abstractions about the Lesson hotline should be used Complete the sentence, Today, I learned that writing Reading Schedule/ICL
Enumerate instances where properly? summary_____________
a telephone helps a lot in Today, I learned that verbs
times of emergency. How should telephone ____________________.
operators behave in
handling emergency calls?

I. Evaluating Learning
½ crosswise: By pair: read parts in the Teacher prepares 5 Give a short selection to the
script according to gerunds on the board, and class, and ask them to
Do you approve of the characters. ask the students to use make a summary or
school policy not allowing them in the paragraph. synopsis out of it.
students to bring cellphones
in the school?
J. Additional Activities for
Application or Remediation Reading of difficult words/ Make summary about some
phrases familiar legends or
fairytales.

V. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 7-11, 2016 (week 2) Quarter: 3

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
VI. REFLECTION students learn?
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

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?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 14 – 18, 2016 (week 3) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and
those of other countries.
A. Content 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 analysing one-act play and different forms of verbals for him/her to skilfully perform in a one-act play.
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LT-IIIg-2.11: Determine EN9F-IIIb-3.11: Produce the EN9G-IIIb-21: Use verbals. Remedial/Enhancement
Competencies/Objectives: EN9LT-IIIb-16: Analyze tone, mood, technique, and English sounds correctly Reading Schedule/ICL
Write the LC Code for each literature as a means of purpose of the author and effectively when ( possessive form of nouns
connecting to the world delivering lines in a one-act and pronouns)
play.
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 3: Making A Difference
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
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P153-165 P153-165 P153-165 P153-165

2. Learner’s Materials Pages P 263 P 265-266 P 271 P 274

3. Textbook Pages P 263 P 265-266 P 271 P 274

4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources None – Textbook only None – Textbook only None – textbook only Textbook only and activity
sheets
School: TANDACOL INTEGRATED SCHOOL Grade Level: 10
GRADES 1
Teacher: ALGIE MAY A. GAPOL Learning Area: English
to 12
DAILY Teaching Dates and
LESSON LOG Time: AUGUST 29-31, 2023 Quarter: 1
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 14 – 18, 2016 (week 3) Quarter: 3

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
IV. PROCEDURES students which you can infer from 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. Discussing New Concepts and Remedial/Enhancement
Practicing New Skills #2 Be able to note important Identify the author’s Work on Task 13, 2. Read Discuss these possessive Reading Schedule/ICL
details on what these purpose. the sentences with words forms of nouns and
accomplished people did used in the drill. pronouns thoroughly.
that make them popular. Identify the tone of the
selection. How does the
author feel toward his topic?
Notice the words he used in
the selection.
B. Developing Mastery
(Leads to Formative Assessment 3) Point out their advocacies in Read the selection once Ask the students to perform Make a short dialog making
life that created impact in again, and call other a dialog, or reading of a use of these 2 kinds of
the other people’s lives. students to identify the point tongue twister sentence drill possessive forms.
of view, the purpose of the with the words found in the
selection and the tone of the list.
author.

Work on Task 7

C. Finding Practical Applications of

Concepts and Skills in Daily Find people in the Work on Task 8 – Enriching Review reading of the script Possessive forms of nouns
Living community who made an Your experience of radio play taken up in the and pronouns can be used
impact or influence in previous lesson. in any written activity.
students’ lives.
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 14 – 18, 2016 (week 3) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

E. Evaluating Learning
Write a short essay about a The teacher may use a Graded script reading of the Use teacher- made quiz on
relative who made an teacher-made quiz with the radio play. Focus on the the correct use of
impact in your life. similar selection where production of vowel sounds. possessive nouns and
students identify the pronouns.
purpose, the point of view, ( Correcting mistakes of
and the tone of the author. possessive forms)

F. Additional Activities for

Application or Remediation Mention Philippine heroes Work on Task 8, 2 Read more tongue twisters.
and talk about their impact Differentiated Group
to our history. Activity

V. REMARKS

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and November 14 – 18, 2016 (week 3) Quarter: 2
Time:

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
VI. REFLECTION students learn?
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

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?
School: TANDACOL INTEGRATED SCHOOL Grade Level: 7
GRADES 1 to 12
Teacher: ALGIE MAY A. GAPOL Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: September 4-8, 2023 Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. GRADE LEVEL The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and
STANDARDS: other texts types for a deeper appreciation of Philippine Culture.

B. Learning EN7V-IV-c-23.1 EN7V-IV-c- EN7G-III-c-2 EN7G-III-c-2 Remedial/Enhancement Reading

Competencies/Objectiv Supply other words or expressions that complete an analogy 23.1 Use the passive Use the Schedule/ICL
es: Supply and active voice passive and
Write the LC Code for other words meaningfully active voice
each or varied contexts. meaningfully
expressions varied
that contexts.
complete
an analogy
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 1:Completing an Analogy

Lesson 2: Passive and Active Voice
III. LEARNING 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
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages

3. Textbook Pages

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Moving
Resources https://znnhs.zdnorte.net/wpcontent/uploads/2020/10/En7_Q1_W1.pdf textbook Textbook and Ahead in
https://study.com/learn/lesson/analogy-types-examples.html teacher-made English pp.
https://www.dictionary.com/e/context-clues/ activity sheets 197-199
School: TANDACOL INTEGRATED SCHOOL Grade Level: 7
GRADES 1 to 12
Teacher: ALGIE MAY A. GAPOL Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: September 4-8, 2023 (week 2) Quarter: 1

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
IV.PROCEDURES students which you can infer from 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.
Reviewing Previous Lesson or Ask : Remedial/Enhancement
Presenting the New Lesson Ask: Ask: Review gerunds and gerund Reading Schedule/ICL
what are contextual What is the topic we What was our topic phrase.
discussed yesterday? yesterday? Discuss Infinitives, infinitive
clues?” phrase, function in the
What is an analogy? sentence.
Before we proceed, let
us play a guessing How about the 10 different
game. The game's types of analogy?
name is ‘What Comes
Next?’ Here is the
procedure. I will
present some set of
figures and tell me
what comes next by
drawing it on a sheet of
paper. Do you
understand? Are you
ready?
A. Elicit Appreciate the literary
“What do you notice Do the task 4. devices found in selections. Identify and use infinitives
about the sequences of
the figures in the sets?
Why is it easier for you to
determine what comes
next?”

B. Engage Work on Task 1

Present the different types Go over these devices one Work on Task 8, A
of analogies by one and provide ample
examples for each.

C. Explore
Explain the meaning of the  Part as a whole Use a poem as an example Work on Task 8,B
concepts:  Cause to Effect and ask the students to
 Source to product identify literary devices used
Analogies.  Object to Purpose in the poem.
 Characteristics
 General to specific
 User to Tool
 Sequences
 Synonyms
 Antonyms

School: TANDACOL INTEGRATED SCHOOL Grade Level: 7

GRADES 1 to 12
Teacher: ALGIE MAY A. GAPOL Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: September 4-8, 2023 (week 2) Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

E. Developing Mastery
(Leads to Formative Assessment 3) Work on Task 3 Work on Task 7 Continue the activity in part Use teacher-made activity
using the songs. sheets on identifying
infinitives.
F. Finding Practical Applications of
Concepts and Skills in Daily Examine an analogy found Create 1 example in eac Use infinitives in sentences.
Living in your house or school. types of analogy. Use them in interesting
Create atleast two sentences.
analogies.

School: TANDACOL INTEGRATED SCHOOL Grade Level: 7

GRADES 1 to 12
Teacher: ALGIE MAY A. GAPOL Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: September 4-8, 2023 (week 2) Quarter: 1

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
IV. PROCEDURES students which you can infer from 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.
G. Making Generalizations and Remedial/Enhancement
Abstractions about the Lesson Ask: Ask: Ask: Nouns come in different Reading Schedule/ICL
forms. They can be gerunds
Of all the analogies found what is the importance How important is the and infinitives in the
inside your house or in of knowing analogy employment of literary sentences.
school, what is the best devices in the selections?
analogies you made? And
and how can you relate
what is the most common it to real life?” Do they make difference in
analogies created? the development of idea?
How?
H. Evaluating Learning
Answer teacher-made Answer teacher-made The teacher may use Teacher may use teacher-
activity sheets on analogies. activity sheets on analogies teacher-made test on made activity sheets in
identifying literary devices identifying infinitives and in
used in the lines found in using infinitives in
poems or songs. constructing sentences.

I. Additional Activities for Assignment:

Application or Remediation
V. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2016 (week 4) Quarter: 3

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
VI. REFLECTION students learn?
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

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?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 28 – December 2, 2016 (week 5) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 4 : With Fortitude and Determination
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
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P159- 165 P159- 165 P159- 165 P159- 165

2. Learner’s Materials Pages P 304 - 305 P 307 - 308 P 312 - 313 P 314 - 318

3. Textbook Pages P 304- 305 P 307- 308 P 313- 313 P 314 - 318
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Textbook only textbook only Textbook and activity Textbook and other IMs
sheets
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 28- December 2, 2016 (week 5) Quarter: 3

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
IV. PROCEDURES students which you can infer from 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 Remedial/Enhancement
Presenting the New Lesson Review the story Romeo Review the story Romeo Review the figures of Discuss about Intonation. Reading Schedule/ICL
and Juliet and Juliet speech given ahead.
Add more figures of speech.
This time, present the
balcony scene in the comic
strip. Page 307
B. Establishing a Purpose for the Make a critical response to
Lesson a literary or other artistic Develop a deeper level of Learn more figures of Identify words or phrases
work. appreciation of the story, speech. that should be given
now that it is in comic strips. Identify them in sentences. emphasis.

C. Presenting Examples/Instances
of the Lesson React to the dialogs taken Go over the comic strip Work on Task 5-B. Read the sample script and
from the play Romeo and slowly reading the dialogs, Imagery, Figures of Speech guide students to create the
Juliet. and looking at the pictures. intonation pattern in their
The teacher may provide dialog.
these lines.

D. Discussing New Concepts and

Practicing New Skills #1 Discuss each of the lines Ask the students if Explain each one. Give Read the sample script and
used in the activity. understanding of the story several examples. guide students to create the
Allow the students to give differs when they read it in Or make use of activity intonation pattern in their
their personal reaction to it. comic strip form. sheets. dialog.
It can be on the use of
literary device or the
message of the line.
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 28 – December 2, 2016 (week 5) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

F. Developing Mastery
(Leads to Formative Assessment 3) Task 2 – Past Sustain the activity. Make use of activity sheets Point out words that the
or games identifying figures class needs to be sure of
of speech. their pronunciation.

G. Finding Practical Applications of

Concepts and Skills in Daily Ask the students what other Figurative language are
Living comic strips do they enjoy found in poems, stories,
reading, why? songs.
Author’s message can be
understood immediately if
students knew this literary
device.

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and
Time: November 28 – December 2, 2016 (week 5) Quarter: 3

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
IV. PROCEDURES students which you can infer from 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.
H. Making Generalizations and Remedial/Enhancement
Abstractions about the Lesson Stories follow order of Compare and contrast Complete the sentence: Acting out roles are just as Reading Schedule/ICL
events. Chronological order understanding of the story important as performing our
is the most commonly used in paragraph form vs comic Today, I learned that roles I life. They should be
by the writers. Is it also strip. Figurative language done ________________.
followed in the story Romeo ______________________
and Juliet? _____________________.

I. Evaluating Learning
Students present to class Present a short narration of The teacher may use her Graded reading of the
their answers in Task 2. a story, then ask the teacher-made test on dialogs in the story. This
The group will report on the students to convert it into identifying figurative includes the intonation,
sequence of the pictures comic strip. It can be in stick language used. proper pronunciation of
according to events in the figures. words.
story, then retell the story.

J. Additional Activities for

Application or Remediation More drills on the Provide short scripts for
identification of figures of more reading exercises.
speech in the sentences.

V. REMARKS

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2016 Quarter: 2
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
VI. REFLECTION students learn?
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

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?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 5 – 9, 2016 (week 6) Quarter: 3

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and
those of other countries.
A. Content 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 one-act play and different forms of verbals for him/her to skillfully perform in a one-act play.

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 5: Across Time

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
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 166- 173 P 166- 173 P 166- 173 P 166- 173

2. Learner’s Materials Pages P 325 P 339 P 340 P 345

3. Textbook Pages P 325 P 339 P 340 P 345
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Textbook only Textbook and online Textbook and activity Textbook
sources sheets

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 5 – 9, 2016 (week 6) Quarter: 3

IV. PROCEDURES 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 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 Remedial/Enhancement
Presenting the New Lesson Review the figures of Review the love story of Go over the function of Go over values that we Reading Schedule/ICL
speech. Romeo and Juliet. infinitive as nouns. usually develop in life.
Use the 3 scenes found in Provide several examples. List them on the board.
the textbook. Act 2, Scene Discuss the tragic ending of
4, Act 3, Scene 2, Act 3, Sc the play. Ask students
4 reasons for suicides.
B. Establishing a Purpose for the
Lesson Identify figures of speech in Gather information or Use infinitives with its Identify students’ life values.
the lines of the scenes students’ opinion about different functions. Arrange them according to
found in the textbook. reasons for people to importance or priority.
commit suicide.

C. Presenting Examples/Instances Discuss the story Romeo

of the Lesson Work on Act 2, Scene 4 and Juliet again and .find Work on Task 6 Grammar in Discuss these values one
possible reasons for the Focus A. by one.
lovers to end their lives.
Was it fate, or simply
consequence of their rush
decisions?
D. Discussing New Concepts and
Practicing New Skills #1 Identifying figures of speech Review how to write a Work on Task 6, B. Ask students their personal
speech. opinions or ideas about the
Provide procedure of writing values identified by the
compositions like this. class.
Give the guide questions for
them to follow.

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 5 -9, 2016 (week 6) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

F. Developing Mastery
(Leads to Formative Assessment 3) Work on Act 3, scene 2 Write drafts to be checked Work on more examples At a random, ask students
by the teacher. to arrange set of values
according to his priority.
Explain his arrangement.

G. Finding Practical Applications of

Concepts and Skills in Daily Identifying figures of speech Committing suicide among Work on Task 6,C The practical application of
Living can also be done with other teenagers or younger the students’ set of values
shorter and easier poems to generation is getting the will be based on their
get its main idea. attention of schools and personal experience.
psychologists.

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 5 -9, 2016 (week 6) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Evaluating Learning ½ Crosswise:

Every group will identify the The evaluation can be in the Use a teacher-made test on
specific lines pointed out by form of the written speech, the use of infinitives. Work on Task 10 Your
the teacher for the figure of or the actual delivery of the Identification and fill-in the Treasure p. 345.
speech used. speech. blanks.

J. Additional Activities for

Application or Remediation Write a short essay on the
reasons for suicide in the
point of view of your
parents.

V. REMARKS

Page 4 of 5

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 5-9, 2016 (week 6) Quarter: 3

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
VI. REFLECTION students learn?
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

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?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 12-16, 2016 (week 7) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning Remedial/Enhancement
Competencies/Objectives: Appreciate the famous people EN9RC-IIId-20: Analyze a one- Recognize the literary Identify Participles Reading Schedule/ICL
Write the LC Code for each that touched / influenced the act play device of characterization Write a character sketch.
lives of others. EN9LT-IIId-2.1.5: Express
appreciation for sensory
images used
EN9LT-IIId-20.2: Explain the
literary devices used
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 6: Despite Differences in Social Class
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
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 174- 184) P 174- 184 P 174- 184 P 174- 184

2. Learner’s Materials Pages P 348-349 P 352- 358 P 361 P 363 - 364

3. Textbook Pages P 348- 349 P 352 - 358 P 361 P 363 - 364
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Textbook and online Textbook and a video clip Textbook Textbook and activity
sources sheets

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 12-16, 2016 (week 7) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Establishing a Purpose for the

Lesson Show a sample speech of Read and appreciate the Identify or recognize the Identify the participles.
any of influential people one-act play, “While the literary device use in Use them in sentences.
mentioned in the textbook. Auto Waits” characterization.

C. Presenting Examples/Instances
of the Lesson Go over the important Actual reading of the play, Give examples for each of Provide several examples,
personalities and allow “While the Auto Waits”. the literary device used in esp. combining examples of
students to describe them Identify the characters. developing characters. Take gerunds and infinitives.
based on their research. Describe the characters one at a time.
according to their behavior
in the story.

D. Discussing New Concepts and

Practicing New Skills #1 Read sample speeches Go over the parts of the Go over stories that were Work on more examples on
delivered by any of the plot. taken up already in the participles. Ask students to
important personalities. class. Then identify how identify the participles and
Decide which one to deliver characterization was box the words that they
and pretend that you are the developed. modify.
person himself.

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 12-16, 2016 (week 7) Quarter: 3

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
IV. PROCEDURES students which you can infer from 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.
E. Discussing New Concepts and Remedial/Enhancement
Practicing New Skills #2 Practice reading the Allow students to identify Reading of the lines of the Use participles in the Reading Schedule/ICL
speech. Try also to practice the parts of the plot in the dialog. This will also help sentences.
to sound like the person. story. create the impression on Construct sentences that
Check pronunciation skill. characterization. use past participles, and
How do you find the ending other set of sentences with
of the play? present participles.

F. Developing Mastery
(Leads to Formative Assessment 3) Practice the speech delivery In a group of 3, students Sustain the activity Work on Task 9 and 10 on
with the copy of the speech. identify the sequence of page 364.
Teacher may advice or events and how the
guide the student’s choice, character reveal
or may present standard themselves.
speech for everyone to use.
G. Finding Practical Applications of
Concepts and Skills in Daily The ability to deliver an idea We are like the characters The literary device for Write a character sketch
Living or speech is useful to any of the play. There are times characterization is also using interesting participles
occasion. Confidence can when we pretend to be applicable to any other to describe something.
be developed through someone else, there are forms of narratives.
activities like this. also times when we reveal Refer to Task 16 p. 368 -
our true self. 370

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 12-16, 2016 (week 7) Quarter: 3

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
IV. PROCEDURES students which you can infer from 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.
H. Making Generalizations and Remedial/Enhancement
Abstractions about the Lesson This activity, delivering a The play “While the Auto The characters I knew in the I realized that all verbals are Reading Schedule/ICL
speech of ____________ Waits” showed me that stories taken up in the class actually coming from _____
________________makes there are people ______ are generally developed ______________________
me feel _______________ ____________________ through _______________ My sentences now are more
_____________________. ____________________. _____________________. _____________________.

I. Evaluating Learning
Actual speech delivery is Reading of the play by pair. ½ Crosswise Teacher may use her
graded. It can be any of the parts of Answer Task 7 page 361. teacher-made quiz on
the play. Intonation, identifying the participles
pronunciation and the and also pointing out the
volume of the voice will be nouns or words that they
part of the rubrics of the modify.
grade.
J. Additional Activities for
Application or Remediation

V. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 12-16, 2016 (week 7) Quarter: 3

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
VI. REFLECTION students learn?
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

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?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 2-6, 2017 (week 8) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LT-IIIh-16: Analyze Remedial/Enhancement
Competencies/Objectives: EN9V-IIIh-29: Get familiar literature as a means of Reading Schedule/ICL
Write the LC Code for each Appreciating New Year, New Appreciating New Year, New with the technical connecting to the world
Life Life vocabulary for drama and EN9LT-IIIh-3: Explain how
theatre (like stage a selection may be
directions) influenced by culture,
history, environment, or
other factors
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 7: Despite Racial Differences
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
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages P 372 - 373 P 375 - 390
3. Textbook Pages P 372 - 373 P 375 - 390
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
textbook textbook

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 2-6, 2017 (week 8) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Task 3 Setting the mood for

the story/ play “Driving Miss
Daisy”

B. Establishing a Purpose for the Appreciate cultural Appreciate family tradition

Lesson differences on celebrating on celebrating new year Work on Task 3. Understand the culture
new year through the play.
Discuss the important job of
a driver, or family driver.
C. Presenting Examples/Instances Present different cultural Solicit answers
of the Lesson celebration of new year Say : Family drivers are Go over the story of the
hired for a very important play.
reason. Study the characters in the
Can you name some reason play.
for hiring a family driver? Work on task 5 Character
traits
D. Discussing New Concepts and Enumerate different cultural Group sharing of family
Practicing New Skills #1 groups tradition of celebrating new Ask: Connect the play to the
year culture and race of the
On the other hand, what are characters in the play.
common complaints of an
employer about his driver?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 2-6, 2017 (week 8) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Can friendship be part of Is there racial discrimination

that? happening with Hoke?

F. Developing Mastery Students describe the Review organization of

(Leads to Formative Assessment 3) celebration of each group ideas in composition writing Work on Task 3 B – Dyadic Work on Task 4 Sequencing
work events

Work with a partner and

discuss the meaning of the
quote, “A friend in need is a
friend indeed.”
G. Finding Practical Applications of Ask:
Concepts and Skills in Daily Friendship can be
Living developed in a any situation Do we have here in our
or occasion, only when it is community a kind of racial
allowed to happen . discrimination against
someone you know?
Cultural? Religious?
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 2-6, 2017 (week 8) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Evaluating Learning 1 whole sheet of paper: 1 whole sheet of paper

Pick two cultural Write a composition on how Ask: ½ Crosswise
celebrations, show your family celebrate new
comparison and contrast year What do you expect the How do you feel towards
story to be about between the characters, Hoke and
Hoke, the driver, and Miss Miss Daisy? Mention parts
Daisy, his employer? of the story to prove your
point.
J. Additional Activities for
Application or Remediation

V. REMARKS
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 2-6, 2017 (week 8) Quarter: 3

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?
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 9 – 13, 2017 (week 9) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 8: Transcending Differences
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
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 194-208 P 194-208 P 194-208 P 194-208

2. Learner’s Materials Pages P 398- 399 P 398 - 399 P 406 - 407 P 410 - 412
3. Textbook Pages P 398 - 399 P 398 - 399 P 406 - 407 P 410 - 412
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources textbook textbook textbook Textbook and activity
sheets

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and
Time: January 9 – 13, 2017 (week 9) Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

.
B. Establishing a Purpose for the
Lesson Assign groups of students Refer to page 399. Discuss Write or compose a good Show the different forms of
to do the Group the tips on how to improve synopsis of a play. participles.
differentiated Tasks in writing dialogues.
Tasks 12

C. Presenting Examples/Instances
of the Lesson Assist every group’s Review the play. Take the Discuss the parts of the Refer to page 410 for
performance output so they dialogues as examples of synopsis. The sequence of discussion and examples.
understand their the discussion. events must be clearly
assignment well. observed.

D. Discussing New Concepts and

Practicing New Skills #1 Assist each group. Work on Task 14. Go over the example of a Give more examples and
With partners, students synopsis. Point out the allow students to identify
develop dialogues or important details covered what form of participles is
conversation to be and how they make up the used.
presented to the class. entire composition.
Refer to page 419 for
details in making synopsis.

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 9 – 13, 2017 (week 9) Quarter: 3
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
IV. PROCEDURES students which you can infer from 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.
E. Discussing New Concepts and Remedial/Enhancement
Practicing New Skills #2 Group 1 – Perform a radio Go over and check This time, try working with a Include in the discussion Reading Schedule/ICL
play students’ drafts of the partner in composing a how to avoid dangling
conversation. synopsis for the play “While participial phrases.
Group 2 – Write a letter to the Auto Waits”.
Hoke Present the rubrics. Gather first the important Discuss two ways of
Group 3 – Draw a picture details needed for the correcting dangling
synopsis. participles on page 411.
Group 4 – Compose a song

F. Developing Mastery
(Leads to Formative Assessment 3) Allow the groups to practice Allow the students to Write the first draft of the Try to answer Task 7 B and
their performance or polish practice. synopsis. Partners must C on page 412.
their outputs. help each other come up
with a satisfactory
composition.

G. Finding Practical Applications of

Concepts and Skills in Daily Ask: Use of common situation or Writing synopsis is Develop skill in writing
Living daily scenario. applicable to any story. effective sentences without
Which part of the story do dangling phrases.
you find similar with our
situation in our community?
Describe the similarity.

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 9 – 13, 2017 (week 9) Quarter: 3

IV. PROCEDURES 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 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.
H. Making Generalizations and Remedial/Enhancement
Abstractions about the Lesson I find the play “Driving Miss Making conversation or Writing synopsis is just like I realized that I have also Reading Schedule/ICL
Daisy a very good example dialogues with our usual writing a ______________ written dangling participial
of ___________________ casual daily affair is a very _____________________. phrases. With this lesson, I
_____________________ good way of ___________ will be able to __________
_____________________. ______________________.

I. Evaluating Learning
The presentation of the The presentation of the Submission of the draft of Make use of teacher-made
Differentiated Group Tasks conversation will be graded the synopsis of the play, activity sheets on identifying
are graded. according to the rubrics. “While the Auto Waits”. participial phrases, and
Rubrics already given to correcting dangling
class. participial phrases.

J. Additional Activities for

Application or Remediation

V. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 9 – 13, 2017 (week 9) Quarter: 3

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
VI. REFLECTION students learn?
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

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?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 23 - 27,2017 (week 1) Quarter: 4th
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES 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 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 preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.
B. Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning EN9LC-IVa-13: EN9VC-IVa-10: EN9LT-IV-a-17: EN9OL-IVa-3.7: Remedial/Enhancement
Competencies/Objectives: Listen to lay value judgment on Determine the relevance and Analyze literature as a means Use varied verbal and non- Reading Schedule/ICL
Write the LC Code for each critical issues that demand the truthfulness of the ideas of understanding unchanging verbal communication
sound analysis and call for presented in the material values in a changing world
EN9LT-IVa-17.1:
strategies when performing
prompt actions viewed
Explain how the elements in a full-length play
EN9RC-IVa-2.18: EN9V-IVa-29:
specific to full-length plays EN9F-IVa-3.11:
Relate text content to Get familiar with the technical
build its theme Produce sounds of English
particular social issues, vocabulary for drama and
effectively when delivering
concerns, or dispositions in real theater (like stage directions)
lines in a full-length play
life
EN9G-IVa-22:
Use active and passive
constructions
EN9WC-IVa-11:
Compose a play review
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 1: HOLDING ON TO A DREAM IN A CHANGING WORLD
III. LEARNING 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
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp.209-212 pp.209-212 pp.209-212 pp.209-212
2. Learner’s Materials Pages p. 424-430 p. 424-430 p. 424-430 p. 424-430
3. Textbook Pages p.424-430 p. 424-430 p. 424-430 p. 424-430
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Mp3 player, picture, copy of Mp3 player, picture, copy of Copy of the reading text Projector, CD Recording of
the song the song Listening outputs

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 23 - 27,2017 (week 1) Quarter: 4th
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
IV.PROCEDURES
you can infer from 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 Post varied pictures Share your realizations on Share your sentences Share individual dreams Remedial/Enhancement
Presenting the New Lesson depicting social issues and social issues discussed Reading Schedule/ICL
concerns in the society previously

B. Establishing a Purpose for the Sharing of observations and Recall one significant issue Ask the students to read the Task 6: Instruct students to
Lesson discussion of the picture in your life. Share it with a poem, “Dreams Deferred” analyze the picture and
partner. by Langston Hughes predict what could be the
dream of the people in the
picture.

C. Presenting Examples/Instances of Listening to a song Call two pairs to do the Ask them to associate the Task 7. Let students read
the Lesson sharing. poem to the story and analyze the dialogue

D. Discussing New Concepts and While listening to the song, Analyze the pictures posted Introduce the text. ( Tell Task 8. Discussion on
Practicing New Skills #1 students predict words or on the board. something about the author passive and active voice.
phrases that they expect to any back-ground of the
hear from the song through story.
its title

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 23 - 27,2017 (week 1) Quarter: 4th
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
IV. PROCEDURES
you can infer from 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.
E. Discussing New Concepts and Elicit responses of the Answer questions based on Work on Task 5 on page Task 10. Instruct students to Remedial/Enhancement
Practicing New Skills #2 social issues found in the the pictures presented 435 of the LM write their own sentences in Reading Schedule/ICL
song active and passive voice.

F. Developing Mastery Small group sharing Accomplish the chart with Brainstorming by group. Task 11. Design a board
(Leads to Formative Assessment 3) forms of social injustice as game that presents a real-
depicted by the pictures life journey.

G. Finding Practical Applications of Ask: Ask: Note the significant Illustrate the game board
Concepts and Skills in Daily Living 1. Among the issues, Give one resolution that will responses of the students with pictures appropriate to
what do you think minimize discrimination. and process it. the journey being chosen.
he values the most”
Why do you say
so?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 23 - 27,2017 (week 1) Quarter: 4th

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Evaluating Learning Present a news report about Checking of answers Instruct them to write their Task 15. Choose a part of a
social issues answers. story or a play. Dramatize it
by exchanging dialogues.

J. Additional Activities for Journal writing: Select 5 words from the Reflect: Journal writing:
Application or Remediation Complete the sentence: activity and use them in a From the poem: I learned Complete the sentence:
Today, I realized that…. sentence. that... I believe I can realize my
dream because...

V. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 23 - 27,2017 (week 1) Quarter: 4th

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
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?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: JANUARY 30 – FEBRUARY 3, 2017 (week 2) Quarter: 4TH

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,
I. OBJECTIVES
exercises and remedial 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 preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.
B. Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning EN9RC-1Vb-2.18: EN9VC-IVb-10: EN9LT-IVb-17: EN9F-IVb3.11: EN9WC-IVb-11:
Competencies/Objectives: Relate text content to Determine the relevance and Analyze literature as a means produce the sounds of English Compose a play review
Write the LC Code for each particular social issues, the truthfulness of the ideas of understanding unchanging effectively when delivering EN9G-IVb-22:
concerns, or dispositions in real presented in the material values in a changing world lines in a full - length play
Use active and passive
life viewed EN9LT-IVb-17.1:
constructions
EN9LC-IVb-13.1: EN9V-IVb-29: Explain how the elements
Get the different sides social, Get familiar with the technical specific to full length
moral and economic issues vocabulary for drama and
affecting the nation theater(like stage directions)
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 ENSURING FAMILY SECURITY
III. LEARNING 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
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References
1. Teacher’s Guide Pages P 213-217 P 217-223 P 217-223 P 217-223
2. Learner’s Materials Pages P 448-451 P 452-490 P 452-490 P 452-490
3. Textbook Pages P 448-451 P 452-490 P 452-490 P 452-490
4. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources Projector, audio&video Textbook ,laptop Textbook,laptop PowerPoint presentation
system

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: JANUARY 30 – FEBRUARY 3, 2017 (week 2) Quarter: 4TH

IV.PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Establishing a Purpose for the Let them watch a video Do task 2 take a stand on Do task 4 World of words on Ask:
Lesson about a father and a page 450 of the LM page 451 of the LM From among the characters,
daughter. who do you like best?

C. Presenting Examples/Instances of Ask the students to reflect Ask: Ask the students to predict Ask:
the Lesson on the video Why is it important to what this play is all about What values does she/he
analyze the stand of a based on its title (Death of a have drawn you to him/her?
speaker or a group of salesman)
people?

D. Discussing New Concepts and Answer the Task 1 on page Work on task 3 with a Pick difficult words from the Ask the students to work the
Practicing New Skills #1 449 of the LM partner on page 450 of the play task 7 by group on page
LM 491 of the LM.

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: JANUARY 30 – FEBRUARY 3, 2017 (week 2) Quarter: 4TH

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
IV. PROCEDURES
you can infer from 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.
E. Discussing New Concepts and Discuss : Let them watch a video Discuss with the students the Ask the students to choose Remedial/Enhancement
Practicing New Skills #2 again about political ad that words in the play that must be a part of a play. Dramatize Reading Schedule/ICL
Do you agree with how the features US President properly defined to aid in it by exchanging dialogues.
daughter treated her father? Ronald Reagan. understanding the play
Why?

F. Developing Mastery Discuss: Ask them to pay particular Ask the students to use the Internalize the lines by
(Leads to Formative Assessment 3) If you were to give an attention to the message of difficult words in a sentence feeling for the characters.
ending to the video, how the ad.
would you do it?

G. Finding Practical Applications of Instruct them to highlight Discuss: Group activity: Ask:
Concepts and Skills in Daily Living important points they
discovered while watching What is the stand of the Work on task 5 Lit to What real life experience
the video speaker in the ad? Read on pages 453-490 you have that is similar to
any of the characters in the
of the LM
play?

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 30– February 3, 2017 (week 2) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Evaluating Learning Write down what they think Call two pairs to do the Checking of answers Do task 15 Review Take
is the most important point sharing about their stand on Two on page 499 of the LM
of the video. the issue presented by the
ad.

J. Additional Activities for Let them present their Ask the students to connect Provide follow up questions Reflect:
Application or Remediation version of the video’s the video about campaign so students would get to From the play: I learned
ending. ad to the political ad in the know the characters better. that...
Philippines

V. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 30 – February 3, 2017 (week 2) Quarter: 4th

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?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 6-10 , 2017 (week 3) Quarter: 4th

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,
I. OBJECTIVES
exercises and remedial 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 preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.
B. Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning EN9RC-IVc-2.18: EN9VC-IVc-10: EN9LT-IVc-17: EN9OL-IVc-2:
Competencies/Objectives: Relate text content to Determine the relevance and Analyze literature as a means Employ effective and
Write the LC Code for each particular social the truthfulness of the ideas of understanding unchanging appropriate non-verbal
issues,concerns,or dispositions presented in the material values in a changing world communication strategies
in real life viewed EN9LT-IVc2.2.1:
EN9WC-IVd-11:
EN9LC-IVc-13.2: EN9V-IVc-29: Express appreciation for
Compose a play review.
Employ analytical listening to Get familiar with the technical sensory images used
make prediction/projections vocabulary for drama and EN9G-IVd-23:
theater(like stage directions) Express permission,
obligation, and prohibition
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.
LEARNING FROM OTHERS
II. CONTENT
III. LEARNING 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
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
E. References
1. Teacher’s Guide Pages P224 P225 P226 P227-231
2. Learner’s Materials Pages P501-502 P503-510 P511-515 P516-520
3. Textbook Pages P501-502 P503-510 P511-515 P516-520
4. Additional Materials from
Learning Resource (LR) portal
F. Other Learning Resources Pictures,strips of manila Projector, laptop Pictures,laptop PowerPoint presentation
paper

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 6-10,2017 (week 3) Quarter: 4th

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
IV.PROCEDURES
you can infer from 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 Post captured images from Let the students recall the Share your explanation to Share your understanding Remedial/Enhancement
Presenting the New Lesson three video clips on the play about the “Death of a the additional task given to the additional task given Reading Schedule/ICL
board. Salesman”
B. Establishing a Purpose for the Ask: Ask them about important Do the task 7 Play vs. Short Do task 10 Mind the issues
Lesson Can you predict what each learning about the play story with a partner on page on pages 511 -513
video is all about? 507 of the LM

C. Presenting Examples/Instances of Ask the students to give Cite examples on the Tell the students to continue Elaborating the given
the Lesson their recipe for success. journey towards a better work on task 8 Decipher the answers
understanding of the play symbols on page 508 of the
LM

D. Discussing New Concepts and Show the class the three Discuss: Discuss: Discuss on identifying the
Practicing New Skills #1 video clips and let them Can you name any object , cause and effect.
write important points about What are the elements of a idea, or place that
the video clips short story or play? symbolizes an unforgettable
event in your life? What
does it mean to you?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 6-10, 2017 (week 3) Quarter: 4th

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
IV. PROCEDURES
you can infer from 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.
E. Discussing New Concepts and Do task 2 Watch and Learn Ask a student to write Cite important Do drills. Remedial/Enhancement
Practicing New Skills #2 by group on page 503 of the his/her answer on the board characteristic of a play. Reading Schedule/ICL
LM
F. Developing Mastery Draw out insights from the Group activity: Group Activity: Form groups and do the
(Leads to Formative Assessment 3) class like: comparing and activity on page 514 of the
contrasting Do task 6 on page 506 of Do task 9 Go “Less with LM
the LM Words” on pages 509-511
of the LM

G. Finding Practical Applications of Let them write down the Ask them follow up Group Activity: Let the students copy the
Concepts and Skills in Daily Living strong and weak points of questions to draw out ideas cause-effect chart
each message. Do task 9 Go “Less with
Words” on pages 509-511
of the LM

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 6-10, 2016 (week 3) Quarter: 4th

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
IV. PROCEDURES
you can infer from 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.
H. Making Generalizations and Ask the students to What is the importance of Do the sharing within the Do task 12 Share your Remedial/Enhancement
Abstractions about the Lesson Compare and contrast each identifying the elements of a group Prohibitions on page 515 of Reading Schedule/ICL
of the messages story or play? your LM
I. Evaluating Learning Do the sharing of answers Let the students share their Presentation of the group Complete the sentence:
to the class answers. activity To be ready for an
economic crisis,
I can...

J. Additional Activities for Journal writing: Ask: Reading homework: This week,
Application or Remediation
Today, I realized that....... What do you think are the Read the Worst depression I learned that...
similarities and differences of Modern HIstory
between short stories and
plays?

V. REMARKS

School: Grade Level: 10

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 6-10, 2016 (week 3) Quarter: 2

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?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 13 -17, 2017 (week 4) Quarter: 4th

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,
I. OBJECTIVES
exercises and remedial 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 preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.
B. Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning EN9RC-IVd-2.18: EN9VC-IVd-1.3/2.3: EN9LT-IVd-17: EN9WC-IVd-2: Remedial/Enhancement
Competencies/Objectives: Relate text content to Formulate predictions based on Analyze literature as a means Employ effective and Reading Schedule/ICL
Write the LC Code for each particular social issues, the material viewed of understanding unchanging appropriate non-verbal
concerns, or dispositions in real EN9V-IVd-29: values in a changing world communication strategies
life Get familiar with the technical EN9LT-IVd-2.2.2: EN9G-IVd-23:
EN9LC-IVd-7.2: vocabulary for drama and Explain the literary devices Express permission,
Analyze the stand of the theater(like stage directions) used obligation, and prohibition.
speaker based on the explicit EN9WC-IVd-11:
statement made
Compose a play review
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.
DISCERNING FUTURE OPPORTUNITIES
II. CONTENT
III. LEARNING 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
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages P232-236 P237-240 P241-245 P246-247
2. Learner’s Materials Pages P521-525 P526-528 P529-531 P532-535
3. Textbook Pages P521-525 P526-528 P529-531 P532-535
4. Additional Materials from
Learning Resource (LR) portal
E. Other Learning Resources Copies of graphic Projector, laptop Speaker, laptop PowerPoint presentation
organizers

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 13-17, 2017 (week 4) Quarter: 4th

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
IV.PROCEDURES
you can infer from 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 Have the class watch the Ask: Emphasize to the class the Recall the different types of Remedial/Enhancement
Presenting the New Lesson video version of Death of A Can you name events or importance of distinguishing tenses Reading Schedule/ICL
Salesman. happenings in your life between factual and
wherein your prediction subjective statements.
actually happened?
B. Establishing a Purpose for the Group activity: Discuss: Ask the students to share Discuss:
Lesson Write the events that would Task 2 What’s in a play? On their knowledge on direct Types of tenses and their
happen after Act 1. page 523 of the LM and indirect statements. examples.
(Teacher will provide the
materials needed)

C. Presenting Examples/Instances of Each group in the class will Do task 3 Speak with Discuss: Let the students write five
the Lesson justify their answers. feelings on page 524 of the sentences with use of
LM Post examples of direct and adverbs.
indirect sentences on the
board.

D. Discussing New Concepts and Tell the class on what are Ask the class to arrange the Do task 9 practice the Direct Checking of sentences
Practicing New Skills #1 their ideas on facts and events in a play. and indirect ways on page
opinions.. 532 of the LM.

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 13-17, 2016(week 4) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

F. Developing Mastery Ask the students to discern Read a video transcript of Checking their answers With a partner:
(Leads to Formative Assessment 3) facts from opinion America’s President Barack Create a short dialogue
Obama about life challenges
considering the use of
adverb

G. Finding Practical Applications of Read a political campaign Let the students identify Do comparing and Present your work to the
Concepts and Skills in Daily Living advertisement and tell the which among the contrasting the following class.
class to listen for facts and statements contain factual statements
determine the biases by the information or subjective
ads content

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 13-17, 2016(week 4) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Evaluating Learning Graded group presentation Use teacher made quiz on Use teacher- made quiz on Use teacher- made quiz on
on the chart about facts and identifying between factual changing the direct adverbs
opinion. or subjective information statement to indirect
statement or vice versa
J. Additional Activities for Each group will present Copy at least five examples Let the students write their Journal writing:
Application or Remediation their answer infront of the of direct quotation from own example on the direct Write an essay about their
class famous personality. and indirect statement ambition in life considering
the proper use of adverb.

V. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 13-17, 2016(week 4) Quarter: 4th

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?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 20 - 24, 2017 (week 5) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C. Learning EN9RC- IVe-2.18: EN9LC-IVe-8.8: EN9LC-IVe-8.8: EN9LC-IVe-8.8: Remedial/Enhancement

Competencies/Objectives: Relate text content to Compare and contrast ideas Analyze literature as a means Analyze literature as a means Reading Schedule/ICL
particular social issues, listened to of understanding unchanging of understanding unchanging
Write the LC Code for each
values in a changing world values in a changing world
concerns, or dispositions in real
life

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.
Lesson 5 :RECTIFYING ONE’S MISTAKES
II. CONTENT
III. LEARNING 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
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp.248-261 pp.250 pp.250-251 pp.250-251
2. Learner’s Materials Pages pp.537 p. 538-542 pp. 542-591 pp. 542-591
3. Textbook Pages pp.537 p. 538-542 pp. 542-591 pp. 542-591
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Laptop Copy of the reading text Copy of the reading text Copy of the reading text
DLP

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 20 - 24, 2017 (week 5) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Establishing a Purpose for the Let students share their Facilitate reading on the Ask: Assign groupings for the
Lesson feelings/insights regarding Guidelines for Conducting a What are expressions? How reading of the Death of the
the issues raised Panel Discussion will you interpret them? Salesman

C. Presenting Examples/Instances of Let students study the ads Let students form groups Let students do Task 5 Reading of the text
the Lesson found in the textbook following the guidelines for Twisting the Meaning
panel discussion (Dyads)

D. Discussing New Concepts and Let students decide whether Let students discuss Give meanings to unfamiliar Reading of the text
Practicing New Skills #1 in favor or against a issues stated in Task 2 words raised by students
particular issue raised

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 20 - 24, 2017 (week 5) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

F. Developing Mastery Use Task 2 Relating the Presentations of panel Facilitate comprehension of Discussion on Task 8
(Leads to Formative Assessment 3) Truth discussion the text Firming One’s Act
Let students listen to a
recorded article and take
important details
G. Finding Practical Applications of Let students fill out the Let students do Task 4 Reading of the text Discussion on Task 8
Concepts and Skills in Daily Living table of the facts Critiquing One’s Style Firming One’s Act
mentioned in the text

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 20 - 24, 2017 (week 5) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Evaluating Learning Process the answers Let students answer Task 8 Let students do Task 9
Firming One’s Act Determining the Tone,
Mood, and the Author’s
Technique

J. Additional Activities for Do advance reading on Journal writing: Homework oral reading of Homework:
Application or Remediation guidelines for Conducting a How will you address the the text Do Your Final Task
Panel Discussion suggestions of your
classmates regarding your
performance?

V. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 27 - March 3, 2017 (week 5) Quarter: 4th

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?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 27 - March 3, 2017 (week 6) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C. Learning EN9VC- IVf-1.3/2.3: EN9LT-IVf-17: EN9RC-IVf-2.22: EN9V-IVf-29: Remedial/Enhancement

Competencies/Objectives: Formulate predictions based on Analyze literature as a means Judge the relevance and worth Get familiar with the technical Reading Schedule/ICL
Write the LC Code for each the material viewed of understanding unchanging of ideas, soundness of author’s vocabulary for drama and
values in a changing world theater (like stage directions)
reasoning, and the
EN9WC-IVf-11:
effectiveness of the Compose a review play
presentation
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 6:TAKING A STAND

III. LEARNING 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
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References
5. Teacher’s Guide Pages pp.262-285 pp.262-285 pp.262-285 pp.262-285
6. Learner’s Materials Pages pp. 608-609 p. 610-613 p. 610-612 p. 621-623
7. Textbook Pages pp.608-609 p. 610-613 p. 610-612 p. 621-623
8. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources Laptop Copy of the reading text Copy of the reading text Copy of the reading text
DLP

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 27 - March 3, 2017 (week 6) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Establishing a Purpose for the Sharing of observations and Ask the students this Ask the students to read Brainstorming on the
Lesson discussion of the picture question; again the text REQUIEM elements of stage play
How prepared are you to presentation
face the failure in life?

C. Presenting Examples/Instances of Watch a video clip Let students read the Review of the text for Let students read the texts
the Lesson pertaining to a value system text “Requiem ( Death of additional comprehension on Medical Overtreatment
a Salesman)” and Death with Dignity

D. Discussing New Concepts and Fill-out the grid with details Let students do Task 6 Let students do Task 8 Brainstorm text
Practicing New Skills #1 extracted from the material Checking Your Immersing into the comprehension using Task
viewed Comprehension Author’s Craft 11 Digesting the Text

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 27 - March 3, 2017 (week 6) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

F. Developing Mastery Group activity: Group activity: Let students do Task 13 by

(Leads to Formative Assessment 3) Based on the material Discuss the causes of the Groups do Task 9 Message group
viewed, pick out valid and characters’ actions or Twisting
acceptable rites which can dialogues based on your
be adapted or enhanced for understanding of the text.
the preservation of the
values mentioned.

G. Finding Practical Applications of Task 2 Charading a Word Group activity: Group presentations of the Presentations of answers
Concepts and Skills in Daily Living Come up with a positive poem
disposition which you
should undertake
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 27 - March 3, 2017 (week 6) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Evaluating Learning Make a sketch or illustration Feed backing of answers/ Let students do Task 10 Let students do Task 14 by
on values learned from the sharing of ideas Seeing the Other Side of a group
material viewed. Character

J. Additional Activities for Journal writing: Journal writing: Journal writing: Group writing:
Application or Remediation What are the positive values Complete the sentence: Answer the question; Compose a play review
I must remember in making To avoid conflicts in the How prepared are you to
a stand on issues family, I should… face a failure in life?
concerning in my family

V. REMARKS
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: February 27 - March 3, 2017 (week 6) Quarter: 4th

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?
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 6-10, 2017 (week 7) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C. Learning EN9RC-IVg-2.22: Judge the EN9LC-IVg-13.4: EN9V-IVg-29: EN9OL-IVg-1.14: Remedial/Enhancement

Competencies/Objectives: relevance and worth of ideas, Judge the relevance and Take a stand on critical issues Use the appropriate Reading Schedule/ICL
soundness of author’s truthfulness of the ideas brought up in the material suprasegmentals: pitch, stress,
Write the LC Code for each
viewed juncture, intonation, etc
reasoning, and the listened to
EN9WC-IVg-11: EN9G-IVg-1:
effectiveness of the Compose a play review Change direct and indirect
presentation speech and vice versa
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.
LESSON 7: UNCHANGING VALUES IN A CHANGING WORLD
II. CONTENT
III. LEARNING 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
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp. 286-289 pp. 286-289 pp. 286-289 pp. 286-289
2. Learner’s Materials Pages P629-630 P631 P632-642 P632-642
3. Textbook Pages P629-630 P631 P632-642 P632-642
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Pictures Pictures Copy of the reading text Charts
None-textbook only

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and 4th
Time: March 6-10, 2017 (week 7) Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Establishing a Purpose for the Ask: Ask: Let students share their Ask:
Lesson How do you accept How close are you with your experiences
challenges that you will family and friends? What makes a good
encounter in your life? play?

C. Presenting Examples/Instances of Post pictures that imply Ask: Facilitate discussion on Discuss Intonation,
the Lesson addiction Have you extended help values extracted from Juncture, stress and pitch
from a relative or someone students’ experiences
close to you?

D. Discussing New Concepts and Let students analyze each Class do Task 2 Who’s In, Write unfamiliar words for Give practical examples of
Practicing New Skills #1 picture who’s Out vocabulary enhancement phrases or sentences that
would differ in meaning
when said differently
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 6-10, 2017 (week 7) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

F. Developing Mastery Let students share output Groups continue the activity Discussion on the meaning Form groups and do the
(Leads to Formative Assessment 3) with partner until all groups have of unfamiliar words teacher-made activities
participated

G. Finding Practical Applications of Call some students to do Pair-Share Activity: Let students read the text of Form groups and do the
Concepts and Skills in Daily Living the sharing to the class Each pair selects a picture Eric Cantor’s Policy Speech teacher-made activities
from the activity for on ‘Shared Vision”
discussion

School: Grade Level: 9

GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and
Time: March 6-10, 2017 (week 7) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES 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 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.

H. Making Generalizations and Facilitate discussion in Brainstorm on the pair- Let students read the text of Why are intonation, Remedial/Enhancement
Abstractions about the Lesson standing up for a reason in share activity Eric Cantor’s Policy Speech juncture, stress, and pitch Reading Schedule/ICL
times of life’s challenges on ‘Shared Vision” important?

I. Evaluating Learning Write down what they think Choose one picture and Give guide questions for Groups make a dialogue
is the most important value create a story related to it comprehension with direct and indirect
they learned speech

J. Additional Activities for Reflect: Journal writing: Group writing: Group writing:
Application or Remediation
How to avoid negative Explain the importance of Compose a play review Compose a play review
addictions? good family ties.

V. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and March 6-10, 2017 (week 7) Quarter: 4th
Time:

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?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 13-17, 2017 (week 8) Quarter: 4th
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,
I. OBJECTIVES
exercises and remedial 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 preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.
B. Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning EN9LT-IVg-17: EN9RC-IVh-2.22: EN9VC-IVh-14: EN9V-IVg-29: Remedial/Enhancement
Competencies/Objectives: Analyze literature as a means Judge the relevance and worth Take a stand on critical issues Get familiar with the technical Reading Schedule/ICL
of understanding unchanging of ideas, soundness of author’s brought up in the material vocabulary for drama and
Write the LC Code for each
viewed theater (like stage directions)
values in a changing world reasoning, and the
EN9VC-IVh-14: EN9WC-IVh-11:
effectiveness of the Analyze literature as a means Compose a play review
presentation of understanding unchanging
values in a changing world
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 7: UNCHANGING VALUES IN A CHANGING WORLD

III. LEARNING 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
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References
1. Teacher’s Guide Pages pp.286-289 pp.286-289 pp.286-289 pp.286-289
2. Learner’s Materials Pages P645-647 P645-647 pp.647-649 pp. 649-650
3. Textbook Pages P645-647 P645-647 pp.647-649 pp. 649-650
4. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources Copy of the reading text Copy of the reading text Pictures Charts
Laptop, DLP Copy of the reading text

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 13-17, 2017 (week 8) Quarter: 4th
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
IV.PROCEDURES
you can infer from 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 Brainstorm vocabulary Ask: Ask: Answer: Remedial/Enhancement
Presenting the New Lesson discussed previously Have you ever participated What role will you perform How important is stage Reading Schedule/ICL
in a play presentation? in a play? directions in a play?

B. Establishing a Purpose for the Ask: Ask: Ask: Explain:

Lesson How does the speech affect What particular role did you Why will you choose such Do stage directions affect
you? have? role? the outcome of a stage
play?

C. Presenting Examples/Instances of Let students share their Ask: Post pictures of stage Ask:
the Lesson answers How will you conquer the directors, stage designers, What are the stage
world of a stage play? and props designers directions?

D. Discussing New Concepts and Facilitate comprehension of Tell the class that they will Ask the class what Ask:
Practicing New Skills #1 the text through questions read a selection on stage particular roles do each What is the advantage of
directions perform having varied personalities
as the composition of a
stage play production?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 13-17, 2017 (week 8) Quarter: 4th
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
IV. PROCEDURES
you can infer from 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.
E. Discussing New Concepts and Facilitate comprehension of Let students read Task 7 Let students read the text Ask students to list on the Remedial/Enhancement
Practicing New Skills #2 the text through questions Conquering the World of on the guidelines for board the things to consider Reading Schedule/ICL
Stage designing plays in organizing a stage play?

F. Developing Mastery Let students share Read the text Discussion of the text by Discussion of answers
(Leads to Formative Assessment 3) important points from the group
text

G. Finding Practical Applications of Let students do Task 5 Share insights on the text Making of group report Ask:
Concepts and Skills in Daily Living Walking the Dream into with a group How can you assure of a
Reality stage play success?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 13-17, 2017 (week 8) Quarter: 4th
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
IV. PROCEDURES
you can infer from 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.
H. Making Generalizations and Group presentations of Summarize learning Presentations of group Ask: Remedial/Enhancement
Abstractions about the Lesson outputs reports What sacrifices do you have Reading Schedule/ICL
to face or take so as to be a
successful actor/crew
member of a stage play
production?

I. Evaluating Learning Group presentations of Group presentations of Sketch stage directions Discussion of student’s
outputs outputs answers/opinions

J. Additional Activities for Let students do Task 6 Reflect: Answer: Group writing:
Application or Remediation What Influences a Text? What role of the play would How important is stage Compose a play review
you rather choose? directions in a play?

V. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 13-17, 2017 (week 8) Quarter: 4th

VI.REFLECTION 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?
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

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?

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 20-24, 2017 (week 9) Quarter: 4th

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery and Dramatic Conventions.

C. Learning EN9LC-IVh-2.15: EN9G-IVi-25: EN9V-IVi-29: EN9WC-IVi-11: Remedial/Enhancement

Competencies/Objectives: Make generalizations Observe tense consistency in Get familiar with the technical Compose a play review Reading Schedule/ICL
Write the LC Code for each writing an evaluation vocabulary for drama and
theater (like stage directions)
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.
LESSON 7:
II. CONTENT
UNCHANGING VALUES IN A CHANGING WORLD

III. LEARNING 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
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp.286-289 pp.286-289 pp.286-289 pp.286-289
2. Learner’s Materials Pages pp. 649-650 P651-652 p. 650 pp.651-652
3. Textbook Pages pp. 649-650 P651-652 p. 650 pp.651-652
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Task sheet Task sheet Copy of the text Copy of the reading text

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 20-24, 2017 (week 9) Quarter: 4th

IV.PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Establishing a Purpose for the Prepare strips of paper with Do drills on tense Ask: Brief discussion of answers
Lesson varied scenarios consistency How will you adjust on your
weaknesses?

C. Presenting Examples/Instances of By pairs, students pick out a Brainstorm the rules for Students perform Task 11 Students watch the video of
the Lesson strip of paper tense consistency Mirroring Myself the “Death of a Salesman”

D. Discussing New Concepts and Pairs read and understand Students do board Students review the result Groups take note of the
Practicing New Skills #1 what is written on the strips exercises on tense of their personal dialogues, delivery, the
consistency assessment blockings, the setting, the
props and sets, the
costume, the audio, the
lighting, and the stage
directions

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 20-24, 2017 (week 9) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

F. Developing Mastery Pairs are given time to Teacher facilitates checking Students do Task 12 Discussion of answers
(Leads to Formative Assessment 3) practice the elected of correct answers Committing Myself
scenario

G. Finding Practical Applications of Pairs present their scenes Story analysis: Supply the Students form groups Teacher presents rubrics for
Concepts and Skills in Daily Living with appropriate dialog, verb observing tense stage play production
gestures and facial consistency
expressions

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 20-24, 2017 (week 9) Quarter: 4th

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Evaluating Learning Presentation of scenarios Teacher facilitates Final assessment of Teachers evaluate the list of
discussion of answers individual tasks roles of group members

J. Additional Activities for Journal writing: Review script observing Review the respective Compose a play review
Application or Remediation Rate your own tense consistency responsibilities of crew in a
performance. How will you stage play production.
improve?

V. REMARKS

School: Grade Level: 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 20-24, 2017 (week 9) Quarter: 4th

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.
O. No. of learners who earned
80% in the evaluation
P. No. of learners who require
additional activities for remediation
Q. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
R. No. of learners who continue to
require remediation
S. Which of my teaching strategies
work well? Why did these work?

T. What difficulties did I encounter

which my principal or supervisor can
help me solve?

U. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?

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