GRADES 1 to 12 School: Grade Level: 9
DAILY LESSON LOG Teacher: Learning Area: English
Teaching Dates and Time: (week 1) 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 analyzing one-act play and different forms of verbal for him/her to
skillfully perform in a one-act play.
B. Performance Standards: The learner skillfully 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 Competencies/Objectives: EN9G-IIIa-21: Use verbal. EN9WC-IIIa-9: Compose forms of literary CATCH-UP FRIDAY
Write the LC Code for each writing EN9WC-IIIa-9.4: Identify types and
features of a play synopsis.
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: Through technology
III. LEARNING RESOURCES
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept
development.
A. References
1. Teacher’s Guide Pages P 134- 140 P 134- 140
2. Learner’s Materials Pages P 235 P237
3. Textbook Pages P 235 P237
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources None – textbook only None – textbook only
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. 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.
A. Reviewing Previous Lesson or Presenting Ask: Ask:
the New Lesson How do you respond to an emergency? Present the poem, “The Telephone”
Whom do you call for help?
What are the important functions of a
telephone in the present times?
B. Establishing a Purpose for the Lesson Do Task 1 on page 235 of your LM.
Discover the benefits a telephone brings.
C. Presenting Examples/Instances of the Solicit students’ answers on their ways of
Lesson responding to emergency. Ask:
How important is a telephone to you?
-Unlock the difficult words.
D. Discussing New Concepts and Practicing Focus on the use of telephone or cellphone
New Skills #1 during emergencies. Read the poem “The. Telephone”
Work on Task 5
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.
E. Discussing New Concepts and Practicing
New Skills #2 Discuss the different emergencies, and Allow the students to study their assigned
how can a cellphone possibly be of help. lines, and explain it to the class.
All 5 groups will report to the class the
meaning and explanation of their assigned
lines.
F. Developing Mastery
(Leads to Formative Assessment 3) Make a big concept map using Telephone Review the unlocking of difficult words to
as the main idea. give the class and the groups clearer
understanding of the poem.
G. Finding Practical Applications of Concepts
and Skills in Daily Living Cellphones and telephones today are Understanding poetry can be easier if the
becoming popularly in use and difficult words are unlocked.
indispensable.
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 Abstractions
about the Lesson Cellphones are ________ Telephone here In the poem is a
_____________________. __________________
_____________________
I. Evaluating Learning
Write a short essay about cellphones. Their group report will be graded according
Include the advantages and disadvantages of to the rubrics.
this gadget.
J. Additional Activities for Application or
Remediation Read in advance the radio play, “Sorry, Wrong
Number”
V. REMARKS
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?
