Grade9englishdllq2 q4 161115081339

GRADES 1 to 12 School: Grade Level: 9
DAILY LESSON Teacher: Learning Area: English

LOG Teaching Dates and
Time: August 22 – 26, 2016 (WEEK 1) Quarter: 2
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
OBJECTIVES 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 valuing other people; also how to use
processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation.
B. Performance Standards:
The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on the
following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
C. Learning EN9RC-IIa-3.2.7: Compare EN9VC-IIa-1.4: Establish Remedial/Enhancement Reading

EN9LT-IIa-15: Analyze EN9OL-IIa-3.7: Employ
Competencies/Objectives: Schedule/ICL
Write the LC Code for each and contrast similar connections of events and literature as a means of varied verbal and non-
information presented in how these lead to the ending
valuing other people and verbal strategies to create
different texts. of a material.
their various circumstances impact on the audience
EN9LC-IIa-11: Shift from one EN9V-IIa-27: Give the
in life. while delivering lines in a
listening strategy to another appropriate communicative
EN9LT-IIa-15.1: Identify Readers Theatre or in a
based on topic, purpose, and styles for various situations
level of difficulty of the (intimate, casual, the distinguishing features Chamber Theatre.
argumentative or persuasive conversational, consultative, of notable

text. frozen).
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.
I. CONTENT Lesson 1.Finding Others’ Greatness

II. 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
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P75-89 P75-89 P75-89 P75-89
2. Learner’s Materials Pages P119-132 P119-132 P119-132 P119-132
3. Textbook Pages P119-132 P119-132 P119-132 P119-132
4. Additional Materials from
Page 1 of 133
Learning Resource (LR)
portal
B. Other Learning Resources None – textbook only Copy of the reading text None – textbook only None – textbook only
School: Grade Level: 9

Teacher: Learning Area: English
GRADES 1 to 12 Teaching Dates and

DAILY LESSON LOG Time: August 22-26, 2016 (week 1) Quarter: 2
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 Post on the board the Sharing of answers on the Recall the two text in the Let the students read the Remedial/Enhancement Reading
or Presenting the New quote of William additional task given. previous lesson excerpt about greatness Schedule/ICL
Lesson Shakespeare. through the life of Martin
Luther King Jr.
B. Establishing a Purpose for Sharing of observation Ask: Sharing of ideas about Ask the students to read
the Lesson and discussion of the Who do you consider truly the text by compare and the excerpt about
quote. great in your life? contrast. greatness through the life
of Martin Luther King Jr.
considering the proper
gestures.
C. Presenting Sharing of thoughts Instruct them to write their Do task 3: Finding Discuss:
Examples/Instances of the related to greatness answers. similarities and Give a mini-lecture on the
Lesson differences on p123 of the importance of using facial
LM. expression and gestures
to convey the meaning of
the excerpt about
greatness
D. Discussing New Concepts Do task 2. Connecting Reading text 2 on p122 0f Sharing of answers in Brainstorming of the
and Practicing New Skills #1 Lives on pp119-120 of the the LM. pairs on the task 3 given. excerpt by group.
LM.
Page 2 of 133

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
E. Discussing New Concepts Ask: Discuss the reading text Let the students justify their Take note of the Remedial/Enhancement Reading
and Practicing New Skills #2 How do we celebrate the given answers. list of adverbs on Schedule/ICL
“greatness” of the people the excerpt.
we know?
F. Developing Mastery Choral reading text 1 on Ask the processing What is the importance of finding Discussion on
(Leads to Formative pp120-121 of the LM. questions on p122 of the similarities and differences of adverbs.
Assessment 3) LM. ideas?
G. Finding Practical Applications Sharing of ideas about the Call two pairs to do the Draw out insights from the class Do task 7:
of Concepts and Skills in reading text sharing. like: comparing and contrasting Controlled practice
Daily Living about greatness. on p126 of the LM.
Page 3 of 133

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
IV. PROCEDURES 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: Complete the sentence: Write the strong points of each Do drills on adverbs. Remedial/Enhancement Reading
Abstractions about the Lesson What is greatness for Today, I realized… message from the text. Schedule/ICL
you?
I. Evaluating Learning How would communicate Note the significant Ask a students to compare and Teacher-made quiz on
others of their responses of the contrast each of the messages. adverbs
experiences on students about
greatness? greatness.
J. Additional Activities for Application Share own experiences Journal writing: Do the sharing of answers to Complete the sentence:
or Remediation on greatness and how Write your experiences the class. I realized that
would you share it to on how you show “greatness”…
others. appreciation of others
of their greatness.
V. REMARKS

Page 4 of 133
Teaching Dates and
Time: August 22-26, 2016 (week 1) 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
VI. REFLECTION 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?

Page 5 of 133
Teaching Dates and
Time: August 29 – September 2, 2016 (week 2) Quarter: 2
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,
I. OBJECTIVES 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.
The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on
the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
C. Learning EN9RC-IIb-19: Get information EN9VC-IIb-21: Summarize the EN9LT-IIb-15: Analyze Remedial/Enhancement
EN9OL-IIb-3.7: Employ
Competencies/Objectives: literature as a means of Reading Schedule/ICL
Write the LC Code for each from various print media like information contained in the valuing other people and varied verbal and non-
brochures, pamphlets, material viewed. their various circumstances
verbal strategies to create
periodicals, and audio-video EN9V-IIb-27: Give the
in life.
EN9LT-II0-14.2: Explain impact on the audience
recordings. appropriate communicative how the elements specific to
while delivering lines in a
EN9LC-IIb-11.1: Listen to get styles for various situations a selection build its theme.
Readers Theatre or in a
important information from (intimate, casual,
argumentative/ persuasive conversational, consultative, Chamber Theatre.
texts. frozen).
EN9LC-IIb-2.8: Make
inferences from what was said.
Lesson 2: Observing Others’ Circumstances
II. CONTENT
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
III. LEARNING RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
P86-89 P86-89 P86-89 P86-89
2. Learner’s Materials Pages P133-143 P133-143 P133-143
P133-143
3. Textbook Pages P133-143 P133-143 P133-143
P133-143
Page 6 of 133
portal
B. Other Learning Resources Pictures None – textbook only None- textbook only None- textbook only

GRADES 1 to 12
DAILY LESSON LOG Teaching Dates and Time: August 29 – September 2, 2016 (week 2) Quarter: 2
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
IV. PROCEDURES 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 Post pictures on the board Share your responses on Let the students read the Discuss: Remedial/Enhancement
Presenting the New Lesson the additional task given. poem on p137 of the LM. Adverb of manner Reading Schedule/ICL
silently.
B. Establishing a Purpose for the Share your observations on Let the students read the Motive question: Cite examples on adverb on
Lesson the pictures. poem on pp135-136 of the “How does the persona deal manner.
LM. with the circumstance he is
in?”
C. Presenting Examples/Instances Ask: Group activity: Share answers in pairs. Do drills.

of the Lesson As a teenager, how do you Let the students pick out
converse with your parents? difficult words in the poem
With your peers? entitled “The Man with the
Hoe”.
D. Discussing New Concepts and Call two pairs to share their Discuss: Let the students pick lines Do task 6: Controlled
Practicing New Skills #1 answers. List of difficult words from from the poem that captures practice on p141 of the LM.
the poem. their attention.
Page 7 of 133

DAILY LESSON LOG Time: August 29 – September 2, 2016 (week 2) Quarter: 2
E. Discussing New Concepts and Create a dialogue between Using difficult words in a Elaborate the meaning of Write a narrative paragraph Remedial/Enhancement
Practicing New Skills #2 teenager and parents; sentence. the pick lines from the in module 2 Task 9 Lesson Reading Schedule/ICL
teenagers and peers. poem. 1(Finding Others’
Greatness) and incorporate
adverbs of manner.
F. Developing Mastery Call the two pairs to present Engage the students in the Discuss: Sharing of answers to the
(Leads to Formative Assessment their output in class. discussion by processing What do those lines mean class.
3) the questions from p137 of to you?
the LM.
G. Finding Practical Applications Ask: Sharing of answers in pairs. Share answers with What is the importance of
of Concepts and Skills in Daily What have you learned from partner. adverb of manner in English
Living the dialogue that you have grammar?
created?
Page 8 of 133

DAILY LESSON LOG Time: August 29 – September 2, 2016 (week 2) Quarter: 2
H. Making Generalizations and Complete the sentence: Call any pairs to present Ask: Complete the sentence: Remedial/Enhancement
Abstractions about the Lesson Today, I realized… their answers in class. What have you learned out Today, I realized that… Reading Schedule/ICL
from the poem?
I. Evaluating Learning Ask: Call any pairs to present Group activity: Teacher-made test about
How do you view other their answers in class. Present answers through adverb in manner.
people’s circumstances? news report.
J. Additional Activities for Rethink their responses on Read in advance the poem Group activity: Giving of output satisfaction
Application or Remediation the said question. “Sonnet 29” on p137 of the Present answers through worksheet.
LM. news report.
VI. REMARKS

Teaching Dates and August 29 – September 2, 2016 (week 2) Quarter: 2
Page 9 of 133
GRADES 1 to 12 Time:
DAILY LESSON LOG
VII. REFLECTION the students learn?
A. No. of learners who earned
80% in the evaluation

remediation

up with the lesson

require remediation


can help me solve?

teachers?

Teaching Dates and September 5-9, 2016 (week 3) Quarter: 2
Page 10 of 133
DAILY LESSON LOG
C. Learning EN9RC-IIc-19: EN9VC-IIc-21: Summarize the EN9LT-IIc-15: Analyze Remedial/Enhancement
EN9F-IIc-3.11.1: Use the
Competencies/Objectives: Reading Schedule/ICL
Write the LC Code for each Get information from various information contained in the literature as a means of valuing correct production of
print media like brochures, material viewed. other people and their various
English sounds: vowels
pamphlets, periodicals, and EN9V-IIc-27: circumstances in life.
sounds, consonant sounds,
audio-video recordings. Give the appropriate EN9LT-IIc-2.2: Explain how the
diphthongs, etc.
EN9LC-IIc-3.12/3.14: Listen to communicative styles for elements specific to a genre
EN9G-IIb-19: Use adverbs
paraphrase and summarize various situations (intimate, contribute to the theme of a
information from persuasive casual, conversational, particular literary selection. in narration
texts. consultative, frozen).

II. CONTENT Lesson 3: Feeling For Others

A. References
portal
B. Other Learning Resources Pictures Task sheet Copy of the text PowerPoint presentation

Page 11 of 133
Teaching Dates and
Time: September 5-9, 2016 (week 3) Quarter: 2
A. Reviewing Previous Lesson or Post the pictures on the Finalize the additional task Read the story, The Lottery, Recall the story of The Remedial/Enhancement
Presenting the New Lesson board featuring the movie, given. silently.(pp149-157 of the Lottery. Reading Schedule/ICL
The Hunger Games. LM)
B. Establishing a Purpose for the Ask: Practice the role play. Discuss: Discuss:
Lesson Based on the picture tell Difficult words found in the Sensory Images
briefly what you think the story, “The Lottery”.
story is all about.
C. Presenting Examples/Instances Write five sentences based Present the rubrics of the Group activity: Small groups, identify the
of the Lesson on the picture of “The role play. Discuss your mental sensory images in the story,
Hunger Games”. pictures of the story. The Lottery.
D. Discussing New Concepts and Do task 3: Piece by Piece Present the role play. Discuss: Ask:
Practicing New Skills #1 on pp146-147 of the LM. Describe the setting, Explain how these images
characters, and the help make the story
important events in the realistic.
story.

Page 12 of 133
Teaching Dates and
Time: September 5-9, 2016 Quarter: 2
E. Discussing New Concepts and Let them watch “The Let the students share their Group activity: Present your answers to the Remedial/Enhancement
Practicing New Skills #2 Hunger Games” movie. observation of the role play Draw your class. Reading Schedule/ICL
in each group. understanding/interpretati
on about the story.
F. Developing Mastery Divide the class into five Ask them follow-up Let the students explain Each group in the class will
(Leads to Formative Assessment groups and discuss the questions to draw out ideas. their drawing in the group. justify their answers.
3) important events in the
story.
G. Finding Practical Applications Present the output of the Complete the sentence: Write important points Ask:
of Concepts and Skills in Daily group to the class. From the role play, I have from the drawing. What images do you see,
Living learned that… hear, feel, taste, and smell
in the story?

Page 13 of 133
Teaching Dates and
H. Making Generalizations and Ask: Each group must write the Ask: Complete the sentence: Remedial/Enhancement
Abstractions about the Lesson What is the message of the significant event from the What have you learned from I have learned that… Reading Schedule/ICL
movie? role play. the interpretation of the
story?
I. Evaluating Learning Create a role play about the Do the group sharing Present your output. Do the group sharing.
message of the movie.
J. Additional Activities for Make a script. Checking of answers about Reflect: Reflect:
Application or Remediation the significant events in the From the story, I learned From the story, I learned
role play. that… that…
V. REMARKS

Teaching Dates and September 5-9, 2016 Quarter: 2
Page 14 of 133
DAILY LESSON LOG

remediation

up with the lesson

require remediation


can help me solve?

teachers?

Teaching Dates and September 12-16, 2016 (week 4) Quarter: 2
Page 15 of 133
DAILY LESSON LOG
C. Learning EN9RC-IId-19: EN9VC-IId-22: Agree or EN9LT-IId-15: Analyze Remedial/Enhancement
EN9F-IId-3.11.1: Use the
Write the LC Code for each Get information from various disagree with the ideas literature as a means of valuing correct production of
print media like brochures, presented in the material other people and their various
English sounds: vowels
pamphlets, periodicals, and viewed. circumstances in life.
sounds, consonant sounds,
audio-video recordings. EN9V-IId-27: EN9LT-IId-2.2.1: Express
diphthongs, etc.
EN9LC-IId-11.2: Anticipate the Give the appropriate appreciation for sensory
EN9G-IId-19: Use adverbs
points that will be made based communicative styles a images used.
on the speaker’s purpose. situation (intimate, casual, in narration.
conversational, consultative,
frozen).
Lesson 4:Supporting Other’s Advocacies
II. CONTENT
D. References
portal
E. Other Learning Resources Copy of the text Task sheet Copy of the text PowerPoint presentation
Page 16 of 133

DAILY LESSON LOG Time: September 12-16, 2016 (week 4) Quarter: 2

A. Reviewing Previous Lesson or Let the students watch a Call some student to share Let the students present Do task 10 on page 179- Remedial/Enhancement
Presenting the New Lesson video clip about justice. any inspiring quotes about their output on the 182 of the LM Reading Schedule/ICL
justice. additional task given.
B. Establishing a Purpose for the Ask the students to share Read the selection about Discuss: Do the group sharing about
Lesson with the class their personal Ida B. Wells - Barnett and Use conditionals in the task given
opinion about the ideas Her Passion for Justice on expressing arguments and
presented in the video clip pages 173 -175 of the LM fallacies
C. Presenting Examples/Instances Provide worksheets and Do task 5 Crafting a Read the essay about Create any discourse.(role
of the Lesson Work on the concept of Timeline on page 176 of the helping others-”The time to play, panel discussion or
justice (to be written LM help is now” on page 178- story telling) about asking
vertically down the side of a 179 of the LM any support for a certain
page) advocacy.
D. Discussing New Concepts and Let the students read the Discuss: Ask? Give time to master their
Practicing New Skills #1 quotation on the board. piece.
( “Silence speaks louder Different types of short What is the essay all about?
than words.”) prose How did the writer develop
her main point?

Page 17 of 133
Teaching Dates and
E. Discussing New Concepts and Sharing of thoughts about Ask: Ask the students the Remedial/Enhancement
Practicing New Skills #2 the quotation about “Silence From the selection being Scrutinize the message improvement of their work. Reading Schedule/ICL
speaks louder than words.” read, analyze what kind of from the essay.
prose it is?
F. Developing Mastery Discuss: Let the students justify their Make a news report about Give them follow up
(Leads to Formative Assessment answers the message based on the questions for better
3) The importance of pausing essay. understanding about their
or timing in speaking work
G. Finding Practical Applications Post varied quotations Group activity: Group sharing about the Present the rubrics for their
of Concepts and Skills in Daily about supporting or helping Ask the students to said topic output.
Living others scrutinize the message of
. the selection.

Page 18 of 133
Teaching Dates and
H. Making Generalizations and Read the quotations and Create a Finalize the output of the Group presentation on their Remedial/Enhancement
Abstractions about the Lesson observe proper pausing. commercial/advertisement group. works. Reading Schedule/ICL
based from the selection
being read.
I. Evaluating Learning Incorporate what they have By group: read parts in the Let the students have their Today, I have learned that
learned in the previous script according to group practice about their _________________.
lessons about stress and characters. presentation
intonation.
J. Additional Activities for Make your own quotation Finalize your advertisement Presentation of the group. Summarize all of the
Application or Remediation about justice. about the message of the important concepts and
selection. facts learned in the lesson.
V. REMARKS

Page 19 of 133
Teaching Dates and
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?
A. No. of learners who
earned 80% in the
evaluation

remediation

No. of learners who have
caught up with the lesson

require remediation


can help me solve?

teachers?

Teaching Dates and SEPTEMBER 19-23, 2016 (WEEK 5) Quarter: 2
Page 20 of 133
Time:

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 valuing other people; also how to use
C. Learning Express opinions through EN9LT-IIIa-16: Analyze EN9RC-IIg-5: Interpret Compose an essay. Remedial/Enhancement
Competencies/Objectives: extemporaneous speaking literature as a means of information found in non- Reading Schedule/ICL
Write the LC Code for each activity connecting to the world. linear texts such as
IIIa-6.1: Extract important
diagrams, maps, charts,
information from
etc.
argumentative/ persuasive
texts
II. CONTENT
Lesson 5 : Seeking Justice for Others
A. References
2. Learner’s Materials Pages P 172 P 173- 175 P 176 - 177 P 178-179

3. Textbook Pages P 172 P 173 - 175 P 176 - 177 P 187-179
portal
B. Other Learning Resources None – Textbook only None – Textbook only None – textbook only Textbook and activity
sheets

Page 21 of 133
Teaching Dates and
Time: SEPTEMBER 19 -23 ,2016 Quarter: 2
I. PROCEDURES the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
A. Reviewing Previous Lesson or Work on Task 4 II Unlock the difficult words. Task 7 texts or Figures? Ask: Remedial/Enhancement
Presenting the New Lesson Read the story “Ida Wells- Study information presented Reading Schedule/ICL
Tell students about …” on a graph. Have you ever helped
extemporaneous speaking Give other examples of someone? What did you
activity. graphs/ charts. do?
Draw lots on the topic they We are going to read an
will talk about. essay today.
B. Establishing a Purpose for the

Lesson Be able to express one’s Sympathize the call against Interpret information found Share personal experience
ideas on the topic given. discrimination. in non- linear text. on helping others.
C. Presenting Examples/Instances
of the Lesson Give example on an Enumerate examples on Discuss the different kinds What have you known of
extemporaneous speaking movies that have themes pf graphs/ charts. organizations who extended
activity, ex. Beauty pageant about discrimination. Venn diagram help to others? What
question and answer… programs have they
conducted?
D. Discussing New Concepts and
Practicing New Skills #1 Give them techniques on Craft a timeline of the Interpret tables. Read and note important
organizing their ideas. important events in the Read the data presented on details.
Explain how present their story. the table on page 176-177.
ideas.
Show/ illustrate an example.

Page 22 of 133
Teaching Dates and
Time: SEPTEMBER 19- 23, 2016 Quarter: 2
E. Discussing New Concepts and Remedial/Enhancement
Practicing New Skills #2 Pronunciation skill, Go over the story. Discuss the natural Get the author’s ideas of his Reading Schedule/ICL
vocabulary or diction. Guide the class discussion calamities that hit the experience on helping
that students would be able country, in the community. others.
to identify important events
that took place in the story. Discuss the news, or
discuss personal
experiences.
F. Developing Mastery
(Leads to Formative Assessment Perform sample The teacher may present Study the table and talk Students point out the
3) extemporaneous. the list of events in the about the column on storm. author’s experience on
story. Students will arrange Which storms do the helping others. What were
them accordingly. students remember? his personal experiences?
Why?
G. Finding Practical Applications

of Concepts and Skills in Daily Extemporaneous speaking Noting details and Interpreting graphs and Noting details and
Living activity skill is very useful in arrangement of events charts is an important skill. arrangement of events
any job interview or project according to the story are It is even part of according to the story are
proposal, defense of relevant skills in any reading achievement tests. relevant skills in any reading
investigatory project… activity. activity.
Page 23 of 133

DAILY LESSON LOG Time: SEPTEMBER 19 -23, 2016 Quarter: 2
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
H. Making Generalizations and Ask: Remedial/Enhancement
Abstractions about the Lesson I realized that leaning how Data found on graphs are Expressing or sharing Reading Schedule/ICL
How does it feel when you to take note and arrange very well organized. _____ personal experiences in the
express your own idea? events in the story help me ______________________ form of essay writing.
When you speak English? _____________________
_____________________. Venn diagram shows data
_____________________.
I. Evaluating Learning 1 whole ½ crosswise
The extemporaneous Teacher-made quiz on Refer to the same table.
speaking activity is graded. arrangement of events. What were the experiences
Study data about flood. of the author on the call of
What is your stand about Which years showed so helping others?
discrimination? much flooding? Which have What challenges did he
Make example hotel policy less? encounter?
that shows fairness and Why do you think is this
equality. happening?
J. Additional Activities for
Application or Remediation Read in advance “Ida .
Wells- Barnett and Her
Passion for Justice” p. 173-
175.
V. REMARKS

Teaching Dates and SEPTEMBER 19-23,2016 Quarter: 2
Page 24 of 133
DAILY LESSON LOG 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

remediation

up with the lesson

require remediation


can help me solve?

teachers?

Teaching Dates and SEPTEMBER 26-30,2016 (week 6) Quarter: 2
Page 25 of 133
DAILY LESSON LOG
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 valuing other people; also how to
use processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a Chamber Theatre
presentation.
C. Learning EN9LT-IIIa-16: Analyze EN9LT-IIIa-16: Analyze Literary Devices. Identify and use the Remedial/Enhancement
Competencies/Objectives: literature as a means of literature as a means of different kinds of Present Reading Schedule/ICL
Write the LC Code for each connecting to the world. connecting to the world. conditional statements.
Lesson 6: Overcoming Indifference
II. CONTENT
A. References
2. Learner’s Materials Pages P 185 P 186-190 P 190 – 191 P 192
3. Textbook Pages P 185 P 186-190 P 190- 191 P 192
portal
B. Other Learning Resources None – Textbook only None – Textbook only Textbook and activity Textbook and activity
sheets sheets


DAILY LESSON LOG Time: September 26-30,2016 Quarter: 2
Page 26 of 133
II. PROCEDURES the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
A. Reviewing Previous Lesson or Ask: Ask: Remedial/Enhancement
Presenting the New Lesson How do you contribute to an Discuss the different literary Discuss the present real Reading Schedule/ICL
Work on Task 2 equitable, respectful, and devices cited in this lesson. and present unreal
Use the song “Imagine” by just society for everyone? conditional sentences.
John Lennon Discuss each one. Show similarities and
differences.

Lesson Find the reflection of the Value a just and humane Identify the literary devices Use conditional statements
song into our world, our world for us. found in the speech I Have in expressing message.
community. a Dream”.
of the Lesson Provide the copy of the What forms of social Provide several examples Provide examples and drills
song “Imagine” injustice have you known or for each of the literary on the verb forms to use for
observed? device. each type.
Play the song and let the
students sing with the lyrics.
Practicing New Skills #1 Identify the persona of the Gather background of the Students give their own Give the formula of forming
song. life of the writer, Martin examples on the literary present real conditional
What group of people does Luther King, Jr. devices discussed in the statements.
he represent? class. Give fill-in the blanks drill.


DAILY LESSON LOG Time: SEPTEMBER 26-30, 2016 Quarter: 2
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
Page 27 of 133
Practicing New Skills #2 What was the message of Deduce his arguments on Be able to identify the Give the formula of forming Reading Schedule/ICL
the song? his dream to have a just and literary devices in the present unreal conditional
humane society for selection “: I Have a statements.
Is the message of the song everyone. Dream”. Give fill-in the blanks drill.
still relevant to our society
today? Share your opinion.
(Leads to Formative Assessment Find similarities of the List all his arguments, his Work on Task 5.1 A Give sentence drill
3) message of the song to call for change, and his Task 5.1 B combining the present real
what is happening to our dream for the future. and present unreal
society today. conditional statements.
G. Finding Practical Applications

of Concepts and Skills in Daily Songs like any other genre It is a very useful skill to Literary devices help the Conditional statements are
Living of literature are vehicles of know about the life of the readers to understand the used in expressing realistic
important message to the authors. We will have a author’s message fast. and unreal situations.
world. wider understanding of his
works.


H. Making Generalizations and Ask: Remedial/Enhancement
Page 28 of 133
Abstractions about the Lesson Now, when I sing my Martin Luther King Jr.’s Give the similarities and Reading Schedule/ICL
favorite song, I realized that dream is also my _______ Why do authors make use differences of the 2
______________________ _____________________ of the literary devices in conditional statements.
______________________ I am sad with what I saw in conveying their message to
the world today, like _____ the world?
______________________.
I. Evaluating Learning
Give the same song. ½ crosswise Teacher may use teacher- Use teacher-made quiz on
Ask: made quiz in making the the use of Present real
Write your response to the What can you contribute for students identify literary conditional statements, and
message of the song. us to have a respectful devices in the sentences or the present unreal
You can express agreement community? lines of a selection. conditions.
or disagreement to his
message.

Application or Remediation
V. REMARKS



remediation
Page 29 of 133
up with the lesson

require remediation


can help me solve?

teachers?

GRADES 1 to 12
DAILY LESSON LOG Teaching Dates and
Time: October 3-7,2016 (week 7) Quarter: 2nd

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
Page 30 of 133
following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning EN9RC-IIg-5: EN9LC-IIg-3.13: EN9V-IIg-28: EN9G-IIg-20: Remedial/Enhancement
Interpret information found in React and share personal Determine the vocabulary or
Write the LC Code for each
non-linear texts such as opinion about the ideas jargons expected of a Use conditionals in expressing
diagrams, maps, charts, etc listened to communicative style arguments
EN9VC-IIg-23: EN9LT-IIg-15:
Share personal opinion about Analyze literature as a means
the ideas presented in the of valuing other people and
material viewed their various circumstances in
life
II. CONTENT OVERCOMING INDIFFERENCE

A. References
1. Teacher’s Guide Pages p 124-128 p 124-128 p 124-128 p 124-128
2. Learner’s Materials Pages p.195-197 pp.199-200 pp.201-204 pp. 206
3. Textbook Pages p.195-197 pp.199-200 pp.201-204 pp. 206
portal
B. Other Learning Resources Sample graphs Pictures Pictures, Charts

GRADES 1 to 12

A. Reviewing Previous Lesson or Teacher presents a Post a drawing of a rocket Ask Let some students share Remedial/Enhancement
Presenting the New Lesson sample graph ship leaving Earth on board How can your character their homework Reading Schedule/ICL
affect others?
Page 31 of 133
B. Establishing a Purpose for the Students study the graph Ask: Students share their ideas Teacher posts sample
Lesson Would you like to ride in a pictures on real-life
rocket ship? situations
C. Presenting Examples/Instances Teacher facilitates Teacher facilitates reading Teacher asks the class
Teachers process answers
of the Lesson discussion on the graph of Task 1 what they would normally
presented do on given situations
D. Discussing New Concepts and Teacher gives brief Teacher emphasizes on Class brainstorm answers Teacher conducts a short
Practicing New Skills #1 definition on graphs unfamiliar words for for Task 4 Vocabulary lecture on past conditionals
vocabulary enhancement Development

GRADES 1 to 12

E. Discussing New Concepts and Students study the graphs Students do the activity Assign students to read the Teacher facilitates Remedial/Enhancement
Practicing New Skills #2 on LM,pp.195-197 text orally discussion on past Reading Schedule/ICL
conditionals
Page 32 of 133
F. Developing Mastery Students study and discuss Students reflect on their Students read the text Students do Task 8 What if
(Leads to Formative Assessment the graphs decisions silently
3)
G. Finding Practical Applications Students study and discuss Let students answer why Process comprehension Teacher processes their
of Concepts and Skills in Daily the graphs they would take the six through guide questions answers
Living

GRADES 1 to 12

H. Making Generalizations and Let some students give Let students answer why Call students to share Teacher posts on the board Remedial/Enhancement
Abstractions about the Lesson interpretations of the graph they would leave the four. ideas/reflections of the text phrases found in Task 9 If Reading Schedule/ICL
Only, LM, p. 206
I. Evaluating Learning Students answer guide Process students’ answers Students do Task 6 In Line Students complete the
Page 33 of 133
questions for better with the Text phrases
understanding
J. Additional Activities for Homework: Homework: Homework: Homework:

Application or Remediation Look for sample graphs, Do Task 3 Hands Do the Do Task 7 What a Feeling Do Task 10 “If” salad
paste on a sheet of paper. Talking
Give a brief explanation of
the graph
V. REMARKS

GRADES 1 to 12
A. No. of learners who earned 80%
in the evaluation
remediation
up with the lesson

require remediation
Page 34 of 133

can help me solve?

teachers?

GRADES 1 to 12
Time: October 10-14, 2016 (week 8) Quarter: 2nd

Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,

C. Learning EN9LT-IIh-15: EN9LT-IIi-15: EN9LC-IIh-12.1: EN9G-IIh-20: Remedial/Enhancement
Analyze literature as a means Analyze the content and feeling Use the appropriate prosodic
Analyze literature as a means of valuing other people and levels of utterances in features of speech when
of valuing other people and their various circumstances in persuasive texts delivering lines in a Readers’
Page 35 of 133
their various circumstances in life EN9LC-IIh-12.1: Theater or in a Chamber
life EN9RC-IIh-11.1.1: Judge the relevance and worth Theatre
Match diagrams with their of ideas presented in the
corresponding write-ups material viewed
II. CONTENT OVERCOMING INDIFFERENCE

A. References
1. Teacher’s Guide Pages p124-128 p124-128 p124-128 p124-128
2. Learner’s Materials Pages p.208-209 pp.210-212 pp.212-213 pp. 214

3. Textbook Pages p.208-209 pp.210-212 pp.212-213 pp. 214
4. Additional Materials from American English website
portal
B. Other Learning Resources Sample Comic bubble or Copy of the news article Laptop
Comic strip DLP

GRADES 1 to 12

A. Reviewing Previous Lesson Teacher posts a sample Ask: Call some students to read Students watch a video clip Remedial/Enhancement
or Presenting the New comic strip What is a news article? their homework on Reader’s Theatre or Reading Schedule/ICL
Lesson Chamber Theatre
B. Establishing a Purpose for the Students read the comic Teacher posts a sample Ask: Ask:
Lesson strip new article. What are the things to What can you say about the
consider when making hard students’ performance?
Page 36 of 133
decisions?
C. Presenting Examples/Instances Students give insights Brainstorming of the Teacher posts brief
Establish understanding in
of the Lesson regarding the comic features of news articles definition of a Reader’s
good decision-making Theater or Chamber
Theater
D. Discussing New Concepts and Teacher posts sample Teacher gives vocabulary Teacher gives brief Teacher facilitates brief
Practicing New Skills #1 sentences using past drills explanation of the pictures discussion on the
conditionals presented on LM, pp. 212- Suprasegmentals on LM, p
214
213

GRADES 1 to 12

VII. PROCEDURES the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
E. Discussing New Concepts and In pairs, students create The class reads the news The class forms their Class reads rubrics in Remedial/Enhancement
Practicing New Skills #2 their own dialogue on the article on LM, pp. 210-212 groupings. Teacher scoring their performance Reading Schedule/ICL
comics using past facilitates enhancement of
conditionals vocabulary
F. Developing Mastery Students (dyads) do Task Reading of the news article Groups do Task 15 Case Teacher gives copies of the
(Leads to Formative Assessment 11 and Task 11.2 Much Closed literary piece for Reader’s
3) Ado about What to Do Theater/ Chamber Theater.
Page 37 of 133
Students work in groups.
G. Finding Practical Applications Each pair shares their Teacher facilitates Teacher facilitates the Groups discuss the delivery
of Concepts and Skills in Daily output with other pair discussion of the text group activity of the piece
Living through guide questions

GRADES 1 to 12

H. Making Generalizations and Sharing of outputs Teacher facilitates Groups finalize their activity Groups practice their Remedial/Enhancement
Abstractions about the Lesson comprehension of the text performance Reading Schedule/ICL
I. Evaluating Learning Sharing of outputs Students do Task 14 Mix Representatives from the Reader’s Theater/Chamber
and Match groups present their output Theater group presentations
to the class
Page 38 of 133
J. Additional Activities for Homework: Homework: Reflect: Reflect:
Application or Remediation Answer Task 12 Vogue Do Task 14.2 What have you contributed How to deliver a good
Vignette for the success of your performance in reader’s
group work? theater/chamber theater?
V. REMARKS

GRADES 1 to 12
VIII. REFLECTION the students learn?
remediation
up with the lesson

require remediation

Page 39 of 133
can help me solve?

teachers?

GRADES 1 to 12 Teacher: Learning Area: English

C. Learning EN9G- IIi-20: EN9LT-IIi-15: EN9LC-IVe-8.8: EN9LC-IVe-8.8: Remedial/Enhancement
Write the LC Code for each Use conditionals in expressing Organize information in various
arguments Analyze literature as a means Analyze literature as a means ways (outlining, graphic,
of valuing other people and of understanding unchanging representations, etc.)
their various circumstances in values in a changing world
life EN9LC-IVe-8.8:
EN9LT-IIi-15: Organize information in various
Judge the relevance and worth ways (outlining, graphic,
Page 40 of 133
of ideas presented in the representations, etc.)
material viewed
II. CONTENT Lesson 7 : WORKING WITH OTHERS
C. References
1. Teacher’s Guide Pages p 129- 133 p 129- 133 p 129- 133 p 129- 133
2. Learner’s Materials Pages p.225 pp.226-228 pp.226-228 pp. 228-229
3. Textbook Pages p.225 pp.226-228 pp.226-228 pp. 228-229
portal
D. Other Learning Resources Laptop Chart Posters
DLP Laptop, DLP

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

A. Reviewing Previous Lesson Re-reading of the poem Teacher posts a clip/trailer Post a picture of a cake Ask: Remedial/Enhancement
or Presenting the New “If” by Rudyard Kipling on of the video Happy Feet Are you familiar with foreign Reading Schedule/ICL
Lesson Module 1 Lesson 6 animated movies?
What are your favorite
foreign animated films?
B. Establishing a Purpose for the Brainstorming of the Ask: Ask: Post posters on 3 animated
Lesson message of the poem What materials/ingredients movies: Up, Harry Potter,
What animal is featured in do you use to bake a cake? Epic
the video clip? Establish the relevance of
Page 41 of 133
these to the elements of a
story.
C. Presenting Examples/Instances Teacher posts sample Ask: Let students do Task 13

Ask:
of the Lesson sentences using present Post It
and past conditional What can you say about the What makes up a story?
sentences character?
D. Discussing New Concepts and Facilitate discussion on the Teacher gives vocabulary Post a chart found in Task 2 Class views on video
Practicing New Skills #1 given sentences drills Elementals, LM p. 228 clips/trailers of the 3 foreign
films

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

E. Discussing New Concepts and In pairs, students work on Students create own Teacher facilitates Teacher gives a brief Remedial/Enhancement
Practicing New Skills #2 one sentence sentences using words discussion on the elements overview on animation Reading Schedule/ICL
discussed
F. Developing Mastery Let some pairs write their Students read the text In groups, students Let students do Task 13.2
(Leads to Formative Assessment sentences on the board Happy Feet by George complete the chart by Organize information about
3) Miller identifying the elements of the movies mentioned
the text Happy Feet
Page 42 of 133
G. Finding Practical Applications Reading of sentences Let students share their Review on groups’ work
of Concepts and Skills in Daily understanding with a
Living partner

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

H. Making Generalizations and Teacher evaluate students’ Teacher facilitates Groups post their outputs to Presentation of students’ Remedial/Enhancement
Abstractions about the Lesson answers comprehension of the text the class outputs Reading Schedule/ICL
I. Evaluating Learning Students do Task 10 Students answer guide Representatives from the Brainstorming of students’
Conditional Logic questions on LM, p. 227- group present their charts outputs
228 to the class
Page 43 of 133
J. Additional Activities for Homework: Journal writing: Assignment: Answer:
Application or Remediation Complete lines found in How will you be true to Bring 3 posters of well Choose 1 film and describe
Task 10.2 yourself? known movies, e.g., Up, one character
Harry Potter, and Epic
V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
Time: October 17-21,2016 (week 9) Quarter: 2

remediation
C. Did the remedial lessons work? No.

of learners who have caught up
with the lesson

require remediation
Page 44 of 133

can help me solve?

teachers?

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
Time: November 2-4, 2016 (week 1) Quarter: 3

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.
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.
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 EN9G-IIIa-21: Use verbal. Remedial/Enhancement
EN9WC-IIIa-9: Compose
Write the LC Code for each forms of literary writing
EN9WC-IIIa-9.4: Identify
types and features of a play
synopsis.
Page 45 of 133
II. CONTENT
Lesson 1: Through technology
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 134- 140 P 134- 140
2. Learner’s Materials Pages P 235 P237

3. Textbook Pages P 235 P237
Learning Resource (LR) portal
B. Other Learning Resources None – textbook only None – textbook only

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

I. 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
A. Reviewing Previous Lesson or Ask: Ask: Remedial/Enhancement
Presenting the New Lesson How do you respond to an Present the poem, “The Reading Schedule/ICL
emergency? Whom do you Telephone”
call for help?
What are the important
functions of a telephone in
the present times?
B. Establishing a Purpose for the Do Task 1 on page 235 of

Lesson your LM. Discover the benefits a
telephone brings.
Page 46 of 133
C. Presenting Examples/Instances Solicit students’ answers on
of the Lesson their ways of responding to Ask:
emergency. How important is a
telephone to you?
-Unlock the difficult words.
D. Discussing New Concepts and Focus on the use of

Practicing New Skills #1 telephone or cellphone Read the poem “The.
during emergencies. Telephone”
Work on Task 5

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

Practicing New Skills #2 Discuss the different Allow the students to study Reading Schedule/ICL
emergencies, and how can their assigned lines, and
a cellphone possibly be of explain it to the class.
help.
All 5 groups will report to
the class the meaning and
explanation of their
assigned lines.
(Leads to Formative Assessment 3) Make a big concept map Review the unlocking of
using Telephone as the difficult words to give the
main idea. class and the groups clearer
understanding of the poem.
Page 47 of 133
G. Finding Practical Applications of
Concepts and Skills in Daily Cellphones and telephones Understanding poetry can
Living today are becoming be easier if the difficult
popularly in use and words are unlocked.
indispensable.

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

H. Making Generalizations and Remedial/Enhancement
Abstractions about the Lesson Cellphones are ________ Telephone here In the poem Reading Schedule/ICL
_____________________. is a __________________
_____________________
Write a short essay about Their group report will be
cellphones. graded according to the
Include the advantages and rubrics.
disadvantages of this
gadget.

Application or Remediation Read in advance the radio
Page 48 of 133
play, “Sorry, Wrong
Number”
V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

remediation

with the lesson

require remediation

Page 49 of 133
can help me solve?

teachers?

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

use ways of analyzing one-act play and different forms of verbals for him/her to skillfully perform in a one-act play.
The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
C. Learning EN9LT-IIIa-16: Analyze EN9LC-IIIa-6: Employ EN9G-IIIa-21: Use Verbals. Remedial/Enhancement
EN9WC-IIIa-9: Compose
Write the LC Code for each literature as a means of appropriate listening strategies forms of literary writing
connecting to the world. suited to type of text.
EN9WC-IIIa-9.4: Identify
IIIa-6.1: Extract important
types and features of a play
information from Sounding the words
synopsis.
argumentative/ persuasive correctly
texts
II. CONTENT Lesson 2:Making a Difference
A. References
Page 50 of 133
1. Teacher’s Guide Pages P 141-152 P 141-152 P 141-152 P 141-152
2. Learner’s Materials Pages P 235-238 P 240-251 P 255-257 P 259
3. Textbook Pages P 235-238 P 240 - 251 P 255-257 P259

B. Other Learning Resources None – Textbook only None – Textbook only None – textbook only None – textbook only

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

II. 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
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.
Page 51 of 133
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,…”

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

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…

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
Page 52 of 133
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.

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

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?
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?
Application or Remediation Reading of difficult words/ Make summary about some
phrases familiar legends or
fairytales.
Page 53 of 133
V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

remediation

with the lesson

require remediation


can help me solve?

Page 54 of 133
teachers?

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

use ways of analysing one-act play and different forms of verbals for him/her to skilfully perform in a one-act play.
C. Learning EN9LT-IIIg-2.11: Determine EN9F-IIIb-3.11: Produce the Remedial/Enhancement
EN9G-IIIb-21: Use verbals.
Competencies/Objectives: English sounds correctly Reading Schedule/ICL
Write the LC Code for each EN9LT-IIIb-16: Analyze tone, mood, technique, and and effectively when
literature as a means of purpose of the author delivering lines in a one-act
( possessive form of nouns
connecting to the world
play.
and pronouns)
II. CONTENT
Lesson 3: Making A Difference
C. References
6. Learner’s Materials Pages P 263 P 265-266 P 271 P 274
7. Textbook Pages P 263 P 265-266 P 271 P 274

D. Other Learning Resources None – Textbook only None – Textbook only None – textbook only Textbook only and activity
Page 55 of 133
sheets

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

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
A. Reviewing Previous Lesson or Ask: Unlock difficult words found Remedial/Enhancement
Presenting the New Lesson What is in the poster that in the selection “For Work on Task 13- Sounding Review on gerunds, and Reading Schedule/ICL
would make you accept the Conversation, Press #1” Words gerundial phrases.
invitation to join the
conference? Present the possessive
form of nouns and pronouns
B. Establishing a Purpose for the Emulate accomplished

Lesson people. Identify author’s purpose in Sound the voiced Th, and Be able to use possessive
the selection, and tone. voiceless th, b and v, p and forms correctly in
f.. sentences.
C. Presenting Examples/Instances Task 3- Emulating

of the Lesson accomplished people. Talk about products we use Work on Task 13, Drill on Use teacher-made activity
everyday. Ask the students pronouncing words sheets on the use of
the purpose of these possessive form of nouns,
commodities. and then possessive form of
pronouns.
D. Discussing New Concepts and Ask:

Practicing New Skills #1 1. What qualities Read the selction “For Work on Task 13-A. Group Discuss these possessive
make these people Conversation…” students and assign them forms of nouns and
extraordinary? vowel sound, and read the pronouns thoroughly.
Identify the speaker or given pronunciation drill.
Task 3 A persona or whose point of
view is used.
Page 56 of 133
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

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.
(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

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.
Page 57 of 133
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

H. Making Generalizations and Ask: Ask: Remedial/Enhancement
Abstractions about the Lesson Today, I realized that in Possessive form of nouns is Reading Schedule/ICL
What is common among the order to communicate well, Why is there a need to _____________________,
listed personalities in their the authors used _______ pronounce the words possessive form of
concept about serving ______________________. correctly? pronouns ______________
others? ______________________
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)

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
Page 58 of 133
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

remediation

with the lesson

require remediation


can help me solve?

teachers?
Page 59 of 133

use ways of analyzing one-act play and different forms of verbal for him/her to skillfully perform in a one-act play.
The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
C. Learning EN9LC-IIId-6.5: Recognize EN9OL-IIId-5: Use the Remedial/Enhancement
Competencies/Objectives: Use of literary devices in the Reading Schedule/ICL
Write the LC Code for each faulty logic, unsupported facts, appropriate prosodic features selections Verbal - Infinitives
and emotional appeal of speech when delivering lines
in a one-act play.
II. CONTENT
Lesson 3: Despite Differences in Point of View
A. References
1. Teacher’s Guide Pages P 153 – 159 P 153 – 159 P 153 – 159 P 153 – 159
2. Learner’s Materials Pages P 282- 283 P 286- 291 P 293- 295 P 295- 296
3. Textbook Pages P 282-283 P 286 - 291 P 293 -295 P 295-296

B. Other Learning Resources
Textbook and teacher-made textbook Textbook and teacher-made
activity sheet activity sheets

Page 60 of 133

A. Reviewing Previous Lesson or Ask : Remedial/Enhancement
Presenting the New Lesson Read a background of the Discuss the Literary Review gerunds and gerund Reading Schedule/ICL
Do you usually believe in story Romeo and Juliet. Devices used in the phrase.
everything that the selections, found in pages Discuss Infinitives, infinitive
computer showed you? Show them the prepared 293- 295. phrase, function in the
Advertisements on tv? scripts on page 286-291 sentence.
B. Establishing a Purpose for the Appreciate the literary

Lesson Being aware that not all that Act out the scene prepared devices found in selections. Identify and use infinitives
we see and hear in the in the book.
media are true.
of the Lesson Teacher’s activity on Task Allow the students to read Go over these devices one Work on Task 8, A
2- Be wise. aloud the script prepared in by one and provide ample
Listen to the teacher. the book. Pair off students examples for each.
to act out any of the scripts
prepared.
Practicing New Skills #1 Explain the meaning of the Practice sounding off words Use a poem as an example Work on Task 8,B
concepts: found in the script for better and ask the students to
performance. identify literary devices used
Faulty logic, unsupported in the poem.
facts, and emotional appeal.
Provide examples esp. on

common commodities.

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and November 21-25, 2016 (week 4) Quarter: 3
Page 61 of 133
Time:

Practicing New Skills #2 Work on Task 3 – A Time Focus also the intonation Use some lines from Work on Task 8, C Reading Schedule/ICL
for Us. and stress of the words. popular songs. Ask the
students what literary
Watch the music video, then Stress is also observed in device is used.
answer the Task 3 A, B placing emphasis to words
in the dialogs.
(Leads to Formative Assessment 3) Work on Task 4-5- Identify Pairs practice their delivery Continue the activity in part Use teacher-made activity
the theater terms as of their lines taking into using the songs. sheets on identifying
described in the given consideration their infinitives.
sentences characterization or roles in
the script.

Concepts and Skills in Daily Examine more commodities Acting out different roles in Use infinitives in sentences.
Living found in our houses and our life helped much in the Use them in interesting
evaluate whether they also performance of plays or sentences.
belong to faulty logic, role-play.
unsupported facts or
emotional appeal.

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2016 ( week 4) Quarter: 3
Page 62 of 133
Abstractions about the Lesson Ask: Ask: Ask: Nouns come in different Reading Schedule/ICL
forms. They can be gerunds
Of all the products we used Is it easy or difficult acting How important is the and infinitives in the
at home, are we wise out the roles of the employment of literary sentences.
enough in choosing our characters in the play devices in the selections?
products? “Romeo and Juliet”? Why?
Do they make difference in
the development of idea?
How?
Answer teacher-made Presentation or The teacher may use Teacher may use teacher-
activity sheets on products performance of the script teacher-made test on made activity sheets in
found in the markets today. prepared in the book. identifying literary devices identifying infinitives and in
How do we choose used in the lines found in using infinitives in
products? Establish the rubrics for poems or songs. constructing sentences.
grading.

V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
Page 63 of 133

remediation

with the lesson

require remediation


can help me solve?

teachers?

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

Page 64 of 133
C. Learning EN9RC-IIId-20: Analyze a one- Appreciate the balcony scene Figures of speech Remedial/Enhancement
Intonation
Write the LC Code for each act play in Romeo and Juliet in comic
EN9LT-IIId-2.1.5: Express strips.
appreciation for sensory
images used
EN9LT-IIId-20.2: Explain the
literary devices used
II. CONTENT
Lesson 4 : With Fortitude and Determination
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
B. Other Learning Resources Textbook only textbook only Textbook and activity Textbook and other IMs
sheets

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
Time: November 28- December 2, 2016 (week 5) Quarter: 3
Page 65 of 133
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.
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.

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.

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
Page 66 of 133
Practicing New Skills #2 Group students into 3 and Compare and contrast the Present a poem or lines of a Aside from intonation, Reading Schedule/ICL
tell them to work on Task 2 presentation of the story in song where students correct pronunciation of
– Audience point of view. paragraphs and in comic identify the figurative words must also be
strips. Which one gives language used. checked.
Task 2, A. clearer picture? Why?
(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.

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.

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

Page 67 of 133
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? _____________________.
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.

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

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2016 Quarter: 2
Page 68 of 133
remediation

with the lesson

require remediation


can help me solve?

teachers?

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

Page 69 of 133
C. Learning EN9RC-IIId-20: Analyze a one- Develop a speech citing Identify other functions of an Remedial/Enhancement
Identify my set of values
Competencies/Objectives: Infinitive in the sentences. Reading Schedule/ICL
Write the LC Code for each act play reasons why some students
EN9LT-IIId-2.1.5: Express resort to commit suicide.
images used
II. CONTENT Lesson 5: Across Time
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
Textbook only Textbook and online Textbook and activity Textbook
sources sheets

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

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
Page 70 of 133
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.
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?
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.

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

Practicing New Skills #2 Present example of a Provide more examples on Organize or arrange set of Reading Schedule/ICL
written draft of a speech so sentences with infinitives values according to
that students would be able used as Adjective and importance.
to express and organize Adverb.
Page 71 of 133
their ideas.
(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.

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.

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

Abstractions about the Lesson Today, I realized that The story/ play Romeo and Infinitives are __________ Ask: Reading Schedule/ICL
figures of speech are _____ Juliet is actually a story of _____________________
_____________________ _____________________ Why do we need to identify
______________________. _____________________. our personal set of values?
What good do we get from
cultivating a set of values?
Page 72 of 133
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.

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

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

remediation

with the lesson

Page 73 of 133
require remediation


can help me solve?

teachers?

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

C. Learning Remedial/Enhancement
Competencies/Objectives: Recognize the literary Reading Schedule/ICL
Write the LC Code for each Appreciate the famous people EN9RC-IIId-20: Analyze a one- device of characterization Identify Participles
that touched / influenced the act play
Write a character sketch.
lives of others. EN9LT-IIId-2.1.5: Express
images used
Page 74 of 133
II. CONTENT
Lesson 6: Despite Differences in Social Class
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
Textbook and online Textbook and a video clip Textbook Textbook and activity
sources sheets

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

Presenting the New Lesson Work on Task 1, 2 pages Go over the important Review the play “While the Review the verbals: Reading Schedule/ICL
348-349. vocabulary words in one-act Auto…” Gerund, infinitives.
play: act, elements, play,
climax and resolution. Take note of the characters Introduce the participle and
Task 4, watch a video clip. of the play. its 2 kinds.

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.
Page 75 of 133
mentioned in the textbook. Auto Waits” characterization.
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.

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.

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

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.
(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
Page 76 of 133
or may present standard themselves.
speech for everyone to use.

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

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

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
_____________________. ____________________. _____________________. _____________________.
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
Page 77 of 133
part of the rubrics of the modify.
grade.

V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

remediation

with the lesson

require remediation

Page 78 of 133
can help me solve?

teachers?

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

C. Learning Remedial/Enhancement
EN9LT-IIIh-16: Analyze
Competencies/Objectives: EN9V-IIIh-29: Get familiar Reading Schedule/ICL
Write the LC Code for each with the technical literature as a means of
Appreciating New Year, New Appreciating New Year, New vocabulary for drama and
Life Life
theatre (like stage
directions) EN9LT-IIIh-3: Explain how a
selection may be influenced
by culture, history,
environment, or other
factors
Page 79 of 133
II. CONTENT
Lesson 7: Despite Racial Differences
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
textbook textbook

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

A. Reviewing Previous Lesson or Review different cultural How do you celebrate new Work on Task 1, Task 2 Remedial/Enhancement
Presenting the New Lesson celebration of new year year in the family? Vocabulary enrichment Reading Schedule/ICL
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
Page 80 of 133
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?

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

E. Discussing New Concepts and Ask: Composition writing Remedial/Enhancement
Practicing New Skills #2 What are the cultural Ask: Ask : Reading Schedule/ICL
celebrations of new year for
each group? What about benefits a driver What can you say about the
gets when he is employed culture as reflected in the
as a family driver? play?
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
Page 81 of 133
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?

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

VII. 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
H. Making Generalizations and Ask: Is family tradition on Remedial/Enhancement
Abstractions about the Lesson Why is new year celebration celebrating new year still I can just imagine friendship Today, the play “Driving Reading Schedule/ICL
important? observable in Filipino to develop between a driver Miss Daisy, reminds me of
families? and his master could be _____________________
_____________________ _____________________.
_____________________.
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.
Page 82 of 133
VIII. REMARKS

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and
IX. REFLECTION students learn?
H. No. of learners who earned
I. No. of learners who require

remediation
J. Did the remedial lessons work? No.

with the lesson
K. No. of learners who continue to

require remediation
L. Which of my teaching strategies

M. What difficulties did I encounter

can help me solve?
Page 83 of 133
N. What innovations or localized
teachers?

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

C. Learning EN9WC-IIIi-9: Compose Remedial/Enhancement
EN9LT-IIIh-16: Analyze EN9G-IIIh-21: Use verbals.
Competencies/Objectives: forms of literary writing Reading Schedule/ICL
Write the LC Code for each literature as a means of Perform a dialogue with a EN9WC-IIIi-9.5: Use literary
partner making use of real-life devices and techniques to
believable conversation.
craft a play synopsis
EN9LT-IIIh-3: Explain how a
selection may be influenced
by culture, history,
environment, or other
factors
II. CONTENT
Lesson 8: Transcending Differences
Page 84 of 133
A. References
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
B. Other Learning Resources textbook textbook textbook Textbook and activity
sheets

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

Presenting the New Lesson Review the play “Driving Go over the play. This time Present discussion about Present the 5 forms of the Reading Schedule/ICL
Miss Daisy” notice the way the writing synopsis. participle.
Go over the sequence of dialogues are being Present example, the one
events. constructed. Refer to on page 406.
discussion about dialogues
.
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
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.
Page 85 of 133
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.

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

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
(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.

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.
Page 86 of 133
you find similar with our
situation in our community?
Describe the similarity.

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

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 __________
_____________________. ______________________.
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.

Page 87 of 133
V. REMARKS

GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and

remediation

with the lesson

require remediation


can help me solve?

Page 88 of 133
teachers?

C. Learning EN9LC-IVa-13: EN9VC-IVa-10:

EN9LT-IV-a-17:
EN9OL-IVa-3.7:
Analyze literature as a means Remedial/Enhancement
Competencies/Objectives:
Write the LC Code for each Listen to lay value judgment on Determine the relevance and of understanding unchanging Use varied verbal and non- Reading Schedule/ICL
values in a changing world
critical issues that demand the truthfulness of the ideas verbal communication
EN9LT-IVa-17.1:
sound analysis and call for presented in the material Explain how the elements
strategies when performing
specific to full-length plays
prompt actions viewed
build its theme in a full-length play
EN9RC-IVa-2.18: EN9V-IVa-29:
EN9F-IVa-3.11:
Relate text content to particular Get familiar with the technical
Produce sounds of English
social issues, concerns, or vocabulary for drama and
effectively when delivering
dispositions in real life theater (like stage directions)
lines in a full-length play
EN9G-IVa-22:
Use active and passive
constructions
EN9WC-IVa-11:
Compose a play review
II. CONTENT Lesson 1: HOLDING ON TO A DREAM IN A CHANGING WORLD
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
Page 89 of 133
3. Textbook Pages p.424-430 p. 424-430 p. 424-430 p. 424-430
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

GRADES 1 to 12
Time: January 23 - 27,2017 (week 1) Quarter: 4th

A. Reviewing Previous Lesson Post varied pictures Share your realizations on Share your sentences Share individual dreams Remedial/Enhancement
or Presenting the New depicting social issues and social issues discussed Reading Schedule/ICL
Lesson 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 Listening to a song Call two pairs to do the Ask them to associate the Task 7. Let students read
of 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
Page 90 of 133
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

GRADES 1 to 12

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 forms of social injustice as game that presents a real-
3) depicted by the pictures life journey.
G. Finding Practical Applications Ask: Ask: Note the significant Illustrate the game board
of Concepts and Skills in Daily 1. Among the issues, Give one resolution that will responses of the students with pictures appropriate to
Living what do you think minimize discrimination. and process it. the journey being chosen.
he values the most”
Why do you say
so?
Page 91 of 133
GRADES 1 to 12

H. Making Generalizations and Explain what is emphasized Accomplish the puzzle on Work on task 6. Predict a Let students answer the Remedial/Enhancement
Abstractions about the Lesson in the song page 431. Dream question; Reading Schedule/ICL
What is the relevance in
learning active and passive
voice?
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...
Page 92 of 133
V. REMARKS

GRADES 1 to 12
remediation
up with the lesson
require remediation

can help me solve?

teachers?
Page 93 of 133
GRADES 1 to 12
Time: JANUARY 30 – FEBRUARY 3, 2017 (week 2) Quarter: 4TH


C. Learning EN9RC-1Vb-2.18: EN9VC-IVb-10: EN9LT-IVb-17: EN9F-IVb3.11: EN9WC-IVb-11:
Relate text content to particular Determine the relevance and Analyze literature as a means produce the sounds of English Compose a play review
social issues, concerns, or the truthfulness of the ideas of understanding unchanging effectively when delivering
EN9G-IVb-22:
dispositions in real life presented in the material values in a changing world lines in a full - length play
Use active and passive
EN9LC-IVb-13.1: viewed EN9LT-IVb-17.1:
constructions
Get the different sides social, EN9V-IVb-29: Explain how the elements
moral and economic issues Get familiar with the technical specific to full length
affecting the nation vocabulary for drama and
theater(like stage directions)

II. CONTENT ENSURING FAMILY SECURITY
Page 94 of 133
C. References
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
portal
D. Other Learning Resources Projector, audio&video Textbook ,laptop Textbook,laptop PowerPoint presentation
system

GRADES 1 to 12

A. Reviewing Previous Lesson or Ask: Share your explanation to Present the answers that Share additional information Remedial/Enhancement
Presenting the New Lesson How much do you love your the additional task given the class did the previous about the protagonist and Reading Schedule/ICL
father? day. antagonist in “Death of a
Salesman”
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 Ask the students to reflect Ask: Ask the students to predict Ask:
of 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?
Page 95 of 133
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.

GRADES 1 to 12

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.
understanding the play
daughter treated her father? Ronald Reagan.
Why?
F. Developing Mastery Discuss: Ask them to pay particular Ask the students to use the Internalize the lines by
(Leads to Formative Assessment If you were to give an attention to the message of difficult words in a sentence feeling for the characters.
3) ending to the video, how the ad.
would you do it?
G. Finding Practical Applications Instruct them to highlight Discuss: Group activity: Ask:
of Concepts and Skills in Daily important points they
Living 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?
Page 96 of 133
GRADES 1 to 12
Time: January 30– February 3, 2017 (week 2) Quarter: 4th

H. Making Generalizations and Share to their partner the Ask: Do task 6 Name the Do task 14 Review that play Remedial/Enhancement
Abstractions about the Lesson important points that they character of the LM on page 498 of the LM Reading Schedule/ICL
discovered in the video. What are the facts he
presented?
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
Page 97 of 133
GRADES 1 to 12
Time: January 30 – February 3, 2017 (week 2) Quarter: 4th
remediation
up with the lesson

require remediation

can help me solve?

teachers?
Page 98 of 133
GRADES 1 to 12
Time: February 6-10 , 2017 (week 3) Quarter: 4th


C. Learning EN9RC-IVc-2.18: EN9VC-IVc-10: EN9LT-IVc-17: EN9OL-IVc-2:
Relate text content to particular Determine the relevance and Analyze literature as a means Employ effective and
social issues,concerns,or the truthfulness of the ideas of understanding unchanging appropriate non-verbal
dispositions in real life presented in the material values in a changing world
communication strategies
EN9LC-IVc-13.2: viewed EN9LT-IVc2.2.1:
EN9WC-IVd-11:
Employ analytical listening to EN9V-IVc-29: Express appreciation for
Compose a play review.
make prediction/projections Get familiar with the technical sensory images used
EN9G-IVd-23:
vocabulary for drama and
theater(like stage directions) Express permission,
obligation, and prohibition

LEARNING FROM OTHERS
II. CONTENT
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
Page 99 of 133
and manipulative 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
portal
F. Other Learning Resources Pictures,strips of manila Projector, laptop Pictures,laptop PowerPoint presentation
paper

GRADES 1 to 12
Time: February 6-10,2017 (week 3) Quarter: 4th

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 Ask the students to give Cite examples on the Tell the students to continue Elaborating the given
of 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.
Page 100 of 133
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?

GRADES 1 to 12
Time: February 6-10, 2017 (week 3) Quarter: 4th

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 class like: comparing and activity on page 514 of the
3) 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 Let them write down the Ask them follow up Group Activity: Let the students copy the
of Concepts and Skills in Daily strong and weak points of questions to draw out ideas cause-effect chart
Living each message. Do task 9 Go “Less with
Words” on pages 509-511
of the LM
Page 101 of 133
GRADES 1 to 12

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,
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?
Page 102 of 133

V. REMARKS

GRADES 1 to 12
Time: February 6-10, 2016 (week 3) Quarter: 2
remediation
up with the lesson

require remediation

can help me solve?

teachers?
Page 103 of 133

GRADES 1 to 12
Time: February 13 -17, 2017 (week 4) Quarter: 4th


C. Learning EN9RC-IVd-2.18: EN9VC-IVd-1.3/2.3: EN9LT-IVd-17: EN9WC-IVd-2: Remedial/Enhancement
Relate text content to particular Formulate predictions based Analyze literature as a means Employ effective and Reading Schedule/ICL
social issues, concerns, or on the material viewed of understanding unchanging appropriate non-verbal
dispositions in real life EN9V-IVd-29: values in a changing world communication strategies

EN9LC-IVd-7.2: Get familiar with the technical EN9LT-IVd-2.2.2: EN9G-IVd-23:
Explain the literary devices
Analyze the stand of the vocabulary for drama and Express permission,
used
speaker based on the explicit theater(like stage directions)
obligation, and prohibition.
statement made
EN9WC-IVd-11:
Compose a play review

DISCERNING FUTURE OPPORTUNITIES
II. CONTENT
D. References
Page 104 of 133

portal
E. Other Learning Resources Copies of graphic Projector, laptop Speaker, laptop PowerPoint presentation
organizers

GRADES 1 to 12

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 Each group in the class will Do task 3 Speak with Discuss: Let the students write five
of 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
Page 105 of 133
Practicing New Skills #1 their ideas on facts and events in a play. and indirect ways on page
opinions.. 532 of the LM.

GRADES 1 to 12
Time: February 13-17, 2016(week 4) Quarter: 4th

E. Discussing New Concepts and Tell them that they are Let the students do the Do drills on changing the Discuss: Remedial/Enhancement
Practicing New Skills #2 going to read an reporting by group about the direct statement to The importance of adverb in Reading Schedule/ICL
advertisement. sequence of events in the indirect statement grammar.
play
F. Developing Mastery Ask the students to discern Read a video transcript of Checking their answers With a partner:
(Leads to Formative Assessment facts from opinion America’s President Barack Create a short dialogue
3) Obama about life challenges
considering the use of
adverb
G. Finding Practical Applications Read a political campaign Let the students identify Do comparing and Present your work to the
of Concepts and Skills in Daily advertisement and tell the which among the contrasting the following class.
Living class to listen for facts and statements contain factual statements
determine the biases by the information or subjective
ads content
Page 106 of 133

GRADES 1 to 12

H. Making Generalizations and Work on the chart posted Complete the following Ask: D0 task 9 on page 241 of Remedial/Enhancement
Abstractions about the Lesson on the board sentence... What are rules in changing the LM Reading Schedule/ICL
Today, I realized that factual direct statement to indirect
statement and subjective statement?
content are __________
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
Page 107 of 133

GRADES 1 to 12
remediation
up with the lesson

require remediation

can help me solve?

teachers?
Page 108 of 133

GRADES 1 to 12
Time: February 20 - 24, 2017 (week 5) Quarter: 4th


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

Relate text content to particular Compare and contrast ideas Analyze literature as a means Analyze literature as a means
listened to of understanding unchanging of understanding unchanging
social issues, concerns, or
values in a changing world values in a changing world
dispositions in real life
II. CONTENT Lesson 5 :RECTIFYING ONE’S MISTAKES

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
portal
Page 109 of 133
B. Other Learning Resources Laptop Copy of the reading text Copy of the reading text Copy of the reading text
DLP

GRADES 1 to 12

A. Reviewing Previous Lesson or Ask: Brainstorm on the meaning Let students share Vocabulary drills Remedial/Enhancement
Presenting the New Lesson What are the current issues of panel discussion observations on previous Reading Schedule/ICL
in the country? activity
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 Let students study the ads Let students form groups Reading of the text
Let students do Task 5
of the Lesson found in the textbook following the guidelines for
panel discussion Twisting the Meaning
(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
Page 110 of 133

GRADES 1 to 12

E. Discussing New Concepts and Discussion of answers Presentations of panel Let students read the text Teacher facilitates Remedial/Enhancement
Practicing New Skills #2 discussion by group Death of a Salesman by discussion of the text Reading Schedule/ICL
Arthur Miller Act II
F. Developing Mastery Use Task 2 Relating the Presentations of panel Facilitate comprehension of Discussion on Task 8
(Leads to Formative Assessment Truth discussion the text Firming One’s Act
3) Let students listen to a
recorded article and take
important details
G. Finding Practical Applications Let students fill out the Let students do Task 4 Reading of the text Discussion on Task 8
of Concepts and Skills in Daily table of the facts Critiquing One’s Style Firming One’s Act
Living mentioned in the text
Page 111 of 133

GRADES 1 to 12

H. Making Generalizations and Let students fill the grid Facilitate understanding of Lets students share their Remedial/Enhancement
Abstractions about the Lesson the text summary of the text Reading Schedule/ICL
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
Page 112 of 133

Time: February 27 - March 3, 2017 (week 5) Quarter: 4th
the students learn?
VI. REFLECTION


remediation

up with the lesson

require remediation


can help me solve?

teachers?
Page 113 of 133

GRADES 1 to 12


C. Learning EN9VC- IVf-1.3/2.3:

EN9LT-IVf-17:
EN9RC-IVf-2.22: EN9V-IVf-29: Remedial/Enhancement
Competencies/Objectives: Analyze literature as a means
Formulate predictions based Judge the relevance and worth Get familiar with the technical
Write the LC Code for each of understanding unchanging Reading Schedule/ICL
values in a changing world vocabulary for drama and
on the material viewed of ideas, soundness of author’s
theater (like stage directions)
reasoning, and the
EN9WC-IVf-11:
effectiveness of the
Compose a review play
presentation
Lesson 6:TAKING A STAND
II. CONTENT
C. References
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
portal
D. Other Learning Resources Laptop Copy of the reading text Copy of the reading text Copy of the reading text
DLP
Page 114 of 133
GRADES 1 to 12

A. Reviewing Previous Lesson or Post pictures or news clips Present the sketch or Share experiences of Ask: Remedial/Enhancement
Presenting the New Lesson or rallies illustration to the class conflicts in the family and Have you seen a stage Reading Schedule/ICL
the values learned play?
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 Watch a video clip Let students read the Review of the text for Let students read the texts
of 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
Page 115 of 133

GRADES 1 to 12

E. Discussing New Concepts and Students write in their Discussion of answers in Discussion of answers of Let students do Task 12 Remedial/Enhancement
Practicing New Skills #2 notebook: comprehension check Task 8 Comparing and Contrasting Reading Schedule/ICL
Make a stand as to the right One’s Value System
disposition in order to attain
a better change.
F. Developing Mastery Group activity: Group activity: Let students do Task 13 by

(Leads to Formative Assessment Based on the material Discuss the causes of the Groups do Task 9 Message group
3) 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 Task 2 Charading a Word Group activity: Group presentations of the Presentations of answers
of Concepts and Skills in Daily Come up with a positive poem
Living disposition which you
should undertake
Page 116 of 133

GRADES 1 to 12

H. Making Generalizations and Let students answer the Group presentation: Let students from other Discussion of answers Remedial/Enhancement
Abstractions about the Lesson question; Explain the values which groups describe the Reading Schedule/ICL
How to make a stand on will be instilled or developed presentations of other
issues concerning in the groups
family?
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
Page 117 of 133

the students learn?
VI. REFLECTION


remediation

up with the lesson

require remediation


can help me solve?

teachers?
Page 118 of 133

GRADES 1 to 12
Time: March 6-10, 2017 (week 7) Quarter: 4th


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

relevance and worth of ideas, Judge the relevance and Take a stand on critical issues Use the appropriate
Write the LC Code for each Reading Schedule/ICL
brought up in the material suprasegmentals: pitch, stress,
soundness of author’s truthfulness of the ideas
viewed juncture, intonation, etc
reasoning, and the listened to
EN9WC-IVg-11: EN9G-IVg-1:
Compose a play review Change direct and indirect
presentation
speech and vice versa
LESSON 7: UNCHANGING VALUES IN A CHANGING WORLD
II. CONTENT
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
portal
B. Other Learning Resources Pictures Pictures Copy of the reading text Charts
Page 119 of 133
None-textbook only

GRADES 1 to 12

A. Reviewing Previous Lesson or Ask: Let students review past Ask: Show a sample video on a Remedial/Enhancement
Presenting the New Lesson Have you experienced lesson Have you heard or read a stage play Reading Schedule/ICL
accomplishing something speech that inspired you the
which you can never most?
imagine or expect doing?
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 Post pictures that imply Ask: Facilitate discussion on Discuss Intonation,
of 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
Page 120 of 133

GRADES 1 to 12

E. Discussing New Concepts and Let students do the second Class continue the activity Let students find/skim the Teacher facilitates Remedial/Enhancement
Practicing New Skills #2 activity in Task 1 in Task 2 words from the text discussion on direct and Reading Schedule/ICL
indirect speech
F. Developing Mastery Let students share output Groups continue the activity Discussion on the meaning Form groups and do the
(Leads to Formative Assessment with partner until all groups have of unfamiliar words teacher-made activities
3) participated
G. Finding Practical Applications Call some students to do Pair-Share Activity: Let students read the text of Form groups and do the
of Concepts and Skills in Daily the sharing to the class Each pair selects a picture Eric Cantor’s Policy Speech teacher-made activities
Living from the activity for on ‘Shared Vision”
discussion
Page 121 of 133


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:
How to avoid negative Explain the importance of Compose a play review Compose a play review
addictions? good family ties.
V. REMARKS
Page 122 of 133

GRADES 1 to 12
the students learn?
VI. REFLECTION


remediation

up with the lesson

require remediation


can help me solve?

teachers?
Page 123 of 133

GRADES 1 to 12


C. Learning EN9LT-IVg-17: EN9RC-IVh-2.22: EN9VC-IVh-14: EN9V-IVg-29: Remedial/Enhancement
Analyze literature as a means Judge the relevance and worth Take a stand on critical issues Get familiar with the technical
Write the LC Code for each Reading Schedule/ICL
brought up in the material vocabulary for drama and
of understanding unchanging of ideas, soundness of author’s
viewed theater (like stage directions)
values in a changing world reasoning, and the
EN9VC-IVh-14: EN9WC-IVh-11:
Analyze literature as a means Compose a play review
presentation of understanding unchanging
values in a changing world
LESSON 7: UNCHANGING VALUES IN A CHANGING WORLD
II. CONTENT
C. References
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
portal
Page 124 of 133

D. Other Learning Resources Copy of the reading text Copy of the reading text Pictures Charts
Laptop, DLP Copy of the reading text

GRADES 1 to 12

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 Let students share their Ask: Post pictures of stage Ask:
of 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?
Page 125 of 133

GRADES 1 to 12

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 important points from the group
3) text
G. Finding Practical Applications Let students do Task 5 Share insights on the text Making of group report Ask:
of Concepts and Skills in Daily Walking the Dream into with a group How can you assure of a
Living Reality stage play success?
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GRADES 1 to 12

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
Page 127 of 133

GRADES 1 to 12
the students learn?
VI. REFLECTION


remediation

up with the lesson

require remediation


can help me solve?

teachers?
Page 128 of 133

GRADES 1 to 12


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

Make generalizations Observe tense consistency in Get familiar with the technical Compose a play review Reading Schedule/ICL
writing an evaluation vocabulary for drama and
theater (like stage directions)

LESSON 7:
II. CONTENT
UNCHANGING VALUES IN A CHANGING WORLD
A. References
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
portal
B. Other Learning Resources Task sheet Task sheet Copy of the text Copy of the reading text
Page 129 of 133

GRADES 1 to 12

A. Reviewing Previous Lesson or Review on stage directions Review on tenses Ask: Ask: Remedial/Enhancement
Presenting the New Lesson What are your strengths How to stage a play? Reading Schedule/ICL
and weaknesses during the
previous activity?
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 By pairs, students pick out a Brainstorm the rules for Students perform Task 11 Students watch the video of
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
Page 130 of 133

GRADES 1 to 12

E. Discussing New Concepts and Pairs discuss their scenario Students do board work Students share and do Discussion of answers Remedial/Enhancement
Practicing New Skills #2 exercises some critiquing on their Reading Schedule/ICL
assessment
F. Developing Mastery Pairs are given time to Teacher facilitates checking Students do Task 12 Discussion of answers
(Leads to Formative Assessment practice the elected of correct answers Committing Myself
3) scenario
G. Finding Practical Applications Pairs present their scenes Story analysis: Supply the Students form groups Teacher presents rubrics for
of Concepts and Skills in Daily with appropriate dialog, verb observing tense stage play production
Living gestures and facial consistency
expressions
Page 131 of 133

GRADES 1 to 12

H. Making Generalizations and Remind students on tips for Some students read the Groups do selection of the Groups assign members of Remedial/Enhancement
Abstractions about the Lesson good performance story individual task in their roles in the stage play Reading Schedule/ICL
preparation for the stage production
play production
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

Page 132 of 133

O. No. of learners who earned
P. No. of learners who require
remediation
Q. Did the remedial lessons work?
up with the lesson
R. No. of learners who continue to
require remediation
S. Which of my teaching strategies
T. What difficulties did I encounter

can help me solve?
U. What innovations or localized

teachers?
Page 5 of 5
Page 133 of 133

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GRADES 1 to 12 School: Grade Level: 9

DAILY LESSON Teacher: Learning Area: English

C. Learning EN9RC-IIa-3.2.7: Compare EN9VC-IIa-1.4: Establish Remedial/Enhancement Reading

argumentative or persuasive conversational, consultative, of notable

I. CONTENT Lesson 1.Finding Others’ Greatness

School: Grade Level: 9

GRADES 1 to 12 Teaching Dates and

GRADES 1 to 12 Teaching Dates and

GRADES 1 to 12 Teaching Dates and

School: Grade Level: 9

B. No. of learners who require

C. Did the remedial lessons work?

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovations or localized

School: Grade Level: 9

School: Grade Level: 9

C. Presenting Examples/Instances Ask: Group activity: Share answers in pairs. Do drills.

GRADES 1 to 12 Teaching Dates and

GRADES 1 to 12 Teaching Dates and

School: Grade Level: 9

B. No. of learners who require

C. Did the remedial lessons work?

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovations or localized

School: Grade Level: 9

texts. consultative, frozen).

II. CONTENT Lesson 3: Feeling For Others

School: Grade Level: 9

School: Grade Level: 9

School: Grade Level: 9

School: Grade Level: 9

B. No. of learners who require

C. Did the remedial lessons work?

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovations or localized

School: Grade Level: 9

School: Grade Level: 10

GRADES 1 to 12 Teaching Dates and

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Grade Level: 9

School: Grade Level: 10

School: Grade Level: 9

B. No. of learners who require

C. Did the remedial lessons work?

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovations or localized

School: Grade Level: 9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner’s Materials Pages P 172 P 173- 175 P 176 - 177 P 178-179

School: Grade Level: 9

B. Establishing a Purpose for the

School: Grade Level: 9

G. Finding Practical Applications

School: Grade Level: 9

GRADES 1 to 12 Teaching Dates and