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The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other
A. Content Standards:
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:
Remedial/Enhancement Reading
Competencies/Objectives: EN9VC-IIa-1.4: Establish EN9LT-IIa-15: Analyze EN9OL-IIa-3.7: Employ
Compare Schedule/ICL
Write the LC Code for each connections of events literature as a means of varied verbal and non-
and contrast similar
and how these lead to
valuing other people verbal strategies to
information presented in the ending of a material.
different texts.
and their various create impact on the
EN9V-IIa-27: Give the
EN9LC-IIa-11: Shift from circumstances in life. audience while
one appropriate
EN9LT-IIa-15.1: Identify delivering lines in a
communicative styles
listening strategy to
the distinguishing Readers Theatre or in a
another for various situations
(intimate, casual, features of notable Chamber Theatre.
based on topic, purpose,
and conversational,
level of difficulty of the consultative, frozen).
argumentative or
persuasive
text.
2. Learner’s Materials Pages
3. Textbook Pages
I. CONTENT
4. Additional Materials from
II. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
Content is what the lesson is all 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
about. It pertains to the subject
and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
matter that the teacher aims to
teach. In the CG, the content can
be tackled in a week or two. P75-89 P75-89 P75-89 P75-89
P119-132 P119-132 P119-132 P119-132
Lesson 1.Finding Others’ P119-132 P119-132 P119-132 P119-132
Greatness
Page 1 of 133
Learning Resource (LR)
portal None – textbook only Copy of the reading text None – textbook only None – textbook only
B. Other Learning Resources
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 importance of using facial
the 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
School: Grade Level: 9
Teacher: Learning Area: English
Teaching Dates and August 22-26, 2016 (week 1) 2
GRADES 1 to 12
DAILY LESSON LOG Time: Quarter:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
E. Discussing New Concepts 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
School: Grade Level: 9
Teacher: Learning Area: English
Teaching Dates and
GRADES 1 to 12
DAILY LESSON LOG Time: August 22-26, 2016 Quarter: 2
(week 1)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn
new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
H. Making Generalizations and previous knowledge. Indicate the time allotment for each step.
Abstractions about the Lesson Ask: Complete the sentence: Write the strong points of each Do drills on adverbs. Remedial/Enhancement Reading
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
EN9LC-IIb-2.8: Make
inferences from what was
said.
3. Textbook Pages
II. CONTENT 4. Additional Materials from
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
Content is what the lesson is all about. 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
It pertains to the subject matter that the and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
teacher aims to teach. In the CG, the
content can be tackled in a week or
two. P86-89 P86-89 P86-89 P86-89
P133-143 P133-143 P133-143 P133-143
Lesson 2: Observing Others’ P133-143 P133-143 P133-143
Circumstances P133-143
Page 6 of 133
Learning Resource (LR)
portal Pictures None – textbook only None- textbook only None- textbook only
B. Other Learning Resources
B. Establishing a Purpose for Share your observations on Let the students read the
the Lesson the pictures. poem on pp135-136 of the “How does the persona deal manner.
LM. with the circumstance he is
in?”
Share answers in pairs. Do drills.
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
School: Grade Level: 9
Teacher: Learning Area: English
Teaching Dates and August 29 – September 2, 2016 (week 2) 2
GRADES 1 to 12
D Time: Quarter:
A MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
L practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Y Indicate the time allotment for each step.
L
E
S
S
O
N
L
O
G
IV. PROCEDURES
E. Discussing New Concepts Create a dialogue between Using difficult words in a Elaborate the meaning of Write a narrative paragraph Remedial/Enhancement
and 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.
Page 8 of 133
School: Grade Level: 9
Teacher: Learning Area: English
Teaching Dates and
GRADES 1 to 12
DAILY LESSON LOG Time: August 29 – September 2, 2016 (week 2) Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
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 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
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other
L people; also how to use processing information strategies, different forms of adverbs and conditionals for him/her to play an active
E
part in a Chamber Theatre presentation.
S
S The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal
O strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
N
L
O
G
I. OBJECTIVES
A. Content Standards:
B.Performance Standards:
C. Learning EN9RC-IIc-19: EN9VC-IIc-21: Summarize EN9LT-IIc-15: Analyze EN9F-IIc-3.11.1: Use the Remedial/Enhancement
Competencies/Objectives:
the
Reading Schedule/ICL
correct production of
Write the LC Code for each Get information from information contained in the literature as a means of
various valuing English sounds: vowels
print media like brochures, material viewed. other people and their sounds, consonant
various
sounds,
pamphlets, periodicals, and EN9V-IIc-27: circumstances in life.
diphthongs, etc.
audio-video recordings. Give the appropriate EN9LT-IIc-2.2: Explain how
the EN9G-IIb-19: Use adverbs
EN9LC-IIc-3.12/3.14: Listen communicative styles for elements specific to a in narration
to genre
paraphrase and summarize various situations (intimate, contribute to the theme of
a
information from persuasive casual, conversational, particular literary selection.
texts. consultative, 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.
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.
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?
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
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other
L people; also how to use processing information strategies, different forms of adverbs and conditionals for him/her to play an active
E
part in a Chamber Theatre presentation.
S
S The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal
O strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
N
L
O
G
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning EN9RC-IId-19: EN9VC-IId-22: Agree or EN9LT-IId-15: Analyze EN9F-IId-3.11.1: Use the Remedial/Enhancement
Competencies/Objectives: Reading Schedule/ICL
Get information from disagree with the ideas literature as a means of correct production of
Write the LC Code for each various valuing
print media like brochures, presented in the material other people and their English sounds: vowels
various sounds, consonant
pamphlets, periodicals, and viewed. circumstances in life.
sounds,
audio-video recordings. EN9V-IId-27: EN9LT-IId-2.2.1: Express diphthongs, etc.
EN9LC-IId-11.2: Anticipate Give the appropriate appreciation for sensory EN9G-IId-19: Use adverbs
the
points that will be made communicative styles a images used. in narration.
based
on the speaker’s purpose. situation (intimate, casual,
conversational,
consultative,
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.
II. CONTENT
Lesson 4:Supporting Other’s Advocacies
III. LEARNING
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages P103-111 P103-111 P103-111 P103-111
P169-183 P169-183 P169-183 P169-183
2. Learner’s Materials Pages
P169-183 P169-183 P169-183 P169-183
3. Textbook Pages
4. Additional Materials from Copy of the text Task sheet Copy of the text PowerPoint presentation
Learning Resource (LR)
portal
E. Other Learning
Resources
School: Grade Level: 10
Page 16 of 133
Teacher: Learning Area: English
GRADES 1 to 12 Teaching Dates and
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
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.
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
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. 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 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
activity connecting to the world. linear texts such as
Write the LC Code for each
IIIa-6.1: Extract important
diagrams, maps, charts,
information from
etc.
argumentative/ persuasive
texts
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
III. LEARNING RESOURCES Lesson 5 : Seeking Justice for Others
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P112-122 P112-122 P112-122 P112-122
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
4. Additional Materials from None – Textbook only None – Textbook only None – textbook only Textbook and activity
Learning Resource (LR)
portal
B. Other Learning Resources
sheets
9
School: Grade Level:
Teacher: Learning Area: Englis
h
Page 21 of 133
Teaching Dates and
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 Be able to express one’s Sympathize the call against Interpret information found Share personal experience
Lesson
ideas on the topic given. discrimination. in non- linear text. on helping others.
C. Presenting Examples/Instances Give example on an Enumerate examples on Discuss the different kinds What have you known of
of the Lesson
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
D. Discussing New Concepts and conducted?
Give them techniques on Craft a timeline of the Interpret tables. Read and note important
Practicing New Skills #1
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.
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 Perform sample The teacher may present Study the table and talk Students point out the
Page 23 of 133
Teacher: Learning Area: English
GRADES 1 to 12 Teaching Dates and
V. REMARKS
Page 24 of 133
GRADES 1 to 12 Time:
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
VI. REFLECTION help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
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.
Page 26 of 133
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
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,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Ask: Ask: 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.
B. Establishing a Purpose for the Find the reflection of the Value a just and humane Identify the literary devices Use conditional statements
Lesson
song into our world, our world for us. found in the speech I Have in expressing message.
community. a Dream”.
C. Presenting Examples/Instances Provide the copy of the What forms of social Provide several examples Provide examples and drills
of the Lesson
song “Imagine” injustice have you known or for each of the literary on the verb forms to use for
Play the song and let the observed? device. each type.
Page 27 of 133
E. Discussing New Concepts and Indicate the time allotment for each step.
What was the message of Deduce his arguments on Remedial/Enhancement
Practicing New Skills #2 Be able to identify Give the formula of forming Reading Schedule/ICL
the song? his dream to have a just and the literary devices in present unreal conditional
humane society for the selection “: I statements.
Is the message of the song everyone. Have a Dream”. Give fill-in the blanks drill.
still relevant to our society
today? Share your opinion.
F. Developing Mastery Find similarities of the List all his arguments, his
of Concepts and Skills in Daily 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 and unreal situations.
author’s message fast.
world. wider understanding of his
works.
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 the present unreal
You can express agreement community? or lines of a selection. conditions.
or disagreement to his
message.
V. REMARKS
Page 29 of 133
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
GRADES 1 to 12
DAILY LESSON LOG
School: Grade Level: 9
Teacher: Learning Area: English
Teaching Dates and October 3-7,2016 (week 7) 2nd
Time: Quarter:
IV. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Reviewing Previous Lesson These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
or Presenting the New Lesson
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.
Teacher presents a Post a drawing of a rocket Ask Let some students share Remedial/Enhancement
sample graph ship leaving Earth on board How can your character their homework Reading Schedule/ICL
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
of the Lesson discussion on the graph of Task 1 what they would normally
answers do on given situations
presented
D. Discussing New Concepts and Teacher gives brief Teacher emphasizes on Teacher conducts a short
Practicing New Skills #1 definition on graphs unfamiliar words for Class brainstorm lecture on past conditionals
vocabulary enhancement answers for Task 4
Vocabulary Development
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
I. Evaluating Learning
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
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
help the students learn?
A. No. of learners who earned Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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
Page 34 of 133
E. Which of my teaching strategies
work well? Why did these work?
Page 35 of 133
their various circumstances life EN9LC-IIh-12.1: Theater or in a
in Chamber
life EN9RC-IIh-11.1.1: Judge the relevance and Theatre
worth
Match diagrams with their of ideas presented in the
corresponding write-ups material viewed
II. CONTENT 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.
III. LEARNING RESOURCES OVERCOMING INDIFFERENCE
A. References 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
1. Teacher’s Guide Pages and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
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
of the Lesson regarding the comic features of news articles Establish definition of a Reader’s
understanding in good Theater or Chamber
decision-making Theater
D. Discussing New Concepts and Teacher posts sample Teacher gives vocabulary Teacher facilitates brief
Practicing New Skills #1 sentences using past drills Teacher gives brief discussion on the
conditionals Suprasegmentals on LM, p
explanation of the pictures 214
presented on LM, pp.
212-213
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
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
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
VIII. REFLECTION help the students learn?
A. No. of learners who earned Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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
Page 39 of 133
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
Page 40 of 133
of ideas presented in the representations, etc.)
material viewed
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Lesson 7 : WORKING WITH OTHERS
III. LEARNING RESOURCES Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
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
4. Additional Materials from Laptop Chart Posters
Learning Resource (LR)
portal
D. Other Learning Resources
DLP Laptop, DLP
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 3) Happy Feet by complete the chart by Organize information about
George Miller identifying the elements the movies mentioned
of 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
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
require remediation
Page 44 of 133
E. Which of my teaching strategies
teachers?
I. OBJECTIVES The learnerMONDAYdemonstrates communicative competenceTUESDAYthrough his/ her understandingWEDNESDAYofliterature and other texts
B. Performance Standards:
The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9G-IIIa-21: Use verbal. Remedial/Enhancement
WriteCompetthencies/Objectives:LCCodeforeach EN9WC-IIIa-9: Compose Reading Schedule/ICL
forms of literary writing
EN9WC-IIIa-9.4: Identify
types and features of a
play synopsis.
Page 45 of 133
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.
Lists
esson 1: Through technology
II. CONTENT 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.
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
I. PROCEDURES THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby 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 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?
Do Task 1 on page 235 of
B. Establishing a Purpose for
the 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.
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
IV. PROCEDURES THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Remedial/Enhancement
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.
F. (LeadsDevelopingtoFormativeMasteryAssessment 3)
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
IV. PROCEDURES THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby 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
H. Making Generalizations and learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Abstractions about the Lesson Remedial/Enhancement
Cellphones are ________ Telephone here In the poem Reading Schedule/ICL
_____________________. is a __________________
_____________________
I. Evaluating Learning
V. REMARKS
Page 49 of 133
canwhichhelpmymeprincipalsolve? or supervisor
teachers?
I. OBJECTIVES The learnerMONDAYdemonstrates communicative competenceTUESDAYthrough his/ her understandingWEDNESDAYofliterature and other texts
C. Learning The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources
WriteCompetthencies/Objectives:LCCodeforeach
based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
EN9LT-IIIa-16: Analyze EN9LC-IIIa-6: Employ EN9G-IIIa-21: Use Verbals. EN9WC-IIIa-9: Compose Remedial/Enhancement
Reading Schedule/ICL
literature as a means of appropriate listening forms of literary writing
strategies
connecting to the world. suited to type of text. EN9WC-IIIa-9.4: Identify
IIIa-6.1: Extract
types and features of a
important
information from Sounding the words play
synopsis.
II. CONTENT argumentative/ persuasive correctly
Contenttexts 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
III. LEARNING RESOURCES or two. Lesson 2:Making a Difference
A. References Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
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
Learning Resource (LR) portal None – Textbook only None – Textbook only None – textbook only None – textbook only
B. Other Learning Resources
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
II. PROCEDURES THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby 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 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.
Do Task 1 on page 235 of Read a script ( literary text) Be able to identify gerunds.
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 Study an example of plot
during emergencies. the difficulties the sentences and tell synopsis on the radio play,
its function. “Sorry,…”
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
IV. PROCEDURES THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts The class will read the Task 10 - Delving deeper Group Activity: Remedial/Enhancement
and 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. (LeadsDevelopingtoFormativeMasteryAssessment 3)
Work on Task 11-
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 class has taken up.
convert verbs into gerunds
Task 12 – Sound off some and use it in a sentence.
critical vowel sounds…
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
IV. PROCEDURES THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and Ask: How can an emergency Remedial/Enhancement
Abstractions about the Lesson hotline should be used Complete the sentence, Today, I learned that writing Reading Schedule/ICL
Enumerate instances properly? summary_____________
where a telephone helps a Today, I learned that verbs
lot in times of emergency. How should telephone ____________________.
operators behave in
handling emergency calls?
I. Evaluating Learning
½ crosswise: By pair: read parts in the Teacher prepares 5 Give a short selection to the
script according to gerunds on the board, and class, and ask them to
Do you approve of the characters. ask the students to use make a summary or
school policy not allowing them in the paragraph. synopsis out of it.
students to bring
cellphones in the school?
J. Additional Activities for
Application or Remediation Reading of difficult words/ Make summary about some
phrases familiar legends or
fairytales.
Page 53 of 133
V. REMARKS
I. OBJECTIVES The learnerMONDAYdemonstrates communicative competenceTUESDAYthrough his/ her understandingWEDNESDAYofliterature and other texts
C. Learning The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources
WriteCompetthencies/Objectives:LCCodeforeach
based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
EN9LT-IIIg-2.11: Determine EN9F-IIIb-3.11: Produce the EN9G-IIIb-21: Use Remedial/Enhancement
English sounds correctly verbals. Reading Schedule/ICL
EN9LT-IIIb-16: Analyze tone, mood, technique, and effectively when
and
literature as a means of purpose of the author delivering lines in a one-act ( possessive form of
connecting to the world play.
II. CONTENT nouns
and pronouns)
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.
III. LEARNING RESOURCES Lists
C. References esson 3: Making A Difference
5. Teacher’s Guide Pages the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
6. Learner’s Materials Pages
P153-165 P153-165 P153-165 P153-165
7. Textbook Pages P 263 P 265-266 P 271 P 274
8. Additional Materials from
Learning Resource (LR) portal
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
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
III. PROCEDURES THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby 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 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
C. Presenting Examples/Instances
of the Lesson accomplished people. 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
Ask: pronouns.
Page 56 of 133
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
h
Teaching Dates and November 14 – 18, 2016 (week 3) 3
Time: Quarter:
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
IV. PROCEDURES THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Remedial/Enhancement
Practicing New Skills #2 Be able to note important Identify the Work on Task 13, 2. Read Discuss these possessive Reading Schedule/ICL
details on what these author’s 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
F. (LeadsDevelopingtoFormativeMasteryAssessment 3) used in the selection.
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
Page 57 of 133
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
h
Teaching Dates and November 14 – 18, 2016 (week 3) 3
Time: Quarter:
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
IV. PROCEDURES THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby 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: Ask: Remedial/Enhancement
Abstractions about the Lesson Today, I realized that in order Possessive form of nouns is Reading Schedule/ICL
What is common among to communicate well, the Why is there a need to _____________________,
the listed personalities in authors used _______ pronounce the words possessive form of
their concept about serving ______________________. correctly? pronouns ______________
others? ______________________
I. Evaluating Learning
Write a short essay about The teacher may use a Graded script reading of the Use teacher- made quiz on
a relative who made an teacher-made quiz with radio play. Focus on the the correct use of
impact in your life. the 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)
J. Additional Activities for Mention Philippine heroes Work on Task 8, 2 Read more tongue twisters.
Application or Remediation
and talk about their impact Differentiated Group
to our history. Activity
V. REMARKS
Page 58 of 133
School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: Englis
DAILY LESSON LOG
h
Teaching Dates and November 14 – 18, 2016 (week 3) 2
Time: Quarter:
VI. REFLECTION
A. No. of learners who earned Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
students learn?
80% in the evaluation
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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
teachers?
School: Grade Level: 9
Page 59 of 133
GRADES 1 to 12 Teacher: Learning Area: Englis
DAILY LESSON LOG h
Teaching Dates and November 21-25, 2016 (week 4) 3
Time: Quarter:
I. OBJECTIVES The learnerMONDAYdemonstrates communicative competenceTUESDAYthrough his/ her understandingWEDNESDAYofliterature and other texts
C. Learning The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources
WriteCompetthencies/Objectives:LCCodeforeach
based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
EN9LC-IIId-6.5: Recognize EN9OL-IIId-5: Use the Remedial/Enhancement
Use of literary devices in the Reading Schedule/ICL
faulty logic, unsupported appropriate prosodic
selections Verbal - Infinitives
facts, features
and emotional appeal of speech when delivering
lines
II. CONTENT
Content is what the lesson is all aboutin. aItonepertains-ctplaytothe. subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
IV. PROCEDURES THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby 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 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 story Romeo and Juliet. Devices used in the phrase.
in 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.
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby the students which you can infer from formative assessment activities. Sustain learning
IV. PROCEDURES systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Remedial/Enhancement
and 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.
F. (LeadsDevelopingtoFormativeMasteryAssessment 3)
Work on Task 4-5- Identify Pairs practice their Continue the activity in part Use teacher-made activity
the theater terms as delivery of their lines using the songs. sheets on identifying
described in the given taking into consideration infinitives.
sentences their characterization or
roles in the script.
Page 62 of 133
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby the students which you can infer from formative assessment activities. Sustain learning
IV. PROCEDURES systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and Remedial/Enhancement
Abstractions about the Lesson Ask: Ask: Ask: Nouns come in different Reading Schedule/ICL
forms. They can be gerunds and infinitives in the
Of all the products we Is it easy or difficult acting How important is the
used 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?
I. Evaluating Learning
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
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Page 63 of 133
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
teachers?
I. OBJECTIVES The learnerMONDAYdemonstrates communicative competenceTUESDAYthrough his/ her understandingWEDNESDAYofliterature and other texts
Page 64 of 133
A. Content Standards:
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to
the world; also how to use ways of analyzing one-act play and different forms of verbals for him/her to skillfully perform in a one-act
The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources
C. Learning based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
WriteCompetthencies/Objectives:LCCodeforeach
EN9RC-IIId-20: Analyze a Appreciate the balcony Figures of speech Intonation Remedial/Enhancement
one- scene Reading Schedule/ICL
act play in Romeo and Juliet in comic
EN9LT-IIId-2.1.5: Express strips.
appreciation for sensory
images used
3. Textbook Pages P 304- 305 P 307- 308 P 313- 313 P 314 - 318
4. Additional Materials from
Learning Resource (LR) portal Textbook only textbook only Textbook and activity Textbook and other IMs
B. Other Learning Resources
sheets
Page 65 of 133
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby the students which you can infer from formative assessment activities. Sustain learning
IV. PROCEDURES
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Remedial/Enhancement
Presenting the New Lesson Review the story Review the story Romeo Review the figures of Discuss about Intonation. Reading Schedule/ICL
Romeo and Juliet and Juliet speech given ahead.
This time, present the Add more figures of speech.
IV. PROCEDURES
ofFRIDAYlearningby 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
Page 66 of 133
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
IV. PROCEDURES
THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby 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.
Page 67 of 133
H. Making Generalizations and Remedial/Enhancement
Abstractions about the Lesson Stories follow order of Compare and contrast Complete the sentence: Acting out roles are just as Reading Schedule/ICL
events. Chronological order understanding of the story important as performing our
is the most commonly used in paragraph form vs comic Today, I learned that roles I life. They should be
by the writers. Is it also strip. Figurative language done ________________.
followed in the story Romeo ______________________
and Juliet? _____________________.
I. Evaluating Learning
Students present to class Present a short narration of The teacher may use Graded reading of the
their answers in Task 2. a story, then ask the her teacher-made test dialogs in the story. This
The group will report on the students to convert it into on identifying figurative includes the intonation,
sequence of the pictures comic strip. It can be in stick language used. proper pronunciation of
according to events in the figures. words.
story, then retell the story.
J. Additional Activities for More drills on the Provide short scripts for
Application or Remediation
identification of figures of more reading exercises.
speech in the sentences.
V. REMARKS
Page 68 of 133
remediationadditionalactivities for
D. requireNo.oflearnersremediationwhocontinue to
E. workWhichwell?ofmyWhyteachingdidthesestrategieswork?
canwhichhelpmymeprincipalsolve? or supervisor
G. WhatmaterialsinnovationsdidIused/discoverorlocalized
I. OBJECTIVES The learnerMONDAYdemonstrates communicative competenceTUESDAYthrough his/ her understandingWEDNESDAYofliterature and other texts
images used
EN9LT-IIId-20.2: Explain the
literary devices used
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Lesson 5: Across Time
III. LEARNING RESOURCES Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
A. References manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
1. Teacher’s Guide Pages
P 166- 173 P 166- 173 P 166- 173 P 166- 173
P 325 P 339 P 340 P 345
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from P 325 P 339 P 340 P 345
Learning Resource (LR) portal Textbook only Textbook and online Textbook and activity Textbook
B. Other Learning Resources
sources sheets
IV. PROCEDURES These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby the students which you can infer from formative assessment activities. Sustain learning
A. Reviewing Previous Lesson or systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
Presenting the New Lesson learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Remedial/Enhancement
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 Discuss the tragic ending of Provide several examples. List them on the board.
the textbook. Act 2, Scene
4, Act 3, Scene 2, Act 3, Sc the play. Ask students
4 reasons for suicides.
B. Establishing a Purpose for the Gather information or Use infinitives with its Identify students’ life values.
Lesson Identify figures of speech in
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.
Discuss the story Romeo
C. Presenting Examples/Instances Work on Act 2, Scene 4
of the Lesson and Juliet again and .find Work on Task 6 Grammar in Discuss these values one
possible reasons for the Focus A. by one.
lovers to end their lives.
Was it fate, or simply
consequence of their rush
decisions?
D. Discussing New Concepts and Identifying figures of speech Review how to write a Work on Task 6, B. Ask students their personal
Practicing New Skills #1
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.
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
IV. PROCEDURES THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby 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
E. Discussing New Concepts learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
and Practicing New Skills #2 Remedial/Enhancement
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.
Developing Mastery
F. (Leads toFormative Assessment 3) Work on Act 3, scene 2
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
IV. PROCEDURES THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby 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
H. Making Generalizations and learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Abstractions about the Lesson Remedial/Enhancement
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 Use a teacher-made test on ½ Crosswise:
Every group will identify the The evaluation can be in the
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.
V. REMARKS
Page 4 of 5
Page 73 of 133
require remediation
E. workWhichwell?ofmyWhyteachingdidthesestrategieswork?
canwhichhelpmymeprincipalsolve? or supervisor
G. WhatmaterialsinnovationsdidIused/discoverorlocalized
I. OBJECTIVES The learnerMONDAYdemonstrates communicative competenceTUESDAYthrough his/ her understandingWEDNESDAYofliterature and other texts
The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning Remedial/Enhancement
WriteCompetthencies/Objectives:LCCodeforeach
Recognize the literary Reading Schedule/ICL
Appreciate the famous people EN9RC-IIId-20: Analyze a device of characterization Identify Participles
one-
Write a character sketch.
that touched / influenced the act play
lives of others. EN9LT-IIId-2.1.5: Express
appreciation for sensory
images used
Page 74 of 133
EN9LT-IIId-20.2: Explain the
literary devices used
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
esson 6:Despite Differences in Social Class
Lists thematerials tobe usedindifferent days.Varied sources of materials sustain children’s interest in the lesson and in
III. LEARNING RESOURCES learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References P 174- 184) P 174- 184 P 174- 184 P 174- 184
1. Teacher’s Guide Pages P 348-349 P 352- 358 P 361 P 363 - 364
2. Learner’s Materials Pages P 348- 349 P 352 - 358 P 361 P 363 - 364
3. Textbook Pages Textbook and online Textbook and a video clip Textbook Textbook and activity
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
sources sheets
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
IV. PROCEDURES THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Remedial/Enhancement
Presenting the New Lesson 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.
Show a sample speech of Read and appreciate the Identify or recognize the Identify the participles.
B. Establishing a Purpose for
the Lesson
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.
C. Presenting Examples/Instances
of the Lesson Go over the important Actual reading of the play, Give examples for each of Provide several examples,
personalities and allow “While the Auto Waits”. the literary device used in esp. combining examples of
students to describe them Identify the characters. developing characters. Take gerunds and infinitives.
based on their research. Describe the characters one at a time.
according to their behavior
in the story.
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
IV. PROCEDURES THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Remedial/Enhancement
and Practicing New Skills #2 Practice reading the speech. Allow students to identify Reading of the lines of the Use participles in the Reading Schedule/ICL
Try also to practice to sound the parts of the plot in the dialog. This will also help sentences.
like the person. Check story. create the impression on Construct sentences that
pronunciation skill. characterization. use past participles, and
How do you find the other set of sentences with
ending of the play? present participles.
F. (LeadsDevelopingtoFormativeMasteryAssessment 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 guide events and how the
the student’s choice, character reveal
Page 76 of 133
or may present standard themselves.
speech for everyone to use.
G. Finding Practical Applications of The ability to deliver an idea
Concepts and Skills in Daily 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
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
IV. PROCEDURES THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby 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
H. Making Generalizations and learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Abstractions about the Lesson Remedial/Enhancement
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
I. Evaluating Learning
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
teachers?
I. OBJECTIVES The learnerMONDAYdemonstrates communicative competenceTUESDAYthrough his/ her understandingWEDNESDAYofliterature and other texts
The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning Remedial/Enhancement
WriteCompetthencies/Objectives:LCCodeforeach
EN9V-IIIh-29: Get familiar EN9LT-IIIh-16: Analyze Reading Schedule/ICL
with the technical literature as a means of
Appreciating New Year, New Appreciating New Year, vocabulary for drama and
theatre (like stage connecting to the world
New
Life Life directions) EN9LT-IIIh-3: Explain
how a selection may be
influenced by culture,
history, environment, or
other factors
Page 79 of 133
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
esson 7:Despite Racial D ferences
Lists thematerials tobe usedin different days . Varied sources of materials sustain children’s interest in the lesson and in
III. LEARNING RESOURCES
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 372 - 373 P 375 - 390
P 372 - 373 P 375 - 390
2. Learner’s Materials Pages textbook textbook
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby 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
IV. PROCEDURES learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Review different cultural How do you celebrate new Work on Task 1, Task 2 Remedial/Enhancement
A. Reviewing Previous Lesson or celebration of new year year in the family? Vocabulary enrichment Reading Schedule/ICL
Presenting the New Lesson Task 3 Setting the mood for
B. Establishing a Purpose for differences on celebrating on celebrating new year Work on Task 3. Understand the culture
the Lesson new year Discuss the important job of through the play.
C. Presenting Examples/Instances celebration of new year Say : Family drivers are Go over the story of the
of the Lesson
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?
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
IV. PROCEDURES THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Ask: Composition writing Remedial/Enhancement
and 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?
Page 81 of 133
quote, “A friend in need is a
G. Finding Practical Applications of friend indeed.”
Friendship can be Ask:
Concepts and Skills in Daily
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?
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
VII. PROCEDURES THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby 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
H. Making Generalizations and learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Abstractions about the Lesson Ask: Is family tradition on Remedial/Enhancement
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 _____________________
_____________________ _____________________.
_____________________.
teachers?
I. OBJECTIVES The learnerMONDAYdemonstrates communicative competenceTUESDAYthrough his/ her understandingWEDNESDAYofliterature and other texts
The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning factors
WriteCompetthencies/Objectives:LCCodeforeach EN9LT-IIIh-16: Analyze
literature as a means of Perform a dialogue with a
connecting to the world partner making use of
real-life
believable conversation.
EN9LT-IIIh-3: Explain how
a
selection may be
influenced
by culture, history,
environment, or other
EN9WC-IIIi-9: Compose EN9G-IIIh-21: Use
forms of literary writing verbals.
EN9WC-IIIi-9.5: Use literary
devices and techniques to
craft a play synopsis
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Lesson 8: Transcending Differences
Page 84 of 133
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
III. LEARNING RESOURCES
A. References P 194-208 P 194-208 P 194-208 P 194-208
1. Teacher’s Guide Pages P 398- 399 P 398 - 399 P 406 - 407 P 410 - 412
2. Learner’s Materials Pages P 398 - 399 P 398 - 399 P 406 - 407 P 410 - 412
3. Textbook Pages textbook textbook textbook Textbook and activity
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources sheets
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
IV. PROCEDURES THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Remedial/Enhancement
Presenting the New Lesson Review the play Go over the play. This time Present discussion about Present the 5 forms of the Reading Schedule/ICL
“Driving Miss Daisy” notice the way the dialogues writing synopsis. participle.
Go over the sequence are being constructed. Refer Present example, the one
of events. to discussion about on page 406.
dialogues
.
B. Establishing a Purpose for
the Lesson Assign groups of Refer to page 399. Discuss Write or compose a good Show the different forms of
students to do the Group the tips on how to improve synopsis of a play. participles.
differentiated Tasks in writing dialogues.
Tasks 12
C. Presenting Examples/Instances
of the Lesson Assist every group’s Review the play. Take the Discuss the parts of the Refer to page 410 for
performance output so dialogues as examples of synopsis. The sequence of discussion and examples.
they understand their the discussion. events must be clearly
assignment well. observed.
Page 85 of 133
D. Discussing New Concepts and Assist each group. Work on Task 14.
Practicing New Skills #1 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 used.
presented to the class. the entire composition.
Refer to page 419 for
details in making synopsis.
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
IV. PROCEDURES THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts Remedial/Enhancement
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
Group 4 – Compose a song synopsis. participles on page 411.
F. (LeadsDevelopingtoFormativeMasteryAssessment 3) Allow the groups to practice Allow the students to Write the first draft of the
G. Finding Practical Applications of Ask: Use of common situation or Writing synopsis is Develop skill in writing
Concepts and Skills in Daily
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.
These stepsMONDAYshouldbedone across the week. Spread TUESDAYoutthe activities appropriatelyWEDNESDAYsothatstudents will learn well.
IV. PROCEDURES THURSDAYAlwaysbeguided by demonstration ofFRIDAYlearningby the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and Remedial/Enhancement
Abstractions about the Lesson I find the play “Driving Miss Making conversation or Writing synopsis is just like I realized that I have also Reading Schedule/ICL
Daisy a very good example dialogues with our usual writing a ______________ written dangling participial
of ___________________ casual daily affair is a very _____________________. phrases. With this lesson, I
_____________________ good way of ___________ will be able to __________
_____________________. ______________________.
I. Evaluating Learning
The presentation of the The presentation of the Submission of the draft of Make use of teacher-made
Differentiated Group Tasks conversation will be graded the synopsis of the play, activity sheets on identifying
are graded. according to the rubrics. “While the Auto Waits”. participial phrases, and
Rubrics already given correcting dangling
to class. participial phrases.
Page 87 of 133
V. REMARKS
III. LEARNING
RESOURCES
A. References
pp.209-212 pp.209-212 pp.209-212 pp.209-212
p. 424-430 p. 424-430 p. 424-430 p. 424-430
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
Page 89 of 133
3. Textbook Pages p.424-430 p. 424-430 p. 424-430 p. 424-430
4. Additional Materials from
Learning Resource (LR)
portal Mp3 player, picture, copy of Mp3 player, picture, copy of Copy of the reading text Projector, CD Recording of
B. Other Learning Resources
the song the song Listening outputs
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
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
School: Grade Level: 9
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and January 23 - 27,2017 (week 1) 4th
Time: Quarter:
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
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching strategies
work well? Why did these work?
Page 93 of 133
School: Grade Level: 9
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and JANUARY 30 – FEBRUARY 3, 2017 (week 2) 4TH
Time: Quarter:
Page 94 of 133
C. References P 213-217 P 217-223 P 217-223 P 217-223
1. Teacher’s Guide Pages
2. Learner’s Materials Pages P 448-451 P 452-490 P 452-490 P 452-490
3. Textbook Pages P 448-451 P 452-490 P 452-490 P 452-490
4. Additional Materials from
Learning Resource (LR)
portal Projector, audio&video Textbook ,laptop Textbook,laptop PowerPoint presentation
D. Other Learning Resources
system
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.
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, the ad.
how would you do it?
G. Finding Practical Applications Instruct them to highlight Discuss: Group activity: Ask:
of Concepts and Skills in important points they
Daily Living discovered while What is the stand of the Work on task 5 Lit to What real life experience
watching the video speaker in the ad? you have that is similar to
Read on pages 453-
any of the characters in the
490 of the LM play?
Page 96 of 133
School: Grade Level: 10
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and January 30– February 3, 2017 (week 2) 4th
Time: Quarter:
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 School: Grade Level: 9
Teacher: Learning Area: Englis
DAILY LESSON LOG h
Teaching Dates and
Time: January 30 – February 3, 2017 (week 2) Quarter: 4th
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
VI. REFLECTION help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
Page 98 of 133
School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and February 6-10 , 2017 (week 3) 4th
Time: Quarter:
Page 99 of 133
and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
E. References P224 P225 P226 P227-231
1. Teacher’s Guide Pages
2. Learner’s Materials Pages P501-502 P503-510 P511-515 P516-520
3. Textbook Pages P501-502 P503-510 P511-515 P516-520
4. Additional Materials from
Learning Resource (LR)
portal Pictures,strips of manila Projector, laptop Pictures,laptop PowerPoint presentation
F. Other Learning Resources
paper
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
School: Grade Level: 9
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and
Time: February 6-10, 2016 (week 3) Quarter: 4th
I. Evaluating Learning Do the sharing of answers Let the students share their Presentation of the group Complete the sentence:
to the class answers. activity To be ready for an
economic crisis,
I can...
J. Additional Activities for Journal writing: Ask: Reading homework: This week,
Application or Remediation Today, I realized that....... What do you think are the Read the Worst depression I learned that...
Page 102 of
133
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
Page 103 of
133
School: Grade Level: 9
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and
Time: February 13 -17, 2017 (week 4) Quarter: 4th
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 adverbs.
and 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.
F. Developing Mastery Ask the students to Read a video transcript of Checking their answers With a partner:
(Leads to Formative Assessment discern 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 advertisement and tell the which among the contrasting the class.
Daily Living class to listen for facts and statements contain following statements
determine the biases by factual information or
the ads subjective content
Page 106 of
133
School: Grade Level: 9
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and February 13-17, 2016(week 4) 4th
Time: Quarter:
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 School: Grade Level: 9
Teacher: Learning Area: Englis
DAILY LESSON LOG h
Teaching Dates and
Time: February 13-17, 2016(week 4) Quarter: 4th
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
Page 108 of
133
School: Grade Level: 9
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and February - 24, 2017 (week 5) 4th
Time: 20 Quarter:
C. Learning Remedial/Enhancement
EN9RC- IVe-2.18: EN9LC-IVe-8.8: EN9LC-IVe-8.8: EN9LC-IVe-8.8:
Competencies/Objectives: Relate text content to Compare and contrast Analyze literature as a Analyze literature as a Reading Schedule/ICL
Write the LC Code for each particular ideas means means
social issues, concerns, or listened to of understanding of understanding
unchanging unchanging
values in a changing world values in a changing
dispositions in real life
world
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
III. LEARNING
RESOURCES
pp.248-261 pp.250 pp.250-251 pp.250-251
A. References pp.537 p. 538-542 pp. 542-591 pp. 542-591
1. Teacher’s Guide Pages pp.537 p. 538-542 pp. 542-591 pp. 542-591
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
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
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 Salesman
will you interpret them?
C. Presenting Examples/Instances Let students study the ads Let students form groups Reading of the text
of the Lesson found in the textbook following the guidelines for Let students do
panel discussion Task 5 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
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
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
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
VI. REFLECTION help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
C. Learning EN9LT-IVf-17:
EN9VC- IVf-1.3/2.3: EN9RC-IVf-2.22: EN9V-IVf-29: Remedial/Enhanceme
Competencies/Objectives: Analyze literature as a means
Formulate predictions of understanding unchanging Judge the relevance and Get familiar with the nt Reading
Write the LC Code for each
based on the material values in a changing world technical vocabulary for
worth of ideas, soundness Schedule/ICL
viewed drama and theater (like
of author’s reasoning, and
stage directions)
the effectiveness of the
EN9WC-IVf-11:
Compose a review play
presentation
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
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 presentation
to 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
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
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: Answer Group writing:
Application or Remediation What are the positive values Complete the sentence: the question; How Compose a play review
I must remember in making To avoid conflicts in the prepared are you to face
a stand on issues family, I should… a failure in life?
concerning in my family
V. REMARKS
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
VI. REFLECTION help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
Content is what the lesson is all materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
about. It pertains to the subject Hands-on learning promotes concept development.
matter that the teacher aims to
teach. In the CG, the content can pp. 286-289 pp. 286-289 pp. 286-289 pp. 286-289
be tackled in a week or two.
P629-630 P631 P632-642 P632-642
LESSON 7: UNCHANGING P629-630 P631 P632-642 P632-642
VALUES IN A CHANGING Pictures Pictures Copy of the reading text Charts
WORLD
Lists the materials to be used in
different days. Varied sources of
Lesson How do you accept How close are you with your experiences What makes a good
challenges that you will family and friends?
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
School: Grade Level: 9
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and March 6-10, 2017 (week 7) 4th
Time: Quarter:
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
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and
Time: March 6-10, 2017 (week 7) Quarter: 4th
H. Making Generalizations and Facilitate discussion in Brainstorm on the pair- Let students read the text of Why are intonation, Remedial/Enhancement
Abstractions about the Lesson standing up for a reason in share activity Eric Cantor’s Policy Speech juncture, stress, and pitch Reading Schedule/ICL
times of life’s challenges on ‘Shared Vision” important?
I. Evaluating Learning Write down what they think Choose one picture and Give guide questions for Groups make a dialogue
is the most important value create a story related to it comprehension with direct and indirect
they learned speech
J. Additional Activities for Reflect: Journal writing: Group writing: Group writing:
Application or Remediation How to avoid negative Explain the importance of Compose a play review Compose a play review
V. REMARKS
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
VI. REFLECTION help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Page 123 of
133
School: Grade Level: 9
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and March 13-17, 2017 (week 8) 4th
Time: Quarter:
II. CONTENT
D. Discussing New Concepts Facilitate comprehension of Tell the class that they will
and 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
School: Grade Level: 9
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and
Time: March 13-17, 2017 (week 8) Quarter: 4th
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?
Page 126 of
133
School: Grade Level: 9
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and March 13-17, 2017 (week 8) 4th
Time: Quarter:
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
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
VI. REFLECTION help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Page 128 of
133
School: Grade Level: 9
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and March 20-24, 2017 (week 9) 4th
Time: Quarter:
C. Presenting Examples/Instances
of the Lesson strip of paper tense consistency Mirroring Myself the “Death of a Salesman”
Pairs read and understand Students do board Students review the result Groups take note of the
Page 130 of
133
School: Grade Level: 9
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and March 20-24, 2017 (week 9) 4th
Time: Quarter:
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
School: Grade Level: 9
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and March 20-24, 2017 (week 9) 4th
Time: Quarter:
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
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
VI. REFLECTION help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
O. No. of learners who earned
80% in the evaluation
P. No. of learners who require
additional activities for
remediation
Q. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
R. No. of learners who continue
to require remediation
S. Which of my teaching strategies
work well? Why did these work?
Page 5 of
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133