GRADES 9 School ANCHS Grade Level 9 DAU, GISAK, KAMAGONG

DAILY LESSON LOG Teacher Ms. Joscelle Joyce L. Rivera Learning Area English
Teaching Dates and Time November 11-15, 2019 Quarter Third
8:30-9:30; 10:00-11:00; 11:00-12:00 am

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may
be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content 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
Standards verbals for him/her too skillfully perform in a one-act play.
B. Performance 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.
Standards
C. Learning EN9WC-IIIa-9: Compose forms of literary EN9WC-IIIa-9: Compose forms of EN9WC-IIIa-9: Compose forms of
Competencies/Obje writing. literary writing. literary writing.
ctives Write the LC Assess student’s performance
code for each EN9LC-IIIi-8.2: Judge the relevance and worth EN9LC-IIIi-8.2: Judge the relevance and EN9LC-IIIi-8.2: Judge the relevance and and leaning.
of information/ideas. worth of information/ideas. worth of information/ideas.

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 “The Telephone” by Edward Field Remedial/Enhancement
Through Technology “The Telephone” by Edward Field QUIZ
(continuation) Reading Schedule/ICL
III. LEARNING List 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-
RESOURCES based materials. Hands-on learning promotes concept development.
A. References 1. K to 12 Curriculum Guide (May 2016) p. 206, 1. K to 12 Curriculum Guide (May 2016) p. 1. K to 12 Curriculum Guide (May 2016) p.
208 206, 208 206, 208
2. A Journey through Anglo-American Literature 2. A Journey through Anglo-American 2. A Journey through Anglo-American
Learner‘s Material for English Literature Learner‘s Material for English Literature Learner‘s Material for English
pp. 236-239 pp. 236-239 pp. 236-239
3. Online References 3. Online References 3. Online References
1. Teacher’s Guide K to 12 Curriculum Guide (May 2016) p. 206, 208 K to 12 Curriculum Guide (May 2016) p. K to 12 Curriculum Guide (May 2016) p.
pages 2. 3. 206, 208 206, 208
2. 3. 2. 3.
2. Learner’s A Journey through Anglo-American Literature A Journey through Anglo-American A Journey through Anglo-American
Material pages Learner‘s Material for English Literature Learner‘s Material for English Literature Learner‘s Material for English
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Online References Online References Online References
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a
purpose for the lesson
C. Presenting
examples/instances for
the new lesson
Task 1: Looking Up How do you imagine the world without telephone? How do you imagine the world
without telephone?
How do you respond to an emergency situation?
Who do you call for help? For each critical
situation, indicate your life-saving solution. Cite
your opinion for giving such solution.
Task 2: Touching You, Touching Me TASK 1: THE TELEPHONE AND ITS TASK 1: THE TELEPHONE
BEGINNING AND ITS BEGINNING
View the Powerpoint slides, and respond to it by 1. The students will be asked to watch a video 1. The students will be asked to
interpreting the meaning expressed in the song about the telephone‘s short watch a video about the
excerpt “Take That-Reach Out.”
history. telephone‘s short
history.
Task 3: Linking Together Guide Question: Guide Question:
 Who invented the telephone?  Who invented the telephone?
1. What is your most important use of  When was the first phone call?  When was the first phone call?
cell phone? Have you used call for  How was the first telephone invented?  How was the first telephone
help? invented?

Monday Tuesday Wednesday Thursday Friday

D. Discussing new
concepts and
practicing new skills #1
E. Discussing new
concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
The word maze contains three sets of
synonymous words. Write beside each
other the words with almost the same
meaning.
TASK 4: BONDING TOGETHER
Students work in five (5) groups to
discuss the message of the poem. (LM,
pp. 238-239) *see page 3 G9 exemplar
Pair Work: Pair Work:
1. Work with a partner. 1. Work with a partner.
2. Interview each other on 2. Interview each other
what one thinks is the on
greatest importance of what one thinks is the
a telephone. greatest importance of
3. Write a one-sentence a telephone.
answer of your partner 3. Write a one-
in the speech bubble. sentence
answer of your partner
in the speech bubble.
TASK 3: BREAKING BARRIERS TASK 3:
Listen carefully as your teacher reads the poem, BREAKING
―The Telephone by Edward BARRIERS
Field. Then, read it with your partner. (LM in Listen carefully as
English, p.237) your teacher reads the
poem, ―The
Telephone‖ by Edward
Field. Then, read it
with your partner. (LM
in English, p.237)
.

G. Finding practical
applications of concepts
and skills in daily living
H. Making TASK 4: PRO’S AND CON’S OF TASK 4: PRO’S
generalizations and
abstractions about
TELEPHONE USE AND CON’S OF
the lesson Although telephone proves to have a lot of TELEPHONE USE
benefits, there are still drawbacks in Although telephone
its use. Use the diagram to list the advantages and proves to have a lot of
disadvantages of using a benefits, there are still
phone. drawbacks in
its use. Use the
diagram to list the
advantages and
disadvantages of using
a
phone.

I. Evaluating learning Task 5: Bonding Together Now that you have explored the wonders and Now that you have
downside of a telephone and its explored the wonders
Students work in groups of use, create an acrostic poem featuring your own and downside of a
7-10 to discuss the meaning version of ―The Telephone telephone and its
of the poem. use, create an acrostic
poem featuring your
Group 1 Gratitude own version of ―The
Group 2 Obstacle Telephone
Group 3 Pleasure
Group 4 Spring
Group 5 Connection

(see page 238-239)

J. Additional activities for application for

remediation
V. REMARK

Prepared by: Checked by: Noted:

JOSCELLE JOYCE L. RIVERA HERBERT N. DOCE MERCEDES R. INFANTE

Teacher I MT-I, English Department Head Teacher III, English Department
 GRADES 8 School ANCHS Grade Level 8 ROSAL; 8 ORCHIDS
DAILY LESSON LOG Teacher Ms. Joscelle Joyce L. Rivera Learning Area English
Teaching Dates and Time November 11-15, 2019 Quarter Third
7:00-8:00; 1:30-2:30 pm

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning
of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information; strategies in examining features of a listening and viewing material; structural
Standards analysis of words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
B. Performance The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical
Standards signals for opinion-making , persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
C. Learning
Competencies/Obje ENGLT-111E-10- Appreciate literature ENGLT-111E-10- Appreciate ENGLT-111E-10- Appreciate
ctives Write the LC ENGLT-111E-10- Appreciate literature
as a mirror to a shared heritage of people literature as a mirror to a shared literature as a mirror to a shared Assess student’s
code for each with diverse background. as a mirror to a shared heritage of people
heritage of people with diverse heritage of people with diverse performance and leaning.
with diverse background.
background. background.

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 The Tale of the Woodcutter and The Tale of the Woodcutter and Quiz/Remedial/Enhancemen
Tale of Ch’unhyang Tale of Ch’unhyang the Tiger the Tiger t Reading Schedule/ICL
III. LEARNING List 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-
RESOURCES based materials. Hands-on learning promotes concept development.
A. References K-12 Curriculum Guide K-12 Curriculum Guide K-12 Curriculum Guide K-12 Curriculum Guide K-12 Curriculum Guide

Grade 8 English Learner’s Grade 8 English Learner’s Module Grade 8 English Learner’s Module Grade 8 English Learner’s Module Grade 8 English Learner’s
Module
1. Teacher’s Guide
pages
2. Learner’s
Material pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous The teacher will initiate a game called letter The teacher will initiate a game called Arrange the jigsaw puzzle to form the Arrange the jigsaw puzzle to form the big
lesson or presenting the
new lesson BINGO wherein a BINGO template card letter BINGO wherein a BINGO big picture. picture.
will be shown together with the enlisted template card will be shown together
words that students may encounter difficulty with the enlisted words that students
in the tale) These words will be written by may encounter difficulty in the tale)
 the students in any order anywhere the boxes These words will be written by the
in the BINGO card grid. The teacher will students in any order anywhere
read the definition or the context twice and the boxes in the BINGO card grid. The
the students will cross out the word it meant. teacher will read the definition or the
The same will be done until five students get context twice and the students will cross
a row of either vertical/horizontal or out the word it meant. The same will be
diagonal of words defined. done until five students get a row of
either vertical/horizontal or diagonal of
1. courtesan - a prostitute, especially one words defined.
with wealthy or upper-class clients.
2. noble - belonging to a hereditary class 1. courtesan - a prostitute, especially
with high social or political status; one with wealthy or upper-class clients.
aristocratic. 2. noble - belonging to a hereditary class
3. elite -a select part of a group that is with high social or political status;
superior to the rest in terms of ability or aristocratic.
qualities. 3. elite -a select part of a group that is
4. intensely - with extreme force or strength. superior to the rest in terms of ability or
5. farewell - an act of parting or of marking qualities.
someone's departure. 4. intensely - with extreme force or
6. wicked - evil or morally wrong. strength.
7. mistress - a woman having a relationship, 5. farewell - an act of parting or of
especially with a married man. marking someone's departure.
8. coaxed - persuade (someone) gradually or 6. wicked - evil or morally wrong.
by flattery to do something. 7. mistress - a woman having a
9. concubine - a woman who lives with a relationship, especially with a married
man but has lower status than his wife or man.
wives. 8. coaxed - persuade (someone)
10. tyranny - cruel and oppressive gradually or by flattery to do something.
government or rule. 9. concubine - a woman who lives with
a man but has lower status than his wife
or wives.
10. tyranny - cruel and oppressive
government or rule.
B. Establishing a The teacher will present again the words The teacher will present again the words Folktale Folktale
purpose for the lesson
with their definitions to guide students for with their definitions to guide students
better understanding of the Tale of for better understanding of the Tale of
Ch’unhyang. Ch’unhyang.
 TALE, WOODCUTTER, TIGER
Base on the answers what do you think is
the title of our lesson?
C. Presenting The teacher will distribute copies of a picture The teacher will distribute copies of a
examples/instances for
1. Identify the characters in the
the new lesson of the beautiful Ch’unhyang with her lover picture of the beautiful Ch’unhyang story. What roles do the
and have the students write their ideal self as with her lover and have the students characters play in the tale?
a wife or a husband. This will be used after write their ideal self as a wife or a What are the characteristics of
reading the tale. husband. This will be used after reading these characters that you
the tale. admire / don’t admire?
2. What particular event or
circumstance in the story has
contributed to the Tiger’s way
of looking at things in a
different way? How has this
new way of looking at things
being passed on to the next
generation?
3. What kind of conflict led the
woodcutter to “fool” the tiger?
What would be your own way
of saving yourself from
danger?
4. What would you do if that
sense of duty and shared
destiny passed on to you is in
conflict with your own
principles and beliefs in life?
5. Could this tale be used as basis
to have a glimpse of how the
Koreans at present are coping
with the challenges of
modernity? Explain your
answer.
Monday Tuesday Wednesday Thursday
D. Discussing new concepts and After the teacher will ask the After the teacher will ask the Video presentation Video presentation of the folktale
practicing new skills #1
students to read the tale along with students to read the tale along with of the folktale
some students who will read it some students who will read it
aloud. The teacher will discuss what aloud. The teacher will discuss what
TALE, WOODCUTTER, TIGER
Base on the answers what do you think is the
title of our lesson?
1. Identify the characters in the
story. What roles do the
characters play in the tale?
What are the characteristics of
these characters that you admire
/ don’t admire?
2. What particular event or
circumstance in the story has
contributed to the Tiger’s way of
looking at things in a different
way? How has this new way of
looking at things being passed
on to the next generation?
3. What kind of conflict led the
woodcutter to “fool” the tiger?
What would be your own way of
saving yourself from danger?
4. What would you do if that sense
of duty and shared destiny
passed on to you is in conflict
with your own principles and
beliefs in life?
5. Could this tale be used as basis
to have a glimpse of how the
Koreans at present are coping
with the challenges of
modernity? Explain your
answer.
Friday
 a tale is. a tale is.

A tale is a narrative about an A tale is a narrative about an

imaginary or an actual story of a imaginary or an actual story of a
person or a thing which is exciting person or a thing which is exciting
and dramatic in appeal. and dramatic in appeal.

The teacher will read set of The teacher will read set of
questions employing the Question- questions employing the Question-
Answer. Answer.

1. Who is Ch’unhyang? 1. Who is Ch’unhyang?

2. How did Yi Mong-Yong become 2. How did Yi Mong-Yong become
the King’s officer? the King’s officer?
3. Do you agree that being faithful 3. Do you agree that being faithful
to one’s to one’s
husband or wife is measured in the husband or wife is measured in the
abstinence to be with someone else abstinence to be with someone else
even if your husband and wife is even if your husband and wife is
already gone? already gone?
4. What kind of wife or husband 4. What kind of wife or husband
will I be? will I be?
E. Discussing new concepts and Setting Setting
practicing new skills #2
Province of Cholla in the town of Province of Cholla in the town of
Namwon Namwon

Characters Characters
o Ch’unhyang- a fair daughter of o Ch’unhyang- a fair daughter of
Wolmae who married the former Wolmae who married the former
governor’s son. governor’s son.
oYi Mong-Yong- a magistrate oYi Mong-Yong- a magistrate
who married Ch’unhyang. who married Ch’unhyang.
oWolmae- a courtesan and the oWolmae- a courtesan and the
mother of Ch’unhyang. mother of Ch’unhyang.
oGovernor Byun- the cruel oGovernor Byun- the cruel
governor who woed Ch’unhyang. governor who woed Ch’unhyang.
… …

Plot Plot

Exposition Exposition
Once there lived in the province Once there lived in the province
of Cholla, in the town of Namwon, of Cholla, in the town of Namwon,
a magistrate's son named Yi Mong- a magistrate's son named Yi Mong-
Yong. And a lovely maiden named Yong. And a lovely maiden named
Ch’unhyang. Ch’unhyang.

Rising Action Rising Action

Not long after the secret marriage, Not long after the secret marriage,
the servant brought Yi Mong-Yong the servant brought Yi Mong-Yong
a message saying that his father, a message saying that his father,
newly appointed to the King's newly appointed to the King's
cabinet, was being recalled to the cabinet, was being recalled to the
capitol. capitol.

Rising Action Rising Action

 Yi Mong-Yong, who was to  Yi Mong-Yong, who was to
accompany his father, went that accompany his father, went that
evening to Ch'unhyang and told her evening to Ch'unhyang and told her
the bad news. The young couple the bad news. The young couple
was forced to say a tearful goodbye was forced to say a tearful goodbye
at the Magpie Bridge. at the Magpie Bridge.

Climax Climax
The new Namwon magistrate The new Namwon magistrate
arrived and summoned Ch’unhyang arrived and summoned Ch’unhyang
to be his wife. Ch’unhyang refused to be his wife. Ch’unhyang refused
because she is committed to Yi because she is committed to Yi
Mong-Yong. Her defiance enraged Mong-Yong. Her defiance enraged
the magistrate and he ordered her the magistrate and he ordered her
taken to prison and sentenced to taken to prison and sentenced to
death. death.

Falling Action Falling Action

Yi Mong-Yong arrived in Yi Mong-Yong arrived in
Namwon and learned of the Namwon and learned of the
situation. He dressed himself as a situation. He dressed himself as a
beggar to enter the palace during a beggar to enter the palace during a
feast given by the new Namwon feast given by the new Namwon
magistrate. He revealed himself as magistrate. He revealed himself as
an amhaengosa and banished the an amhaengosa and banished the
evil magistrate to a faraway land. evil magistrate to a faraway land.
He also saved Ch’unhyang from He also saved Ch’unhyang from
miserable death. miserable death.

Denouement Denouement
Yi Mong- Yong took his bride to Yi Mong- Yong took his bride to
Seoul and presented her to his Seoul and presented her to his
parents. They accepted her as a parents. They accepted her as a
daughter-in-law. In time, daughter-in-law. In time,
Ch'unhyang bore three sons and two Ch'unhyang bore three sons and two
daughters, and they all lived happily daughters, and they all lived happily
for many years come. for many years come.

Morals Morals
O True love does not mean being O True love does not mean being

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
inseparable. It means being inseparable. It means being
separated and nothing changes. separated and nothing changes.
oIf you truly love someone being oIf you truly love someone being
faithful is easy. faithful is easy.
The teacher will ask the same The teacher will ask the same
groupings to work on making a tale groupings to work on making a tale
about another Korean lovers with about another Korean lovers with
another focus of attitude other than another focus of attitude other than
faithfulness. As there are attributes faithfulness. As there are attributes
of Koreans that made them of Koreans that made them
very affectionate as discussed in very affectionate as discussed in
previous class discussion. Scoring previous class discussion. Scoring
will be based on the following will be based on the following
criteria: criteria:
Correctness and Validity- 10pts. Correctness and Validity- 10pts.
Content - 10 pts. Content - 10 pts.
Persuasiveness- 10 pts. Persuasiveness- 10 pts.
From the list of From the list of Korean values below,
Korean values pick at least that reflected in the
below, pick at least folktale The Tale of the Woodcutter
that reflected in the and the Tiger. Give a brief
folktale The Tale of explanation how it is evident in the
the Woodcutter and story
the Tiger. Give a
brief explanation
how it is evident in
the story.
The teacher will ask the students to The teacher will ask the students to Answers: Answers:
write a tale about their love life or write a tale about their love life or
story, either tragic or happy with not story, either tragic or happy with not 1. Identify the
less than three (3) paragraphs. The less than three (3) paragraphs. The characters in 1. Identify the characters in the story.
task is good for 20 minutes and it task is good for 20 minutes and it the story. What What roles do the characters play in the
will be rated according to the will be rated according to the roles do the tale? What are the characteristics of
criteria: criteria: characters play these characters that you admire / don’t
in the tale? admire?
Correctness and Validity- 10pts. Correctness and Validity- 10pts. What are the 2. What particular event or circumstance
Content - 10 pts. Content - 10 pts. characteristics in the story has contributed to the
Persuasiveness- 10 pts. Persuasiveness- 10 pts. of these Tiger’s way of looking at things in a
characters that different way? How has this new way
you admire / of looking at things being passed on to
don’t admire? the next generation?
2. What particular 3. What kind of conflict led the
event or woodcutter to “fool” the tiger? What
circumstance in would be your own way of saving
the story has yourself from danger?
 contributed to 4. What would you do if that sense of
the Tiger’s way duty and shared destiny passed on to
of looking at you is in conflict with your own
things in a principles and beliefs in life?
different way? 5. Could this tale be used as basis to have
How has this a glimpse of how the Koreans at
new way of present are coping with the challenges
looking at of modernity? Explain your answer.
things being
passed on to the
next
generation?
3. What kind of
conflict led the
woodcutter to
“fool” the tiger?
What would be
your own way
of saving
yourself from
danger?
4. What would
you do if that
sense of duty
and shared
destiny passed
on to you is in
conflict with
your own
principles and
beliefs in life?
5. Could this tale
be used as basis
to have a
glimpse of how
the Koreans at
present are
coping with the
challenges of
modernity?
Explain your
answer.
J. Additional activities for application for
remediation
V. REMARK
Prepared by: Checked by: Noted:

JOSCELLE JOYCE L. RIVERA HERBERT N. DOCE MERCEDES R. INFANTE

Teacher I MT-I, English Department Head Teacher III, English Department