Vous êtes sur la page 1sur 3

School: CASA DEL NIÑO MONTESSORI SCHOOL OF ROXAS Grade Level: 9

GRADES 1 to 12
Teacher: LOVELY JOY A. APALLA Learning Area: ENGLISH
DAILY LESSON LOG
Acquisition Teaching Dates and Time: JUNE 11-15, 2018 Quarter: 1

Session 1 Session 2 Session 3 Session 4 Session 5


A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing,
assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to
participate actively in a speech choir.
B. Performance Standards The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial
Expressions, Body Movements/ Gestures and Audience Contact.
C. Learning Competencies EN9RC-Ia-16 Share prior EN9OL-Ia-1.15: Use the EN9LC-Ia-8: Process information EN9G-Ia-18: Use interjections to
knowledge about a text topic appropriate segmental (sounds mentioned in the text listened to convey meaning
EN9LT-Ia-14: Analyze literature of English) and the EN9LC-Ia-3.6: Perform a task by
as a means of discovering the self suprasegmentals or prosodic following instructions.
EN9LT-Ia-14.1: Identify the features of speech when EN9VC-Ia-3.8: Infer thoughts,
distinguishing features of notable delivering lines of poetry and feelings, and intentions in the
Anglo American lyric poetry, prose in a speech choir. material viewed.
songs, poems, sermons, and
allegories
D. Learning Targets I can identify the distinguishing I can use the appropriate sound I can process information from a I can define interjections.
features of notable Anglo of English and the prosodic text listened to. I can use interjections to convey
American lyric poetry, songs, features of speech in a speech I can perform a task by meaning.
poems, sermons, and allegories. choir. following instructions.
I can share prior knowledge I can infer thoughts, feelings,
about a topic. and intentions in the material
I can analyze the poems or songs viewed.
as a means of self-discovery and
enhancement.
II. CONTENT
LEARNING RESOURCES
A. References
1. Teacher’s Guides
2. Learner’s Material pages Essential English 9 pp. 4-8 Essential English 9 pp. 8 Essential English 9 pp. 16-17 Essential English 9 pp. 30-32
3. Textbook Pages

4. Additional Reference from


Learning Resource
B. Other Learning Resources
III. PROCEDURES
A. Reviewing previous lesson or The students will try to complete Their takeaway lessons from the Ask the different ways on how to What is importance of listening
presenting the new lesson the sentence by giving their own poems read. read a poem. well for orders?
sentence. Give the different types of
connectors and their functions.
B. Establishing a purpose for the What is your favorite music? Read or recite your favorite How much do you know about How do you express your
lesson Favorite writer? quotations or philosophy in life. the sacrifices of your parents for sorrows and sentiments?
Did it affect or influence your life you?
and your way of thinking?
C. Presenting examples/instances of Getting to know the author’s Give their ideas from series of Watch a video about father and What are the commonly used
the new lesson background. question. son. expressions of the millennials?
Watch how to create a do it
yourself explosion box.
D. Discussing new concepts and Discuss “The Rainy Day by Henry How to read a poem? Discuss the important points Interjections is one or two
practicing new skill #1 Wordsworth Longfellow and 1. Focus on the form about the video. words uttered or written as an
Robert Frost’s “A time to talk” 2. Converse with the poem etc. expression of emotion or feeling
of a writer or a speaker.
Ex.
Ahh, Ahem, Boo, Eh

E. Discussing new concepts and A connector is a word that is used Speech choirs are performance
practicing new skill #2 to express relationships and join groups that recite speeches in
ideas in sentences or phrases. unison, often with elements of
choreography and costuming to
help bring the speech to life.
F. Developing mastery (Leads to Identify the connectors used in Group Activity. Game: Role Play Activity.
Formative Assessment) the poems read. Choose a poem and evaluate it Samson and Delilah Using interjections at certain
using the given guidelines. situations.
G. Finding practical applications of Poems can affect our lives. Poems Knowing the ways on how to Listening for instructions can Language is dynamic. It changes
concepts and skills in daily living also mirrors our thoughts. read a poem gives a variety of lead to better result. over the time.
choices to choose from.
H. Making generalizations and Give different kinds of connectors What is the essence of What is the function of
abstractions about the lesson and their use. understanding of the message of interjections in our society?
the video? The essence of
following instructions.
I. Evaluating learning Write 2 paragraph essay about Present your chosen poem List all the steps on how organize Use the listed interjection in
the impact of the poems of Frost through speech choir. your closet. their own sentence.
and Longfellow in your life.
J. Additional activities for application
or remediation
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
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 worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

PREPARED BY:
Lovely Joy A. Apalla
Subject Teacher