School:
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
B. Other Learning Resources
Grade Level: 9
Teacher: Learning Area: English
Teaching Dates and
Time: November 14 – 18, 2016 (week 3) Quarter: 3
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and
those of other countries.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to
use ways of analysing one-act play and different forms of verbals for him/her to skilfully perform in a one-act play.
The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
EN9LT-IIIg-2.11: Determine EN9F-IIIb-3.11: Produce the EN9G-IIIb-21: Use verbals. Remedial/Enhancement
EN9LT-IIIb-16: Analyze tone, mood, technique, and English sounds correctly Reading Schedule/ICL
literature as a means of purpose of the author and effectively when ( possessive form of nouns
connecting to the world delivering lines in a one-act and pronouns)
play.
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 3: Making A Difference
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.
P153-165 P153-165 P153-165 P153-165
P 263 P 265-266 P 271 P 274
P 263 P 265-266 P 271 P 274
None – Textbook only None – Textbook only None – textbook only Textbook only and activity
sheets
 School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 14 – 18, 2016 (week 3) Quarter: 3
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
I. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
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

B. Establishing a Purpose for the Emulate accomplished

Lesson people. Identify author’s purpose in Sound the voiced Th, and Be able to use possessive
the selection, and tone. voiceless th, b and v, p and forms correctly in
f.. sentences.

C. Presenting Examples/Instances Task 3- Emulating

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

D. Discussing New Concepts and Ask:

Practicing New Skills #1 1. What qualities
make these people
extraordinary?
Task 3 A
Read the selction “For
Conversation…”
Identify the speaker or
persona or whose point of
view is used.
Work on Task 13-A. Group Discuss these possessive
students and assign them forms of nouns and
vowel sound, and read the pronouns thoroughly.
given pronunciation drill.

GRADES 1 to 12
DAILY LESSON LOG
IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily
Living
School: Grade Level: 9
Teacher: Learning Area: English
Teaching Dates and
Time: November 14 – 18, 2016 (week 3) Quarter: 3
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
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.
Remedial/Enhancement
Be able to note important Identify the author’s Work on Task 13, 2. Read Discuss these possessive Reading Schedule/ICL
details on what these purpose. the sentences with words forms of nouns and
accomplished people did used in the drill. pronouns thoroughly.
that make them popular. Identify the tone of the
selection. How does the
author feel toward his topic?
Notice the words he used in
the selection.
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
Find people in the Work on Task 8 – Enriching Review reading of the script Possessive forms of nouns
community who made an Your experience of radio play taken up in the and pronouns can be used
impact or influence in previous lesson. in any written activity.
students’ lives.
 School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 14 – 18, 2016 (week 3) Quarter: 3
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.
H. Making Generalizations and Ask: Ask: Remedial/Enhancement
Abstractions about the Lesson Today, I realized that in Possessive form of nouns is Reading Schedule/ICL
What is common among the order to communicate well, Why is there a need to _____________________,
listed personalities in their the authors used _______ pronounce the words possessive form of
concept about serving ______________________. correctly? pronouns ______________
others? ______________________

I. Evaluating Learning
Write a short essay about a
relative who made an
impact in your life.
The teacher may use a
teacher-made quiz with the
similar selection where
students identify the
purpose, the point of view,
and the tone of the author.
Graded script reading of the
radio play. Focus on the
production of vowel sounds.
Use teacher- made quiz on
the correct use of
possessive nouns and
pronouns.
( Correcting mistakes of
possessive forms)

J. Additional Activities for

Application or Remediation Mention Philippine heroes Work on Task 8, 2 Read more tongue twisters.
and talk about their impact Differentiated Group
to our history. Activity

V. REMARKS
 School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 14 – 18, 2016 (week 3) Quarter: 2
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help 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.
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons work? No.

of learners who have caught up
with the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?
 School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2016 (week 4) Quarter: 3
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and
those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to
use ways of analyzing one-act play and different forms of verbal for him/her to skillfully perform in a one-act play.

B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
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.
EN9LC-IIId-6.5: Recognize EN9OL-IIId-5: Use the Remedial/Enhancement
faulty logic, unsupported facts, appropriate prosodic features Use of literary devices in the Verbal - Infinitives Reading Schedule/ICL
and emotional appeal of speech when delivering lines selections
in a one-act play.
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 3: Despite Differences in Point of View
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.
P 153 – 159 P 153 – 159 P 153 – 159 P 153 – 159

2. Learner’s Materials Pages P 282- 283 P 286- 291 P 293- 295 P 295- 296

3. Textbook Pages P 282-283 P 286 - 291 P 293 -295 P 295-296

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
Textbook and teacher-made textbook Textbook and teacher-made
activity sheet activity sheets
 School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2016 (week 4) Quarter: 3
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
II. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
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 in story Romeo and Juliet. Devices used in the phrase.
everything that the selections, found in pages Discuss Infinitives, infinitive
computer showed you? Show them the prepared 293- 295. phrase, function in the
Advertisements on tv? scripts on page 286-291 sentence.

B. Establishing a Purpose for the Appreciate the literary

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

Provide examples esp. on

common commodities.
 School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2016 (week 4) Quarter: 3
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 and Remedial/Enhancement
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. Developing Mastery
(Leads to Formative Assessment 3)
Work on Task 4-5- Identify
the theater terms as
described in the given
sentences
Pairs practice their delivery
of their lines taking into
consideration their
characterization or roles in
the script.
Continue the activity in part Use teacher-made activity
using the songs. sheets on identifying
infinitives.

G. Finding Practical Applications of

Concepts and Skills in Daily Examine more commodities
Living found in our houses and
evaluate whether they also
belong to faulty logic,
unsupported facts or
emotional appeal.
Acting out different roles in Use infinitives in sentences.
our life helped much in the Use them in interesting
performance of plays or sentences.
role-play.

GRADES 1 to 12
DAILY LESSON LOG
IV. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V. REMARKS
School: Grade Level: 9
Teacher: Learning Area: English
Teaching Dates and
Time: November 21-25, 2016 ( week 4) Quarter: 3
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
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.
Remedial/Enhancement
Ask: Ask: Ask: Nouns come in different Reading Schedule/ICL
forms. They can be gerunds
Of all the products we used Is it easy or difficult acting How important is the and infinitives in the
at home, are we wise out the roles of the employment of literary sentences.
enough in choosing our characters in the play devices in the selections?
products? “Romeo and Juliet”? Why?
Do they make difference in
the development of idea?
How?
Answer teacher-made Presentation or The teacher may use Teacher may use teacher-
activity sheets on products performance of the script teacher-made test on made activity sheets in
found in the markets today. prepared in the book. identifying literary devices identifying infinitives and in
How do we choose used in the lines found in using infinitives in
products? Establish the rubrics for poems or songs. constructing sentences.
grading.
 School: Grade Level: 9
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 21-25, 2016 (week 4) Quarter: 3
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.
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons work? No.

of learners who have caught up
with the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?
DLL for Quarter 3 Week 3&4

Submitted by: FVR National High School