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DAILY LESSON LOG Teacher: Mrs. Ana Liza P. Suycano Learning Area: English
Teaching Dates and June 5-9, 2017
Time: (7:30-8:30 A.M., 8:30-9:30 A.M., 2:00-3:00 P.M.) Quarter: 1st
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
OBJECTIVES lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use
processing, assessing, summarizing, 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 EN9RC-Ia-16: Share prior EN9V-Ia-1: Provide words EN9LT-Ia-14.1: Identify EN9G-Ia-1.6-1.7: Use
Competencies/Objectives: knowledge about a text topic. or expressions appropriate the distinguishing features capitalization and punctuations
Write the LC Code for each. EN9LC-Ia-8: Process for a given situation. of a poem. correctly.
information mentioned in the
EN9LT-Ia-14: Analyze EN9OL-Ia-1.15: Use the EN9G-Ia-18: Use interjections to
text listened to.
literature as a means of appropriate stress in convey meaning.
EN9LC-Ia-3.6: Perform a Student Cooperative
task by following instructions. discovering the self. delivering lines of poetry
Learning
EN9VC-Ia-3.8: Infer and prose.
thoughts, feelings, and
intentions in the 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.
I. CONTENT Lesson 1. Recognizing Roles in Life
Lists the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and
II. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teachers Guide Pages P1-19 P1-19 P1-19 P1-19
2. Learners Materials Pages P 2-29 P 2-29 P 2-29 P 2-29
3. Textbook Pages P 2-29 P 2-29 P 2-29 P 2-29
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Textbook, videos, power point Textbook, videos, power point Textbook, videos, power point Textbook, videos, power point
presentation presentation presentation presentation
G. Finding Practical Process the learners' Relate the Seven Ages of Man to Group and require the students to
Applications of Concepts and responses and give what truly life is and let students make a dialogue using the correct
Skills in Daily Living feedback. think of situations or experiences capitalization and punctuations.
connected to the topic being (Give Rubrics)
discussed. Let them perform the dialogue in
class.
Give feedbacks.
V. REMARKS
B. Establishing a Purpose for the Let them understand that ones Show the TIC-TAC-TOE containing Have them illustrate how these Present the three (3) types of text.
greatness can be discovered by Kennings. words are used in the selection by A. Journalistic
Lesson
maximizing their hidden potentials Instruct the students to identify the filling out the grid at Task 9. B. Informative
and skills. meaning and classify each of them Spot the signals and punctuation C. Literary
based on its derivation. marks on p. 42. Give inputs to the concepts
Remind them about the use of presented.
sequence markers.
Process their answers.
D. Presenting Examples/Instances Let them Perform Task 1-Hit the Process their answers and ask the Let them share their answers in Let them do Task 12-Types of Text
of the Lesson Hints. ff: class. on p. 45.
Show pictures of Heroes and guide 1. What is your basis in classifying Discuss the different sequence Ask the students to identify the
them in analyzing the characters the words? markers and give examples for text types.
through the questions on p.30. 2. What is the modern equivalent each. Process their answers and give
Process their answers and give meaning of each word? feedbacks.
feedbacks. Process their answers.
E. Discussing New Concepts and Play the song Hero by Mariah Let the students read the poem Present a few stanzas from Ask them to write their ideas about
Carey. Let the students write down aloud observing correct intonation, Beowulf. the features of literary text and
Practicing New Skills #1
three lines that captured their stress & pronunciation. Let them Let them note down punctuation how each should be read. Process
attention. Let them work with a perform Your Discovery Tasks on marks they have noticed. their answers and give inputs.
partner and discuss how they p. 39, LM. Ask them to answer Instruct them to answer the
understand each line. questions by citing lines from questions about Task 10, P. 45.
Beowulf to support their Give inputs as regard to
interpretation. punctuations.
Process their answers and give
feedbacks.
G. Developing Mastery Give more Exercises on Provide another activity by Give feedbacks and process Present Rubrics in rating the
(Leads to Formative Assessment Paraphrasing and process each doing Task 6. Compare and their answers. output before the groups
3) students answer. Contrast Beowulf and Grendel presentation.
using the Venn Diagram. Assign student observers to
Emphasize the importance of comment on every groups
personal strengths in order to presentation.
overcome ones problems.
Explain that wealth is not
everything (Cite Hrothgars
status).
Relate to present societal
concerns.
H. Finding Practical Applications Ask: Ask: Let them make a dialogue Let them perform the rap in
of Concepts and Skills in Daily 1. What have you learned How does the poem help in using correct punctuations class.
Living from the pictures viewed? discovering ones inner focusing on interjections
strengths, potentials and
2. What significance one and allow them to deliver
capabilities as an individual?
can get through their output observing
paraphrasing? appropriate stress,
intonation, and junctures to
convey meaning.
VI. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to
VII. 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
D. Discussing New Concepts and Let them summarize the Let them form five groups. Introduce dash and hyphens as Allow the students to
contents of the video they have Instruct them to reflect and examples of punctuation marks.
Practicing New Skills #1 creatively make their own
watched. answer the questions about the Present the sentences to the
students and extract from them the beat and rhythm in their
text, Task 8, p. 6.
rules for each sample statement. output.
F. Developing Mastery Present some key points in Ask the students what Let them perform Task Let them craft their own
(Leads to Formative Assessment 3) the use of these sequence pattern is used to develop 16.2-My Legacies. style.
connectors. the idea of the text. Let My legacy to Mother Allow them to practice for
(e.g. first, second, finally, them point out signals or Earth_____. mastery of their
lastly) connectors in the text to My legacy to my performance.
support their answers. people_____.
Process their answers and My legacy to my
give feedbacks. family_____.
G. Finding Practical Applications Let them use the Pose this question: Let them do Task 17-
of Concepts and Skills in Daily connectors in sentences. How does living a legacy Sharing Other Peoples
Living (Focus on Daily Activities make a difference in our Perspectives (SHOPP) on
such as routines). lives and others? p.65, LM.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students 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
F. Developing Mastery Instruct them to rank them Provide them an example Guide them on to focus on the Recall and present all the
(Leads to Formative Assessment 3) in their order of difficulty like the ones on the context of the poem. concepts given by each
where Rank 1 is the most textbook where they can Engage them to take active group and share the salient
control in Small Group
challenging and 10 is the answer. Make them check points to the class.
Differentiated Work (SGDW)
least challenging. their answers against the
where they will form 7 small
given entries. groups.
G. Finding Practical Applications Make them decide what is Remind them of the Focus Make them read the poem
of Concepts and Skills in Daily the most effective method Question: aloud for appreciation and
Living of coping with challenges How do I cope with easy understanding.
and rank them in their order challenges in life?
of effectiveness. Rank 1 as Encourage them to give
the most effective and 10 as temporary answers to the
the least effective. focus question. Accept
varied answers.
J. Additional Activities for Incite them to write their Assign Small Group
Application or Remediation Stress the importance of targets on what they Differentiated Work (SGDW)
appreciating the meaning of expect/need/hope to learn for next discussion.
the poem. in this lesson.
Tell them to be reminded of
these expectations as they
work on the following
phases of the lesson.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students 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
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 :
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain childrens 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.
A. References
1. Teachers Guide Pages
C. Presenting
Examples/Instances of the
Lesson
F. Developing Mastery
(Leads to Formative Assessment
3)
I. Evaluating Learning
V. REMARKS
School: Grade Level: 9
Teacher: Learning Area: English