Las Piñas East National High School

Kasoy Street, Verdant Acres Subdivision, Pamplona III, Las Piñas City
DLL in 9th GRADE ENGLISH [2018-2019]
English Communication Arts and Skills IX through Anglo-American Literature
DAILY LESSON LOG
Teacher Date Grade Level Learning Area Quarter: FIRST
OLIVER D. de July 4-6 and 9-
RAMA 10 2018, 9 [IX] English Week Five [5]
Tuesday-
Wednesday
I. OBJECTIVES
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 or 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 Administer and roll out the division-wide Revised Philippine
Informal Reading Inventory [Phil-IRI] assessment to learners in public
junior high schools, A.Y. 2018-2019 following DepEd policy guidelines
[DepEd Order No. 14, s. 2018, pp. 1-7]
Measure and describe the learners’ reading performance in both
English and Filipino languages in oral reading, silent reading and
listening comprehension
Determine the learner’s independent, instructional and frustration
levels to improve school’s overall reading performance
II. CONTENT 2018 Philippine Informal Reading Inventory [Phil-IRI]
LEARNING RESOURCES
A. References
1. Teacher’s Guides DepEd Order No. 14, series of 2018
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Reference from Policy and Implementing Guidelines on the Administration of the 2018
Learning Resource Revised [Phil-IRI]
B. Other Learning Resources The Philippine Informal Reading Inventory Manual [Phil-IRI] 2018
III. PROCEDURES
A. Reviewing previous lesson * Cite the program’s Rationale emphasizing literacy, reading, learning to
or presenting the new lesson read, literacy improvement, ECARP or Every Child A Reader Program.

B. Establishing a purpose for * Provide guidelines for the said administration emphasizing its scope of
the lesson policy

C. Presenting examples/ * Gather information from the classroom teacher’s assessment using 2018
instances of the new lesson Phil.-IRI materials. That is, Grade 7 GST or Group Screening Test (silent
reading) on Part A about Chameleons with 7 questions, Part B on The
Philippine Eagle with 7 questions also and Part C on Home to Millions of
Fish with 6 more queries; selected readers to undergo an oral test entitled
The Gentle Octopus where ten questions were associated and classified as
literal, inferential and critical for 7th Grade , then came Frog’s Lunch and
Get Up, Jacky for listening comprehension part in which the latter served
as the text for those who will undergo such in the 0-7scorers via the 20-item
GST material.
* Gather information from the classroom teacher’s assessment using 2018
Phil.-IRI materials. That is, Grade 8 GST or Group Screening Test (silent
reading) on Part A about Telling Time with 7 questions, Part B on Counting
 the Hours with 6 queries and Part C on Nosebleeds with 7 clarifying
statements; selected readers to undergo an oral and listening
comprehension test on Summer Heat where ten questions were associated
and classified as literal, inferential and critical for 8th Grade. The latter also
served as the text for those who obtained 0-7scores and later moved to the
20-item GST material.
* Gather information from the classroom teacher’s assessment using 2018
Phil.-IRI materials. That is, Grade 9 GST or Group Screening Test (silent
reading) pretest on correct use of prepositions and following direction via
a Central Park Map with 9 questions, 4 context clues and word with
multiple meaning questions, a paraphrase line question, 2 analogy
questions and 4 more reading comprehension inquiries. Oral and listening
comprehension test lets students answer also via Locating Shipwrecks in
which the ten questions provided were associated and classified as literal,
inferential and critical for 9th Grade. The latter also served as the text for
those who obtained 14 and below scores and later moved to another GST
material.
* Gather information from the classroom teacher’s assessment using 2018
Phil.-IRI materials. That is, Grade 10 GST or Group Screening Test (silent
reading) pretest on context clue, inference, giving title, consequential,
cause and effect relationship, writer’s value, 5Ws and H questions, figure
of speech, literary devices and line interpretation-based 20-item selection’s
questions. Said statement provided were associated and classified as
literal, inferential and critical for 9th Grade. The latter also served as the text
for those who obtained 14 and below scores and later moved to the 20-item
GST material.
D. Discussing new concepts * Emphasize the need for education that is learner-oriented, responsive and
and practicing new skill #1 culturally sensitive. Also, define such responsibilities pertaining to the
distribution and application of said tool.

E. Discussing new concepts and * Further define Phil-IRI, Phil-IRI GST, Phil-IRI graded passages, Phil-IRI
practicing new skill #2 oral reading test, Phil-IRI listening comprehension, Phil-IRI silent reading
and Phil-IRI testing kit via said DepEd Order.
F. Developing Mastery (leads to * Highlight policy statement on guidelines applying and ensuring said
Formative Assessment) conduct and standardized procedures

G. Finding practical * Work on with the procedure of administration, roles and responsibilities
applications of concepts and of the reading and classroom teachers, and of course- monitoring and
skills in daily living evaluation.

H. Making generalizations and * Adopt an evidence-based approach to classroom instruction.

abstractions about the lesson * Harmonize and strengthen literacy instruction necessary to individual
student-reader and the whole class.
* Support policy and implementing guidelines via evaluation

I. Evaluating Learning * Read scheduled and assigned Phil-IRI material and select BEST answer
as instructed. Record, classify and compute the result afterward following
the computation given

J. Additional activities for * Remind readers who failed the Phil-IRI silent reading or GST to ready
application or remediation for and oral and listening comprehension test/s.
V. REMARKS Students were able to pay heed well and soon included the details tasked
to them using the assigned paper.
VI. REFLECTION
A. No. of learners who Most of the learners in three (3) sections demonstrated the target skills as
earned 80% on the formative determined by a holistic 5 scale-scoring rubric. However, one section only
assessment 92% demonstrated the target skill.
B. No. of learners who require 4 learners from the 4 sections I handle required remedial activities to help
additional activities for them achieve desired level performance.
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 many teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
The conduct of the remedial lessons through the use of illustrations and
localized videos worked well with the leaners who needed a support.
Illustrations set the focus of learners the video clip engaged learners
perform the given challenge.
After the conduct of the remediation, there were no number of learners
who continues require remediation as determined by the result of the
assessment.
__Debate __Role Play __Creative The use of collaborative learning was
Dramatics __Games __Spoken Words effective in the class. Each member of a group
Poetry __ Think, Fair & Share participated well in the group’s discussion.
__Journal/Theme Writing However, requiring a group to assign
__Movie/Film Review/Critiquing facilitator, secretary, and encourager would
________________Others _✓ have been necessary to maintain optimum
_Collaborative Learning participation among all members. Grouping
__Differentiated Instruction __Lecture technique was considered a factor for group’s
__Discovery Why?__________ Complete performance during, while, and after
IMs discussion.
_______ others (Specify)
__Bullying among pupils __Pupil’s The difficulty I encountered which my
behavior/attitude __Use of IMs _✓ principal or supervisor can help me solve was
_Unavailable technology Equipment the availability of ICT. Students could utilize
ICT to respond to online quiz etc. to enable
(AVR/LCD) __Strategies/Activities in
teaching __Techniques/Style in teaching them acquire the target skills.
__Approaches in teaching English
____Methods in teaching
_______ others (Specify)

G. What innovation or
localized materials did I use/
discover which I wish to share
with others teachers?
__Integrations of Information and
Communication Technology (ICT) in
teaching English ✓ Localized Videos
__Making big books from views of the
locality __Recycling of plastics for
contemporary arts __Local musical
composition
_______ others (Specify)
Localized video can be an essential tool for me
to bring the big world to the class. Using
localized video clip through cellphone creates
a close connection between the learners and
the community. Localized video fosters
simulated human situations, environments,
and conditions which learners are familiar
with.

REMINDER/SUGGESTION:

KINDLY RECONSTRUCT THEM ONE AT A TIME SO YOU CAN COME UP DLL ON A DAILY
BASIS. THIS ONE WAS STRUCTURED LIKE THE ENTIRE COVERAGE OF PHIL-IRI FROM
JULY 4 UP TO THIS DAY. D NA QIA NG POWERS QO AI. KAYO NA RIN BAHALA SA
reflection at sa sub-parts nito! SORRY GUYSSS . . .

I STILL HAVE EMPTY FORMAT NITONG DLL BELOW ONLY IF GAGAWIN NIONG DAILY!
 Las Piñas East National High School
Kasoy Street, Verdant Acres Subdivision, Pamplona III, Las Piñas City
DLL in 9th GRADE ENGLISH [2018-2019]
English Communication Arts and Skills IX through Anglo-American Literature
DAILY LESSON LOG
Teacher Date Grade Level Learning Area Quarter: FIRST
OLIVER D. de July 4, 2018,
RAMA Wednesday 9 [IX] English Week Five [5]

I. OBJECTIVES
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 or 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 Use the appropriate segmentals ( sounds of English) and the
suprasegmentals or prosodic features of speech when delivering lines
of poetry and prose in a speech choir, jazz chants and raps [EN9OL-1a-
1.15]
Produce the correct beat, and rhythm in delivering jazz chants and
raps [EN9F-1c-3.1]
II. CONTENT Segmentals vs. Suprasegmentals Features of Speech Prosodic, Poetic and
Literary Devices and Figures of Speech
LEARNING RESOURCES
A. References
1. Teacher’s Guides Grade 9 TG
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Reference from ENG 9 BOW, G9 CG
Learning Resource

B. Other Learning Resources Student Blue Book, Class Card Model, MP4, Lecture-Vocabulary-Diary
Notebooks, EN 9 Textbook, Updated Pocket Dictionary,
III. PROCEDURES
A. Reviewing previous lesson * Make connections on the values readers can simply enjoy and
or presenting the new lesson appreciate via the poem and its message.

B. Establishing a purpose for * Explore all the elements of language of poets and writers to
the lesson communicate and give form to a world of personal vision embodying
their thoughts, ideas and feelings regarding human experiences and
situations via Literary Devices, Figures of Speech, and Segmentals vs.
Suprasegmentals Features of Speech.
C. Presenting examples/ * Use the following literary devices, namely: rhyme, rhythm, alliteration,
instances of the new lesson assonance, imagery, symbolism, consonance and repetition, cacophony,
and euphony; and commonly used Figures of Speech like simile,
metaphor, personification, trope, onomatopoeia, metonymy, synecdoche,
antonomasia, apostrophe, hyperbole, irony, paradox, oxymoron,
antithesis, anticlimax, allusion, symbol, litotes and understatement
D. Discussing new concepts * Exemplify lines in the poem [I Bring Thee Great Wealth, Georgianna by
and practicing new skill #1 G. Guillermo Castillo] suggestive of the skillful topics being discussed.

E. Discussing new concepts and * Focus on Task 11 using English Time coined “Say It Right (Oral-
practicing new skill #2 Speaking Activity, p.9

F. Developing Mastery (leads to * Provide responses to Task 12 on SGDW via spotting and making list of
Formative Assessment) rhyming words in the poem “Like a Bird”. (pp. 9-10)

G. Finding practical * Look for sound devices via Edgar Allan Poe’s The Bells and further read
applications of concepts and the poem; The Raven by the same poet and look out for words or lines
skills in daily living that exemplify other sound devices. (p. 10)

H. Making generalizations and * Justify how important it is to use correct stress following its 4 types:
abstractions about the lesson primary /’/, secondary /’’/, tertiary / / and weak stress /ˇ/.

I. Evaluating Learning * Read orally the given words using appropriate actions. Besides, use
also segmentals and suprasegmentals.

J. Additional activities for * Read the poem “Barter” and look for words and sentences that appeal
application or remediation
V. REMARKS
VI. 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 many teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
to the senses.
Students were able to pay heed well and soon included the details via
their lecture notebook in the discipline.
Only few completed and edified said series of activities via their lecture
notebook
Most of the learners in three (3) sections demonstrated the target skills as
determined by a holistic 5 scale-scoring rubric. However, one section only
92% demonstrated the target skill.
4 learners from the 4 sections I handle required remedial activities to help
them achieve desired level performance.
The conduct of the remedial lessons through the use of illustrations and
localized videos worked well with the leaners who needed a support.
Illustrations set the focus of learners the video clip engaged learners
perform the given challenge.
After the conduct of the remediation, there were no number of learners
who continues require remediation as determined by the result of the
assessment.
__Debate __Role Play __Creative The use of collaborative learning was
Dramatics __Games __Spoken Words effective in the class. Each member of a group
Poetry __ Think, Fair & Share participated well in the group’s discussion.
__Journal/Theme Writing However, requiring a group to assign
__Movie/Film Review/Critiquing facilitator, secretary, and encourager would
________________Others _✓ have been necessary to maintain optimum
_Collaborative Learning participation among all members. Grouping
__Differentiated Instruction __Lecture technique was considered a factor for group’s
__Discovery Why?__________ Complete performance during, while, and after
IMs discussion.
_______ others (Specify)
__Bullying among pupils __Pupil’s The difficulty I encountered which my
behavior/attitude __Use of IMs _✓ principal or supervisor can help me solve was
_Unavailable technology Equipment the availability of ICT. Students could utilize
ICT to respond to online quiz etc. to enable
(AVR/LCD) __Strategies/Activities in
teaching __Techniques/Style in teaching them acquire the target skills.
__Approaches in teaching English
____Methods in teaching
_______ others (Specify)

G. What innovation or
localized materials did I use/
discover which I wish to share
with others teachers?
__Integrations of Information and
Communication Technology (ICT) in
teaching English ✓ Localized Videos
__Making big books from views of the
Localized video can be an essential tool for me
to bring the big world to the class. Using
localized video clip through cellphone creates
a close connection between the learners and
 locality __Recycling of plastics for the community. Localized video fosters
contemporary arts __Local musical simulated human situations, environments,
composition and conditions which learners are familiar
_______ others (Specify) with.

Las Piñas East National High School

Kasoy Street, Verdant Acres Subdivision, Pamplona III, Las Piñas City
DLL in 9th GRADE ENGLISH [2018-2019]
English Communication Arts and Skills IX through Anglo-American Literature
DAILY LESSON LOG
Teacher Date Grade Level Learning Area Quarter: FIRST
OLIVER D. de July 4, 2018,
RAMA Wednesday 9 [IX] English Week Five [5]

I. OBJECTIVES
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 or 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 Use the appropriate segmentals ( sounds of English) and the
suprasegmentals or prosodic features of speech when delivering lines
of poetry and prose in a speech choir, jazz chants and raps [EN9OL-1a-
1.15]
Produce the correct beat, and rhythm in delivering jazz chants and
raps [EN9F-1c-3.1]
II. CONTENT Segmentals vs. Suprasegmentals Features of Speech Prosodic, Poetic and
Literary Devices and Figures of Speech
LEARNING RESOURCES
A. References
1. Teacher’s Guides Grade 9 TG
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Reference from ENG 9 BOW, G9 CG
Learning Resource

B. Other Learning Resources Student Blue Book, Class Card Model, MP4, Lecture-Vocabulary-Diary
Notebooks, EN 9 Textbook, Updated Pocket Dictionary,
III. PROCEDURES
A. Reviewing previous lesson * Make connections on the values readers can simply enjoy and
or presenting the new lesson appreciate via the poem and its message.

B. Establishing a purpose for * Explore all the elements of language of poets and writers to
the lesson communicate and give form to a world of personal vision embodying
their thoughts, ideas and feelings regarding human experiences and
situations via Literary Devices, Figures of Speech, and Segmentals vs.
Suprasegmentals Features of Speech.
C. Presenting examples/ * Use the following literary devices, namely: rhyme, rhythm, alliteration,
instances of the new lesson assonance, imagery, symbolism, consonance and repetition, cacophony,
and euphony; and commonly used Figures of Speech like simile,
metaphor, personification, trope, onomatopoeia, metonymy, synecdoche,
antonomasia, apostrophe, hyperbole, irony, paradox, oxymoron,
antithesis, anticlimax, allusion, symbol, litotes and understatement
D. Discussing new concepts * Exemplify lines in the poem [I Bring Thee Great Wealth, Georgianna by
and practicing new skill #1 G. Guillermo Castillo] suggestive of the skillful topics being discussed.

E. Discussing new concepts and * Focus on Task 11 using English Time coined “Say It Right (Oral-
practicing new skill #2 Speaking Activity, p.9

F. Developing Mastery (leads to * Provide responses to Task 12 on SGDW via spotting and making list of
Formative Assessment) rhyming words in the poem “Like a Bird”. (pp. 9-10)

G. Finding practical * Look for sound devices via Edgar Allan Poe’s The Bells and further read
applications of concepts and the poem; The Raven by the same poet and look out for words or lines
skills in daily living that exemplify other sound devices. (p. 10)

H. Making generalizations and * Justify how important it is to use correct stress following its 4 types:
abstractions about the lesson primary /’/, secondary /’’/, tertiary / / and weak stress /ˇ/.

I. Evaluating Learning * Read orally the given words using appropriate actions. Besides, use
also segmentals and suprasegmentals.

J. Additional activities for * Read the poem “Barter” and look for words and sentences that appeal
application or remediation to the senses.
V. REMARKS Students were able to pay heed well and soon included the details via
their lecture notebook in the discipline.
VI. REFLECTION Only few completed and edified said series of activities via their lecture
notebook
A. No. of learners who Most of the learners in three (3) sections demonstrated the target skills as
earned 80% on the formative determined by a holistic 5 scale-scoring rubric. However, one section only
assessment 92% demonstrated the target skill.
B. No. of learners who 4 learners from the 4 sections I handle required remedial activities to help
require additional activities for them achieve desired level performance.
remediation
C. Did the remedial The conduct of the remedial lessons through the use of illustrations and
lessons work? No. of learners localized videos worked well with the leaners who needed a support.
who have caught up with the Illustrations set the focus of learners the video clip engaged learners
lesson perform the given challenge.
D. No. of learners who After the conduct of the remediation, there were no number of learners
continue to require remediation who continues require remediation as determined by the result of the
assessment.
E. Which of many teaching __Debate __Role Play __Creative The use of collaborative learning was
strategies worked well? Why Dramatics __Games __Spoken Words effective in the class. Each member of a group
Poetry __ Think, Fair & Share participated well in the group’s discussion.
did these work? __Journal/Theme Writing However, requiring a group to assign
__Movie/Film Review/Critiquing facilitator, secretary, and encourager would
________________Others _✓ have been necessary to maintain optimum
_Collaborative Learning participation among all members. Grouping
__Differentiated Instruction __Lecture technique was considered a factor for group’s
__Discovery Why?__________ Complete performance during, while, and after
IMs discussion.
_______ others (Specify)
F. What difficulties did I __Bullying among pupils __Pupil’s The difficulty I encountered which my
encounter which my principal behavior/attitude __Use of IMs _✓ principal or supervisor can help me solve was
_Unavailable technology Equipment the availability of ICT. Students could utilize
or supervisor can help me ICT to respond to online quiz etc. to enable
(AVR/LCD) __Strategies/Activities in
solve? teaching __Techniques/Style in teaching them acquire the target skills.
__Approaches in teaching English
____Methods in teaching
_______ others (Specify)

G. What innovation or
localized materials did I use/
discover which I wish to share
with others teachers?
__Integrations of Information and
Communication Technology (ICT) in
teaching English ✓ Localized Videos
__Making big books from views of the
Localized video can be an essential tool for me
to bring the big world to the class. Using
localized video clip through cellphone creates
a close connection between the learners and
 locality __Recycling of plastics for the community. Localized video fosters
contemporary arts __Local musical simulated human situations, environments,
composition and conditions which learners are familiar
_______ others (Specify) with.

Las Piñas East National High School

Kasoy Street, Verdant Acres Subdivision, Pamplona III, Las Piñas City
DLL in 9th GRADE ENGLISH [2018-2019]
English Communication Arts and Skills IX through Anglo-American Literature
DAILY LESSON LOG
Teacher Date Grade Level Learning Area Quarter: FIRST
OLIVER D. de July 4, 2018,
RAMA Wednesday 9 [IX] English Week Five [5]

I. OBJECTIVES
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 or 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 Use the appropriate segmentals ( sounds of English) and the
suprasegmentals or prosodic features of speech when delivering lines
of poetry and prose in a speech choir, jazz chants and raps [EN9OL-1a-
1.15]
Produce the correct beat, and rhythm in delivering jazz chants and
raps [EN9F-1c-3.1]
II. CONTENT Segmentals vs. Suprasegmentals Features of Speech Prosodic, Poetic and
Literary Devices and Figures of Speech
LEARNING RESOURCES
A. References
1. Teacher’s Guides Grade 9 TG
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Reference from ENG 9 BOW, G9 CG
Learning Resource

B. Other Learning Resources Student Blue Book, Class Card Model, MP4, Lecture-Vocabulary-Diary
Notebooks, EN 9 Textbook, Updated Pocket Dictionary,
III. PROCEDURES
A. Reviewing previous lesson * Make connections on the values readers can simply enjoy and
or presenting the new lesson appreciate via the poem and its message.

B. Establishing a purpose for * Explore all the elements of language of poets and writers to
the lesson communicate and give form to a world of personal vision embodying
their thoughts, ideas and feelings regarding human experiences and
situations via Literary Devices, Figures of Speech, and Segmentals vs.
Suprasegmentals Features of Speech.
C. Presenting examples/ * Use the following literary devices, namely: rhyme, rhythm, alliteration,
instances of the new lesson assonance, imagery, symbolism, consonance and repetition, cacophony,
and euphony; and commonly used Figures of Speech like simile,
metaphor, personification, trope, onomatopoeia, metonymy, synecdoche,
antonomasia, apostrophe, hyperbole, irony, paradox, oxymoron,
antithesis, anticlimax, allusion, symbol, litotes and understatement
D. Discussing new concepts * Exemplify lines in the poem [I Bring Thee Great Wealth, Georgianna by
and practicing new skill #1 G. Guillermo Castillo] suggestive of the skillful topics being discussed.

E. Discussing new concepts and * Focus on Task 11 using English Time coined “Say It Right (Oral-
practicing new skill #2 Speaking Activity, p.9

F. Developing Mastery (leads to * Provide responses to Task 12 on SGDW via spotting and making list of
Formative Assessment) rhyming words in the poem “Like a Bird”. (pp. 9-10)

G. Finding practical * Look for sound devices via Edgar Allan Poe’s The Bells and further read
applications of concepts and the poem; The Raven by the same poet and look out for words or lines
skills in daily living that exemplify other sound devices. (p. 10)

H. Making generalizations and * Justify how important it is to use correct stress following its 4 types:
abstractions about the lesson primary /’/, secondary /’’/, tertiary / / and weak stress /ˇ/.

I. Evaluating Learning * Read orally the given words using appropriate actions. Besides, use
also segmentals and suprasegmentals.

J. Additional activities for * Read the poem “Barter” and look for words and sentences that appeal
application or remediation
V. REMARKS
VI. 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 many teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
to the senses.
Students were able to pay heed well and soon included the details via
their lecture notebook in the discipline.
Only few completed and edified said series of activities via their lecture
notebook
Most of the learners in three (3) sections demonstrated the target skills as
determined by a holistic 5 scale-scoring rubric. However, one section only
92% demonstrated the target skill.
4 learners from the 4 sections I handle required remedial activities to help
them achieve desired level performance.
The conduct of the remedial lessons through the use of illustrations and
localized videos worked well with the leaners who needed a support.
Illustrations set the focus of learners the video clip engaged learners
perform the given challenge.
After the conduct of the remediation, there were no number of learners
who continues require remediation as determined by the result of the
assessment.
__Debate __Role Play __Creative The use of collaborative learning was
Dramatics __Games __Spoken Words effective in the class. Each member of a group
Poetry __ Think, Fair & Share participated well in the group’s discussion.
__Journal/Theme Writing However, requiring a group to assign
__Movie/Film Review/Critiquing facilitator, secretary, and encourager would
________________Others _✓ have been necessary to maintain optimum
_Collaborative Learning participation among all members. Grouping
__Differentiated Instruction __Lecture technique was considered a factor for group’s
__Discovery Why?__________ Complete performance during, while, and after
IMs discussion.
_______ others (Specify)
__Bullying among pupils __Pupil’s The difficulty I encountered which my
behavior/attitude __Use of IMs _✓ principal or supervisor can help me solve was
_Unavailable technology Equipment the availability of ICT. Students could utilize
ICT to respond to online quiz etc. to enable
(AVR/LCD) __Strategies/Activities in
teaching __Techniques/Style in teaching them acquire the target skills.
__Approaches in teaching English
____Methods in teaching
_______ others (Specify)

G. What innovation or
localized materials did I use/
discover which I wish to share
with others teachers?
__Integrations of Information and
Communication Technology (ICT) in
teaching English ✓ Localized Videos
__Making big books from views of the
Localized video can be an essential tool for me
to bring the big world to the class. Using
localized video clip through cellphone creates
a close connection between the learners and
 locality __Recycling of plastics for the community. Localized video fosters
contemporary arts __Local musical simulated human situations, environments,
composition and conditions which learners are familiar
_______ others (Specify) with.

Las Piñas East National High School

Kasoy Street, Verdant Acres Subdivision, Pamplona III, Las Piñas City
DLL in 9th GRADE ENGLISH [2018-2019]
English Communication Arts and Skills IX through Anglo-American Literature
DAILY LESSON LOG
Teacher Date Grade Level Learning Area Quarter: FIRST
OLIVER D. de July 4, 2018,
RAMA Wednesday 9 [IX] English Week Five [5]

I. OBJECTIVES
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 or 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 Use the appropriate segmentals ( sounds of English) and the
suprasegmentals or prosodic features of speech when delivering lines
of poetry and prose in a speech choir, jazz chants and raps [EN9OL-1a-
1.15]
Produce the correct beat, and rhythm in delivering jazz chants and
raps [EN9F-1c-3.1]
II. CONTENT Segmentals vs. Suprasegmentals Features of Speech Prosodic, Poetic and
Literary Devices and Figures of Speech
LEARNING RESOURCES
A. References
1. Teacher’s Guides Grade 9 TG
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Reference from ENG 9 BOW, G9 CG
Learning Resource

B. Other Learning Resources Student Blue Book, Class Card Model, MP4, Lecture-Vocabulary-Diary
Notebooks, EN 9 Textbook, Updated Pocket Dictionary,
III. PROCEDURES
A. Reviewing previous lesson * Make connections on the values readers can simply enjoy and
or presenting the new lesson appreciate via the poem and its message.

B. Establishing a purpose for * Explore all the elements of language of poets and writers to
the lesson communicate and give form to a world of personal vision embodying
their thoughts, ideas and feelings regarding human experiences and
situations via Literary Devices, Figures of Speech, and Segmentals vs.
Suprasegmentals Features of Speech.
C. Presenting examples/ * Use the following literary devices, namely: rhyme, rhythm, alliteration,
instances of the new lesson assonance, imagery, symbolism, consonance and repetition, cacophony,
and euphony; and commonly used Figures of Speech like simile,
metaphor, personification, trope, onomatopoeia, metonymy, synecdoche,
antonomasia, apostrophe, hyperbole, irony, paradox, oxymoron,
antithesis, anticlimax, allusion, symbol, litotes and understatement
D. Discussing new concepts * Exemplify lines in the poem [I Bring Thee Great Wealth, Georgianna by
and practicing new skill #1 G. Guillermo Castillo] suggestive of the skillful topics being discussed.

E. Discussing new concepts and * Focus on Task 11 using English Time coined “Say It Right (Oral-
practicing new skill #2 Speaking Activity, p.9

F. Developing Mastery (leads to * Provide responses to Task 12 on SGDW via spotting and making list of
Formative Assessment) rhyming words in the poem “Like a Bird”. (pp. 9-10)

G. Finding practical * Look for sound devices via Edgar Allan Poe’s The Bells and further read
applications of concepts and the poem; The Raven by the same poet and look out for words or lines
skills in daily living that exemplify other sound devices. (p. 10)

H. Making generalizations and * Justify how important it is to use correct stress following its 4 types:
abstractions about the lesson primary /’/, secondary /’’/, tertiary / / and weak stress /ˇ/.

I. Evaluating Learning * Read orally the given words using appropriate actions. Besides, use
also segmentals and suprasegmentals.

J. Additional activities for * Read the poem “Barter” and look for words and sentences that appeal
application or remediation to the senses.
V. REMARKS Students were able to pay heed well and soon included the details via
their lecture notebook in the discipline.
VI. REFLECTION Only few completed and edified said series of activities via their lecture
notebook
A. No. of learners who Most of the learners in three (3) sections demonstrated the target skills as
earned 80% on the formative determined by a holistic 5 scale-scoring rubric. However, one section only
assessment 92% demonstrated the target skill.
B. No. of learners who 4 learners from the 4 sections I handle required remedial activities to help
require additional activities for them achieve desired level performance.
remediation
C. Did the remedial The conduct of the remedial lessons through the use of illustrations and
lessons work? No. of learners localized videos worked well with the leaners who needed a support.
who have caught up with the Illustrations set the focus of learners the video clip engaged learners
lesson perform the given challenge.
D. No. of learners who After the conduct of the remediation, there were no number of learners
continue to require remediation who continues require remediation as determined by the result of the
assessment.
E. Which of many teaching __Debate __Role Play __Creative The use of collaborative learning was
strategies worked well? Why Dramatics __Games __Spoken Words effective in the class. Each member of a group
Poetry __ Think, Fair & Share participated well in the group’s discussion.
did these work? __Journal/Theme Writing However, requiring a group to assign
__Movie/Film Review/Critiquing facilitator, secretary, and encourager would
________________Others _✓ have been necessary to maintain optimum
_Collaborative Learning participation among all members. Grouping
__Differentiated Instruction __Lecture technique was considered a factor for group’s
__Discovery Why?__________ Complete performance during, while, and after
IMs discussion.
_______ others (Specify)
F. What difficulties did I __Bullying among pupils __Pupil’s The difficulty I encountered which my
encounter which my principal behavior/attitude __Use of IMs _✓ principal or supervisor can help me solve was
_Unavailable technology Equipment the availability of ICT. Students could utilize
or supervisor can help me ICT to respond to online quiz etc. to enable
(AVR/LCD) __Strategies/Activities in
solve? teaching __Techniques/Style in teaching them acquire the target skills.
__Approaches in teaching English
____Methods in teaching
_______ others (Specify)

G. What innovation or
localized materials did I use/
discover which I wish to share
with others teachers?
__Integrations of Information and
Communication Technology (ICT) in
teaching English ✓ Localized Videos
__Making big books from views of the
Localized video can be an essential tool for me
to bring the big world to the class. Using
localized video clip through cellphone creates
a close connection between the learners and
 locality __Recycling of plastics for the community. Localized video fosters
contemporary arts __Local musical simulated human situations, environments,
composition and conditions which learners are familiar
_______ others (Specify) with.

Las Piñas East National High School

Kasoy Street, Verdant Acres Subdivision, Pamplona III, Las Piñas City
DLL in 9th GRADE ENGLISH [2018-2019]
English Communication Arts and Skills IX through Anglo-American Literature
DAILY LESSON LOG
Teacher Date Grade Level Learning Area Quarter: FIRST
OLIVER D. de July 4, 2018,
RAMA Wednesday 9 [IX] English Week Five [5]

I. OBJECTIVES
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 or 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 Use the appropriate segmentals ( sounds of English) and the
suprasegmentals or prosodic features of speech when delivering lines
of poetry and prose in a speech choir, jazz chants and raps [EN9OL-1a-
1.15]
Produce the correct beat, and rhythm in delivering jazz chants and
raps [EN9F-1c-3.1]
II. CONTENT Segmentals vs. Suprasegmentals Features of Speech Prosodic, Poetic and
Literary Devices and Figures of Speech
LEARNING RESOURCES
A. References
1. Teacher’s Guides Grade 9 TG
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Reference from ENG 9 BOW, G9 CG
Learning Resource

B. Other Learning Resources Student Blue Book, Class Card Model, MP4, Lecture-Vocabulary-Diary
Notebooks, EN 9 Textbook, Updated Pocket Dictionary,
III. PROCEDURES
A. Reviewing previous lesson * Make connections on the values readers can simply enjoy and
or presenting the new lesson appreciate via the poem and its message.

B. Establishing a purpose for * Explore all the elements of language of poets and writers to
the lesson communicate and give form to a world of personal vision embodying
their thoughts, ideas and feelings regarding human experiences and
situations via Literary Devices, Figures of Speech, and Segmentals vs.
Suprasegmentals Features of Speech.
C. Presenting examples/ * Use the following literary devices, namely: rhyme, rhythm, alliteration,
instances of the new lesson assonance, imagery, symbolism, consonance and repetition, cacophony,
and euphony; and commonly used Figures of Speech like simile,
metaphor, personification, trope, onomatopoeia, metonymy, synecdoche,
antonomasia, apostrophe, hyperbole, irony, paradox, oxymoron,
antithesis, anticlimax, allusion, symbol, litotes and understatement
D. Discussing new concepts * Exemplify lines in the poem [I Bring Thee Great Wealth, Georgianna by
and practicing new skill #1 G. Guillermo Castillo] suggestive of the skillful topics being discussed.

E. Discussing new concepts and * Focus on Task 11 using English Time coined “Say It Right (Oral-
practicing new skill #2 Speaking Activity, p.9

F. Developing Mastery (leads to * Provide responses to Task 12 on SGDW via spotting and making list of
Formative Assessment) rhyming words in the poem “Like a Bird”. (pp. 9-10)

G. Finding practical * Look for sound devices via Edgar Allan Poe’s The Bells and further read
applications of concepts and the poem; The Raven by the same poet and look out for words or lines
skills in daily living that exemplify other sound devices. (p. 10)

H. Making generalizations and * Justify how important it is to use correct stress following its 4 types:
abstractions about the lesson primary /’/, secondary /’’/, tertiary / / and weak stress /ˇ/.

I. Evaluating Learning * Read orally the given words using appropriate actions. Besides, use
also segmentals and suprasegmentals.

J. Additional activities for * Read the poem “Barter” and look for words and sentences that appeal
application or remediation to the senses.
V. REMARKS Students were able to pay heed well and soon included the details via
their lecture notebook in the discipline.
VI. REFLECTION Only few completed and edified said series of activities via their lecture
notebook
A. No. of learners who Most of the learners in three (3) sections demonstrated the target skills as
earned 80% on the formative determined by a holistic 5 scale-scoring rubric. However, one section only
assessment 92% demonstrated the target skill.
B. No. of learners who 4 learners from the 4 sections I handle required remedial activities to help
require additional activities for them achieve desired level performance.
remediation
C. Did the remedial The conduct of the remedial lessons through the use of illustrations and
lessons work? No. of learners localized videos worked well with the leaners who needed a support.
who have caught up with the Illustrations set the focus of learners the video clip engaged learners
lesson perform the given challenge.
D. No. of learners who After the conduct of the remediation, there were no number of learners
continue to require remediation who continues require remediation as determined by the result of the
assessment.
E. Which of many teaching __Debate __Role Play __Creative The use of collaborative learning was
strategies worked well? Why Dramatics __Games __Spoken Words effective in the class. Each member of a group
Poetry __ Think, Fair & Share participated well in the group’s discussion.
did these work? __Journal/Theme Writing However, requiring a group to assign
__Movie/Film Review/Critiquing facilitator, secretary, and encourager would
________________Others _✓ have been necessary to maintain optimum
_Collaborative Learning participation among all members. Grouping
__Differentiated Instruction __Lecture technique was considered a factor for group’s
__Discovery Why?__________ Complete performance during, while, and after
IMs discussion.
_______ others (Specify)
F. What difficulties did I __Bullying among pupils __Pupil’s The difficulty I encountered which my
encounter which my principal behavior/attitude __Use of IMs _✓ principal or supervisor can help me solve was
_Unavailable technology Equipment the availability of ICT. Students could utilize
or supervisor can help me ICT to respond to online quiz etc. to enable
(AVR/LCD) __Strategies/Activities in
solve? teaching __Techniques/Style in teaching them acquire the target skills.
__Approaches in teaching English
____Methods in teaching
_______ others (Specify)

G. What innovation or
localized materials did I use/
discover which I wish to share
with others teachers?
__Integrations of Information and
Communication Technology (ICT) in
teaching English ✓ Localized Videos
__Making big books from views of the
Localized video can be an essential tool for me
to bring the big world to the class. Using
localized video clip through cellphone creates
a close connection between the learners and
 locality __Recycling of plastics for the community. Localized video fosters
contemporary arts __Local musical simulated human situations, environments,
composition and conditions which learners are familiar
_______ others (Specify) with.

Las Piñas East National High School

Kasoy Street, Verdant Acres Subdivision, Pamplona III, Las Piñas City
DLL in 9th GRADE ENGLISH [2018-2019]
English Communication Arts and Skills IX through Anglo-American Literature
DAILY LESSON LOG
Teacher Date Grade Level Learning Area Quarter: FIRST
OLIVER D. de July 4, 2018,
RAMA Wednesday 9 [IX] English Week Five [5]

I. OBJECTIVES
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 or 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 Use the appropriate segmentals ( sounds of English) and the
suprasegmentals or prosodic features of speech when delivering lines
of poetry and prose in a speech choir, jazz chants and raps [EN9OL-1a-
1.15]
Produce the correct beat, and rhythm in delivering jazz chants and
raps [EN9F-1c-3.1]
II. CONTENT Segmentals vs. Suprasegmentals Features of Speech Prosodic, Poetic and
Literary Devices and Figures of Speech
LEARNING RESOURCES
A. References
1. Teacher’s Guides Grade 9 TG
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Reference from ENG 9 BOW, G9 CG
Learning Resource

B. Other Learning Resources Student Blue Book, Class Card Model, MP4, Lecture-Vocabulary-Diary
Notebooks, EN 9 Textbook, Updated Pocket Dictionary,
III. PROCEDURES
A. Reviewing previous lesson * Make connections on the values readers can simply enjoy and
or presenting the new lesson appreciate via the poem and its message.

B. Establishing a purpose for * Explore all the elements of language of poets and writers to
the lesson communicate and give form to a world of personal vision embodying
their thoughts, ideas and feelings regarding human experiences and
situations via Literary Devices, Figures of Speech, and Segmentals vs.
Suprasegmentals Features of Speech.
C. Presenting examples/ * Use the following literary devices, namely: rhyme, rhythm, alliteration,
instances of the new lesson assonance, imagery, symbolism, consonance and repetition, cacophony,
and euphony; and commonly used Figures of Speech like simile,
metaphor, personification, trope, onomatopoeia, metonymy, synecdoche,
antonomasia, apostrophe, hyperbole, irony, paradox, oxymoron,
antithesis, anticlimax, allusion, symbol, litotes and understatement
D. Discussing new concepts * Exemplify lines in the poem [I Bring Thee Great Wealth, Georgianna by
and practicing new skill #1 G. Guillermo Castillo] suggestive of the skillful topics being discussed.

E. Discussing new concepts and * Focus on Task 11 using English Time coined “Say It Right (Oral-
practicing new skill #2 Speaking Activity, p.9

F. Developing Mastery (leads to * Provide responses to Task 12 on SGDW via spotting and making list of
Formative Assessment) rhyming words in the poem “Like a Bird”. (pp. 9-10)

G. Finding practical * Look for sound devices via Edgar Allan Poe’s The Bells and further read
applications of concepts and the poem; The Raven by the same poet and look out for words or lines
skills in daily living that exemplify other sound devices. (p. 10)

H. Making generalizations and * Justify how important it is to use correct stress following its 4 types:
abstractions about the lesson primary /’/, secondary /’’/, tertiary / / and weak stress /ˇ/.

I. Evaluating Learning * Read orally the given words using appropriate actions. Besides, use
also segmentals and suprasegmentals.

J. Additional activities for * Read the poem “Barter” and look for words and sentences that appeal
application or remediation to the senses.
V. REMARKS Students were able to pay heed well and soon included the details via
their lecture notebook in the discipline.
VI. REFLECTION Only few completed and edified said series of activities via their lecture
notebook
A. No. of learners who Most of the learners in three (3) sections demonstrated the target skills as
earned 80% on the formative determined by a holistic 5 scale-scoring rubric. However, one section only
assessment 92% demonstrated the target skill.
B. No. of learners who 4 learners from the 4 sections I handle required remedial activities to help
require additional activities for them achieve desired level performance.
remediation
C. Did the remedial The conduct of the remedial lessons through the use of illustrations and
lessons work? No. of learners localized videos worked well with the leaners who needed a support.
who have caught up with the Illustrations set the focus of learners the video clip engaged learners
lesson perform the given challenge.
D. No. of learners who After the conduct of the remediation, there were no number of learners
continue to require remediation who continues require remediation as determined by the result of the
assessment.
E. Which of many teaching __Debate __Role Play __Creative The use of collaborative learning was
strategies worked well? Why Dramatics __Games __Spoken Words effective in the class. Each member of a group
Poetry __ Think, Fair & Share participated well in the group’s discussion.
did these work? __Journal/Theme Writing However, requiring a group to assign
__Movie/Film Review/Critiquing facilitator, secretary, and encourager would
________________Others _✓ have been necessary to maintain optimum
_Collaborative Learning participation among all members. Grouping
__Differentiated Instruction __Lecture technique was considered a factor for group’s
__Discovery Why?__________ Complete performance during, while, and after
IMs discussion.
_______ others (Specify)
F. What difficulties did I __Bullying among pupils __Pupil’s The difficulty I encountered which my
encounter which my principal behavior/attitude __Use of IMs _✓ principal or supervisor can help me solve was
_Unavailable technology Equipment the availability of ICT. Students could utilize
or supervisor can help me ICT to respond to online quiz etc. to enable
(AVR/LCD) __Strategies/Activities in
solve? teaching __Techniques/Style in teaching them acquire the target skills.
__Approaches in teaching English
____Methods in teaching
_______ others (Specify)

G. What innovation or
localized materials did I use/
discover which I wish to share
with others teachers?
__Integrations of Information and
Communication Technology (ICT) in
teaching English ✓ Localized Videos
__Making big books from views of the
Localized video can be an essential tool for me
to bring the big world to the class. Using
localized video clip through cellphone creates
a close connection between the learners and
 locality __Recycling of plastics for the community. Localized video fosters
contemporary arts __Local musical simulated human situations, environments,
composition and conditions which learners are familiar
_______ others (Specify) with.

Las Piñas East National High School

Kasoy Street, Verdant Acres Subdivision, Pamplona III, Las Piñas City
DLL in 9th GRADE ENGLISH [2018-2019]
English Communication Arts and Skills IX through Anglo-American Literature
DAILY LESSON LOG
Teacher Date Grade Level Learning Area Quarter: FIRST
OLIVER D. de July 4, 2018,
RAMA Wednesday 9 [IX] English Week Five [5]

I. OBJECTIVES
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 or 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 Use the appropriate segmentals ( sounds of English) and the
suprasegmentals or prosodic features of speech when delivering lines
of poetry and prose in a speech choir, jazz chants and raps [EN9OL-1a-
1.15]
Produce the correct beat, and rhythm in delivering jazz chants and
raps [EN9F-1c-3.1]
II. CONTENT Segmentals vs. Suprasegmentals Features of Speech Prosodic, Poetic and
Literary Devices and Figures of Speech
LEARNING RESOURCES
A. References
1. Teacher’s Guides Grade 9 TG
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Reference from ENG 9 BOW, G9 CG
Learning Resource

B. Other Learning Resources Student Blue Book, Class Card Model, MP4, Lecture-Vocabulary-Diary
Notebooks, EN 9 Textbook, Updated Pocket Dictionary,
III. PROCEDURES
A. Reviewing previous lesson * Make connections on the values readers can simply enjoy and
or presenting the new lesson appreciate via the poem and its message.

B. Establishing a purpose for * Explore all the elements of language of poets and writers to
the lesson communicate and give form to a world of personal vision embodying
their thoughts, ideas and feelings regarding human experiences and
situations via Literary Devices, Figures of Speech, and Segmentals vs.
Suprasegmentals Features of Speech.
C. Presenting examples/ * Use the following literary devices, namely: rhyme, rhythm, alliteration,
instances of the new lesson assonance, imagery, symbolism, consonance and repetition, cacophony,
and euphony; and commonly used Figures of Speech like simile,
metaphor, personification, trope, onomatopoeia, metonymy, synecdoche,
antonomasia, apostrophe, hyperbole, irony, paradox, oxymoron,
antithesis, anticlimax, allusion, symbol, litotes and understatement
D. Discussing new concepts * Exemplify lines in the poem [I Bring Thee Great Wealth, Georgianna by
and practicing new skill #1 G. Guillermo Castillo] suggestive of the skillful topics being discussed.

E. Discussing new concepts and * Focus on Task 11 using English Time coined “Say It Right (Oral-
practicing new skill #2 Speaking Activity, p.9

F. Developing Mastery (leads to * Provide responses to Task 12 on SGDW via spotting and making list of
Formative Assessment) rhyming words in the poem “Like a Bird”. (pp. 9-10)

G. Finding practical * Look for sound devices via Edgar Allan Poe’s The Bells and further read
applications of concepts and the poem; The Raven by the same poet and look out for words or lines
skills in daily living that exemplify other sound devices. (p. 10)

H. Making generalizations and * Justify how important it is to use correct stress following its 4 types:
abstractions about the lesson primary /’/, secondary /’’/, tertiary / / and weak stress /ˇ/.

I. Evaluating Learning * Read orally the given words using appropriate actions. Besides, use
also segmentals and suprasegmentals.

J. Additional activities for * Read the poem “Barter” and look for words and sentences that appeal
application or remediation to the senses.
V. REMARKS Students were able to pay heed well and soon included the details via
their lecture notebook in the discipline.
VI. REFLECTION Only few completed and edified said series of activities via their lecture
notebook
A. No. of learners who Most of the learners in three (3) sections demonstrated the target skills as
earned 80% on the formative determined by a holistic 5 scale-scoring rubric. However, one section only
assessment 92% demonstrated the target skill.
B. No. of learners who 4 learners from the 4 sections I handle required remedial activities to help
require additional activities for them achieve desired level performance.
remediation
C. Did the remedial The conduct of the remedial lessons through the use of illustrations and
lessons work? No. of learners localized videos worked well with the leaners who needed a support.
who have caught up with the Illustrations set the focus of learners the video clip engaged learners
lesson perform the given challenge.
D. No. of learners who After the conduct of the remediation, there were no number of learners
continue to require remediation who continues require remediation as determined by the result of the
assessment.
E. Which of many teaching __Debate __Role Play __Creative The use of collaborative learning was
strategies worked well? Why Dramatics __Games __Spoken Words effective in the class. Each member of a group
Poetry __ Think, Fair & Share participated well in the group’s discussion.
did these work? __Journal/Theme Writing However, requiring a group to assign
__Movie/Film Review/Critiquing facilitator, secretary, and encourager would
________________Others _✓ have been necessary to maintain optimum
_Collaborative Learning participation among all members. Grouping
__Differentiated Instruction __Lecture technique was considered a factor for group’s
__Discovery Why?__________ Complete performance during, while, and after
IMs discussion.
_______ others (Specify)
F. What difficulties did I __Bullying among pupils __Pupil’s The difficulty I encountered which my
encounter which my principal behavior/attitude __Use of IMs _✓ principal or supervisor can help me solve was
_Unavailable technology Equipment the availability of ICT. Students could utilize
or supervisor can help me ICT to respond to online quiz etc. to enable
(AVR/LCD) __Strategies/Activities in
solve? teaching __Techniques/Style in teaching them acquire the target skills.
__Approaches in teaching English
____Methods in teaching
_______ others (Specify)

G. What innovation or
localized materials did I use/
discover which I wish to share
with others teachers?
__Integrations of Information and
Communication Technology (ICT) in
teaching English ✓ Localized Videos
__Making big books from views of the
Localized video can be an essential tool for me
to bring the big world to the class. Using
localized video clip through cellphone creates
a close connection between the learners and
locality __Recycling of plastics for the community. Localized video fosters
contemporary arts __Local musical simulated human situations, environments,
composition and conditions which learners are familiar
_______ others (Specify) with.