School: Grade Level & Section: Grade 9

GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and Time: Week 6 Quarter: First Quarter
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 lessons, exercises and remedial
I. OBJECTIVES 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 valuing other people; also how to use processing information
strategies, different forms of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation.
B. Performance Standards: The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
C. Learning Competencies/Objectives: EN9OL-If-2.6.2: Use the EN9SS-If-1.5.1: EN9V-If-11: EN9LC-If-8.2: Judge the Remedial
Write the LC Code for each appropriate gestures (hand, Skim to determine key ideas Arrive at meaning of words relevance and worth of ideas Instruction/Enhancement Activities
face, and body) and author’s purpose. through presented for reading/Individual
EN9G-If-18: Use interjections EN8LT-If-2.2.3: Determine word formation (clipping, EN9VC-If-19: Assess the Learning/Cooperative Learning
to convey meaning tone, mood, technique, and blending, acronymy, relevance and worth of ideas
ENWC-If-9.1: purpose of the author. compounding, folk etymology, presented in the material
Identify types and features of etc.) viewed
poetry. EN9G-If-17: Use normal and EN8LT-If-14: Analyze
inverted word order in creative literature as a means of
writing discovering the self
EN9G-If1.6/1.7: Use
appropriate punctuation marks
and capitalization to convey
meaning
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 Living With a Purpose
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
III. LEARNING RESOURCES as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages Page 70-75 on Teacher’s Page 75-80 on Teacher’s Page 56-57 on Teacher’s Page 58-62 on Teacher’s
Guide Guide Guide Guide
2. Learner’s Materials Pages Page 85-87 on Learner’s Page 89-91 on Learner’s Page 94-96 on Learner’s Page 95-99 on Learner’s
Materials Materials Materials Materials
3. Textbook Pages Page 85-87 in Learner’s Book Page 89-91 in Learner’s Book Page 94-96 on Learner’s Book Page 95-99 in Learner’s Book
Anglo American Literature Anglo American Literature Anglo American Literature Anglo American Literature

4. Additional Materials from

Learning Resource (LR) portal
E. Other Learning Resources ICT ICT ICT ICT
(Television, Laptops, (Television, Laptops, (Television, Laptops, (Television, Laptops,
Video Clips) Video Clips) Video Clips) Video Clips)
 Copy of the Text
Copy of the Text Copy of the Text Copy of the Text
Rubric
Textbook Textbook Textbook
Textbook
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
IV. PROCEDURES 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 Invite your students to read the RECALL: REVIEW: Review the previous lesson. Remedial
Presenting the New Lesson YOUR JOURNEY phase and “The Psalm of Life” By: Henry “The Psalm of Life” “MOTHER TO SON” By: Instruction/Enhancement Activities
1. Tone for reading/Individual
clarify that this is the time, they Wadsworth Longfellow Langston Hughes
2. Mood Learning/Cooperative Learning
can see why there are Ask the class to share their
3. Theme
changes they are experiencing personal thoughts about the
that are best for them and how poem
they will make them feel great. Accept varied answers from
Make them see that their the class.
physical, social, emotional
and moral changes may lead
to their personal strengths
and weaknesses. Lead them
to the BIG Question: How can
I have a purpose driven life?
that will serve as the
gravitational core of the ideas
they’ll share.
B. Establishing a Purpose for the Lesson Inform them that the SHARE: RECALL: Share the objectives set for the
discussion / exploration they’ll Today, we are going to identify Make them look for words in lesson.
engaged in this lesson will and determine the purpose of the poem which are opposite in
naturally tie together with the Henry Wardsworth Longfellow meaning to each of the
information carried in the in writing the poem. following. Have them check
varied activities following / their answers against these
supporting the overall theme : ones.
Enhancing The Self. The 1. happy = forlorn
elements of the poem they’ll 2. smart = dumb
revisit and explore more fully 3. Ridiculous = sublime
gravitate around the sub- 4. Unserious = solemn
theme living with a purpose. 5. cheerful = mournful
6. open = bivouac
7. built = shipwrecked
8. moves = slumbers
9. Insincere= earnest
 10 .harmony= strife
11.permanent= fleeting
12. Loud = muffled
C. Presenting Examples/Instances of the Stress at them it is expected ASK: Remind them that even in SHARE:
Lesson that they are to demonstrate What are the values expressed poems, especially in dramatic At This point of the lesson, you
how their language in the poem? or narrative poems, quotation are going to craft your own
communication and literary Do the people of today still marks interpretation on how to cope
skills can be continuously express the values expressed ( “ “ ) are used to enclose the up with challenges to varied
developed as they explore in the poem “Psalm of Life”? exact words of the speaker/ literary writing
chosen poem highlighting the persona, character. Make
importance of living with a them consider these lines
purpose. from the poems.
Remind them that their
expected output will be poetry
reading, and the criteria for
assessment will be: Delivery,
Voice, Gestures, Facial
Expression and Eye Contact
D. Discussing New Concepts and Practicing Lead them to YOUR INITIAL  Let them share their answers INTRODUCE: Remedial
New Skills #1 TASKS part. to the following questions  Do Task 1 STRIVE Instruction/Enhancement Activities
First ask them to try you believe that Longfellow has He met a pilgrim shadow-  Pair up, and share ideas, for reading/Individual
SQUEEZED. Ask them if they a strong view in life? “ Shadow,” said he, thoughts on how can a poem Learning/Cooperative Learning
are fond of listening to music.  How does Longfellow’s view “where it can be- help young people who are
Explain to them that listening to of life compare with your own This land of Eldorado?” having trouble.
music is the same as looking view? from: “ EL  Report back to class.
closely at the picture/ drawing/  Require them to point out the DORADO” by Edgar Allan Poe
illustration just as it is like lines in the poem that
reading a poem to unfold its  show Longfellow has a strong They say,
meaning. and optimistic view in life you “ Time assuages.”
think/believe the young people from :”
 Check on what problem they might/ might not agree with. Verse 13” by
have in unfolding the meaning Emily Dickinson.
of a poem and what will they’ll
do to improve in this area.
 Make them remember this
question as they work on the
phases of this lesson.

E. Discussing New Concepts and Practicing HOW DO YOU LOOK AT DISCUSS: TASK 12 On Using Task 2 Sharing with the Remedial
New Skills #2 LIFE?  How to identify the QUOTATION MARKS. Persona Instruction/Enhancement Activities
Subject of the poem? Instruct them to work with three  Work in groups of five, for reading/Individual
Make them read the following  How to determine the or four of your classmates for imagine you meet the persona. Learning/Cooperative Learning
 quotations and tone/mood of the them to discuss their answers  Share which of the persona’s
poem to the following questions.  insights you would like to
“To be what we are, and to  How to look for the discuss with him
become what we are capable theme of the poem  How are the quotation marks  experiences that made him
of becoming is the only end of read? used in verse No. 1? verse no. change his mind strengthen his
life.” --- Robert Louise 2? resolve about something or see
Svenson  Where are they (open and something about himself and
close quotation marks) others in a new light.
“Life is a big sea full of many positioned in sentences?  Report back to class
fish. I let down my nets and  What are enclosed in
pull.” quotation marks?  How do the
Langston Hughes use of the quotation marks
from verse no.1 differ from
 compare them, then look for verse no.2?
what they have in common.   When do we use a set of
ask them if they agree on what single quotation mark ( ‘ ‘ )?
each suggests and prove their  What are the other uses of
contention. quotation marks?
 Instruct them to report back to
class, and share their findings.
 Give feedback.
F. Developing Mastery Introduce to them the Poem “A DISCUSS: Make them do the QUOTE ME Task 3 Your Turn
(Leads to Formative Assessment 3) Psalm of Life” by Henry “PSALM OF LIFE” exercise as they recall their  Imagine you are a poet
Wardsworth Longfellow a. Subject most liked / interesting lines (at receiving the Medal of Honor
Let the class read the poem in b. The Tone/Mood least three) from the poems Award for the inspirational
chorus c. Theme or general truth explored in class. poem you shared.
observed in life  Next, they’ll Imagine the  Write a speech about how
persona/ poet is personally grateful you are for the award.
Let the learners share their talking to them.  Explain why you came up with
own viewpoints from the poem.  Instruct them to report the masterpiece.
directly what the persona/ poet  Deliver the speech.
is saying by writing these lines  Use correct phrasing,
through using quotation marks. pausing, voice projection, facial
 Give feedback. expression, eye contact and
gestures  Talk about how you
may apply the advice given by
Longfellow in the poem
 What might your life be like if
you were prevented from
pursuing your dreams or goals
 Which personal qualities are
needed to hold on to dreams in
 adversity.
 Report back to class.

G. Finding Practical Applications of This is the time, they can see The Poem “Psalm of Life” let Direct quotations from other In making your audience Remedial
Concepts and Skills in Daily Living why there are changes they us learn the value of labor and people can support the ideas understand your words, you Instruction/Enhancement Activities
are experiencing that are best patience in life. We do not live or arguments of a writer, Direct have to put emphasis on the for reading/Individual
for them and how they will for enjoyment nor sorrow but quotations also enliven short feelings and emotions involved Learning/Cooperative Learning
make them feel great. Make we have to act today for a stories, novels, and other in your lines by following
them see that their physical, better tomorrow. works of fiction, when the correct and proper delivery.
social, emotional and moral characters themselves speak,
changes may lead to their the writing becomes more
personal strengths and exciting.
weaknesses.
H. Making Generalizations and Abstractions BIG Question: The poem talks about how Quotations are significant parts Listeners or the audience will
about the Lesson long, real, earnest life can be, of writing and composition, be given much clarity of your
How can I have a purpose thus, we must do actions in the because it adds more thoughts and stand by
driven life? present with a good heart and emphasis on the meaning and delivering them effectively and
a good faith to God. drama to the flow of the ideas. meaningfully. Just simply follow
correct intonation, rate of
speech, volume and projection.
I. Evaluating Learning Invite them to be active in It’s time for Comparing and YOU SAID IT YOUR FINAL TASK Remedial
Small Group Differentiated Contrasting. Instruction/Enhancement Activities
 Ask them to find a partner,  Your first job is to find a poem for reading/Individual
Work where they’ll work in 6  Clarify to them that finding
and create a brief conversation you feel a connection to and Learning/Cooperative Learning
small groups. Ask them to read similarities and recognizing
they would have on how to you want to enjoy reading in
the poem aloud, and perform differences can help them public.
their assigned task. understand their reaction to have a purpose driven life.
 Think about your purpose;
different persons and  Lead them to create a
that is, you want to share the
information they listened to. discussion with the poet/ “feeling” and the “experience”
 Make them work in small persona about it. of the poem.
groups of 6 as they recall  Make them act out a  Second, review the text to
conversation and present a check the difficult and
another poem they have
written copy of the unfamiliar words.
explored in class and they  Third, make a working script
found interesting. conversation/ dialogue.
where you need to have the
 Have them compare it with A  Remind them to use
copy of the poem.
Psalm of Life by: Henry quotation marks in your  Identify the speaker and what
Wadsworth Longfellow, then dialogue. he/she is trying to say
choose the basic categories  Give feedback.  Point out the tone of voice to
be used
such as: subject, the
 Note where his/her tone might
mood/tone, and viewpoint on change to slowly, fast, soft, or
 general truth in life. loud
 Next, let them compare the  When you read, do not come
specific points that are similar to a full pause but read on to
the next line to complete the
enough to enable you to draw
thought.
effective comparison.  Plan and rehearse. Memorize
and understand the text. Plan
Let the class choose their your movements
preferred poem from the  Consider these criteria as you
previous lessons to be used in read the poem aloud. Voice
the activity. ( quality, projection, volume,
pitch) Delivery ( phrasing,
1. Seven Ages of Man
pausing, intonation, stress)
2. The Battle With Grendel Facial expression, gestures,
eye contact
 Practice reading aloud.
 Read according to
punctuation. Break down the
parts into subject and its
meaning
 Read groups of words for
meaning rather than reading
single words
 Change the tone of your voice
to add meaning to the work
 Be guided by the criteria :
Delivery, Voice, Gestures, and
Facial Expressions
 Read the poem to the class

J. Additional Activities for Application or

Remediation
V. REMARKS ________ Accomplished ________ Accomplished ________ Accomplished ________ Accomplished ________ Accomplished
________ Not Accomplished ________ Not Accomplished ________ Not Accomplished ________ Not Accomplished ________ Not Accomplished
Reason: Reason: Reason: Reason: Reason:

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 students learn?
VI. REFLECTION 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
_____ Explicit Teaching _____Inquiry-Based teaching _____ Think-Pair Share
E. Which of my teaching strategies work _____ Group Collaboration _______ ICT Integration
well? Why did these work?
Others: ____________________
__________ Appropriate teaching strategy
F. What difficulties did I encounter which my
__________ Promoted learners Arrangement
principal or supervisor can help me solve?
__________ Others
_________ Used stimulating IM’s
_________ Video Clips
G. What innovations or localized materials did
_________ Quality Outputs produced/made
I used/discover which I wish to share with
other teachers?
Others: ___________________________