Annex 2B.3 to DepEd Order No. 42, s.

2016
School CMIS- Sto. Rosario Grade Level Grade 9
GRADES 1-12 Teacher Dina C. Divina Learnng Area ENGLISH
DAILY LESSON LOG
Teaching Dates and Time June 18-22, 2018 Quarter First

I. OBJECTIVES Day 1 Day 2 Day 3 Day 4

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
A. Content Standards
and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.

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
B. Performance Standards
Audience Contact.

A. EN9LT-If-14: Analyze literature as a means of A. EN9LT-Ia-14.1: Identify the distinguishing features of A. EN9OL-Ic-1.15: Use the appropriate segmentals
discovering the self notable Anglo-American lyric poetry, songs, poems, (sounds of English) and the suprasegmentals or prosodic
A. EN9LC-Ia-8: Process information mentioned in the text
B. EN9VC-If-19: Assess the relevance and worth of ideas sermons, and allegories features of speech when delivering lines of poetry and
C. Learning Competencies/Objectives presented in the material listened to/viewed B. EN9LT-Ic-2.2: Explain how the elements specific to a prose in a speech choir, jazz chants and raps
listened to
B. EN9LC-Ia-3.6: Perform a task by following instructions
C. EN9LC-If-8.2: Judge the relevance and worth of ideas genre contribute to the theme of a particular literary B. EN9F-Ic-3.1: Produce the correct beat and rhythm in
presented selection delivering jazz chants and raps

II. CONTENT Agreement and Disagreement Normal and Inverted Word Order The Battle with Grendel Debate

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages

2. Learner's Materials pages 9 17 10 and 15 10 and 15

3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal

B. Other Learning Resources Rubrics Audio-visual presentation Audio-visual presentation Copy of the It's Got To Be Somewhere Activity

IV. PROCEDURES
Tell students to give the overview of the previous lesson, Assign students to give the recap on yesterday's topic on Tell students to give the overview of the previous lesson,
A. Reviewing previous lesson or presenting the new lesson The Seven Ages of Man by William Shakespeare.
Post a picture and call some students to describe it.
figures of speech. rhyming words and prosodic features of speech.

Pose these motive questions: "What is your favorite stage Pose these motive questions: "Which staement from your Pose the motive question: "What makes you listen to Pose the motive question: "How does it feel to hear words
B. Establishing a purpose for the lesson of man and why? classmates is more appealingt Why?" someone?" and phrases repeated over and over again?"

C. Presenting examples/ instances of the new lesson Present and explain the rubrics. Present a rap song about Figures of speech. Present the It's Got To Be Somewhere Activity.

D. Discussing new concepts and practicing new skills #1 Introduce the concept. Introduce the concept. Present the Rubrics.

Day 1 Day 2 Day 3 Day 4

Have the students write at least three sentences using three
E. Discussing new concepts and practicing new skills #2 of the figures of speech presented.

Let students identify the figures of speech and rhymes used Let them group themselves and discuss the intructions
F. Developing mastery (Leads to Formative Assessment Let the students have a five-to-ten-minute practice. 1-10-item quiz
in the songs presented. given in the activity.

Present words on the board. Group the class into two. Read
G. Finding practical applications of concepts and skills in Let the students share their insights as to where and when the words first. Then, instruct each group to read the words
Let the students present their assigned tasks.
daily living can they use the different figures of speech. again. The group which has the most number of correct
pronunciation, stress, and intonation wins.

Complete the following sentence...

Complete the following sentence...
H. Making generalizations and abstractions about the lesson Today, I realized that figures of speecht are __________
Today, I realized that rhyming words and prosodic features
of speech __________

Have the other group evaluate the others by giving a one- Have the students do the It's Got To Be Somewhere
I. Evaluating learning to-two-sentence feedback.
1-15-item quiz
Acivity.

Ask students toInstruct students to accomplish the activities

J. Additional activities for application or remediation on pages 11 to 14 of their Anglo-American Literature
Module.

V. REMARKS
VI. REFLECTION
Section No. of Learners Section No. of Learners Section No. of Learners Section No. of Learners
Integrity Integrity Integrity Integrity
A. No. of learners who earned 80% in the evaluation Fidelity Fidelity Fidelity Fidelity
Loyalty Loyalty Loyalty Loyalty
Justice Justice Justice Justice

Section No. of Learners Section No. of Learners Section No. of Learners Section No. of Learners

B. No. of learners who require additional activities for Integrity Integrity Integrity Integrity
remediation Fidelity Fidelity Fidelity Fidelity
Loyalty Loyalty Loyalty Loyalty
Justice Justice Justice Justice
Section YES NO Section YES NO Section YES NO Section YES NO
Integrity Integrity Integrity Integrity
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson Fidelity Fidelity Fidelity Fidelity
Loyalty Loyalty Loyalty Loyalty
Justice Justice Justice Justice

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did

these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?
Annex 2B.3 to DepEd Order No. 42, s. 2016
School CMIS- Sto. Rosario Grade Level Grade 9
GRADES 1-12 Teacher Dina C. Divina Learnng Area ENGLISH
DAILY LESSON LOG
Teaching Dates and Time July 2-6, 2018 Quarter First

I. OBJECTIVES Day 1 Day 2 Day 3 Day 4

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
A. Content Standards
and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.

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
B. Performance Standards
Audience Contact.

A. EN9LT-Ia-14.1: Identify the distinguishing features of A. EN9OL-Ic-1.15: Use the appropriate segmentals
notable Anglo-American lyric poetry, songs, poems, (sounds of English) and the suprasegmentals or prosodic
A. EN8LT-IVc-13.1: Identify the distinguishing features
A.EN9SS-Ie-1.5.1: Skim to determine key ideas and sermons, and allegories features of speech when delivering lines of poetry and
C. Learning Competencies/Objectives author’s purpose B. EN9LT-Ic-2.2: Explain how the elements specific to a
found in religious texts, epics, myths, drama, and short
prose in a speech choir, jazz chants and raps
stories contributed by South and West Asian writers
genre contribute to the theme of a particular literary B. EN9F-Ic-3.1: Produce the correct beat and rhythm in
selection delivering jazz chants and raps

II. CONTENT DEAR Monday Normal and Inverted Word Order Lyric and Epic Poem The Battle with Grendel

III. LEARNING RESOURCES

A. References

1. Teacher's Guide pages

2. Learner's Materials pages 17 41-42 34-40

3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal

B. Other Learning Resources Reader's Digest Asia Visual Aids Audio-visual presentation Audio-visual presentation

IV. PROCEDURES
Assign students to give the recap about agreement and Assign students to give the recap on yesterday's topic on Assign students to give the recap on yesterday's topic on
A. Reviewing previous lesson or presenting the new lesson disagreement. normal and inverted word order. figures of speech

Pose these motive questions: "Do people always agree with

Pose the motive question: "What do you notice with the
Pose the motive question: "Why is it important for you to Pose the motive question: "Is it possible to express thoughts one another? What usually causes their disagreement?
B. Establishing a purpose for the lesson read?" and ideas in different ways? Give specific examples."
poems we have already discussed? Are the structures of
What do you think will happen if people will just agree
poems the same? "
with one another?"

Present these example sentences: "The file is here…Here is

C. Presenting examples/ instances of the new lesson the file." Let the students share their observation on the two Present a video clip about lyric and epic poem. Present pictures of the hottest social issues.
sentences.

D. Discussing new concepts and practicing new skills #1 Discussing the instructions for the DEAR Monday Activity. Introduce the concept. Introduce the concept. Introduce the concept of agreement and disagreement.

Day 1 Day 2 Day 3 Day 4

E. Discussing new concepts and practicing new skills #2 Have the students watch a debate video.

Have the students read any article on the Reader's Digest

F. Developing mastery (Leads to Formative Assessment Asia magazine
1-10-item quiz 1-10-item quiz 1-10-item quiz

Have a student give an idea or issue. Let one student agree

G. Finding practical applications of concepts and skills in
with the given idea. Let another student disagree with the
daily living given idea.

Complete the following sentence... Complete the following sentence... Complete the following sentence...
H. Making generalizations and abstractions about the lesson Today, I realized that Normal and Inverted Word Order Today, I realized that Lyric and epic poems Today, I realized that agreement and disagreement
__________________________________ ____________________________________ __________

Tell the students to make a debate video about any issue

I. Evaluating learning that appeal to them.

Instruct students to construct five sentences using the Instruct students to have an advance reading of the next
J. Additional activities for application or remediation normal word order. Then, have them convert it into lesson: The Battle with Grendel pages 34 to 38 of their
inverted word order. Anglo-American Literature Module.

V. REMARKS
VI. REFLECTION
Section No. of Learners Section No. of Learners Section No. of Learners Section No. of Learners
Integrity Integrity Integrity Integrity
A. No. of learners who earned 80% in the evaluation Fidelity Fidelity Fidelity Fidelity
Loyalty Loyalty Loyalty Loyalty
Justice Justice Justice Justice

Section No. of Learners Section No. of Learners Section No. of Learners Section No. of Learners

B. No. of learners who require additional activities for Integrity Integrity Integrity Integrity
remediation Fidelity Fidelity Fidelity Fidelity
Loyalty Loyalty Loyalty Loyalty
Justice Justice Justice Justice
Section YES NO Section YES NO Section YES NO Section YES NO
Integrity Integrity Integrity Integrity
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson Fidelity Fidelity Fidelity Fidelity
Loyalty Loyalty Loyalty Loyalty
Justice Justice Justice Justice

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did

these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?