School: CABATUAN INTEGRATED SCHOOL Grade Level: IX

GRADES 1 to 12 Teacher: SHELLA MAR D. BARCIAL Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: Week 3 Quarter: FIRST

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 activities may be done for developing content knowledge
I. OBJECTIVES
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 a 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/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 . EN9OL-1a-1.15: Use EN9OL-1a-1.15: Use . EN9WC-If-9.1: Identify types and
features of poetry
EN9F-Ib-3.1: Produce the
Competencies/Objectives: the appropriate the appropriate correct beat and rhythm
Write the LC Code for each segmentals (sounds of segmentals (sounds of in delivering jazz chants
English) and the English) and the and rap
suprasegmentals or suprasegmentals or
prosodic features of prosodic features of
speech when delivering speech when delivering
lines of poetry and prose lines of poetry and
in a speech choir, jazz prose in a speech
chants and raps choir, jazz chants and
raps
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 Word Stress
Word Stress End Rhyme Internal Rhyme

III. LEARNING 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
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages K to 12 Curriculum Guide K to 12 Curriculum K to 12 Curriculum K to 12 Curriculum
(May 2016) Guide (May 2016) Guide (May 2016) Guide (May 2016)
2. Learner’s Materials Pages A Journey through A Journey through A Journey through A Journey through
Anglo-American Anglo-American Anglo-American Anglo-American
 Literature Learner‘s Literature Learner‘s Literature Learner‘s Literature Learner‘s
Material for English Material for English Material for English Material for English
3. Textbook Pages

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources Manila paper and
Manila paper and marker marker 2. Handouts for Laptop 2. Speaker 3. Laptop 2. Speaker 3.
2. Handouts for the the activity Monitor/Projector Monitor/Projector
activity

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
IV.PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
A. Reviewing Previous Introduction: Do you believe that rhyme adds up to the
Lesson or Presenting beauty of a verse, song, or poem?
the New Lesson

B. Establishing a Define word stress Define word stress Differentiate end rhyme and internal rhyme 2. Analyze Perform a rap
Purpose for the 2. Determine the 2. Determine the what type of rhyme is used in the given lines song containing
Lesson stressed syllables stressed syllables end and internal
in given words 3. in given words 3. rhymes 4.
Appreciate the
Pronounce words Pronounce words
significance of
with correct stress with correct stress using end and
4. Appreciate the 4. Appreciate the internal rhyme in
importance of importance of using composing rap
using correct/proper songs
correct/proper stress in
stress in pronouncing words
pronouncing
words
C. Presenting TASK 1: MIND SPOT THE
Examples/Instances Introduction: Word YOUR RHYMING
of the Lesson stress is SYLLABICATION WORDS Read
considered a What is ―syllable‖ the poem and
―magic key‖ in identify some
in Filipino? Give
pair of rhyming
 understanding samples of Filipino words.
spoken English. words and indicate
Being a part of the the number of
English language, syllables. Provide
it is a tool that the English
non-native equivalent of the
speakers can use words and likewise
to communicate identify the number
accurately and of syllables. Notice
fluently. how the words are
pronounced. Do all
syllables receive
the same degree of
emphasis?
D. Discussing New TASK 2: STRESS STRESS IT OUT! TASK 2: VIEWING TIME Watch a video clip from:
Concepts and BUT DON‟T Based on the first https://www.youtube.com/watch?v=WMcjQYqaeig
Practicing New STRESS! Read activity, answer the
Skills #1 the following following questions
sentences

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
IV.PROCEDURES by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and WHERE‟S MY WORD? TASK 5: GROUP : TAKING NOTE Answer
Practicing New Skills #2 Below is a list of words „EM UP! Sort the the following questions
and jumbled list of stress words assigned to based from the video clip
patterns. With your group, your group you have watched.  What
match and pair the words according to stress is internal rhyme? end
rhyme?  Where are
with their corresponding (first syllable, second
rhyming words located
stress pattern. Post your syllable, etc.) and when internal rhyme is
output on the board and as present your work to present?  Where are
a group, read the words the class. rhyming words located
aloud following the when external rhyme is
assigned stress pattern. present?

F. Developing Mastery CHECKPOINT Answer the .CONDUCT A TEACHER-MADE Direction: Identify whether the lines WRITING LINES 1. Each
TEST contain end rhyme or internal rhyme.
(Leads to Formative following in your ¼ sheet of you will be given a word
Assessment 3) of paper. in a strip of paper. Find
your partner in the class by
looking for the person
holding the word that
rhymes with yours. 2.
 Working in pair, create a
set of two lines (couplet)
using the rhyming words
you picked to create end
rhyme and another pair of
lines (couplet) using the
same words to create
internal rhyme
G. Finding Practical
Applications of Concepts and
Skills in Daily Living

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
V. PROCEDURES by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
H. Making Generalizations and
Abstractions about the
Lesson

I. Evaluating Learning RHYME IN A RAP The MORE PRACTICE Read the following
excerpts carefully. Then, underline the
class will be grouped into words that rhyme. Identify whether they
five. Each group will are end rhyme or internal rhyme.
compose a rap song using
end and internal rhyme. Be
guided by the rubric for rap
presentation

J. Additional Activities for .

Application or Remediation

VI.REMARKS
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
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
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I use/discover which
I wish to share with other teachers?

Prepared by:

SHELLA MAR D. BARCIAL Noted:

Teacher I
JOHNSON E. CABANGON
Principal II