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 6 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 learners demonstrate 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, punctuate marks and interjections to enable him/her to participate actively in 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 Expression, Body Movements/ Gestures and Audience
Contact.
C. Learning .EN9LC-Id-8.4: Agree or EN9VC-Ic-3.8: Infer . EN9LT-Ig-14: Analyze literature as EN9LC-Ib-6.2: Infer
a means of discovering the self
Competencies/Objectives: disagree with the ideas thoughts, feelings and EN9LC-Ig-8.7: Draw generalizations thoughts, feelings and
Write the LC Code for each of the speaker intentions in the and conclusions from the materials intentions of the speaker
listened to
material viewed
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT “The Day of Destiny”
“The Day of Destiny” (from Morte D’ Arthur) “Mother to Son” by “Mother to Son” by
(from Morte D’ Arthur) by Sir Thomas Malory Langston Hughes Langston Hughes
by Sir Thomas Malory
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 Monitor and speaker 2.
Monitor and speaker 2. Handouts 3. Paper and Monitor and speaker 2. Monitor and speaker 2.
Handouts 3. Paper and pen Handouts 3. Paper and Handouts 3. Paper and
pen pen pen

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
IV.PROCEDURES 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.
A. Reviewing Previous Lesson Introduction: A life well lived Introduction: Learning to
or Presenting the New cannot be easily forgotten. Not cope with challenges is
Lesson when you have left a mark so part of enhancing one‘s
noteworthy that enables self. This simply means
people to make a difference
that one needs to be
not only in their lives but more
so in the lives of others. How
aware of, face, and then
would you like to be remove the setbacks,
remembered? What legacy burdens and difficulties
would you leave behind? which at time upset
him/her. This lesson will
guide you in answering
the big question: How
do I cope with
challenges in life?
B. Establishing a Purpose for Analyze how literature 3. Express agreement Listen to the audio Express effective
the Lesson helps in discovering or disagreement to recording of and ways of coping with
oneself 2. Share ideas ideas listened to 4. analyze the poem 2. challenges to enhance
and insights regarding Reflect on the theme of Infer the persona‘s one‘s self 4. Show
the video clip viewed the literary piece by thoughts, feelings and appreciation for the
pondering on one‘s intentions in the poem significant human
possible contribution to experiences
the environment and highlighted and
humanity shared during the
discussion
C. Presenting : PICTURE ANALYSIS : TWISTERS  Work
Examples/Instances of the Look at the picture. in pairs and reflect on
Lesson What could be the the question: ―What
cause of these do you consider as
phenomena? your challenges in
life?‖  Make a list of
at least ten (10)
challenges
 experienced by
students like you. 
Rank the items on
your list in order of
difficulty – with 1 as
the most challenging
and 10 as the least
challenging.  Make a
chart like the one
below and fill it up with
the entries called for.
D. Discussing New Concepts LEND ME AN EAR WHY NOT? Reflect on MEANINGFUL LIFE 
and Practicing New Skills #1 Listen to the video very the following quotation: In your notebook,
well for the second time. answer this question:
Take note of the ideas “Don’t let challenges Do words have the
presented and indicate stop you to take your power to help a
whether they agree or best future.” - person get through
disagree. Anonymous hard/difficult times? In
what way?

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
Practicing New Skills #2 : WHAT‟S IN A
WORD? Below are
words you will find in
the selection you will
read. Match the
words in Column A
with the
corresponding
meanings in Column
B
F. Developing Mastery READING CORNER Read . DIFFERENTIATED MUSICALLY YOURS
(Leads to Formative the text ―A Day of COMPREHENSION WORK Accomplish the Scout for songs that
Assessment 3) Destiny‖ by Sir Thomas CHECK A. Written following group tasks express any of the
Malory. Source: A Journey Questions: Answer based from the poem following experiences:
Through Anglo-American each question in one you read and listened
Literature Learner‘s sentence only. to.
Manual, pp. 52-5
G. Finding Practical MY LEGACIES : MAGIC 8  Work in
 Applications of Concepts and What would your groups of five and find
Skills in Daily Living legacy be? out how familiar you
Accomplish the chart and your group mates
MULL OVER IN GROUPS! below. are with the Magic 8
You will be grouped into ways.  Point out
three (3). Reflect and which of them you
answer these questions already have
about the text experienced as you
face the challenges of
everyday life and as
the basis for self-
improvement.  Jot
down your thoughts
about how your
experiences have
given you a second
chance for self-
enhancement.  Share
your thoughts with
your peers, group
mates, and others.

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 ADVICE COLLAGE! 

With your group, create
a collage based on
your chosen lines or
images from the poem.
 Create photos or
drawings that illustrate
the message that your
group wants to convey
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