Republic of the Philippines

Department of Education
Region I
Schools Division Office
San Carlos City, Pangasinan

DAILY LESSON LOG School: Grade Level

K-12 Teacher: Learning Area

Teaching Dates and Time Quarter

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. OBJECTIVES

A. Content Standard 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 Standard 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 / Expressive:

Objectives ● Practice Pagmamahal (Paglilingkod) in every endeavor and educate learners to eliminate all forms of violence against women.

● Participate actively in all the group and individual activities.

Instructional:
Analyze literature as means of understanding unchanging values in the VUCA (volatile, uncertain, complex, and ambiguous) world.

Demonstrate skill in identifying the Reinforce learning by applying

● Note details from a speech ● Define rhetorical/literary device
rhetorical/literary devices used. what they learned.
manuscript and answer ● Enumerate types of
 comprehension questions rhetorical/literary devices. ICL
correctly. ● Give examples of each
rhetorical/literary device.
II. CONTENT I Have A Dream (Martin Luther Literary Devices
King Jr.)

III. LEARNING RESOURCES

A. References

1.Teacher’s Guide pages

2.Learner’s Materials pages A Journey through Anglo-American

Literature, pp. 186-190.

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
Portal

B. Other Learning Resources ADM SLM Quarter 2 Module 2, ADM SLM Quarter 2 Module 2,
Lesson 1, pp. 4-8 Lesson 1, pp.9-10

https://www.youtube.com/watch?
v=bNBGvaSHWbY

IV. PROCEDURES

A. Reviewing previous Review of previous lessons. Review:

lesson or presenting the
new lesson -Have the learners review lessons Recall the learnings or take-aways
through a quick quiz bee game. of learners about the speech of
B. Establishing a purpose for Dr. Martin Luther King, Jr.
the lesson
 Before Reading

Task 3: Four Pictures, One Idea

Have learners guess the correct

words by analyzing the pictures in
the Learner’s Material on page
186.

C. Presenting During Reading Introduction/Presentation

Examples/Instances of ● Chain reading of the speech
new lesson manuscript. (Pause to ask the ● Play again the speech of Dr. King
questions presented inside the and write on the board some
box) phrases.
● Silent reading while the speech is
being played by the teacher.
D. Discussing new concepts After Reading Teaching-Modelling
and practicing new skills
#1 Guided by the ADM material
● Discussion Points
English 9 Quarter 2 Module 2 –
E. Discussing new concepts - Have the learners answer the “What Is It?” part (page 9) and
and practicing new skills Discussion Points in the SLM on other available references, do the
#2 page 8. following:

▪ Define rhetorical and

literary devices.
Discussion Points
1. What is the central ▪ Discuss the types of
idea/message of this speech?
 2. What particular issues did Dr. rhetorical/literary devices.
King mention in his speech?
▪ Present examples of each
3. What are his dreams for
America? device.
4. What issues did Dr. King address
that are still relevant today
particularly in the Philippines?
5. "I Have a Dream" has inspired a
number of people. What do you
think makes the speech so
inspirational?

(source: CO ADM SLM Quarter 2

Module 2, Lesson 1, p.8)

F. Developing mastery Enrichment/Engagement Activity Review:

Group the learners and have them
(Leads to Formative complete the graphic organizer of ● Review of previous lesson.
Assessment) Activity 3 in the SLM on page 8.

G. Finding practical
applications of concepts Guided Practice 1
and skills in daily living
Have the learners work as a group in
H. Making generalizations doing Task 5.1 A in the LM on page
and abstractions about Presentation and processing of 190.
the lesson outputs.
 Guided Practice 2

Using the same group, have the

learners answer Task 6 in the LM on
page 191.

Presentation and processing of

outputs.

I. Evaluating Learning Review of previous lessons

Independent Practice

See separate sheet for the

Assessment

J. Additional activities for

application and
 remediation

V. REMARKS

VI. REFLECTIONS

A. No. of learners who

earned 80% on the
formative assessment

B. No. of learners who

require additional
activities for remediation
who scored below 80%

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 worked well?
Why did this work?

F. What difficulties did I

encountered 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?
 ENGLISH G9
Quiz No. _____

NAME: ____________________________________________ G9-_________________________

Read the following lines and identify what kind of literary device is used. You may write the letter of your
answer on the space provided for.
A – Metaphor C – Parallelism
B – Analogy D – Repetition
____ 1. Let it snow, let it snow, let it snow. "Oh, woeful, oh woeful, woeful, woeful day! (Romeo and Juliet,
Shakespeare)
____ 2. "Memory is to love what the saucer is to the cup." (The House in Paris, Elizabeth Bowen)
____ 3. Her eyes were diamonds.
____ 4. “Hey! I’m walking here! I’m walking here!” (Midnight Cowboy)
____ 5. People are like stained glass windows. They sparkle and shine when the sun is out, but when the darkness
sets in, their true beauty is revealed only if there is a light from within. (Elisabeth Kubler-Ross)
____ 6. “Her mouth was a fountain of delight.” (The Storm, Kate Chopin)
____ 7. “As cold waters to a thirsty soul, So is good news from a far country." (Proverbs 25:25)
____ 8. “Exhaustion is a thin blanket tattered with bullet holes.” (If Then, Matthew De Abaitua)
____ 9. The horror! The horror! (Heart of Darkness)
____ 10.They flattered him with their mouths; they lied to him with their tongues” (Psalms 78:36)
____ 11.Sand is to beach as water is to ocean.
____ 12.To err is Human, to forgive, divine. (Alexander Pope)

Read the following short selections and identify the author’s purpose (to entertain, to inform, or to
persuade).
13. ________________________
The human sex chromosomes are of the XX-XY pattern. The Y chromosome is much smaller than the X
chromosome. Two types of sperm cells are formed during gametogenesis; half of these have the X chromosome and
the others have the Y chromosome. Every egg cell has an X chromosome; therefore, fertilization determines the sex.
If a Y sperm cell fertilizes the egg, a male develops.

14. ________________________
Dear Tall, Dark and Handsome — This is your lucky day! The girl of your dreams is just a phone call away. I am 5’
10’’, slim, pretty, and only 23. I love pop music, good books, exotic foods, and foreign travel. Give me a ring any day
after 6 P.M. You won’t be sorry.
Your gal, Jackie.

15. _______________________
Thanks, Mrs. Miller, you the best: One time way back in sixth grade math class I had to fart really bad. Me being the
idiot that I am decided that it would be silent. Big surprise it wasn’t. The only person talking was the teacher and she
was interrupted by freaking cannon fire farts. She said she was disappointed I couldn’t hold it in and proceeded to tell
a story of how she taught a famous athlete who did nearly the same thing.
(references: https://www.mdc.edu/kendall/collegeprep/documents2/author's%20purposerev818.pdf, https://thoughtcatalog.com/january-nelson/2018/06/funny-
stories/)