GRADES 1 to 12 School: A.O.

FLOIRENDO NATIONAL HIGH SCHOOL Grade Level: 9

DAILY LESSON LOG Teacher: THEA A. LAMBAYAN Learning Area: ENGLISH
Teaching Dates and Time: October 7-11, 2024 Quarter & Week: Quarter 2, Week 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. CURRICULUM CONTENT, STANDARDS,
CLASSROOM INSTRUCTION CLASSROOM INSTRUCTION CLASSROOM INSTRUCTION CLASSROOM INSTRUCTION CLASSROOM INSTRUCTION
AND LESSON COMPETENCIES
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use
Content Standards 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.
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice,
Performance Standards
Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.
Lesson Objectives: MELC: Identify the social MELC: Identify the social MELC: Identify the social MELC: Identify the social
1. Discuss the issue tackled issues embedded in the issues embedded in the texts issues embedded in the texts issues embedded in the
in the song Mean by Taylor texts texts
Swift;
2. Give the importance of Lesson Objectives: Lesson Objective: Lesson Objectives:
acknowledging pressing 1. Write words and phrases 1. Create a slogan to 1. Identify the social issue Continuation
issues in the society; and that relate to justice and advocate ending racism embedded in the travel
3. Identify the issue tackled empathy, and and discrimination. essay By the Railways Side;
Learning Competencies and Objectives
in the given passages; 2. Listen to the speech I
4. Define social issues; Have a Dream by Martin
5. Enumerate social issues Luther King, Jr. and answer
the country has been the comprehension
facing. questions based on the
speech.

Social Issues: Social Issues: Social Issues:

Content Social Issues Social Issues
Bullying Racism/Discrimination Indifference/Apathy
Integration
II. LEARNING RESOURCES

III. TEACHING AND LEARNING PROCEDURE

SONG PROMPT SPELLING A PENNY FOR YOUR
Duration: 10 minutes Duration: 8 minutes THOUGHTS
The learners will listen to the 1. issue Duration: 7 minutes
song Mean by Taylor Swift. 2. society The students will be asked to
Then, they will process the 3. bullying internalize the quote below
song by answering the 4. empathy and give their thoughts
following questions: 5. justice about it afterwards.
Activating Prior Knowledge (Mind and
1. What does the word 6. discrimination
Mood)
“mean” mean in the song? 7. racism
2. What is the issue faced by 8. poverty
the persona in the song? 9. apathy
3. What does the persona 10. indifference
do when she is faced with
the issue? Do you also do
the same?
GRADE 9 English

Establishing Lesson Purpose (Aims) A PENNY FOR YOUR BUBBLE MAP FYI
THOUGHTS Duration: 8 minutes Duration: 4 minutes
Duration: 10 minutes The students will be paired The teacher will share to the
The teacher will ask the up. Then, they will class that they will be reading
students the following brainstorm on the words an essay entitled By the
questions: Empathy and Justice. They Railway Side by Alice
1. The song Mean tackles will write words or phrases Meynell.
the issue of bullying. In what that you think describe or
other platforms or ways, relate to the two words. ✓ Alice Christiana Gertrude
apart from songs, do we Meynell was an English writer,
hear or see such issues editor, critic, and suffragist,
being tackled? now remembered mainly as
2. What are those other a poet. Though born in
pressing issues? London, she spent most of
3. How important is it to her childhood in Italy, the
acknowledge these issues? setting for this short travel
FYI essay, "By the Railway Side”.
Duration: 4 minutes ✓ By the railway side is a short
The teacher will share to the travel essay by Alice Meynell.
class that they will be It speaks of her experience in
listening to a speech by a train station after alighting
Martin Luther King Jr. She from a train from Tuscany.
will also share to the class ✓ While she was on the
who King is and how platform, she saw a
important of a historical commotion involving a man,
figure he is. a woman and some train
officials. Through the clear
Martin Luther King Jr. Facts imagery shown in her essay, it
✓ Dr. Martin Luther King Jr. can be concluded that the
was born on January 15, man is trying to commit
1929 in Atlanta, Georgia. suicide by jumping on the
✓ He was a Civil Rights railway; that the woman
leader who was known for beside him is his wife; and
his work in organizing that his wife and the train
nonviolent protests and officials are stopping the man
giving inspiring speech to to commit suicide. After the
fight for equal rights for all train has passed, everyone in
people. the train station proceeded
✓ His famous “I Have a to their prior activities.
Dream” speech was
witnessed by the audience
who gathered at the
Lincoln Memorial in 1963 as
part of the March on
Washington.
✓ In a broader scale, the
audience of his speech is
anyone who strive for to
equality for the oppressed
in America. King's speech
GRADE 9 English

heavily focused on the civil

injustices that African
Americans faced then, but
many would claim that
these same issues still exist.
✓ The key themes in the “I
Have a Dream” speech
include freedom for Black
Americans, peaceful
protest, and hope for the
future.

Developing and Deepening WHAT IS IT? I HAVE A DREAM CREATE A SLOGAN VOCABULARY ENHANCEMENT
Understanding (Tasks and Thought) Duration: 15 minutes Duration: 30 minutes Duration: 45 minutes Duration: 5 minutes
The class will be divided into The students will listen to the The students will create a The students will pick out the
eight groups. After which, recording of Martin Luther slogan to help fight racism word which does not belong
each group will be given a King’s speech I Have Dream and discrimination. to the group.
passage that they will and answer the questions
peruse to identify the social during the question stops. Example:
issue it tackles.

BY THE RAILWAY SIDE

Duration: 20 minutes
The students will read silently
the travel essay By the
Railway Side by Alice
Meynell.
Making Generalizations (Abstractions) INTERACTIVE DISCUSSION INTERACTIVE DISCUSSION
Duration: 10 minutes Duration:
1. When do you think we The students will be asked the
can classify an issue as a following questions:
social issue? 1. What is the social issue
tackled in the travel essay?
2. What are the other issues 2. Can you say that it is also
that we classify as social prevalent in our society
ones, specifically in the nowadays? Give example
country? situations.
3. How do we prevent this
from happening?
IV. Evaluation of Learning
Evaluating Learning (Test) COMPREHENSION QUIZ LONG QUIZ
GRADE 9 English

Duration: 10 minutes The students will undergo a

The students will answer a long quiz on social issues.
comprehension quiz about
the content of the speech I
Have a Dream by Martin
Luther King, Jr.
Teacher’s Remarks (Annotations)
Reflection (Gains)

Prepared by: Checked by: Recommending Approval: Noted by:

THEA A. LAMBAYAN GINA V. GALANIDO CRISTINA N. PACATAN CHONALYN C. DOCTORA EdD

Teacher I T-III/English Coordinator MT-I/ JHS Academic Head Principal II