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Grade 9 English Daily Lesson Log

The document is a Daily Lesson Log for Grade 9 English at Lumbo National High School, detailing the teaching plan for the week of September 2-6, 2019. It outlines objectives, content standards, learning competencies, and procedures for each day, focusing on adverbs and their application in Chamber Theatre presentations. The log includes assessments, learning resources, and reflections on teaching effectiveness and student progress.

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Joenah Lou Jandag

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0% found this document useful (0 votes)

17 views140 pages

Grade 9 English Daily Lesson Log

Uploaded by

Joenah Lou Jandag

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOC, PDF, TXT or read online on Scribd

GRADES 1 to 12 School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9

DAILY LESSON LOG Teacher: JOENAH LOU J. JANDAG Learning Area: English
Teaching Dates and September 2 – 6, 2019 Quarter: 2
Time:
OBJECTIVES 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 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 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 The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal
Standards: strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
C. Learning EN9G – l l a – 19: Use adverbs. EN9G – l l a – 19: EN9G – l l a – 19: Use adverbs.
Competencies/Objectiv EN9G – l l a – 19: Use Use adverbs.
es: ICL adverbs.
Write the LC Code for
each
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
I. CONTENT tackled in a week or two.

Lesson 1.Finding Others’ Greatness

II. LEARNING RESOURCES 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 concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept
development.
A. References
1. Teacher’s Guide P75-89 P75-89 P75-89 P75-89
Pages
2. Learner’s Materials P119-132 P119-132 P119-132 P119-132
Pages
3. Textbook Pages P119-132 P119-132 P119-132 P119-132
4. Additional Materials
from Learning
Resource (LR) portal

None – textbook None – textbook only

only

Page 1 of 140
Non Text Only

GRADES 1 to 12 School: LUMBO NATIONAL HIGH Grade Level: 9

DAILY LESSON LOG SCHOOL
Teacher: JOENAH LOU J. JANDAG Learning English
Area:
Teaching Dates September 2 – 6, 2019 Quarter: 2
and Time:
III. PROCEDURES 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 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 Let students read the Let students read Review on the adverbs Give strips of paper to students. Let
Lesson or Presenting texts in the book. the lines of the of place and time. them find their pair. Let them read
the New Lesson song given to their share.
them and let them
familiarize those
words.
B. Establishing a Ask: Read the lesson Ask: Give them time to perform what is
Purpose for the What is the italicized What is the italicized indicated in the paper give to them.
objectives of
Lesson word given? word given?
the day.

C. Presenting What are adverbs? Work by pair. Let What are adverbs? Let them perform by pair.
Examples/Instances the students act Example:
of the Lesson Dance - gracefully
what is written in
their bond paper.
Page 2 of 140
D. Discussing New Let students have an Discuss the Let students have an Introduce the song entitled
Concepts and overview of the lesson through overview of the ADVERBS.
Practicing New Skills adverbs. adverbs.
the song
#1
Adverbs.
Let them sing it.

GRADES 1 to 12 School: LUMBO NATIONAL HIGH Grade Level: 9

DAILY LESSON LOG SCHOOL
Teacher: JOENAH LOU J. JANDAG Learning English
Area:
Teaching Dates and September 2 – 6, 2019 Quarter: 2
Time:
IV. PROCEDURES 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 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 Discuss adverbs of Extract the meaning Discuss adverbs Let them sing.
Concepts and place and adverbs of of manner and
of the adverb from
Practicing New Skills time. adverbs of
#2 the song and its kind frequency.
by extracting
information from the
song.

F. Developing Mastery Let students give their Give the kinds of Let students give Ask them on what are adverbs
(Leads to Formative own examples on: their own based on the song.
Assessment 3) adverbs of time adverbs based examples on:
Page 3 of 140
Adverbs from the song and adverbs of
of place manner
discuss the
missing one. Adverbs of
frequency
G.Finding Practical Let them make their Give additional Let them make Discussion of adverbs.
Applications of own sentences through their own Tells when
activities to the
Concepts and Skills in their adverbs given.. sentences Tells how
Daily Living students. Let them go through their Tells where
to the board and adverbs given.. Tells to what extent
paste the adverb as to
where it belong.

GRADES 1 to 12 School: LUMBO NATIONAL HIGH Grade Level: 9

DAILY LESSON LOG SCHOOL
Teacher: JOENAH LOU J. JANDAG Learning Area: English
Teaching Dates September 2 – 6, 2019 Quarter: 2
and Time:
IV. PROCEDURES 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 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 Complete the Summarize the Let the students copy Do drills on adverbs.
Abstractions about the sentence: the sentences on the Teacher-made quiz on
lesson through
Lesson Today, I realized… board. adverbs
asking questions
and make
generalizations.
Page 4 of 140
I. Evaluating Learning Let the students copy Work by pair. Let them rewrite Let students form 4 groups.
the sentences on the sentences and insert With the given piece of poem
board. Make a very brief the adverbs of place containing adverb, let them
dialogue using and time. portray the following:
Group 1 – Interpretative
adverbs and Dance
present it to the Group 2: Simulation/Role
Play
class. Group 3: Jingle
Group 4: Verse Choir
J. Additional Activities for Let them rewrite Assignment in Check answers..
Application or Remediation sentences and insert activity notebook.
the adverbs of place
and time.
Identify what kind of
adverb is in the
table. Choose 10 and
make a sentence out
of it.

V. REMARKS

GRADES 1 to 12 School: LUMBO NATIONAL HIGH Grade Level: 9

DAILY LESSON LOG SCHOOL
Teacher: JOENAH LOU J. JANDAG Learning English
Area:
Teaching Dates September 2 – 6, 2019 Quarter: 2
and Time:
VI. REFLECTION 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 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

Page 5 of 140
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 these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?

Prepared by: Observed by:

JOENAH LOU J. JANDAG OPHELIA J. ANG

Teacher School Head

September 4, 2019
Date of Observation
(Grade 9 – Tenacity/ 8:30 – 9:30 am)

School: LUMBO NATIONAL HIGH Grade Level: 9

SCHOOL

Page 6 of 140
Teacher: JOENAH LOU J. JANDAG Learning English
Area:
Teaching Dates September 10 – 14, 2018 Quarter: 2
GRADES 1 to 12 and Time:
DAILY LESSON LOG
I. OBJECTIVES 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 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 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 Standards: 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 EN9RC-IIb-19: Get EN9LT-IIb-15: Analyze EN9OL-IIb-3.7: Employ EN9VC-IIb-21: Summarize
Competencies/Objectives: information from various literature as a means of varied verbal and non- the information contained
Write the LC Code for each print media like brochures, Remedial/Enhancement valuing other people and verbal strategies to in the material viewed.
pamphlets, periodicals, and Reading Schedule/ICL their various circumstances EN9V-IIb-27: Give the
create impact on the
audio-video recordings. appropriate communicative
in life. audience while
EN9LC-IIb-11.1: Listen to styles for various situations
get important information
EN9LT-II0-14.2: Explain delivering lines in a (intimate, casual,
from argumentative/ how the elements specific to Readers Theatre or in a conversational,
persuasive texts. a selection build its theme. Chamber Theatre. consultative, frozen).
EN9LC-IIb-2.8: Make
inferences from what was
said.
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
Lesson 2: Observing Others’ Circumstances
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 concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide Pages P86-89 P86-89 P86-89 P86-89
2. Learner’s Materials P133-143 P133-143 P133-143 P133-143
Pages
3. Textbook Pages P133-143 P133-143 P133-143 P133-143
4. Additional Materials
from Learning Resource
(LR) portal

Page 7 of 140
B. Other Learning Resources Pictures None – textbook only None- textbook only None- textbook only
(Note: RETEACH)

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Establishing a Purpose Share your observations Motive question: Give them time to Let the students read the
for the Lesson on the pictures. “How does the persona perform what is indicated poem on pp135-136 of
deal with the in the paper give to them. the LM.
circumstance he is in?”

C. Presenting Ask: Share answers in pairs. Let them perform by pair. Group activity:
Examples/Instances of As a teenager, how do Example: Let the students pick out
the Lesson you converse with your Dance - difficult words in the
parents? With your gracefully poem entitled “The Man
peers? with the Hoe”.

D. Discussing New Call two pairs to share Let the students pick Introduce the song Discuss:
Concepts and Practicing their answers. lines from the poem that entitled ADVERBS. List of difficult words from
New Skills #1 captures their attention. the poem.

Page 8 of 140
IV. PROCEDURES 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 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 Create a dialogue Elaborate the meaning of Let them sing.
Concepts and Practicing between teenager and the pick lines from the Using difficult words in a
New Skills #2 parents; teenagers and poem. sentence.
peers. Remedial/Enhancement
Reading Schedule/ICL

F. Developing Mastery Engage the students in Discuss: Ask them on what are Call the two pairs to
(Leads to Formative the discussion by What do those lines adverbs based on the present their output in
Assessment 3) processing the questions mean to you? song. class.
from p137 of the LM.

G.Finding Practical Sharing of answers in Share answers with Discussion of adverbs. Ask:
Applications of pairs. partner. Tells when What have you learned

Page 9 of 140
Concepts and Skills in Tells how from the dialogue that
Daily Living Tells where you have created?
Tells to what
extent

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Evaluating Learning Ask: Group activity: Let students form 4 groups. Let students form 4 groups.
How do you view other Present answers through With the given piece of With the given piece of
people’s circumstances? news report. poem containing adverb, let poem containing adverb, let
them portray the following: them portray the following:
Group 1 – Interpretative Group 1 – Interpretative
Dance Dance
Group 2: Simulation/Role Group 2: Simulation/Role
Play Play
Group 3: Jingle Group 3: Jingle
Group 4: Verse Choir Group 4: Verse Choir
J. Additional Activities for Rethink their responses on Group activity: Read in advance the poem
Application or the said question. Present answers through “Sonnet 29” on p137 of the
Remediation news report. LM.

Page 10 of 140
VI. REMARKS

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

Page 11 of 140
Prepared by: Checked by:

JOENAH LOU J. JANDAG EDWIN Z. DELIG

Teacher School Head

School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9

Teacher: JOENAH LOU J. JANDAG Learning English
Area:
GRADES 1 to 12 Teaching Dates September 18- 22, 2017 Quarter: 2
DAILY LESSON LOG and Time: 1:00 – 2:00 (mwtHf) G9 - Trustworthy
I. OBJECTIVES 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
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 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 Standards: 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 EN9RC-IIc-19: EN9LT-IIc-15: Analyze EN9F-IIc-3.11.1: Use the EN9VC-IIc-21: Summarize
Competencies/Objectives: Get information from literature as a means of correct production of the information contained
Write the LC Code for each various print media like valuing other people and English sounds: vowels in the material viewed.
brochures, pamphlets, Remedial/Enhancement their various circumstances sounds, consonant sounds, EN9V-IIc-27:
periodicals, and audio- Reading Schedule/ICL in life. diphthongs, etc. Give the appropriate
video recordings. EN9LT-IIc-2.2: Explain how EN9G-IIb-19: Use adverbs communicative styles for
EN9LC-IIc-3.12/3.14: Listen the elements specific to a in narration various situations
to paraphrase and genre contribute to the (intimate, casual,
summarize information theme of a particular conversational,
from persuasive texts. literary selection. consultative, frozen).
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
II. CONTENT tackled in a week or two.

Lesson 3: Feeling For Others

Page 12 of 140
III. LEARNING RESOURCES 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 concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development.
A. References P90-102
1. Teacher’s Guide Pages P90-102 P90-102 P90-102 P144-168
2. Learner’s Materials P144-168 P144-168 P144-168 P144-168
Pages
3. Textbook Pages P144-168 P144-168 P144-168
4. Additional Materials Task sheet
from Learning Resource
(LR) portal
B. Other Learning Resources Pictures Copy of the text PowerPoint presentation

School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9

Teacher: JOENAH LOU J. JANDAG Learning English
Area:
GRADES 1 to 12 Teaching Dates September 18 - 22, 2017 Quarter: 2
DAILY LESSON LOG and Time: 1:00 – 2:00 (mwtHf) G9 - Trustworthy
IV. PROCEDURES 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 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. Discussing New Let them watch “The Group activity: Present your answers to Let the students share
Concepts and Practicing Hunger Games” movie. Draw your the class. their observation of the
New Skills #2 understanding/interpretati role play in each group.
Remedial/Enhancement on about the story.
Reading Schedule/ICL

B. Developing Mastery Divide the class into five Let the students explain Each group in the class Ask them follow-up
Page 13 of 140
(Leads to Formative groups and discuss the their drawing in the will justify their answers. questions to draw out
Assessment 3) important events in the group. ideas.
story.

C. Finding Practical Present the output of the Write important points Ask: Complete the sentence:
Applications of group to the class. from the drawing. What images do you see, From the role play, I have
Concepts and Skills in hear, feel, taste, and learned that…
Daily Living smell in the story?

School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9

Teacher: JOENAH LOU J. JANDAG Learning English
Area:
GRADES 1 to 12 Teaching Dates September 18 - 22, 2017 Quarter: 2
DAILY LESSON LOG and Time: 1:00 – 2:00 (mwtHf) G9 - Trustworthy
V. PROCEDURES 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 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.
D. Making Generalizations Ask: Ask: Complete the sentence: Each group must write the
and Abstractions about What is the message of the What have you learned from I have learned that… significant event from the
the Lesson movie? the interpretation of the role play.
Remedial/Enhancement story?
Reading Schedule/ICL

E. Evaluating Learning Create a role play about the Present your output. Do the group sharing. Do the group sharing
message of the movie.

Page 14 of 140
F. Additional Activities for Make a script. Reflect: Reflect: Checking of answers about
Application or From the story, I learned From the story, I learned the significant events in the
Remediation that… that… role play.

VI. REMARKS

VII. REFLECTION 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 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.
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who require
additional activities for
remediation
J. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
K. No. of learners who continue
to require remediation
L. Which of my teaching
strategies work well? Why did
these work?
M. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
N. What innovations or localized
materials did I used/discover
which I wish to share with

Page 15 of 140
other teachers?

Prepared by: Checked by:

JOENAH LOU J. JANDAG EDWIN Z. DELIG, HT III

Teacher School Head

School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9

Teacher: JOENAH LOU J. JANDAG Learning English
Area:
GRADES 1 to 12 Teaching Dates Quarter:
September 5-9, 2016 (week 3) 2
DAILY LESSON LOG and Time:
9:50-10:50/1:00-2:00/2:00-3:00
I. OBJECTIVES 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 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 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 Standards: 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 EN9RC-IId-19: EN9VC-IId-22: Agree or EN9LT-IId-15: Analyze EN9F-IId-3.11.1: Use the Remedial/Enhancement
Competencies/Objectives: Get information from disagree with the ideas literature as a means of correct production of Reading Schedule/ICL
Write the LC Code for each various print media like presented in the material valuing other people and English sounds: vowels
brochures, pamphlets, viewed. their various circumstances
sounds, consonant
periodicals, and audio- EN9V-IId-27: in life.
sounds, diphthongs, etc.
video recordings. Give the appropriate EN9LT-IId-2.2.1: Express
EN9LC-IId-11.2: Anticipate communicative styles a appreciation for sensory EN9G-IId-19: Use
the points that will be situation (intimate, casual, images used. adverbs in narration.

Page 16 of 140
made based on the conversational,
speaker’s purpose. consultative, frozen).
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
Lesson 4:Supporting Other’s Advocacies
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 concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
D. References
1. Teacher’s Guide Pages P103-111 P103-111 P103-111 P103-111
2. Learner’s Materials P169-183 P169-183 P169-183 P169-183
Pages
3. Textbook Pages P169-183 P169-183 P169-183 P169-183
4. Additional Materials
from Learning Resource
(LR) portal
E. Other Learning Copy of the text Task sheet Copy of the text PowerPoint presentation
Resources

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Establishing a Purpose for Ask the students to share Read the selection about Discuss: Do the group sharing about
the Lesson with the class their personal Ida B. Wells - Barnett and Use conditionals in the task given
opinion about the ideas Her Passion for Justice on expressing arguments and
presented in the video clip pages 173 -175 of the LM fallacies

C. Presenting Provide worksheets and Do task 5 Crafting a Read the essay about Create any discourse.(role
Examples/Instances of the Work on the concept of Timeline on page 176 of the helping others-”The time to play, panel discussion or
Lesson justice (to be written LM help is now” on page 178- story telling) about asking
vertically down the side of a 179 of the LM any support for a certain
page) advocacy.

Page 17 of 140
D. Discussing New Concepts Let the students read the Discuss: Ask? Give time to master their
and Practicing New Skills quotation on the board. piece.
#1 ( “Silence speaks louder Different types of short What is the essay all about?
than words.”) prose How did the writer develop
her main point?

School: Grade Level: 9

Teacher: Learning English
Area:
GRADES 1 to 12 Teaching Dates September 12-16, 2016 Quarter: 2
DAILY LESSON LOG and Time:
IV. PROCEDURES 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 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 Sharing of thoughts about Ask: Ask the students the Remedial/Enhancement
and Practicing New Skills the quotation about “Silence From the selection being Scrutinize the message improvement of their work. Reading Schedule/ICL
#2 speaks louder than words.” read, analyze what kind of from the essay.
prose it is?

F. Developing Mastery Discuss: Let the students justify their Make a news report about Give them follow up
(Leads to Formative answers the message based on the questions for better
Assessment 3) The importance of pausing essay. understanding about their
or timing in speaking work

Page 18 of 140
G. Finding Practical Post varied quotations Group activity: Group sharing about the Present the rubrics for their
Applications of Concepts about supporting or helping Ask the students to said topic output.
and Skills in Daily Living others scrutinize the message of
. the selection.

School: Grade Level: 9

Teacher: Learning English
Area:
GRADES 1 to 12 Teaching Dates September 12-16, 2016 Quarter: 2
DAILY LESSON LOG and Time:
IV. PROCEDURES 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 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 Read the quotations and Create a Finalize the output of the Group presentation on their Remedial/Enhancement
and Abstractions about observe proper pausing. commercial/advertisement group. works. Reading Schedule/ICL
the Lesson based from the selection
being read.

I. Evaluating Learning Incorporate what they have By group: read parts in the Let the students have their Today, I have learned that
learned in the previous script according to group practice about their _________________.
lessons about stress and characters. presentation
intonation.

J. Additional Activities for Make your own quotation Finalize your advertisement Presentation of the group. Summarize all of the
Page 19 of 140
Application or about justice. about the message of the important concepts and
Remediation selection. facts learned in the lesson.

V. REMARKS

School: Grade Level: 9

Learning
Teacher: Area: English
GRADES 1 to 12 Teaching Dates
DAILY LESSON LOG and Time: September 5-9, 2016 Quarter: 2

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 these work?
F. What difficulties did I
encounter which my
Page 20 of 140
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?

Page 21 of 140
School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9
JOENAH LOU J. JANDAG Learning
Teacher: Area: English
GRADES 1 to 12 Teaching Dates September 17- 21, 2018
DAILY LESSON LOG and Time: Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a
deeper appreciation of Philippine Culture and those of other countries.
A. Content Standards: 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 Standards: 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 Express opinions through EN9LT-IIIa-16: Analyze EN9RC-IIg-5: Interpret Compose an essay. Remedial/Enhancement
Competencies/Objective extemporaneous literature as a means of information found in non- Reading Schedule/ICL
s: speaking activity connecting to the world. linear texts such as
Write the LC Code for each IIIa-6.1: Extract important diagrams, maps, charts,
information from etc.
argumentative/ persuasive
texts
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
Lesson 5 : Seeking Justice for Others
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
III. LEARNING
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
RESOURCES
learning promotes concept development.
A. References
1. Teacher’s Guide Pages P112-122 P112-122 P112-122 P112-122

2. Learner’s Materials P 172 P 173- 175 P 176 - 177 P 178-179

Pages
3. Textbook Pages P 172 P 173 - 175 P 176 - 177 P 187-179
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning None – Textbook only None – Textbook only None – textbook only Textbook and activity
Page 22 of 140
Resources sheets

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Developing Mastery
(Leads to Formative Perform sample The teacher may present Study the table and talk Students point out the
Assessment 3) extemporaneous. the list of events in the about the column on author’s experience on
story. Students will storm. helping others. What
arrange them Which storms do the were his personal
accordingly. students remember? experiences?
Why?
C. Finding Practical
Applications of Extemporaneous Noting details and Interpreting graphs and Noting details and
Concepts and Skills in speaking activity skill is arrangement of events charts is an important arrangement of events
Daily Living very useful in any job according to the story are skill. It is even part of according to the story are
interview or project relevant skills in any achievement tests. relevant skills in any
proposal, defense of reading activity. reading activity.
investigatory project…

Page 23 of 140
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 students which you can infer from formative assessment
IV. PROCEDURES
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.
D. Making Generalizations Ask: Remedial/Enhancement
and Abstractions about I realized that leaning Data found on graphs are Expressing or sharing Reading Schedule/ICL
the Lesson How does it feel when how to take note and very well organized. personal experiences in
you express your own arrange events in the _____ the form of essay writing.
idea? When you speak story help me ____________________
English? ____________________ __
_
____________________ Venn diagram shows
_. data
____________________
_.
E. Evaluating Learning 1 whole ½ crosswise
The extemporaneous Teacher-made quiz on Refer to the same table.
speaking activity is arrangement of events. What were the
graded. Study data about flood. experiences of the author
What is your stand about Which years showed so on the call of helping
discrimination? much flooding? Which others?
Make example hotel have less? What challenges did he
policy that shows fairness Why do you think is this encounter?
and equality. happening?
F. Additional Activities for
Application or Read in advance “Ida .
Remediation Wells- Barnett and Her
Passion for Justice” p.
173-175.

Page 24 of 140
V. REMARKS

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
these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

Prepared by:
Page 25 of 140
JOENAH LOU J. JANDAG
Teacher

Checked by:
\

EDWIN Z. DELIG
School Head

School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9

JOENAH LOU J. JANDAG Learning
Teacher: Area: English
GRADES 1 to 12
Teaching Dates September 24- 28, 2018)
DAILY LESSON LOG
and Time: Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation
of Philippine Culture and those of other countries.
A. Content Standards: 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 Standards: 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 EN9LT-IIIa-16: Analyze EN9LT-IIIa-16: Analyze Literary Devices. Identify and use the Remedial/Enhancement
Competencies/Objectives: literature as a means of literature as a means of different kinds of Present Reading Schedule/ICL
Write the LC Code for each connecting to the world. connecting to the world. conditional statements.

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 Lesson 6: Overcoming Indifference
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
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

Page 26 of 140
A. References
1. Teacher’s Guide Pages P124-128 P124-128 P124-128 P124-128
2. Learner’s Materials P 185 P 186-190 P 190 – 191 P 192
Pages
3. Textbook Pages P 185 P 186-190 P 190- 191 P 192
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources None – Textbook only None – Textbook only Textbook and activity Textbook and activity
sheets sheets

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Establishing a Purpose
for the Lesson Find the reflection of the Value a just and humane Identify the literary Use conditional
song into our world, our world for us. devices found in the statements in expressing
community. speech I Have a Dream”. message.

C. Presenting
Examples/Instances of Provide the copy of the What forms of social Provide several examples Provide examples and

Page 27 of 140
the Lesson song “Imagine” injustice have you known for each of the literary drills on the verb forms to
or observed? device. use for each type.
Play the song and let the
students sing with the
lyrics.
D. Discussing New
Concepts and Practicing Identify the persona of Gather background of the Students give their own Give the formula of
New Skills #1 the song. life of the writer, Martin examples on the literary forming present real
What group of people Luther King, Jr. devices discussed in the conditional statements.
does he represent? class. Give fill-in the blanks drill.

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 students which you can infer from formative assessment
IV. PROCEDURES
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. Making Generalizations Ask: Remedial/Enhancement
and Abstractions about Now, when I sing my Martin Luther King Jr.’s Give the similarities and Reading Schedule/ICL
the Lesson favorite song, I realized dream is also my Why do authors make differences of the 2
that _______ use of the literary devices conditional statements.
____________________ ____________________ in conveying their
__ _ message to the world?
____________________ I am sad with what I saw
__ in the world today, like
_____
____________________
__.
F. Evaluating Learning
Give the same song. ½ crosswise Teacher may use Use teacher-made quiz
Ask: teacher-made quiz in on the use of Present real
Page 28 of 140
Write your response to What can you contribute making the students conditional statements,
the message of the song. for us to have a identify literary devices in and the present unreal
You can express respectful community? the sentences or lines of conditions.
agreement or a selection.
disagreement to his
message.
G.Additional Activities for
Application or
Remediation

V. REMARKS

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
these work?

Page 29 of 140
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

Prepared by: Checked by:

JOENAH LOU J. JANDAG EDWIN Z. DELIG

Teacher School Head

Page 30 of 140
School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9
GRADES 1 to 12
Teacher: JOENAH LOU J. JANDAG Learning English
DAILY LESSON LOG
Area:
Teaching Dates OCTOBER 1 – 5, 2018 Quarter: 2nd
and Time:

I. OBJECTIVES 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
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 means of preserving
unchanging values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and
passive constructions plus direct and indirect speech to enable him/her competently performs in a full-length play.
B.Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the

Page 31 of 140
following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning EN9RC-IIg-5: EN9LC-IIg-3.13: EN9V-IIg-28: EN9G-IIg-20: Remedial/Enhancement
Competencies/Objectives: Interpret information React and share Determine the Reading Schedule/ICL
Write the LC Code for each found in non-linear texts personal opinion about vocabulary or jargons Use conditionals in
such as diagrams, maps, the ideas listened to expected of a expressing arguments
charts, etc EN9VC-IIg-23: communicative style
Share personal opinion EN9LT-IIg-15:
about the ideas Analyze literature as a
presented in the means of valuing other
material viewed people and their various
circumstances in life
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
II. CONTENT tackled in a week or two.
OVERCOMING INDIFFERENCE
III. LEARNING RESOURCES 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 concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development.
A.References
1. Teacher’s Guide Pages p 124-128 p 124-128 p 124-128 p 124-128
2. Learner’s Materials p.195-197 pp.199-200 pp.201-204 pp. 206
Pages
3. Textbook Pages p.195-197 pp.199-200 pp.201-204 pp. 206
4. Additional Materials
from Learning Resource
(LR) portal
B.Other Learning Resources Sample graphs Pictures Pictures, Charts

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C. Presenting Teacher facilitates Teacher facilitates Teachers process Teacher asks the class
Examples/Instances of discussion on the reading of Task 1 answers what they would
the Lesson graph presented normally do on given
situations

D. Discussing New Teacher gives brief Teacher emphasizes Class brainstorm Teacher conducts a
Concepts and definition on graphs on unfamiliar words for answers for Task 4 short lecture on past
Practicing New Skills vocabulary Vocabulary conditionals
enhancement
#1 Development

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

F. Developing Students study and Students reflect on Students read the text Students do Task 8
Mastery discuss the graphs their decisions silently What if
(Leads to Formative
Assessment 3)

G. Finding Practical Students study and Let students answer Process Teacher processes
Applications of discuss the graphs why they would take comprehension their answers
Concepts and Skills in the six through guide
Daily Living questions

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Page 34 of 140
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 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 Let some students give Let students answer why Call students to share Teacher posts on the board Remedial/Enhancement
and Abstractions about interpretations of the graph they would leave the four. ideas/reflections of the text phrases found in Task 9 If Reading Schedule/ICL
the Lesson Only, LM, p. 206

I. Evaluating Learning Students answer guide Process students’ answers Students do Task 6 In Line Students complete the
questions for better with the Text phrases
understanding

J. Additional Activities for Homework: Homework: Homework: Homework:

Application or Look for sample graphs, Do Task 3 Hands Do the Do Task 7 What a Feeling Do Task 10 “If” salad
Remediation paste on a sheet of paper. Talking
Give a brief explanation of
the graph

V. REMARKS

Page 35 of 140
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
these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?
Prepared by:

JOENAH LOU J. JANDAG

Teacher

Checked by:

EDWIN Z. DELIG
School Head

Page 36 of 140
School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9
GRADES 1 to 12
Teacher: JOENAH LOUJ. JANDAG Learning English
DAILY LESSON LOG
Area:
Teaching Dates October 8 -12, 2018 Quarter: 2nd
and Time:
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be meet 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 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 means of preserving
unchanging values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and
passive constructions plus direct and indirect speech to enable him/her competently performs in a full-length play.
B.Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning EN9LT-IIh-15: EN9LT-IIi-15: EN9LC-IIh-12.1: EN9G-IIh-20: Remedial/Enhancement
Competencies/Objectives: Analyze literature as a Analyze the content and Use the appropriate Reading Schedule/ICL
Analyze literature as a means of valuing other feeling levels of utterances prosodic features of speech
Write the LC Code for each means of valuing other people and their various in persuasive texts when delivering lines in a
people and their various circumstances in life EN9LC-IIh-12.1: Readers’ Theater or in a
circumstances in life EN9RC-IIh-11.1.1: Judge the relevance and Chamber Theatre
Match diagrams with their worth of ideas presented
corresponding write-ups in the 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
OVERCOMING INDIFFERENCE
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 concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide Pages p124-128 p124-128 p124-128 p124-128

2. Learner’s Materials p.208-209 pp.210-212 pp.212-213 pp. 214

Pages
3. Textbook Pages p.208-209 pp.210-212 pp.212-213 pp. 214
Page 37 of 140
4. Additional Materials American English website
from Learning Resource
(LR) portal
B.Other Learning Resources Sample Comic bubble or Copy of the news article Laptop
Comic strip DLP

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Establishing a Students read the Teacher posts a Ask: Ask:

Purpose for the comic strip sample new article. What are the things to What can you say
Lesson consider when making about the students’
hard decisions? performance?

C. Presenting Students give insights Brainstorming of the Establish Teacher posts brief
Examples/Instances of regarding the comic features of news understanding in definition of a Reader’s
the Lesson articles good decision- Theater or Chamber
making Theater

D. Discussing New Teacher posts sample Teacher gives Teacher gives brief Teacher facilitates brief
Concepts and sentences using past vocabulary drills explanation of the discussion on the
Practicing New Skills conditionals pictures presented on Suprasegmentals on

Page 38 of 140
#1 LM, pp. 212-213 LM, p 214

VII. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

F. Developing Students (dyads) do Reading of the news Groups do Task 15 Teacher gives copies
Mastery Task 11 and Task 11.2 article Case Closed of the literary piece for
(Leads to Formative Much Ado about What Reader’s Theater/
Assessment 3) to Do Chamber Theater.
Students work in
groups.

Page 39 of 140
G. Finding Practical Each pair shares their Teacher facilitates Teacher facilitates the Groups discuss the
Applications of output with other pair discussion of the text group activity delivery of the piece
Concepts and Skills in through guide
Daily Living questions

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Evaluating Learning Sharing of outputs Students do Task 14 Representatives from Reader’s

Mix and Match the groups present Theater/Chamber
their output to the class Theater group
presentations

Page 40 of 140
J. Additional Activities for Homework: Homework: Reflect: Reflect:
Application or Answer Task 12 Vogue Do Task 14.2 What have you How to deliver a good
Remediation
Vignette contributed for the performance in
success of your group reader’s
work? theater/chamber
theater?

V. REMARKS

VIII. REFLECTION 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 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
these work?
F. What difficulties did I
Page 41 of 140
encounter which my principal
or supervisor can help me
solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?

Prepared by:

JOENAH LOU J. JANDAG

Teacher

Checked by:

EDWIN Z. DELIG
School Head

School: LUMBO NATIONAL HIGH Grade Level: 9

GRADES 1 to 12 SCHOOL
DAILY LESSON LOG Teacher: Learning
JOENAH LOU J. JANDAG English
Area:
Teaching Dates October 29 – 31, 2018 Quarter: 2nd
and Time:
I. OBJECTIVES 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
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 means of preserving
unchanging values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and
passive constructions plus direct and indirect speech to enable him/her competently performs in a full-length play.
B.Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the
Page 42 of 140
following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning EN9G- IIi-20: EN9LT-IIi-15: EN9LC-IVe-8.8: EN9LC-IVe-8.8: Remedial/Enhancement
Competencies/Objectives: Use conditionals in Organize information in Reading Schedule/ICL
Write the LC Code for each expressing arguments Analyze literature as a Analyze literature as a various ways (outlining,
means of valuing other means of understanding graphic,
people and their various unchanging values in a representations, etc.)
circumstances in life changing world
EN9LT-IIi-15: EN9LC-IVe-8.8:
Judge the relevance and Organize information in
worth of ideas presented various ways (outlining,
in the material viewed graphic,
representations, etc.)

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
II. CONTENT tackled in a week or two.
Lesson 7 : WORKING WITH OTHERS
III. LEARNING RESOURCES 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 concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development.
C. References
1. Teacher’s Guide Pages p 129- 133 p 129- 133 p 129- 133 p 129- 133
2. Learner’s Materials p.225 pp.226-228 pp.226-228 pp. 228-229
Pages
3. Textbook Pages p.225 pp.226-228 pp.226-228 pp. 228-229
4. Additional Materials
D.Other Learning Resources Laptop/DLP Chart Posters
Laptop, DLP

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Page 43 of 140
B. Establishing a Brainstorming of the Ask: Ask:
Purpose for the Lesson message of the poem What
What animal is featured materials/ingredients do
in the video clip? you use to bake a cake?
Establish the relevance
of these to the elements
of a story.

C. Presenting Teacher posts sample Ask: Ask:

Examples/Instances of sentences using present What makes up a
the Lesson and past conditional What can you say about story?
sentences the character?

D. Discussing New Facilitate discussion on Teacher gives Post a chart found in

Concepts and the given sentences vocabulary drills Task 2 Elementals, LM
Practicing New Skills p. 228
#1

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Page 44 of 140
F. Developing Let some pairs write Students read the text In groups, students
Mastery their sentences on the Happy Feet by George complete the chart by
(Leads to Formative board Miller identifying the
Assessment 3) elements of the text
Happy Feet

G. Finding Practical Reading of sentences Let students share their Review on groups’
Applications of understanding with a work
Concepts and Skills in partner
Daily Living

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Page 45 of 140
Abstractions about the text
Lesson

I. Evaluating Learning Students do Task 10 Students answer guide Representatives from the
Conditional Logic questions on LM, p. 227- group present their
228 charts to the class

J. Additional Activities for Homework: Journal writing: Assignment:

Application or Complete lines found in How will you be true to Bring 3 posters of well
Remediation Task 10.2 yourself? known movies, e.g., Up,
Harry Potter, and Epic

V. REMARKS

Page 46 of 140
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 these work?

F. What difficulties did I encounter

which my principal or
supervisor can help me solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?

Prepared by:

JOENAH LOU J. JANDAG

Teacher

Checked by:

EDWIN Z. DELIG
School Head

School: LUMBO NATIONAL HIGH Grade Level: 9

GRADES 1 to 12 SCHOOL
DAILY LESSON LOG Teacher: Learning
JOENAH LOU J. JANDAG English
Area:
Page 47 of 140
Teaching Dates October 29 – 31, 2018 Quarter: 3
and Time:
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
appreciation of Philippine Culture and those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing one-act play and different forms of verbal for him/her to
skillfully perform in a one-act play.

B. Performance Standards: The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT
resources based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9G-IIIa-21: Use EN9WC-IIIa-9: Remedial/Enhancement
Competencies/Objectives: verbal. Compose forms of Reading Schedule/ICL
Write the LC Code for each literary writing
EN9WC-IIIa-9.4:
Identify types and
features of a play
synopsis.
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
II. CONTENT week or two.

Lesson 1: Through technology

2. Learner’s Materials Pages P 235 P237

3. Textbook Pages P 235 P237
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources None – textbook only None – textbook only

Page 48 of 140
I. PROCEDURES 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 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 Ask: Ask: Remedial/Enhancement
or Presenting the New Lesson How do you respond to Present the poem, “The Reading Schedule/ICL
an emergency? Whom do Telephone”
you call for help?
What are the important
functions of a telephone
in the present times?

B. Establishing a Purpose for the Do Task 1 on page 235

Lesson of your LM. Discover the benefits a
telephone brings.

C. Presenting Solicit students’ answers

Examples/Instances of the on their ways of Ask:
Lesson responding to How important is a
emergency. telephone to you?

-Unlock the difficult

words.

D. Discussing New Concepts and Focus on the use of

Practicing New Skills #1 telephone or cellphone Read the poem “The.
during emergencies. Telephone”

Work on Task 5

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Page 49 of 140
I. PROCEDURES 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 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 Remedial/Enhancement
and Practicing New Skills #2 Discuss the different Allow the students to Reading Schedule/ICL
emergencies, and how study their assigned
can a cellphone possibly lines, and explain it to
be of help. the class.

All 5 groups will report to

the class the meaning
and explanation of their
assigned lines.

F. Developing Mastery
(Leads to Formative Make a big concept map Review the unlocking of
Assessment 3) using Telephone as the difficult words to give the
main idea. class and the groups
clearer understanding of
the poem.

G. Finding Practical
Applications of Concepts Cellphones and Understanding poetry
and Skills in Daily Living telephones today are can be easier if the
becoming popularly in difficult words are
use and indispensable. unlocked.

I. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Evaluating Learning
Write a short essay about Their group report will be
cellphones. graded according to the
Include the advantages and rubrics.
disadvantages of this
gadget.
J. Additional Activities for
Application or Remediation Read in advance the radio
play, “Sorry, Wrong
Number”

II. REMARKS

Prepared by:

JOENAH LOU J. JANDAG

Teacher

Checked by:

EDWIN Z. DELIG
School Head

School: LUMBO NATIONAL HIGH Grade Level: 9

GRADES 1 to 12 SCHOOL
DAILY LESSON LOG Teacher: Learning
JOENAH LOU J. JANDAG English
Area:

Page 51 of 140
Teaching Dates November 5 - 9, 2018 Quarter: 3
and Time:

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT
resources based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LT-IIIa-16: EN9LC-IIIa-6: Employ EN9G-IIIa-21: Use EN9WC-IIIa-9: Remedial/Enhancement
Competencies/Objectives: Analyze literature as a appropriate listening Verbals. Compose forms of Reading Schedule/ICL
Write the LC Code for each means of connecting strategies suited to literary writing
to the world. type of text. EN9WC-IIIa-9.4:
IIIa-6.1: Extract Identify types and
important information Sounding the words features of a play
from argumentative/ correctly synopsis.
persuasive texts
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
II. CONTENT week or two.
Lesson 2:Making a Difference
III. LEARNING RESOURCES 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 concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 141-152 P 141-152 P 141-152 P 141-152

2. Learner’s Materials Pages P 235-238 P 240-251 P 255-257 P 259

3. Textbook Pages P 235-238 P 240 - 251 P 255-257 P259

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources None – Textbook only None – Textbook only None – textbook only None – textbook only

Page 52 of 140
II. PROCEDURES 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 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 Ask: Ask: Discuss the verbals. Show an example of plot Remedial/Enhancement
or Presenting the New Lesson How do you respond to How would you feel when Point out the Gerunds. summary or synopsis Reading Schedule/ICL
an emergency? Whom do you heard the plot of your Give its different
you call for help? own murder? functions in the
sentences.

B. Establishing a Purpose for the Do Task 1 on page 235 Read a script ( literary Be able to identify Ask:
Lesson of your LM. text) “Sorry Wrong gerunds.
Number” What are the guidelines
in writing a good plot
summary?

C. Presenting Solicit students’ answers Work on Task 7 – Getting Use teacher-made

Examples/Instances of the on their ways of the chill activity sheets on Discuss each of the
Lesson responding to gerunds. guidelines.
emergency.

D. Discussing New Concepts and Focus on the use of

Practicing New Skills #1 telephone or cellphone Work on Task 8 – Identify gerunds in the Study an example of plot
during emergencies. Crossing the difficulties sentences and tell its synopsis on the radio
function. play, “Sorry,…”

Page 53 of 140
IV. PROCEDURES 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 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 The class will read the Task 10- Delving deeper Group Activity: Remedial/Enhancement
Practicing New Skills #2 poem “The Telephone” Arrange the events that Task 14-15. Reading Schedule/ICL
by Edward Field happened according to Task 13 D – Converting
the story. verbs to gerunds and use
Work on Task 5. them in sentences.

F. Developing Mastery Work on Task 11-

(Leads to Formative Work on Task 6 Teacher prepares verbs In a group of 3, try
Assessment 3) Answer questions about on pieces of paper for making a summary of a
the radio play…. Individual student to story the class has taken
convert verbs into up.
Task 12 – Sound off gerunds and use it in a
some critical vowel sentence.
sounds…

G. Finding Practical Applications

of Concepts and Skills in Daily Act out situations where Write a short script/ Work on Task 13 E Making summaries and
Living the telephone is used to dialog showing proper synopsis are important
respond to an telephone manners. skills that a student
emergency. needs to be able to save
time in studying and
reviewing lessons taken
up in the class.

Page 54 of 140
IV. PROCEDURES 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 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 Ask: How can an emergency Remedial/Enhancement
Abstractions about the Lesson hotline should be used Complete the sentence, Today, I learned that Reading Schedule/ICL
Enumerate instances properly? writing
where a telephone helps Today, I learned that summary_____________
a lot in times of How should telephone verbs
emergency. operators behave in ____________________.
handling emergency
calls?

I. Evaluating Learning
½ crosswise: By pair: read parts in the Teacher prepares 5 Give a short selection to
script according to gerunds on the board, the class, and ask them
Do you approve of the characters. and ask the students to to make a summary or
school policy not allowing use them in the synopsis out of it.
students to bring paragraph.
cellphones in the school?
J. Additional Activities for
Application or Remediation Reading of difficult words/ Make summary about
phrases some familiar legends or
fairytales.

V. REMARKS

VI. REFLECTION 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 help the
students learn?
Page 55 of 140
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 these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?

Prepared by:

JOENAH LOU J. JANDAG

Teacher

Checked by:

EDWIN Z. DELIG
School Head

Page 56 of 140
School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9
GRADES 1 to 12
Teacher: JOENAH LOU J. JANDAG Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 12 – 16, 2018 Quarter: 3
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and
those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the
world; also how to use ways of analysing one-act play and different forms of verbals for him/her to skilfully perform in a one-act
play.

B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on
the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LT-IIIg-2.11: Determine EN9F-IIIb-3.11: Produce the EN9G-IIIb-21: Use Remedial/Enhancement
Competencies/Objectives: EN9LT-IIIb-16: Analyze tone, mood, technique, and English sounds correctly verbals. Reading Schedule/ICL
Write the LC Code for each literature as a means of purpose of the author and effectively when
connecting to the world delivering lines in a one-act ( possessive form of
play. nouns and pronouns)
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
Lesson 3: Making A Difference
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 concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References
5. Teacher’s Guide Pages P153-165 P153-165 P153-165 P153-165

6. Learner’s Materials Pages P 263 P 265-266 P 271 P 274

7. Textbook Pages P 263 P 265-266 P 271 P 274

8. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources None – Textbook only None – Textbook only None – textbook only Textbook only and activity
sheets

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Page 57 of 140
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 students which you can infer from formative assessment activities. Sustain learning systematically by
III. PROCEDURES 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 Ask: Unlock difficult words Remedial/Enhancement
or Presenting the New What is in the poster found in the selection Work on Task 13- Review on gerunds, and Reading Schedule/ICL
Lesson that would make you “For Conversation, Sounding Words gerundial phrases.
accept the invitation to Press #1”
join the conference? Present the possessive
form of nouns and
pronouns

B. Establishing a Purpose for Emulate accomplished

the Lesson people. Identify author’s purpose Sound the voiced Th, Be able to use
in the selection, and and voiceless th, b and possessive forms
tone. v, p and f.. correctly in sentences.

C. Presenting Task 3- Emulating

Examples/Instances of the accomplished people. Talk about products we Work on Task 13, Drill Use teacher-made
Lesson use everyday. Ask the on pronouncing words activity sheets on the
students the purpose of use of possessive form
these commodities. of nouns, and then
possessive form of
pronouns.

D. Discussing New Concepts Ask:

and Practicing New Skills #1 1. What qualities Read the selction “For Work on Task 13-A. Discuss these
make these Conversation…” Group students and possessive forms of
people assign them vowel nouns and pronouns
extraordinary? Identify the speaker or sound, and read the thoroughly.
persona or whose point given pronunciation drill.
Task 3 A of view is used.

Page 58 of 140
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
IV. PROCEDURES demonstration of learning 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 Remedial/Enhancement
Practicing New Skills #2 Be able to note important Identify the author’s Work on Task 13, 2. Discuss these possessive Reading Schedule/ICL
details on what these purpose. Read the sentences with forms of nouns and
accomplished people did words used in the drill. pronouns thoroughly.
that make them popular. Identify the tone of the
selection. How does the
author feel toward his
topic? Notice the words
he used in the selection.
F. Developing Mastery
(Leads to Formative Point out their advocacies Read the selection once Ask the students to Make a short dialog
Assessment 3) in life that created impact again, and call other perform a dialog, or making use of these 2
in the other people’s students to identify the reading of a tongue kinds of possessive
lives. point of view, the purpose twister sentence drill with forms.
of the selection and the the words found in the
tone of the author. list.

Work on Task 7

G. Finding Practical Applications

of Concepts and Skills in Daily Find people in the Work on Task 8 – Review reading of the Possessive forms of
Living community who made an Enriching script of radio play taken nouns and pronouns can
impact or influence in Your experience up in the previous lesson. be used in any written
students’ lives. activity.

Page 59 of 140
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
IV. PROCEDURES demonstration of learning 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 Ask: Ask: Remedial/Enhancement
Abstractions about the Today, I realized that in Possessive form of nouns Reading Schedule/ICL
Lesson What is common among order to communicate well, Why is there a need to is
the listed personalities the authors used _______ pronounce the words _____________________,
in their concept about ______________________. correctly? possessive form of
serving others? pronouns ______________
______________________

I. Evaluating Learning
Write a short essay The teacher may use a Graded script reading of Use teacher- made quiz on
about a relative who teacher-made quiz with the the radio play. Focus on the correct use of
made an impact in your similar selection where the production of vowel possessive nouns and
life. students identify the sounds. pronouns.
purpose, the point of view, ( Correcting mistakes of
and the tone of the author. possessive forms)

J. Additional Activities for

Application or Remediation Mention Philippine Work on Task 8, 2 Read more tongue
heroes and talk about Differentiated Group twisters.
their impact to our Activity
history.

V. REMARKS

VI. REFLECTION 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 help the

Page 60 of 140
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 these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?

Prepared by:

JOENAH LOU J. JANDAG

Teacher

Checked by:

EDWIN Z. DELIG
School Head

School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9

Page 61 of 140
GRADES 1 to 12 Teacher: JOENAH LOU J. JANDAG Learning Area: English
DAILY LESSON LOG Teaching Dates and November 19 - 23, 2018 Quarter: 3
Time:

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Performance Standards: The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on
the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LC-IIId-6.5: Recognize EN9OL-IIId-5: Use the Remedial/Enhancement
Competencies/Objectives: faulty logic, unsupported appropriate prosodic Use of literary devices in the Verbal - Infinitives Reading Schedule/ICL
Write the LC Code for each facts, and emotional appeal features of speech when selections
delivering lines in a one-act
play.
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
Lesson 3: Despite Differences in Point of View

2. Learner’s Materials Pages P 282- 283 P 286- 291 P 293- 295 P 295- 296

3. Textbook Pages P 282-283 P 286 - 291 P 293 -295 P 295-296

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
Textbook and teacher-made textbook Textbook and teacher-made
activity sheet activity sheets

Page 62 of 140
IV. PROCEDURES 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
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 Ask : Remedial/Enhancement
or Presenting the New Read a background of Discuss the Literary Review gerunds and Reading Schedule/ICL
Lesson Do you usually believe the story Romeo and Devices used in the gerund phrase.
in everything that the Juliet. selections, found in Discuss Infinitives,
computer showed you? pages 293- 295. infinitive phrase,
Advertisements on tv? Show them the prepared function in the sentence.
scripts on page 286-291

B. Establishing a Purpose for Appreciate the literary

the Lesson Being aware that not all Act out the scene devices found in Identify and use
that we see and hear in prepared in the book. selections. infinitives
the media are true.
C. Presenting
Examples/Instances of the Teacher’s activity on Allow the students to Go over these devices Work on Task 8, A
Lesson Task 2- Be wise. read aloud the script one by one and provide
Listen to the teacher. prepared in the book. ample examples for
Pair off students to act each.
out any of the scripts
prepared.
D. Discussing New Concepts
and Practicing New Skills #1 Explain the meaning of Practice sounding off Use a poem as an Work on Task 8,B
the concepts: words found in the script example and ask the
for better performance. students to identify
Faulty logic, literary devices used in
unsupported facts, and the poem.
emotional appeal.

Provide examples esp.

on common
commodities.

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Page 63 of 140
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
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 Remedial/Enhancement
and Practicing New Skills Work on Task 3 – A Focus also the Use some lines from Work on Task 8, C Reading Schedule/ICL
#2 Time for Us. intonation and stress of popular songs. Ask the
the words. students what literary
Watch the music video, device is used.
then answer the Task 3 Stress is also observed
A, B in placing emphasis to
words in the dialogs.

F. Developing Mastery
(Leads to Formative Work on Task 4-5- Pairs practice their Continue the activity in Use teacher-made
Assessment 3) Identify the theater delivery of their lines part using the songs. activity sheets on
terms as described in taking into identifying infinitives.
the given sentences consideration their
characterization or
roles in the script.

G. Finding Practical
Applications of Concepts Examine more Acting out different Use infinitives in
and Skills in Daily Living commodities found in roles in our life helped sentences. Use them in
our houses and much in the interesting sentences.
evaluate whether they performance of plays
also belong to faulty or role-play.
logic, unsupported
facts or emotional
appeal.

Page 64 of 140
IV. PROCEDURES 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
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 Remedial/Enhancement
and Abstractions about the Ask: Ask: Ask: Nouns come in different Reading Schedule/ICL
forms. They can be gerunds
Lesson Is it easy or difficult acting How important is the and infinitives in the
Of all the products we out the roles of the employment of literary sentences.
used at home, are we characters in the play devices in the selections?
wise enough in “Romeo and Juliet”? Why?
choosing our products? Do they make difference in
the development of idea?
How?

I. Evaluating Learning
Answer teacher-made Presentation or The teacher may use Teacher may use teacher-
performance of the script teacher-made test on made activity sheets in
activity sheets on prepared in the book. identifying literary devices identifying infinitives and in
products found in the used in the lines found in using infinitives in
markets today. Establish the rubrics for poems or songs. constructing sentences.
How do we choose grading.
products?

J. Additional Activities for

Application or
Remediation

V. REMARKS

Page 65 of 140
VI. REFLECTION 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 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 these work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?

Prepared by:

JOENAH LOU J. JANDAG

Teacher

Checked By:

EDWIN Z. DELIG
School Head

Page 66 of 140
School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9
GRADES 1 to 12
Teacher: JOENAH LOU J. JANDAG Learning Area: English
DAILY LESSON LOG
Teaching Dates and November 26 30, 2018 Quarter: 3
Time:
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
appreciation of Philippine Culture and those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing one-act play and different forms of verbals for him/her to
skillfully perform in a one-act play.
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT
resources based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9RC-IIId-20: Appreciate the Figures of speech Intonation Remedial/Enhancement
Competencies/Objectives: Analyze a one-act play balcony scene in Reading Schedule/ICL
Write the LC Code for each EN9LT-IIId-2.1.5: Romeo and Juliet in
Express appreciation comic strips.
for sensory images
used
EN9LT-IIId-20.2:
Explain the literary
devices used

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
II. CONTENT week or two.

Lesson 4 : With Fortitude and Determination

3. Textbook Pages P 304- 305 P 307- 308 P 313- 313 P 314 - 318
4. Additional Materials from
Learning Resource (LR)
portal
Page 67 of 140
B. Other Learning Resources Textbook only textbook only Textbook and activity Textbook and other IMs
sheets

IV. PROCEDURES 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
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 Remedial/Enhancement
or Presenting the New Review the story Review the story Review the figures of Discuss about Reading Schedule/ICL
Lesson Romeo and Juliet Romeo and Juliet speech given ahead. Intonation.
Add more figures of
This time, present the speech.
balcony scene in the
comic strip. Page 307
B. Establishing a Purpose for Make a critical
the Lesson response to a literary Develop a deeper level Learn more figures of Identify words or
or other artistic work. of appreciation of the speech. phrases that should be
story, now that it is in Identify them in given emphasis.
comic strips. sentences.
C. Presenting
Examples/Instances of the React to the dialogs Go over the comic strip Work on Task 5-B. Read the sample script
Lesson taken from the play slowly reading the Imagery, Figures of and guide students to
Romeo and Juliet. dialogs, and looking at Speech create the intonation
The teacher may the pictures. pattern in their dialog.
provide these lines.

D.Discussing New Concepts

and Practicing New Skills Discuss each of the Ask the students if Explain each one. Give Read the sample script
#1 lines used in the understanding of the several examples. and guide students to
activity. story differs when they Or make use of activity create the intonation
Allow the students to read it in comic strip sheets. pattern in their dialog.
give their personal form.
reaction to it. It can be
on the use of literary
device or the message

Page 68 of 140
of the line.

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

F. Developing Mastery
(Leads to Formative Task 2 – Past Sustain the activity. Make use of activity Point out words that
Assessment 3) sheets or games the class needs to be
identifying figures of sure of their
speech. pronunciation.

G. Finding Practical
Applications of Concepts Ask the students what Figurative language
and Skills in Daily Living other comic strips do are found in poems,
they enjoy reading, stories, songs.
why? Author’s message can
be understood
immediately if students
knew this literary
device.

Page 69 of 140
IV. PROCEDURES 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
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 Remedial/Enhancement
and Abstractions about Stories follow order of Compare and contrast Complete the sentence: Acting out roles are Reading Schedule/ICL
the Lesson events. Chronological understanding of the just as important as
order is the most story in paragraph Today, I learned that performing our roles I
commonly used by form vs comic strip. Figurative language life. They should be
the writers. Is it also ______________________ done
followed in the story _____________________. ________________.
Romeo and Juliet?

I. Evaluating Learning
Students present to Present a short The teacher may use her Graded reading of the
class their answers in narration of a story, teacher-made test on dialogs in the story.
Task 2. then ask the students identifying figurative This includes the
The group will report to convert it into comic language used. intonation, proper
on the sequence of strip. It can be in stick pronunciation of
the pictures according figures. words.
to events in the story,
then retell the story.
J. Additional Activities for
Application or More drills on the Provide short scripts
Remediation identification of figures of for more reading
speech in the sentences. exercises.

V. REMARKS

Page 70 of 140
VI. REFLECTION 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 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 these work?

F. What difficulties did I encounter

which my principal or
supervisor can help me solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?

Prepared by:

JOENAH LOU J. JANDAG

Teacher

Checked By:

EDWIN Z. DELIG
School Head
Page 71 of 140
School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9
GRADES 1 to 12
Teacher: JOENAH LOU J. JANDAG Learning Area: English
DAILY LESSON LOG
Teaching Dates and December 3 – 7, 2018 Quarter: 3
Time:
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and
those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the
world; also how to use ways of analyzing one-act play and different forms of verbals for him/her to skillfully perform in a one-act
play.

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.
Lesson 5: Across Time
II. CONTENT

2. Learner’s Materials Pages P 325 P 339 P 340 P 345

3. Textbook Pages P 325 P 339 P 340 P 345
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Textbook only Textbook and online Textbook and activity Textbook
sources sheets

Page 72 of 140
IV. PROCEDURES 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 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 Remedial/Enhancement
or Presenting the New Lesson Review the figures of Review the love story of Go over the function of Go over values that we Reading Schedule/ICL
speech. Romeo and Juliet. infinitive as nouns. usually develop in life.
Use the 3 scenes found Provide several List them on the board.
in the textbook. Act 2, Discuss the tragic ending examples.
Scene 4, Act 3, Scene 2, of the play. Ask students
Act 3, Sc 4 reasons for suicides.
B. Establishing a Purpose for the
Lesson Identify figures of speech Gather information or Use infinitives with its Identify students’ life
in the lines of the scenes students’ opinion about different functions. values. Arrange them
found in the textbook. reasons for people to according to importance
commit suicide. or priority.

C. Presenting Discuss the story Romeo

Examples/Instances of the Work on Act 2, Scene 4 and Juliet again and .find Work on Task 6 Discuss these values one
Lesson possible reasons for the Grammar in Focus A. by one.
lovers to end their lives.
Was it fate, or simply
consequence of their
rush decisions?

D. Discussing New Concepts and

Practicing New Skills #1 Identifying figures of Review how to write a Work on Task 6, B. Ask students their
speech speech. personal opinions or
Provide procedure of ideas about the values
writing compositions like identified by the class.
this.
Give the guide questions
for them to follow.

Page 73 of 140
IV. PROCEDURES 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 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 Remedial/Enhancement
Practicing New Skills #2 Present example of a Provide more examples Organize or arrange set Reading Schedule/ICL
written draft of a speech on sentences with of values according to
so that students would infinitives used as importance.
be able to express and Adjective and Adverb.
organize their ideas.

F. Developing Mastery
(Leads to Formative Assessment Work on Act 3, scene 2 Write drafts to be Work on more examples At a random, ask
3) checked by the teacher. students to arrange set
of values according to
his priority.
Explain his
arrangement.

G. Finding Practical Applications of

Concepts and Skills in Daily Identifying figures of Committing suicide Work on Task 6,C The practical application
Living speech can also be among teenagers or of the students’ set of
done with other shorter younger generation is values will be based on
and easier poems to get getting the attention of their personal
its main idea. schools and experience.
psychologists.

Page 74 of 140
IV. PROCEDURES 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 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 Remedial/Enhancement
Abstractions about the Today, I realized that The story/ play Romeo Infinitives are Ask: Reading Schedule/ICL
Lesson figures of speech are _____ and Juliet is actually a __________
story of _____________________ Why do we need to
______________________. _____________________ _____________________ identify our personal
_____________________. set of values?
What good do we
get from cultivating a
set of values?
I. Evaluating Learning ½ Crosswise:
Every group will identify the The evaluation can be in Use a teacher-made test
specific lines pointed out by the form of the written on the use of infinitives. Work on Task 10
the teacher for the figure of speech, or the actual Identification and fill-in the Your Treasure p.
speech used. delivery of the speech. blanks. 345.

J. Additional Activities for

Application or Remediation Write a short essay on the
reasons for suicide in the
point of view of your
parents.

V. REMARKS

Page 4 of 5
Page 75 of 140
VI. REFLECTION 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 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 these work
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?

Prepared by:

JOENAH LOU J. JANDAG

Teacher

Checked By:

EDWIN Z. DELIG
School Head

Page 76 of 140
School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9
GRADES 1 to 12
Teacher: JOENAH LOU J. JANDAG Learning Area: English
DAILY LESSON LOG
Teaching Dates and December 10-14, 2018 Quarter: 3
Time:

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and
those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing one-act play and different forms of verbals for him/her to
skillfully perform in a one-act play.
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT
resources based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning Remedial/Enhancement
Competencies/Objectives: Appreciate the famous EN9RC-IIId-20: Recognize the literary Identify Participles Reading Schedule/ICL
Write the LC Code for each people that touched / Analyze a one-act play device of characterization Write a character
influenced the lives of EN9LT-IIId-2.1.5: sketch.
others. Express appreciation
for sensory images
used
EN9LT-IIId-20.2:
Explain the literary
devices used

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
II. CONTENT week or two.

Lesson 6: Despite Differences in Social Class

2. Learner’s Materials Pages P 348-349 P 352- 358 P 361 P 363 - 364

3. Textbook Pages P 348- 349 P 352 - 358 P 361 P 363 - 364
4. Additional Materials from
Learning Resource (LR) portal
Page 77 of 140
B. Other Learning Resources
Textbook and online Textbook and a video clip Textbook Textbook and activity
sources sheets

IV. PROCEDURES 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
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
or Presenting the New Lesson Work on Task 1, 2 pages Go over the important DIVISIONWIDE
348-349. vocabulary words in one- ARAW NG ENCAE
act play: act, elements,
ENCAE
play, climax and
PARANGAL.
resolution.
Task 4, watch a video
clip.
B. Establishing a Purpose for the
Lesson Show a sample speech of Read and appreciate the Identify or recognize the Identify the participles.
any of influential people one-act play, “While the literary device use in Use them in sentences.
mentioned in the Auto Waits” characterization.
textbook.
C. Presenting
Examples/Instances of the Go over the important Actual reading of the Give examples for each Provide several
Lesson personalities and allow play, “While the Auto of the literary device used examples, esp.
students to describe them Waits”. in developing characters. combining examples of
based on their research. Identify the characters. Take one at a time. gerunds and infinitives.
Describe the characters
according to their
behavior in the story.

D. Discussing New Concepts and

Practicing New Skills #1 Read sample speeches Go over the parts of the Go over stories that were Work on more examples
delivered by any of the plot. taken up already in the on participles. Ask
important personalities. class. Then identify how students to identify the
Decide which one to characterization was participles and box the
deliver and pretend that developed. words that they modify.
you are the person

Page 78 of 140
himself.

IV. PROCEDURES 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
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 Remedial/Enhancement
and Practicing New Skills #2 Practice reading the Allow students to Reading of the lines of Use participles in the Reading Schedule/ICL
speech. Try also to identify the parts of the the dialog. This will also sentences.
practice to sound like plot in the story. help create the Construct sentences
the person. impression on that use past participles,
Check pronunciation How do you find the characterization. and other set of
skill. ending of the play? sentences with present
participles.
F. Developing Mastery
(Leads to Formative Practice the speech In a group of 3, students Sustain the activity Work on Task 9 and 10
Assessment 3) delivery with the copy of identify the sequence of on page 364.
the speech. Teacher events and how the
may advice or guide the character reveal
student’s choice, or may themselves.
present standard
speech for everyone to
use.

G. Finding Practical
Applications of Concepts The ability to deliver an We are like the The literary device for Write a character sketch
and Skills in Daily Living idea or speech is useful characters of the play. characterization is also using interesting
to any occasion. There are times when applicable to any other participles to describe
Confidence can be we pretend to be forms of narratives. something.
developed through someone else, there are
activities like this. also times when we Refer to Task 16 p. 368
reveal our true self. - 370

Page 79 of 140
IV. PROCEDURES 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 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 Remedial/Enhancement
Generalizations and This activity, delivering a The play “While the Auto The characters I knew in I realized that all verbals Reading Schedule/ICL
Abstractions about speech of ____________ Waits” showed me that the stories taken up in the are actually coming from
the Lesson ________________makes there are people ______ class are generally _____
me feel _______________ ____________________ developed through ______________________
_____________________. ____________________. _______________ My sentences now are
_____________________. more
_____________________.

I. Evaluating Learning
Actual speech delivery is Reading of the play by ½ Crosswise Teacher may use her
graded. pair. It can be any of the Answer Task 7 page 361. teacher-made quiz on
parts of the play. identifying the participles
Intonation, pronunciation and also pointing out the
and the volume of the nouns or words that they
voice will be part of the modify.
rubrics of the grade.

J. Additional Activities
for Application or
Remediation

V. REMARKS

Page 80 of 140
VI. REFLECTION 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 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 these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?

Prepared by:

JOENAH LOU J. JANDAG

Teacher

Checked by:

EDWIN Z. DELIG
School Head

Page 81 of 140
School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9
GRADES 1 to 12
Teacher: JOENAH LOU J. JANDAG Learning Area: English
DAILY LESSON LOG
Teaching Dates and January 3 – 4, 2019 Quarter: 3
Time: Trustworthy (1:00 – 2:00)

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Lesson 7: Despite Racial Differences

2. Learner’s Materials Pages P 372 - 373 P 375 - 390

3. Textbook Pages P 372 - 373 P 375 - 390
4. Additional Materials from
Page 82 of 140
Learning Resource (LR)
portal
B. Other Learning Resources
textbook textbook

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Task 3 Setting the mood

for the story/ play
“Driving Miss Daisy”

B. Establishing a Purpose for the Appreciate cultural Appreciate family

Lesson differences on celebrating tradition on celebrating Work on Task 3. Understand the culture
new year new year through the play.
Discuss the important job
of a driver, or family
driver.
C. Presenting Present different cultural Solicit answers
Examples/Instances of the celebration of new year Say : Family drivers are Go over the story of the
Lesson hired for a very important play.
reason. Study the characters in the
Can you name some play.
reason for hiring a family Work on task 5 Character
driver? traits
D. Discussing New Concepts and Enumerate different Group sharing of family
Practicing New Skills #1 cultural groups tradition of celebrating Ask: Connect the play to the
new year culture and race of the
On the other hand, what characters in the play.
are common complaints of
an employer about his
driver?
Page 83 of 140
IV. PROCEDURES 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
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 Ask: Composition writing Remedial/Enhancement
Practicing New Skills #2 What are the cultural Ask: Ask : Reading Schedule/ICL
celebrations of new year
for each group? What about benefits a What can you say about
driver gets when he is the culture as reflected in
employed as a family the play?
driver?
Is there racial
Can friendship be part of discrimination happening
that? with Hoke?
F. Developing Mastery Students describe the Review organization of
(Leads to Formative celebration of each group ideas in composition Work on Task 3 B – Dyadic Work on Task 4
Assessment 3) writing work Sequencing events

Work with a partner and

discuss the meaning of the
quote, “A friend in need is
a friend indeed.”

G. Finding Practical Applications Ask:

of Concepts and Skills in Daily Friendship can be
Living developed in a any Do we have here in our
situation or occasion, only community a kind of racial
when it is allowed to discrimination against
happen . someone you know?
Cultural? Religious?

Page 84 of 140
VII. PROCEDURES 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
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 Ask: Is family tradition on Remedial/Enhancement
Abstractions about the Why is new year celebrating new year still I can just imagine Today, the play “Driving Reading Schedule/ICL
Lesson celebration important? observable in Filipino friendship to develop Miss Daisy, reminds me
families? between a driver and his of
master could be _____________________
_____________________ _____________________.
_____________________.

I. Evaluating Learning 1 whole sheet of paper: 1 whole sheet of paper

Pick two cultural Write a composition on Ask: ½ Crosswise
celebrations, show how your family
comparison and contrast celebrate new year What do you expect the How do you feel towards
story to be about the characters, Hoke and
between Hoke, the Miss Daisy? Mention
driver, and Miss Daisy, parts of the story to
his employer? prove your point.
J. Additional Activities for
Application or Remediation

VIII. REMARKS

Page 85 of 140
IX. REFLECTION 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 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.
H. No. of learners who earned
80% in the evaluation
I. No. of learners who require
additional activities for
remediation
J. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
K. No. of learners who continue to
require remediation
L. Which of my teaching strategies
work well? Why did these work?
M. What difficulties did I encounter
which my principal or
supervisor can help me solve?
N. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?

Prepared By:

JOENAH LOU J. JANDAG

Class Adviser

Checked by:

Page 86 of 140
EDWIN Z. DELIG
School Head

School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9

GRADES 1 to 12
Teacher: JOENAH LOU J. JANDAG Learning Area: English
DAILY LESSON LOG
Teaching Dates and January 7 – 11, 2019 Quarter: 3
Time:

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
Lesson 8: Transcending Differences

2. Learner’s Materials Pages P 398- 399 P 398 - 399 P 406 - 407 P 410 - 412
Page 87 of 140
3. Textbook Pages P 398 - 399 P 398 - 399 P 406 - 407 P 410 - 412
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources textbook textbook textbook Textbook and activity
sheets

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

.
B. Establishing a Purpose for the
Lesson Assign groups of Refer to page 399. Write or compose a good
students to do the Group Discuss the tips on how synopsis of a play.
differentiated Tasks in to improve writing
Tasks 12 dialogues.

C. Presenting
Examples/Instances of the Assist every group’s Review the play. Take Discuss the parts of the
Lesson performance output so the dialogues as synopsis. The sequence
they understand their examples of the of events must be clearly
assignment well. discussion. observed.

D. Discussing New Concepts and

Practicing New Skills #1 Assist each group. Work on Task 14. Go over the example of a
With partners, students synopsis. Point out the
develop dialogues or important details covered
conversation to be and how they make up
presented to the class. the entire composition.
Refer to page 419 for
details in making
Page 88 of 140
synopsis.

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

F. Developing Mastery
(Leads to Formative Assessment Allow the groups to practice Allow the students to Write the first draft of the
3) their performance or polish practice. synopsis. Partners must
their outputs. help each other come up
with a satisfactory
composition.

G. Finding Practical Applications of

Concepts and Skills in Daily Ask: Use of common situation or Writing synopsis is
Living daily scenario. applicable to any story.
Which part of the story do
you find similar with our
situation in our community?
Describe the similarity.

Page 89 of 140
IV. PROCEDURES 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
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 find the play “Driving Miss Making conversation or Writing synopsis is just like
Daisy a very good example dialogues with our usual writing a ______________
of ___________________ casual daily affair is a very _____________________.
_____________________ good way of ___________
_____________________.

I. Evaluating Learning
The presentation of the The presentation of the Submission of the draft of
Differentiated Group Tasks conversation will be graded the synopsis of the play,
are graded. according to the rubrics. “While the Auto Waits”.
Rubrics already given to
class.

J. Additional Activities for

Application or Remediation

V. REMARKS

Page 90 of 140
VI. REFLECTION 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 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 these work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?

Pre34r3pared by:

JOENAH LOU J. JANDAG

Teacher

Checked by:

EDWIN Z. DELIG
School Head

Page 91 of 140
Page 92 of 140
School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9
GRADES 1 to 12
Teacher: JOENAH LOU J. JANDAG Learning English
DAILY LESSON LOG
Area:
Teaching Dates January 21 - 25, 2019 Quarter: 4th
and Time:

I. OBJECTIVES 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 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 means of preserving unchanging values in
a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and
indirect speech to enable him/her competently performs in a full-length play.

C. Learning EN9LC-IVa-13: EN9VC-IVa-10: EN9LT-IV-a-17: EN9OL-IVa-3.7: Remedial/Enhancement

Competencies/Objectives: Listen to lay value Determine the relevance Use varied verbal and non-
Analyze literature as a means Reading Schedule/ICL
Write the LC Code for each judgment on critical issues and the truthfulness of the verbal communication
of understanding unchanging
that demand sound ideas presented in the values in a changing world
strategies when performing
analysis and call for prompt material viewed EN9LT-IVa-17.1: in a full-length play
actions EN9V-IVa-29: Explain how the elements EN9F-IVa-3.11:
EN9RC-IVa-2.18: Get familiar with the specific to full-length plays
Produce sounds of English
Relate text content to technical vocabulary for build its theme effectively when delivering
particular social issues, drama and theater (like lines in a full-length play
concerns, or dispositions in stage directions) EN9G-IVa-22:
real life Use active and passive
constructions
EN9WC-IVa-11:
Compose a play review
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
II. CONTENT week or two.
Lesson 1: HOLDING ON TO A DREAM IN A CHANGING WORLD
III. LEARNING RESOURCES 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 concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp.209-212 pp.209-212 pp.209-212 pp.209-212
2. Learner’s Materials Pages p. 424-430 p. 424-430 p. 424-430 p. 424-430
3. Textbook Pages p.424-430 p. 424-430 p. 424-430 p. 424-430
4. Additional Materials from
Learning Resource (LR)
Page 93 of 140
portal
B. Other Learning Resources Mp3 player, picture, copy of the Mp3 player, picture, copy of the Copy of the reading text Projector, CD Recording of
song song Listening outputs

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Establishing a Sharing different thoughts Task 6: Instruct students

Purpose for the Lesson from the song by asking to analyze the picture and
questions related from predict what could be the
the song. dream of the people in
the picture.

C.Presenting Let the students guess Call two pairs to do the Ask them to associate the Task 7. Let students read
Examples/Instances of the scrambled word by sharing. poem to the story and analyze the dialogue
the Lesson group. The word leads to
the new lesson where
most of the repeated
word is present in the
song.
D. Discussing New Discuss the different Analyze the pictures Introduce the text. ( Tell Task 8. Discussion on
Concepts and Practicing modal verbs by letting posted on the board. something about the passive and active voice.

Page 94 of 140
New Skills #1 students guess the modal author any back-ground
based on the meaning by of the story.
pasting them on the
board.

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

F. Developing In giving explanations, Accomplish the chart Brainstorming by Task 11. Design a
Mastery let students give their with forms of social group. board game that
(Leads to Formative own examples using injustice as depicted by presents a real-life
Assessment 3) the ball. Let someone the pictures journey.
catch the ball and if
he/she can catch it, it is
her/his turn to give a
sample sentence.
G. Finding Practical Let students go to their Ask: Note the significant Illustrate the game
Applications of partners and let them Give one resolution responses of the board with pictures
Concepts and Skills in make a very short that will minimize students and process appropriate to the

Page 95 of 140
Daily Living conversation/ dialogue discrimination. it. journey being chosen.
where they can insert
modal verbs. They
have to decide their
own scenario.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Evaluating Learning Review the modal verbs Checking of answers Instruct them to write Task 15. Choose a part
and their uses. their answers. of a story or a play.
Dramatize it by
exchanging dialogues.

J. Additional Activities for Give a short evaluation Select 5 words from the Reflect: Journal writing:
Application or and a n assignment. activity and use them in a From the poem: I learned Complete the sentence:
Remediation sentence. that... I believe I can realize my

Page 96 of 140
dream because...

V. REMARKS

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

Prepared by:

JOENAH LOU J. JANDAG

Teacher
Page 97 of 140
Checked by:

EDWIN Z. DELG
School Head

School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9

GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: JOENAH LOU J. JANDAG Area: English
Teaching Dates January 29 – February 2, 2018
and Time: 1:00 – 2:00 – G9 Trustworthy Quarter: 4TH
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
I. OBJECTIVES followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge 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 means of preserving unchanging
values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions
plus direct and indirect speech to enable him/her competently performs in a full-length play.
B. Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning EN9RC-1Vb-2.18: EN9VC-IVb-10: EN9LT-IVb-17: EN9F-IVb3.11: EN9WC-IVb-11:
Competencies/Objectives: Relate text content to Determine the relevance Analyze literature as a produce the sounds of Compose a play review
Write the LC Code for each particular social issues, and the truthfulness of means of understanding English effectively when EN9G-IVb-22:
concerns, or dispositions the ideas presented in the unchanging values in a delivering lines in a full - Use active and passive
in real life material viewed changing world length play constructions
EN9LC-IVb-13.1: EN9V-IVb-29: EN9LT-IVb-17.1:
Get the different sides Get familiar with the Explain how the
social, moral and technical vocabulary for elements specific to full

Page 98 of 140
economic issues affecting drama and theater(like length
the nation stage directions)
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
II. CONTENT in a week or two.
ENSURING FAMILY SECURITY
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure
III. LEARNING RESOURCES that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept
development.
C. References
1. Teacher’s Guide Pages P 213-217 P 217-223 P 217-223 P 217-223
2. Learner’s Materials Pages P 448-451 P 452-490 P 452-490 P 452-490
3. Textbook Pages P 448-451 P 452-490 P 452-490 P 452-490
4. Additional Materials from
Learning Resource (LR)
portal
D.Other Learning Resources Projector, audio&video Textbook ,laptop Textbook,laptop PowerPoint presentation
system

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B.Establishing a Purpose for Let them watch a video Do task 2 take a stand on Do task 4 World of words Ask:
the Lesson about a father and a page 450 of the LM on page 451 of the LM From among the
daughter. characters, who do you
like best?

Page 99 of 140
C. Presenting Ask the students to Ask: Ask the students to Ask:
Examples/Instances of the reflect on the video Why is it important to predict what this play is What values does she/he
Lesson analyze the stand of a all about based on its title have drawn you to
speaker or a group of (Death of a salesman) him/her?
people?

D.Discussing New Concepts Answer the Task 1 on Work on task 3 with a Pick difficult words from Ask the students to work
and Practicing New Skills page 449 of the LM partner on page 450 of the play the task 7 by group on
#1 the LM page 491 of the LM.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

F.Developing Mastery Discuss: Ask them to pay Ask the students to use Internalize the lines by
(Leads to Formative If you were to give an particular attention to the difficult words in a feeling for the
Assessment 3) ending to the video, how the message of the ad. sentence characters.
Page 100 of 140
would you do it?

G. Finding Practical Instruct them to highlight Discuss: Group activity: Ask:

Applications of important points they
Concepts and Skills in discovered while What is the stand of the Work on task 5 Lit to What real life
Daily Living watching the video speaker in the ad? Read on pages 453-490 experience you have
of the LM that is similar to any of
the characters in the
play?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Evaluating Learning Write down what they Call two pairs to do the Checking of answers Do task 15 Review Take
think is the most sharing about their stand Two on page 499 of the

Page 101 of 140

important point of the on the issue presented by LM
video. the ad.

J. Additional Activities for Let them present their Ask the students to Provide follow up Reflect:
Application or version of the video’s connect the video about questions so students From the play: I learned
Remediation ending. campaign ad to the would get to know the that...
political ad in the characters better.
Philippines

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
VI. REFLECTION needs to be done to 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
Page 102 of 140
these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?

Prepared by:

JOENAH LOU J. JANDAG

Teacher

Checked by:

EDWIN Z. DELIG, HT III

School Head

School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9

GRADES 1 to 12
Teacher: JOENAH LOU J. JANDAG Learning English
DAILY LESSON LOG
Area:
Teaching Dates February 4 - 8 , 2019 Quarter: 4th
and Time:

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Page 103 of 140

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 means of preserving unchanging values in a changing world;
also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect speech to enable him/her
competently performs in a full-length play.

B.Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice, Delivery
and Dramatic Conventions.
C. Learning EN9RC-IVc-2.18: EN9VC-IVc-10: EN9LT-IVc-17: EN9OL-IVc-2:
Relate text content to Determine the relevance and Analyze literature as a means Employ effective and
Competencies/Objectives:
particular social the truthfulness of the ideas of understanding unchanging appropriate non-verbal
Write the LC Code for each issues,concerns,or dispositions presented in the material values in a changing world communication strategies
in real life viewed EN9LT-IVc2.2.1: EN9WC-IVd-11:
EN9LC-IVc-13.2: EN9V-IVc-29: Express appreciation for Compose a play review.
Employ analytical listening to Get familiar with the technical sensory images used EN9G-IVd-23:
make prediction/projections vocabulary for drama and Express permission, obligation,
theater(like stage directions) and prohibition
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.
LEARNING FROM OTHERS
II. CONTENT
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
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
E. References
1. Teacher’s Guide Pages P224 P225 P226 P227-231
2. Learner’s Materials P501-502 P503-510 P511-515 P516-520
Pages
3. Textbook Pages P501-502 P503-510 P511-515 P516-520
4. Additional Materials
from Learning Resource
(LR) portal
F. Other Learning Resources Pictures,strips of manila paper Projector, laptop Pictures,laptop PowerPoint presentation

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Establishing a Ask: Ask them about Do the task 7 Play vs. Do task 10 Mind the
Purpose for the Lesson Can you predict what important learning about Short story with a partner issues on pages 511 -513
each video is all about? the play on page 507 of the LM

C.Presenting Ask the students to give Cite examples on the Tell the students to Elaborating the given
Examples/Instances of their recipe for success. journey towards a better continue work on task 8 answers
the Lesson understanding of the play Decipher the symbols on
page 508 of the LM

D. Discussing New Show the class the three Discuss: Discuss: Discuss on identifying the
Concepts and Practicing video clips and let them Can you name any object cause and effect.
New Skills #1 write important points What are the elements of , idea, or place that
about the video clips a short story or play? symbolizes an
unforgettable event in
your life? What does it
mean to you?

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Page 105 of 140

F. Developing Draw out insights from Group activity: Group Activity: Form groups and do
Mastery the class like: the activity on page
(Leads to Formative comparing and Do task 6 on page 506 Do task 9 Go “Less 514 of the LM
Assessment 3) contrasting of the LM with Words” on pages
509-511 of the LM

G. Finding Practical Let them write down Ask them follow up Group Activity: Let the students copy
Applications of the strong and weak questions to draw out the cause-effect chart
Concepts and Skills in points of each ideas Do task 9 Go “Less
Daily Living message. with Words” on pages
509-511 of the LM

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Page 106 of 140

I. Evaluating Learning Do the sharing of Let the students share Presentation of the group Complete the sentence:
answers to the class their answers. activity To be ready for an
economic crisis,
I can...

J. Additional Activities for Journal writing: Ask: Reading homework: This week,
Application or
Remediation Today, I realized that....... What do you think are the Read the Worst I learned that...
similarities and depression of Modern
differences between short HIstory
stories and plays?

V. REMARKS

Page 107 of 140

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

Prepared by:

JOENAH LOU J. JANDAG

Teacher

Checked by:

EDWIN Z. DELIG
School Head

School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9

Page 108 of 140

GRADES 1 to 12 Teacher: JOENAH LOU J. JANDAG Learning English
DAILY LESSON LOG Area:
Teaching Dates February 11 - 15, 2019 Quarter: 4th
and
I. OBJECTIVES 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 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 means of preserving unchanging values in
a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and
indirect speech to enable him/her competently performs in a full-length play.
B. Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the following criteria:
Focus, Voice, Delivery and Dramatic Conventions.
C. Learning EN9RC-IVd-2.18: EN9VC-IVd-1.3/2.3: EN9LT-IVd-17: EN9WC-IVd-2: Remedial/Enhancement
Competencies/Objectives: Relate text content to Formulate predictions Analyze literature as a Employ effective and Reading Schedule/ICL
Write the LC Code for each particular social issues, based on the material means of understanding appropriate non-verbal
concerns, or dispositions in viewed unchanging values in a communication strategies
real life EN9V-IVd-29: changing world EN9G-IVd-23:
EN9LC-IVd-7.2: Get familiar with the EN9LT-IVd-2.2.2: Express permission,
Analyze the stand of the technical vocabulary for Explain the literary devices obligation, and prohibition.
speaker based on the drama and theater(like used EN9WC-IVd-11:
explicit statement made stage directions) Compose a play review
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
II. CONTENT week or two.

DISCERNING FUTURE OPPORTUNITIES

III. LEARNING RESOURCES 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
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages P232-236 P237-240 P241-245 P246-247
2. Learner’s Materials Pages P521-525 P526-528 P529-531 P532-535
3. Textbook Pages P521-525 P526-528 P529-531 P532-535
4. Additional Materials from
Learning Resource (LR) portal

E. Other Learning Resources Copies of graphic organizers Projector, laptop Speaker, laptop PowerPoint presentation

Page 109 of 140

IV. PROCEDURES 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 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 Have the class watch Ask: Emphasize to the class Recall the different Remedial/Enhancement
Lesson or Presenting the video version of Can you name events or the importance of types of tenses Reading Schedule/ICL
the New Lesson Death of A Salesman. happenings in your life distinguishing between
wherein your prediction factual and subjective
actually happened? statements.
B. Establishing a Group activity: Discuss: Ask the students to Discuss:
Purpose for the Lesson Write the events that Task 2 What’s in a play? share their knowledge Types of tenses and
would happen after Act On page 523 of the LM on direct and indirect their examples.
1. statements.
(Teacher will provide the
materials needed)

C. Presenting Each group in the class Do task 3 Speak with Discuss: Let the students write
Examples/Instances of will justify their answers. feelings on page 524 of five sentences with use
the Lesson the LM Post examples of direct of adverbs.
and indirect sentences
on the board.

D. Discussing New Tell the class on what Ask the class to arrange Do task 9 practice the Checking of sentences
Concepts and are their ideas on facts the events in a play. Direct and indirect ways
Practicing New Skills and opinions.. on page 532 of the LM.
#1

Page 110 of 140

IV. PROCEDURES 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 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 Tell them that they are Let the students do the Do drills on changing Discuss: Remedial/
Concepts and going to read an reporting by group the direct statement to The importance of Enhancement Reading
Practicing New Skills advertisement. about the sequence of indirect statement adverb in grammar. Schedule/ICL
#2 events in the play

F. Developing Ask the students to Read a video transcript Checking their answers With a partner:
Mastery discern facts from of America’s President Create a short dialogue
(Leads to Formative opinion Barack Obama about life challenges
Assessment 3) considering the use of
adverb

G. Finding Practical Read a political Let the students Do comparing and Present your work to
Applications of campaign identify which among contrasting the the class.
Concepts and Skills in advertisement and tell the statements contain following statements
Daily Living the class to listen for factual information or
facts and determine the subjective content
biases by the ads

Page 111 of 140

IV. PROCEDURES 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 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 Work on the chart posted Complete the following Ask: D0 task 9 on page 241 of Remedial/Enhancement
Generalizations and on the board sentence... What are rules in the LM Reading Schedule/ICL
Abstractions about the Today, I realized that changing direct statement
Lesson factual statement and to indirect statement?
subjective content are
__________

I. Evaluating Learning Graded group Use teacher made quiz Use teacher- made quiz Use teacher- made quiz
presentation on the chart on identifying between on changing the direct on adverbs
about facts and opinion. factual or subjective statement to indirect
information statement or vice versa

J. Additional Activities for Each group will present Copy at least five Let the students write Journal writing:
Application or their answer infront of the examples of direct their own example on the Write an essay about
Remediation class quotation from famous direct and indirect their ambition in life
personality. statement considering the proper
use of adverb.

V. REMARKS

Page 112 of 140

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

Prepared By:

JOENAH LOU J. JANDAG

Teacher

Checked by:

EDWIN Z. DELIG
School Head

Page 113 of 140

School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9
GRADES 1 to 12
Teacher: JOENAH LOU J. JANDAG Learning English
DAILY LESSON LOG
Area:
Teaching Dates February 18- 22, 2019 Quarter: 4th
and Time:

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C. Learning EN9RC- IVe-2.18: EN9LC-IVe-8.8: EN9LC-IVe-8.8: EN9LC-IVe-8.8: Remedial/Enhancement

Competencies/Objectives: Relate text content to Compare and contrast Analyze literature as a Analyze literature as a Reading Schedule/ICL
Write the LC Code for each particular social issues, ideas listened to means of understanding means of understanding
unchanging values in a unchanging values in a
concerns, or dispositions
changing world changing world
in real life

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
II. CONTENT tackled in a week or two.
Lesson 5 :RECTIFYING ONE’S MISTAKES
III. LEARNING RESOURCES 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 concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development.
A. References
1. Teacher’s Guide Pages pp.248-261 pp.250 pp.250-251 pp.250-251

Page 114 of 140

2. Learner’s Materials pp.537 p. 538-542 pp. 542-591 pp. 542-591
Pages
3. Textbook Pages pp.537 p. 538-542 pp. 542-591 pp. 542-591
4. Additional Materials
from Learning Resource
(LR) portal
B.Other Learning Resources Laptop Copy of the reading text Copy of the reading text Copy of the reading text
DLP

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Establishing a Let students share their Facilitate reading on the Ask: Assign groupings for the
Purpose for the Lesson feelings/insights Guidelines for What are expressions? reading of the Death of
regarding the issues Conducting a Panel How will you interpret the Salesman
Discussion
raised them?

C.Presenting Let students study the Let students form groups Let students do Task 5 Reading of the text
Examples/Instances of ads found in the textbook following the guidelines Twisting the Meaning
the Lesson for panel discussion (Dyads)

Page 115 of 140

D. Discussing New Let students decide Let students discuss Give meanings to Reading of the text
Concepts and Practicing whether in favor or issues stated in Task 2 unfamiliar words raised
New Skills #1 against a particular issue by students
raised

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

E.Discussing New Discussion of answers Presentations of panel Let students read the Teacher facilitates Remedial/
Concepts and discussion by group text Death of a discussion of the text Enhancement Reading
Practicing New Skills Salesman by Arthur Schedule/ICL
#2 Miller Act II

F. Developing Use Task 2 Relating Presentations of panel Facilitate Discussion on Task 8

Mastery the Truth discussion comprehension of the Firming One’s Act
(Leads to Formative Let students listen to a text
Assessment 3) recorded article and
take important details

Page 116 of 140

G. Finding Practical Let students fill out the Let students do Task 4 Reading of the text Discussion on Task 8
Applications of table of the facts Critiquing One’s Style Firming One’s Act
Concepts and Skills in mentioned in the text
Daily Living

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Evaluating Learning Process the answers Let students answer Let students do Task 9
Task 8 Firming One’s Determining the Tone,
Act Mood, and the Author’s
Technique

Page 117 of 140

J. Additional Activities Do advance reading on Journal writing: Homework oral reading Homework:
for Application or guidelines for How will you address of the text Do Your Final Task
Remediation Conducting a Panel the suggestions of your
Discussion classmates regarding
your performance?

V. REMARKS

VI. REFLECTION 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 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 these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

Page 118 of 140

G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

Prepared by:

JOENAH LOU J. JANDAG

Teacher

Checked by:

EDWIN Z. DELIG
School Head

School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9

GRADES 1 to 12
Teacher: JOENAH LOU J. JANDAG Learning English
DAILY LESSON LOG
Area:
Teaching Dates February 25- March 1, 2019 Quarter: 4th
and Time: 1:00 – 2:00 - TRUSTWORTHY
I. OBJECTIVES 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 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 means of preserving
unchanging values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active
and passive constructions plus direct and indirect speech to enable him/her competently performs in a full-length play.
B.Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on
the following criteria: Focus, Voice, Delivery and Dramatic Conventions.

C.Learning EN9VC- IVf-1.3/2.3: EN9LT-IVf-17: EN9RC-IVf-2.22: EN9V-IVf-29: Remedial/Enhancement

Competencies/Objectives Formulate predictions Analyze literature as a Judge the relevance Get familiar with the Reading Schedule/ICL
: based on the material means of understanding and worth of ideas, technical vocabulary
Page 119 of 140
Write the LC Code for each viewed unchanging values in a soundness of author’s for drama and theater
changing world reasoning, and the (like stage directions)
effectiveness of the EN9WC-IVf-11:
Compose a review play
presentation
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
II. CONTENT can be tackled in a week or two.
Lesson 6:TAKING A STAND
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
RESOURCES learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development.
C.References
5. Teacher’s Guide Pages pp.262-285 pp.262-285 pp.262-285 pp.262-285
6. Learner’s Materials pp. 608-609 p. 610-613 p. 610-612 p. 621-623
Pages
7. Textbook Pages pp.608-609 p. 610-613 p. 610-612 p. 621-623
8. Additional Materials
from Learning Resource
(LR) portal
D. Other Learning Laptop Copy of the reading text Copy of the reading text Copy of the reading text
Resources DLP

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Establishing a Sharing of observations Ask the students this Ask the students to read Assign groupings for the Assign groupings for the
Page 120 of 140
Purpose for the Lesson and discussion of the question; again the text REQUIEM reading of the Death of reading of the Death of
picture How prepared are you to the Salesman the Salesman
face the failure in life?

C.Presenting Watch a video clip Let students read the Review of the text for Reading of the text Reading of the text
Examples/Instances of pertaining to a value text “Requiem ( Death of additional comprehension
the Lesson system a Salesman)”

D. Discussing New Fill-out the grid with Let students do Task 6 Let students do Task 8 Reading of the text Reading of the text
Concepts and Practicing details extracted from the Checking Your Immersing into the
New Skills #1 material viewed Comprehension Author’s Craft

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Page 121 of 140

F.Developing Mastery Group activity: Group activity: Discussion on Task 8
(Leads to Formative Based on the material Discuss the causes of Groups do Task 9 Firming One’s Act
Assessment 3) viewed, pick out valid the characters’ actions Message Twisting
and acceptable rites or dialogues based on
which can be adapted or your understanding of
enhanced for the the text.
preservation of the
values mentioned.

G. Finding Practical Task 2 Charading a Group activity: Group presentations of Discussion on Task 8
Applications of Word Come up with a positive the poem Firming One’s Act
Concepts and Skills in disposition which you
Daily Living should undertake

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Page 122 of 140

I. Evaluating Learning Make a sketch or Feed backing of Let students do Task Let students do Task 9
illustration on values answers/ sharing of 10 Determining the Tone,
learned from the ideas Seeing the Other Side Mood, and the Author’s
of a Character Technique
material viewed.

J. Additional Activities Journal writing: Journal writing: Journal writing: Homework:

for Application or What are the positive Complete the Answer the question; Do Your Final Task
Remediation values I must sentence: How prepared are you
remember in making a To avoid conflicts in the to face a failure in life?
stand on issues family, I should…
concerning in my family

V. REMARKS

VI. REFLECTION 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 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
Page 123 of 140
D. No. of learners who continue to
require remediation

E. Which of my teaching strategies

work well? Why did these work

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?

Prepared by:
JOENAH LOU J. JANDAG
Teacher

Checked by:

EDWIN Z. DELIG
School Head

School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9

GRADES 1 to 12
Teacher: JOENAH LOU J. JANDAG Learning English
DAILY LESSON LOG
Area:
Teaching Dates March 4 – 8, 2019 Quarter: 4th
and Time:

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Page 124 of 140

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 means of preserving unchanging values in
a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and
indirect speech to enable him/her competently performs in a full-length play.

C. Learning EN9RC-IVg-2.22: Judge EN9LC-IVg-13.4: EN9V-IVg-29: EN9OL-IVg-1.14: Remedial/Enhancement

Competencies/Objectives: the relevance and worth of Judge the relevance and Take a stand on critical Use the appropriate Reading Schedule/ICL
Write the LC Code for each ideas, soundness of truthfulness of the ideas issues brought up in the suprasegmentals: pitch,
material viewed stress, juncture, intonation,
author’s reasoning, and the listened to
EN9WC-IVg-11: etc
effectiveness of the Compose a play review EN9G-IVg-1:
presentation Change direct and indirect
speech and vice versa
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
II. CONTENT week or two.
LESSON 7: UNCHANGING VALUES IN A CHANGING WORLD
III. LEARNING RESOURCES 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 concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp. 286-289 pp. 286-289 pp. 286-289 pp. 286-289
2. Learner’s Materials Pages P629-630 P631 P632-642 P632-642
3. Textbook Pages P629-630 P631 P632-642 P632-642
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Pictures Pictures Copy of the reading text Charts
None-textbook only

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Page 125 of 140

A. Reviewing Previous Ask: Let students review past Ask: Show a sample video on Remedial/Enhancement
Lesson or Presenting Have you experienced lesson Have you heard or read a a stage play Reading Schedule/ICL
the New Lesson accomplishing something speech that inspired you
which you can never the most?
imagine or expect doing?

B. Establishing a Ask: Ask: Let students share their Ask:

Purpose for the Lesson How do you accept How close are you with experiences
challenges that you will your family and friends? What makes a good
play?
encounter in your life?

C.Presenting Post pictures that imply Ask: Facilitate discussion on Discuss Intonation,
Examples/Instances of addiction Have you extended help values extracted from Juncture, stress and pitch
the Lesson from a relative or students’ experiences
someone close to you?

D. Discussing New Let students analyze Class do Task 2 Who’s Write unfamiliar words for Give practical examples
Concepts and Practicing each picture In, who’s Out vocabulary enhancement of phrases or sentences
New Skills #1 that would differ in
meaning when said
differently

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Page 126 of 140

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 Let students do the Class continue the Let students find/skim Teacher facilitates Remedial/
Concepts and second activity in Task activity in Task 2 the words from the text discussion on direct Enhancement Reading
Practicing New Skills 1 and indirect speech Schedule/ICL
#2

F. Developing Let students share Groups continue the Discussion on the Form groups and do
Mastery output with partner activity until all groups meaning of unfamiliar the teacher-made
(Leads to Formative have participated words activities
Assessment 3)

G. Finding Practical Call some students to Pair-Share Activity: Let students read the Form groups and do
Applications of do the sharing to the Each pair selects a text of Eric Cantor’s the teacher-made
Concepts and Skills in class picture from the activity Policy Speech on activities
Daily Living for discussion ‘Shared Vision”

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Page 127 of 140

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 Facilitate discussion in Brainstorm on the pair- Let students read the text Why are intonation, Remedial/Enhancement
Generalizations and standing up for a reason share activity of Eric Cantor’s Policy juncture, stress, and pitch Reading Schedule/ICL
Abstractions about the in times of life’s Speech on ‘Shared important?
Lesson challenges Vision”

I. Evaluating Learning Write down what they Choose one picture and Give guide questions for Groups make a dialogue
think is the most create a story related to it comprehension with direct and indirect
important value they speech
learned

J. Additional Activities for Reflect: Journal writing: Group writing: Group writing:
Application or
Remediation How to avoid negative Explain the importance of Compose a play review Compose a play review
addictions? good family ties.

V. REMARKS

VI. REFLECTION 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 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

Page 128 of 140

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 these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?

Prepared by:

JOENAH LOU J. JANDAG

Teacher

Checked by:

EDWIN Z. DELIG
School Head

School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9

GRADES 1 to 12
Teacher: JOENAH LOU J. JANDAG Learning English
DAILY LESSON LOG
Area:
Teaching Dates March 11 -15, 2019 Quarter: 4th

Page 129 of 140

and Time:

I. OBJECTIVES 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 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 means of preserving unchanging values in
a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and
indirect speech to enable him/her competently performs in a full-length play.

III. LEARNING RESOURCES 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 concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References
1. Teacher’s Guide Pages pp.286-289 pp.286-289 pp.286-289 pp.286-289
2. Learner’s Materials Pages P645-647 P645-647 pp.647-649 pp. 649-650
3. Textbook Pages P645-647 P645-647 pp.647-649 pp. 649-650
4. Additional Materials from
Learning Resource (LR)
portal
D. Other Learning Resources Copy of the reading text Copy of the reading text Pictures Charts
Laptop, DLP Copy of the reading text

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Page 130 of 140
Always be guided by demonstration of learning 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.
A. Reviewing Previous Brainstorm vocabulary Ask: Ask: Answer: Remedial/Enhancement
Lesson or Presenting discussed previously Have you ever What role will you How important is stage Reading Schedule/ICL
the New Lesson participated in a play perform in a play? directions in a play?
presentation?

B. Establishing a Ask: Ask: Ask: Explain:

Purpose for the Lesson How does the speech What particular role did Why will you choose such Do stage directions affect
affect you? you have? role? the outcome of a stage
play?

C.Presenting Let students share their Ask: Post pictures of stage Ask:
Examples/Instances of answers How will you conquer the directors, stage What are the stage
the Lesson world of a stage play? designers, and props directions?
designers

D. Discussing New Facilitate comprehension Tell the class that they Ask the class what Ask:
Concepts and Practicing of the text through will read a selection on particular roles do each What is the advantage of
New Skills #1 questions stage directions perform having varied
personalities as the
composition of a stage
play production?

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Page 131 of 140

F. Developing Let students share Read the text Discussion of the text Discussion of answers
Mastery important points from by group
(Leads to Formative the text
Assessment 3)

G. Finding Practical Let students do Task 5 Share insights on the Making of group report Ask:
Applications of Walking the Dream into text with a group How can you assure of
Concepts and Skills in Reality a stage play success?
Daily Living

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Page 132 of 140

I. Evaluating Learning Group presentations of Group presentations of Sketch stage directions Discussion of student’s
outputs outputs answers/opinions

J. Additional Activities Let students do Task 6 Reflect: Answer: Group writing:

for Application or What Influences a What role of the play How important is stage Compose a play review
Remediation Text? would you rather directions in a play?
choose?

V. REMARKS

VI. REFLECTION 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

Page 133 of 140

to 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 these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?

Prepared by:

JOENAH LOU J. JANDAG

Teacher

Checked by:

EDWIN Z. DELIG
School Head

Page 134 of 140

School: LUMBO NATIONAL HIGH SCHOOL Grade Level: 9
GRADES 1 to 12
Learning
DAILY LESSON LOG
Teacher: JOENAH LOU J. JANDAG Area: English
Teaching Dates March 18- 22, 2019
and Time: Quarter: 4th

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 means of preserving
unchanging values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and
passive constructions plus direct and indirect speech to enable him/her competently performs in a full-length play.

C. Learning EN9LC-IVh-2.15: EN9G-IVi-25: EN9V-IVi-29: EN9WC-IVi-11: Remedial/Enhancement

Competencies/Objectives: Make generalizations Observe tense Get familiar with the Compose a play review Reading Schedule/ICL
Write the LC Code for each consistency in writing an technical vocabulary for
evaluation drama and theater (like
stage directions)
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
LESSON 7:
UNCHANGING VALUES IN A CHANGING WORLD
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.
III. LEARNING RESOURCES Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development.
A. References
1. Teacher’s Guide Pages pp.286-289 pp.286-289 pp.286-289 pp.286-289
2. Learner’s Materials pp. 649-650 P651-652 p. 650 pp.651-652
Pages

Page 135 of 140

3. Textbook Pages pp. 649-650 P651-652 p. 650 pp.651-652
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Task sheet Task sheet Copy of the text Copy of the reading text
Resources

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Establishing a Prepare strips of paper Do drills on tense Ask: Brief discussion of

Purpose for the with varied scenarios consistency How will you adjust on answers
Lesson your weaknesses?

C. Presenting By pairs, students pick Brainstorm the rules for Students perform Task Students watch the
Examples/Instances of out a strip of paper tense consistency 11 Mirroring Myself video of the “Death of a
the Lesson Salesman”

D. Discussing New Pairs read and Students do board Students review the Groups take note of the
Concepts and understand what is exercises on tense result of their personal dialogues, delivery, the
Practicing New Skills written on the strips consistency assessment blockings, the setting,

Page 136 of 140

#1 the props and sets, the
costume, the audio, the
lighting, and the stage
directions

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

F. Developing Pairs are given time to Teacher facilitates Students do Task 12 Discussion of answers
Mastery practice the elected checking of correct Committing Myself
(Leads to Formative scenario answers
Assessment 3)

G. Finding Practical Pairs present their Story analysis: Supply Students form groups Teacher presents
Applications of scenes with the verb observing rubrics for stage play
Concepts and Skills in appropriate dialog, tense consistency production

Page 137 of 140

Daily Living gestures and facial
expressions

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Evaluating Learning Presentation of scenarios Teacher facilitates Final assessment of Teachers evaluate the list
discussion of answers individual tasks of roles of group
members

J. Additional Activities for Journal writing: Review script observing Review the respective Compose a play review
Application or Rate your own tense consistency responsibilities of crew in
Remediation performance. How will a stage play production.
you improve?

Page 138 of 140

V. 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
VI. REFLECTION to 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.
O. No. of learners who earned
80% in the evaluation
P. No. of learners who require additional
activities for remediation
Q. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
R. No. of learners who continue to
require remediation
S. Which of my teaching strategies work
well? Why did these work?

T. What difficulties did I encounter

which my principal or supervisor can
help me solve?

U. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?

Page 5 of 5

Prepared by:

JOENAH LOU J. JANDAG

Teacher

Page 139 of 140

Checked by:

EDWIN Z. DELIG
School Head

Page 140 of 140

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