School: DULAO INTEGRATED SCHOOL Grade Level: 9

GRADES 1 to 12 Learning Area:

Name of Teacher Lyka G. Dacutan English
DAILY LESSON LOG Teaching Dates and Time: SEPTEMBER 1-5, 2025 (WEEK 1) Quarter: Second

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
I. OBJECTIVES may be done for developing content knowledge and competencies. These are assessed 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.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
A. Content Standards 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.
The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective
B. Performance Standards verbal and non- verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style
and Body
Movements or Gestures.
MELC 1: Make MELC 1: Make MELC 1: Make MELC 1: Make
connections between connections between connections between connections
texts to particular texts to particular texts to particular between texts to
social issues, social issues, social issues, particular social
concerns, or concerns, or concerns, or issues, concerns, or
dispositions in real life dispositions in real dispositions in real dispositions in real
C. Learning Competencies life life life Late Celebration for
/ Objectives Buwan ng Wika
Enabling Objectives:
Write the LC code for
 Compare and Enabling Objectives: Enabling Objectives: Enabling Objectives:
each
contrast similar  Establish  Analyze  Compare and
information connections of literature as a contrast similar
presented in events and how means of information
different texts. these lead to the valuing other presented in
(EN9RC-IIa-3.2.7) ending of a people and their different texts.
 Shift from one material. (EN9VC- various (EN9RC-IIa-
IIa-1.4) circumstances in
life. (EN9LT-IIa-
1
 listening strategy to 15) 3.2.7) 
another based on  Identify the  Analyze literature
topic, purpose, and distinguishing as a means of
level of difficulty of features of notable valuing other
the argumentative persons. (EN9LT- people and their
or persuasive text. IIa-15.1) various
(EN9LC-IIa-11) circumstances in
life. (EN9LT-IIa-
15)
 Create an
Acrostic Poem
using the word
GREATNESS
 Create a Venn
Diagram of the
two texts read
 Create a Rap
Song that shows
greatness
Finding Other’s “Auld Lang Syne” “Auld Lang Syne” Differentiated 1.
Greatness “I Think Continually “I Think Continually Performance Task
of Those Who Were of Those Who Were (Instruction and
Truly Great” Truly Great” Preparation)
II. CONTENT
1. Greatness
Acrostic Poem
2. Venn Diagram
3. Rap Song
III. LEARNING
RESOURCES
A. References
 English MELCs  English MELCs  English MELCs  English MELCs 
1. Teacher’s page 192 page 192 page 192 page 192
Guide pages  Teacher’s Guide  Teacher’s Guide  Teacher’s Guide  Teacher’s Guide
pages 75 - 89 pages 75 - 89 pages 75 - 89 pages 75 - 89
 A Journey Through  A Journey  A Journey  A Journey
Anglo-American Through Anglo- Through Anglo- Through Anglo-
2. Learner Material’s
Literature pages American American American
pages
119 - 132 Literature pages Literature pages Literature pages
119 - 132 119 - 132 119 - 132

2
  A Journey Through  A Journey  A Journey  A Journey
Anglo-American Through Anglo- Through Anglo- Through Anglo-
3. Textbook pages Literature pages American American American
119 - 132 Literature pages Literature pages Literature pages
119 - 132 119 - 132 119 - 132
4. Additional
Materials from
Learning Resource
(LR) portal
PPT, Marker, Manila PPT, Marker, Manila PPT, Marker, Manila PPT, Marker, Manila
B. Other Learning
Paper, Board, Chalk, Paper, Board, Chalk, Paper, Board, Chalk, Paper, Board, Chalk,
Resources
SLM English 9 SLM English 9 SLM English 9 SLM English 9
These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
IV. PROCEDURES
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 Post on the board the Sharing of answers on Recall the two texts in Recall the two texts
yesterday’s lesson or quote of William the additional task the previous lesson in the previous
presenting the new Shakespeare. given. lesson
lesson
Sharing of observation Ask: Sharing of ideas about The learners are
B. Establishing a and discussion of the Who do you consider the text by compare task to group into 3
purpose for the lesson quote. truly great in your and contrast. for the differentiated
life? performance task.
Sharing of thoughts Instruct them to write Do task 3: Finding The teacher gives
C. Presenting related to greatness similarities and instruction for each
their answers.
examples/ instances of differences on p123 group with different
the new lesson
of the LM. task
D. Discussing new Do task 2. Connecting Reading text 2 on Sharing of answers in Brainstorming:
concepts and practicing Lives on pp119-120 p122 0f the LM. pairs on the task 3 Students
new skills #1 of the LM. given. collaboratively plan
(Leads to Formative and prepare for their
Assessment 1) task
E. Discussing new Ask: Discuss the reading Let the students
concepts and practicing How do we celebrate text given justify their answers.
new skills #2 the “greatness” of the
(Leads to Formative people we know?
Assessment 2)
F. Developing mastery Choral reading text 1 Ask the processing What is the

3
 (Leads to Formative on pp120-121 of the questions on p122 of importance of finding
Assessment 3) LM. the LM. similarities and
differences of ideas?
G. Finding practical Sharing of ideas about Call two pairs to do Draw out insights from
applications of the reading text the sharing. the class like
concepts and skills in comparing and
daily living contrasting about
greatness.
H. Making Ask: Complete the Write the strong points The teacher presents
generalizations and What is greatness for sentence: of each message from the rubrics for each
abstractions about the you? Today, I realized… the text. task.
lesson
I. Evaluating learning How would Note the significant Ask a student to Students share
communicate others of responses of the compare and contrast experiences of their
their experiences on students about each of the messages. task.
greatness? greatness.
J. Additional Share own experiences Journal writing: Do the sharing of
activities for application on greatness and how Write your answers to the class.
or remediation would you share it to experiences on how
others. you show appreciation
of others of their
greatness.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works?
VI. REFLECTION
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% on the formative
assessment

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
4
 learners who continue to
require
remediation
E. Which of my
teaching strategies Inquiry-Based Inquiry-Based Inquiry-Based Inquiry-Based
worked well? Why did Instruction Instruction Instruction Instruction
this work?
F. What difficulties did
I encounter which my
principal or supervisor
can help me solve?
G. What
innovation or localized Inquiry-Based Inquiry-Based Inquiry-Based Inquiry-Based
materials did I use/discover Instruction Instruction Instruction Instruction
which I wish to share with
other teachers?

Prepared by: Checked by:

Lyka G. Dacutan Myra C. Puzon, Ph.D.

Teacher I Principal IV