Annex 1B to DepEd Order No. 42, s.

2016

Grades 1 to 12 School Don Pablo Lorenzo Memorial High School Grade Level Grade 9
DAILY LESSON LOG Teacher Jonah B. Bucoy Learning Area English
Teaching Dates and Time February 12-16, 2018 Quarter Fourth
Monday Tuesday Wednesday Thursday Friday (Holiday)
I. OBJECTIVES 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 content.
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 Competencies EN9VC-IVd-1.3/2.3: Formulate EN9LC-IVb-13.1: Get the different EN9OL-IVc-2: Employ effective and EN9LT-IVb-17.1: Explain how the EN9G-IVc-23: Express permission,
predictions based on the material sides of social, moral, and appropriate non-verbal elements specific to full-length obligation, and prohibition.
viewed economic issues affecting the communication strategies plays build its theme
nation EN9WC-IVc-11:
EN9RC-IVd-2.18: Relate text content to EN9LT-IVc-17: Analyze literature as Compose a play review
particular social issues, concerns, or a means of understanding
dispositions in real life unchanging values in a changing
world
II.II.CONTENT
C Ensuring Family Security Ensuring Family Security Ensuring Family Security Ensuring Family Security Ensuring Family Security

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook pages
4. Additional Material from
Learning Resource Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
p. 449 p. 450
Father and His Daughter (Video “It’s Morning Again in America!”
Presentation) (Video Presentation)
Laptop, Speaker Laptop, Speaker
Ask random students to answer the Ask random students to answer
question: “How much do you love your the question:
father?” Do you believe in all the
commercials or advertisements
that you watch? Why? Or Why
not?
p. 439-440 p. 494-505 p. 495-498
Handouts on Non-Verbal Death of a Salesman Video Death of a Salesman Play Summary
Communication Laptop, Speaker Play Review Template
Graphic Organizer of Plot Diagram
Let the students play a game which Ask the students if they can still Let the students read the article on
is called, “charade”. Instruct them remember the elements of a plot page 495 of the LM.
about the mechanics of the game. which were discussed in the
After the game, ask them the previous lesson.
following questions:
1. Did you find it difficult to guess
the message by just looking at the
actions or gestures of the actor?
2. How were you able to guess the
message?

B. Establishing a purpose for the Let the students watch a video about a
lesson father and his daughter. Then pause the
video in the middle part where the
daughter attempted to commit suicide.
Group the students into eight (8) groups
with four members each and tell them
that they are going to predict what
Let the students watch the video of
“It’s Morning Again in America!”.
Tell the students that they have
played a game in which the actor
used actions and gestures to
deliver the message. Explain to
them that those actions or
gestures are considered to be part
of non-verbal communication.
Tell the students that they are Instruct the students to do Task 11
going to use their skills in (Get that Issue!) on pages 495-496 of
accomplishing a plot diagram for the LM.
the new lesson.
Discuss the answers of the students.
Let the students watch the film,
“Death of a Salesman” and allow
 would happen next (from the video). Ask
the students to do Task 1 (What’s Next)
on page 449 of the LM.
C. Presenting examples/instances Ask each group to present their
of the new lesson predictions and the reasons of why they
predicted them.
D. Discussing new concepts and Let the students watch the video until
practicing new skills #1 the end and reflect on this question:
“After watching the whole video clip,
what did you feel?”
E Discussing new concepts and Discuss the guide question below and
practicing new skills #2 ask the students to share their own
experiences.
Question:
“Do you agree with how the daughter
treated her father?”
F. Developing mastery Ask the students to give their own
version of the ending by answering the
question below:
“If you were to give an ending to the
video, how would you do it?
G. Finding practical application of Instruct the students to write down
concepts and skills in daily living important points they have discovered
while watching the video.
H. Making generalizations and Ask the students to look for a partner
abstractions about lesson and then ask them to share to each
other about the important points they
discovered from the video.
I. Evaluating learning Instruct the students to prepare for a
group role play of the students’ own
version of the video’s ending. Tell them
that the role play is graded.
J. Additional activities for Ask each group to present their role play
application or remediation in class.
V. REMARKS The Friday lesson was cancelled because of the declaration of holiday. The entire content for Friday of this week was moved to Monday (February 19, 2018) of the following week, instead.
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can provide you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80%
in the evaluation
Ask the students the question: In
your opinion, is it important to
know how to determine if the
information is fact? Why? Or Why
not?
Group the students into six (6)
groups and ask them to do Task 3
(Take Two) on page 450-451 of the
LM. Instruct them to write their
answers on a manila paper.
Ask each group to present their
outputs. Discuss the answers of
the students.
Ask the students to cite examples
of the rampant fake news which
they have read or heard about.
Ask the students how they can
determine if the information they
receive is fact or fake.
Ask the students to list down the
characteristics of factual
information.
Administer a teacher made quiz on
identifying factual information and
subjective (biased) information.
Ask the students to identify and
write down at least five (5) factual
information from the commercials
or TV advertisements.
Ask random students to share
personal experiences where they
were able to use non-verbal
communication in communicating
especially with their friends.
Discuss about non-verbal
communication and different
strategies in doing non-verbal
communication.
Show pictures of practices in the
Philippines and of different
countries. Ask the students to
identify the meaning of those
gestures made in the practices.
Let the students watch a short
video and ask them to jot down
notes.
Ask the students to identify the
non-verbal strategies used in the
video they have watched.
Ask them to accomplish a concept
map about their new learnings on
non-verbal communication.
Instruct the students to group
themselves into six (6) groups and
perform a role play showing non-
verbal communication strategies.
Ask the non-performing groups to
identify the non-verbal
communication strategies used by
the performing group in their role
play.
them to jot down important details
from the film.
After watching the film, group the
students into six (6) groups and ask
them to identify the elements of a
plot present in the film.
Ask each group to present their
outputs on plot diagram.
Instruct the students to look for a
partner and do Task 6 (Name the
Character) on page 490 of the LM.
Discuss with them the guide
questions on page 491 of the LM.
Ask each student to do Task 7
(Guess the Message) on page 491
of the LM.
Instruct the students to do Task 8
(Talk Me In) on page 491 of the LM
to better understand the thoughts
and feelings of the main character.
Ask a volunteer from the class to
give a summary of the things
discussed for the day.
Group the students intro six (6)
groups and ask them to do task 9
(Speak and Act) on page 492 of the
LM.
Instruct the students to familiarize Ask the students to read more
the terms used in theater.
Ask the students if they can still
remember the modals. Discuss with
them the definition of a modal. Give
them examples of modals.
Instruct the students to write
sentences using modals. Call random
students and then discuss their
sentences with the class.
Instruct the students to look for a
partner. Ask them to do Task 12
(Model Your Modals) on pages 496-
497 of the LM.
Ask the students to accomplish Task 13
(Hello Obligation!) on page 497 of the
LM.
Let the students do task 14 (Review
that Play) on page 498 of the LM
where they need to use modals in
writing a play review.
Ask each student to accomplish My
Treasure on page 500 of the LM.
Administer a teacher made quiz on the
correct usage of modals.
examples of modals used in sentences.
 B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal/supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Submitted by: Submitted to:

JONAH B. BUCOY EDWINA T. GALO, SSHT-III

Substitute Teacher Department Head, English
Date: _______________ Date: ____________________