Junior High School School: Central Azucarera de Tarlac High School Grade Level: 9

DAILY LESSON LOG Teacher: ROSE ANN L. ESPIRITU Learning Area: ENGLISH
Teaching Dates and Time: October 8-12, 2018 Quarter: SECOND (2)

Day 1 Day 2 Day 3 Day 4

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,
I. OBJECTIVES
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 Competencies/Objectives:
Write the LC Code for each EN9VC-IIc-21: EN9LT-IIf-15: EN9G-IIg-20: EN9RC-IIc-19:
Use context clues to find the Analyze literature as a means Use conditionals in expressing Get information from various print
meaning of a word. of valuing other people and arguments. media.
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 tackled in a week or two.
II. CONTENT
VOCABULARY DEVELOPMENT BY THE RAILWAY SIDE CONDITIONALS SENTENCES NEWS ARTICLE

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
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages 200-201 204-207 208-210 211
4. Additional Materials from
Learning Resource (LR) portal
 DAY 1 DAY 2 DAY 3 DAY 4
IV. PROCEDURES
A. Reviewing Previous Lesson or Presenting Sometimes that which hinders There are 4 main types of if sentences in
the New Lesson harmonious relationship among people English, often called conditional
is not just the lack of trust, sentences. These sentences are in
communication, or time. It’s simple two halves (clauses): the if part (if
indifference. The human relationship clause) the other part where you can
that has real difficulty surviving is when use words such as can, will, may,
people have gone into “me, myself and might, could and would (main clause)
I “mode and become indifferent toward
each other. Indifference is not caring
about what the other person does- a
challenge we all have to overcome.
B. Establishing a Purpose for the Lesson In this lesson, you will learn how your Read the text entitled By the railway
indifference can adversely affect the Side by Alice Meynell and reflect on the
life of another and how caring for questions enclosed in boxes.
someone can be a means to peace.

C.Presenting Examples/Instances of the

Lesson
D.Discussing New Concepts and Practicing How can your character affect others? ZERO CONDITIONAL is a structure used for Task 13. Nosy News
New Skills #1 talking about general truths -- things which
always happen under certain conditions (note Read the news article below
What would you do if you were in that that most zero conditional sentences will mean and answer the questions that
train? the same thing if "when" is used instead of "if"). follow.
The zero conditional is used to talk about
things which are always true -- scientific facts,
What would you feel if you were in that general truths, and so on.
woman’s shoes?

E.Discussing New Concepts and Practicing Task 7. What a Feeling 1st CONDITIONAL is a structure used for
New Skills #2 talking about possibilities in the present or in
Scan the text once again and list at the future. The first conditional is used to talk
least three people in the train. Analyze about things which are possible in the present
how the author described and felt as or the future -- things which may happen.
they witnessed what happened. Write
your answers in your notebook by 2nd CONDITIONAL is a structure used for
copying the chart provided. talking about unreal situations in the present or
in the future. The second conditional is used to
talk about things which are unreal (not true or
not possible) in the present or the future --
things which don't or won't happen.

3rd CONDITIONAL is a structure used for

talking about unreal situations in the past. The
third conditional is used to talk about things
which DID NOT HAPPEN in the past. If your
native language does not have a similar
construction, you may find this a little strange,
but it can be very useful. It is often used to
express criticism or regret.
F.Developing Mastery Task 4. Task 8. What If Answer the following questions:
(Leads to Formative Assessment 3) Context Clues:
Pick out the word which does not Task 9. If Only 1. How was indifference shown
belong to the group. in the news article?
Task 10. “IF” Salad 2. What would you have done if
you were in the situation?
3. How can your group help
change indifference of the
people involved in the accident?
G.Finding Practical Applications of Concepts
and Skills in Daily Living
H.Making Generalizations and Abstractions
about the Lesson
I.Evaluating Learning
J.Additional Activities for Application or
Remediation
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 to help the students learn?
V.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

Prepared By: Checked By: Verified By: Noted By:

Rose Ann L. Espiritu Jocel B. Cayanan Manuel B. Balbido Jr. Aphrodite Editha O. Dizon
Teacher I Master Teacher I Head Teacher I Principal II