Annex 2B.3 to DepEd Order No. 42, s.

2016
School CMIS- Sto. Rosario Grade Level Grade 9
GRADES 1-12 Teacher Dina C. Divina Learnng Area ENGLISH
DAILY LESSON LOG
Teaching Dates and Time July 25-29, 2016 Quarter First

I. OBJECTIVES Day 1 Day 2 Day 3 Day 4

The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation
A. Content Standards
and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.

The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and
B. Performance Standards
Audience Contact.

A. Summarize the contents of the material viewed A. Analyze literature as a means of discovering the self
A. Assess the relevance and worth of ideas presented in the A. Determine tone, mood, technique, and purpose of the
(EN9VC-Ie-21) (EN9LT-If-14)
material viewed (EN9VC-If-19) author (EN9LT-If-2.2.3)
B. Assess the relevance and worth of ideas presented in the B. Assess the relevance and worth of ideas presented in the
C. Learning Competencies/Objectives B. Agree or disagree with the ideas of the speaker (EN9LC-
material viewed (EN9VC-If-19) material viewed (EN9VC-If-19)
- identify the figures of speech used the poem
Id-8.4) - construct meaningful sentences using figures of
C. Draw generalizations and conclusions from the material C. Judge the relevance and worth of ideas presented
B. Accept or reject ideas mentioned (EN9LC-Id-8.5) speech
listened to (EN9LC-Ig-8.7) (EN9LC-If-8.2)

II. CONTENT Agreement and Disagreement Drawing Generalizations and Conclusions The Day of Destiny Figures of Speech

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages 11 41 28
2. Learner's Materials pages 16-18 77 52-59 11_12
3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal

British-American Literature 9 by Marlon B. Santos and

B. Other Learning Resources Paul Anthony B. Mendoza
Audio-visual presentation, pictures Audio-visual presentation

IV. PROCEDURES
Assign students to give the recap on yesterday's topic,
Assign students to give the recap on yesterday's topic, Tell students to give the overview of the previous lesson, Tell students to give the overview of the previous lesson,
A. Reviewing previous lesson or presenting the new lesson sequence signals, and their importance. agreement and disagreement.
drawing generalizations and conclusions, and their
The Day of Destiny and imagery .
importance.

Ask them: "Have you experienced being impulsive and

Present the Harmony of Man and Environment (H.O.M.E.) Pose the motive question: "What does it take to be a great Pose the motive question: "What does it take to be a great
B. Establishing a purpose for the lesson video.
making the wrong judgement and conclusion in the end?
man?" writer?"
What led to do draw quick judgements o r decisions?"

Show pictures of well-known personalities in history. Ask

Explore their awareness on global warming. Show more Encourage students to share about the wrong decisions they Present the Rebus Puzzles. Let them answer each. Ask
C. Presenting examples/ instances of the new lesson pictures that will elicit more ideas on global warming. made before and how did they feel right after.
them what are these people known for. Introduce the
them how the pictures tickle their imagination.
concept by playing the video.

Post this phrase on the board: "If I could turn back time I
Elicit students' idea about the causes and effects of global Post the comprehension questions. Let them answer each Introduce the concept. Present a musical video of figures o
D. Discussing new concepts and practicing new skills #1 warming. Introduce the concept.
would have…" Solicit students' answers. Introduce the
orally. speech.
concept.

Day 1 Day 2 Day 3 Day 4

Show them sentences using the different figures of speech.
Ask the students to accomplish Task 3 on page 51 of their
E. Discussing new concepts and practicing new skills #2 English Module.
Present the concept of sensory images. Ask them how each differs from the ordinary language we
use daily.

Reiterate the motive question: "What does it take to be a

Give students daily-life scenarios. Ask them to draw Play the audio-visual and let them analyze what particular
F. Developing mastery (Leads to Formative Assessment conclusions and generalizations on the given situations.
great man?" Elicit students responses after the discussion of
figures of speech is used in the songs.
the text.

G. Finding practical applications of concepts and skills in

Have the students accomplish the chart on sensory images.
daily living

Give students debatable issues to ponder. Let them share

Elicit students' idea on how to make good judgements and Ask the students how important it is for a writer to use
H. Making generalizations and abstractions about the lesson their opinions by agreeing or disagreeing with the given its positive effect in one's life or future. figures of speech and literary devices in his/her works.
situations.

Tell the students to make a video campaign advocating to Ask students how important sensory images are in poetry
I. Evaluating learning protect mother earth.
1-15- item quiz
writing.
1-15-item quiz

Give students more conversation drills in expressing Interview students and give them situational problems to
J. Additional activities for application or remediation agreement and disagreement. solve.

Procedure I is a take home group activity to be submitted two

V. REMARKS weeks after the announcement.

VI. REFLECTION
Section No. of Learners Section No. of Learners Section No. of Learners Section No. of Learners
Integrity Integrity Integrity Integrity
A. No. of learners who earned 80% in the evaluation Fidelity Fidelity Fidelity Fidelity
Loyalty Loyalty Loyalty Loyalty
Justice Justice Justice Justice

Section No. of Learners Section No. of Learners Section No. of Learners Section No. of Learners

B. No. of learners who require additional activities for Integrity Integrity Integrity Integrity
remediation Fidelity Fidelity Fidelity Fidelity
Loyalty Loyalty Loyalty Loyalty
Justice Justice Justice Justice
Section YES NO Section YES NO Section YES NO Section YES NO
Integrity Integrity Integrity Integrity
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson Fidelity Fidelity Fidelity Fidelity
Loyalty Loyalty Loyalty Loyalty
Justice Justice Justice Justice

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 or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?
Annex 2B.3 to DepEd Order No. 42, s. 2016
School CMIS- Sto. Rosario Grade Level Grade 9
GRADES 1-12 Teacher Dina C. Divina Learnng Area ENGLISH
DAILY LESSON LOG
Teaching Dates and Time June 18-22, 2018 Quarter First

I. OBJECTIVES Day 1 Day 2 Day 3 Day 4

The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation
A. Content Standards
and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.

The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and
B. Performance Standards
Audience Contact.

A. EN9LT-If-14: Analyze literature as a means of A. EN9LT-Ia-14.1: Identify the distinguishing features of A. EN9OL-Ic-1.15: Use the appropriate segmentals
discovering the self notable Anglo-American lyric poetry, songs, poems, (sounds of English) and the suprasegmentals or prosodic
A. EN9LC-Ia-8: Process information mentioned in the text
B. EN9VC-If-19: Assess the relevance and worth of ideas sermons, and allegories features of speech when delivering lines of poetry and
C. Learning Competencies/Objectives presented in the material listened to/viewed B. EN9LT-Ic-2.2: Explain how the elements specific to a prose in a speech choir, jazz chants and raps
listened to
B. EN9LC-Ia-3.6: Perform a task by following instructions
C. EN9LC-If-8.2: Judge the relevance and worth of ideas genre contribute to the theme of a particular literary B. EN9F-Ic-3.1: Produce the correct beat and rhythm in
presented selection delivering jazz chants and raps

II. CONTENT Agreement and Disagreement Normal and Inverted Word Order The Battle with Grendel Debate

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages

2. Learner's Materials pages 17 17 10 and 15 10 and 15

3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal

B. Other Learning Resources Rubrics Audio-visual presentation Audio-visual presentation Copy of the It's Got To Be Somewhere Activity

IV. PROCEDURES
Tell students to give the overview of the previous lesson, Assign students to give the recap on yesterday's topic on Tell students to give the overview of the previous lesson,
A. Reviewing previous lesson or presenting the new lesson The Seven Ages of Man by William Shakespeare.
Post a picture and call some students to describe it.
figures of speech. rhyming words and prosodic features of speech.

Pose these motive questions: "What is your favorite stage Pose these motive questions: "Which staement from your Pose the motive question: "What makes you listen to Pose the motive question: "How does it feel to hear words
B. Establishing a purpose for the lesson of man and why? classmates is more appealingt Why?" someone?" and phrases repeated over and over again?"

C. Presenting examples/ instances of the new lesson Present and explain the rubrics. Present a rap song about Figures of speech. Present the It's Got To Be Somewhere Activity.

D. Discussing new concepts and practicing new skills #1 Introduce the concept. Introduce the concept. Present the Rubrics.

Day 1 Day 2 Day 3 Day 4

Have the students write at least three sentences using three
E. Discussing new concepts and practicing new skills #2 of the figures of speech presented.

Let students identify the figures of speech and rhymes used Let them group themselves and discuss the intructions
F. Developing mastery (Leads to Formative Assessment Let the students have a five-to-ten-minute practice. 1-10-item quiz
in the songs presented. given in the activity.

Present words on the board. Group the class into two. Read
G. Finding practical applications of concepts and skills in Let the students share their insights as to where and when the words first. Then, instruct each group to read the words
Let the students present their assigned tasks.
daily living can they use the different figures of speech. again. The group which has the most number of correct
pronunciation, stress, and intonation wins.

Complete the following sentence...

Complete the following sentence...
H. Making generalizations and abstractions about the lesson Today, I realized that figures of speecht are __________
Today, I realized that rhyming words and prosodic features
of speech __________

Have the other group evaluate the others by giving a one- Have the students do the It's Got To Be Somewhere
I. Evaluating learning to-two-sentence feedback.
1-15-item quiz
Acivity.

Ask students toInstruct students to accomplish the activities

J. Additional activities for application or remediation on pages 11 to 14 of their Anglo-American Literature
Module.

V. REMARKS
VI. REFLECTION
Section No. of Learners Section No. of Learners Section No. of Learners Section No. of Learners
Integrity Integrity Integrity Integrity
A. No. of learners who earned 80% in the evaluation Fidelity Fidelity Fidelity Fidelity
Loyalty Loyalty Loyalty Loyalty
Justice Justice Justice Justice

Section No. of Learners Section No. of Learners Section No. of Learners Section No. of Learners

B. No. of learners who require additional activities for Integrity Integrity Integrity Integrity
remediation Fidelity Fidelity Fidelity Fidelity
Loyalty Loyalty Loyalty Loyalty
Justice Justice Justice Justice
Section YES NO Section YES NO Section YES NO Section YES NO
Integrity Integrity Integrity Integrity
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson Fidelity Fidelity Fidelity Fidelity
Loyalty Loyalty Loyalty Loyalty
Justice Justice Justice Justice

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 or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?
Annex 2B.3 to DepEd Order No. 42, s. 2016
School CMIS- Sto. Rosario Grade Level Grade 9
GRADES 1-12 Teacher Dina C. Divina Learnng Area ENGLISH
DAILY LESSON LOG
Teaching Dates and Time June 18-22, 2018 Quarter First

I. OBJECTIVES Day 1 Day 2 Day 3 Day 4

The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation
A. Content Standards
and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.

The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and
B. Performance Standards
Audience Contact.

A. EN9LT-If-14: Analyze literature as a means of A. EN9LT-Ia-14.1: Identify the distinguishing features of A. EN9OL-Ic-1.15: Use the appropriate segmentals
discovering the self notable Anglo-American lyric poetry, songs, poems, (sounds of English) and the suprasegmentals or prosodic
A. EN9LC-Ia-8: Process information mentioned in the text
B. EN9VC-If-19: Assess the relevance and worth of ideas sermons, and allegories features of speech when delivering lines of poetry and
C. Learning Competencies/Objectives presented in the material listened to/viewed B. EN9LT-Ic-2.2: Explain how the elements specific to a prose in a speech choir, jazz chants and raps
listened to
B. EN9LC-Ia-3.6: Perform a task by following instructions
C. EN9LC-If-8.2: Judge the relevance and worth of ideas genre contribute to the theme of a particular literary B. EN9F-Ic-3.1: Produce the correct beat and rhythm in
presented selection delivering jazz chants and raps

II. CONTENT Agreement and Disagreement Normal and Inverted Word Order The Battle with Grendel Debate

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages

2. Learner's Materials pages 9 17 10 and 15 10 and 15

3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal

B. Other Learning Resources Rubrics Audio-visual presentation Audio-visual presentation Copy of the It's Got To Be Somewhere Activity

IV. PROCEDURES
Tell students to give the overview of the previous lesson, Assign students to give the recap on yesterday's topic on Tell students to give the overview of the previous lesson,
A. Reviewing previous lesson or presenting the new lesson The Seven Ages of Man by William Shakespeare.
Post a picture and call some students to describe it.
figures of speech. rhyming words and prosodic features of speech.

Pose these motive questions: "What is your favorite stage Pose these motive questions: "Which staement from your Pose the motive question: "What makes you listen to Pose the motive question: "How does it feel to hear words
B. Establishing a purpose for the lesson of man and why? classmates is more appealingt Why?" someone?" and phrases repeated over and over again?"

C. Presenting examples/ instances of the new lesson Present and explain the rubrics. Present a rap song about Figures of speech. Present the It's Got To Be Somewhere Activity.

D. Discussing new concepts and practicing new skills #1 Introduce the concept. Introduce the concept. Present the Rubrics.

Day 1 Day 2 Day 3 Day 4

Have the students write at least three sentences using three
E. Discussing new concepts and practicing new skills #2 of the figures of speech presented.

Let students identify the figures of speech and rhymes used Let them group themselves and discuss the intructions
F. Developing mastery (Leads to Formative Assessment Let the students have a five-to-ten-minute practice. 1-10-item quiz
in the songs presented. given in the activity.

Present words on the board. Group the class into two. Read
G. Finding practical applications of concepts and skills in Let the students share their insights as to where and when the words first. Then, instruct each group to read the words
Let the students present their assigned tasks.
daily living can they use the different figures of speech. again. The group which has the most number of correct
pronunciation, stress, and intonation wins.

Complete the following sentence...

Complete the following sentence...
H. Making generalizations and abstractions about the lesson Today, I realized that figures of speecht are __________
Today, I realized that rhyming words and prosodic features
of speech __________

Have the other group evaluate the others by giving a one- Have the students do the It's Got To Be Somewhere
I. Evaluating learning to-two-sentence feedback.
1-15-item quiz
Acivity.

Ask students toInstruct students to accomplish the activities

J. Additional activities for application or remediation on pages 11 to 14 of their Anglo-American Literature
Module.

V. REMARKS
VI. REFLECTION
Section No. of Learners Section No. of Learners Section No. of Learners Section No. of Learners
Integrity Integrity Integrity Integrity
A. No. of learners who earned 80% in the evaluation Fidelity Fidelity Fidelity Fidelity
Loyalty Loyalty Loyalty Loyalty
Justice Justice Justice Justice

Section No. of Learners Section No. of Learners Section No. of Learners Section No. of Learners

B. No. of learners who require additional activities for Integrity Integrity Integrity Integrity
remediation Fidelity Fidelity Fidelity Fidelity
Loyalty Loyalty Loyalty Loyalty
Justice Justice Justice Justice
Section YES NO Section YES NO Section YES NO Section YES NO
Integrity Integrity Integrity Integrity
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson Fidelity Fidelity Fidelity Fidelity
Loyalty Loyalty Loyalty Loyalty
Justice Justice Justice Justice

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 or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?