LUY-A NATIONAL HIGH Grade

School: SCHOOL Level: 9

GRADES 1 to 12 Learnin
DAILY LESSON LOG Teacher: PAUL ROMANO B. ROYO g Area: ENGLISH
Teaching Dates Quarte
and Time: June 1, 2021/8:30-9:30 AM r: 4th

I. OBJECTIVES

A. Content Standards: The learners demonstrate an understanding of grammatical structures particularly the
basic sentence patterns
B. Performance Standards: The learners employ correct grammatical structure in speaking and writing
C. Learning MELC: Construct clear and coherent sentences following the basic sentence pattern
Competencies/Objectives: (EN9G-If-35)
Write the LC Code for each Specific Objectives:
 Identify the five basic sentence patterns
 Construct admissible sentences following the basic sentence pattern
 Arrange the words/phrases according to the pattern given
 Apply their understanding of the lesson through meaningful learning tasks
 Recognize the function of the word in a sentence and its pattern
 Value the significance of studying basic sentence pattern

II. CONTENT Basic Sentence Patterns

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages Most Essential Learning Competencies in English 9 p.10
2. Learner’s Materials Journey Through Anglo-American Literature pp. 565-567
Pages
3. Textbook Pages _
4. Additional Materials Images were taken from www.google.com.ph
from Learning Resource
(LR) portal
B. Other Learning Resources Powerpoint presentation, projector, laptop, printed visual aids, pentel pen, learning
activity sheets (LAS)
IV. PROCEDURES
A. Reviewing Previous Preliminary Activities:
Lesson or Presenting the  Prayer
New Lesson  Greeting one another
 Observing the cleanliness and orderliness of the classroom
 Checking of attendance
 Singing of introductory song “Oh! It’s English Time after all”
 Recalling of classroom rules (Be prepared, be positive, be respectful, be
participative, and be productive)

“4 PICS, 1 WORD”

The teacher will flash four (4) images on the screen and ask the learners to figure out a
word that describes the general idea each picture has in common.

The teacher will assist the learners in guessing the

word until they figure out the right answer which is PATTERN.
B. Establishing a Purpose for The teacher will state the introduction of the lesson pertaining to the word “pattern”.
the Lesson The teacher will show the following pictures and relate these to the topic to be explored
by the learners.

C. Presenting The teacher will provide the learners with prerequisite knowledge to have in mind
Examples/Instances of the before exploring the new lesson. He will unlock the different terms and give examples.
Lesson
Sentence – is a group of words which give complete meaning in sense.

Examples:
1. Mark is a student.
2. The teacher delivers a lesson.

Subject – is a noun that acts as the doer of the action.

Examples:
1. Cora cuts her hair.
2. The monkey climbed the banana tree.

Intransitive Verb – is a verb that requires a subject but does not require a direct object
for its meaning to be complete.

Examples:
1. The baby cries.
2. The kangaroo hops.

Transitive Verb – is a verb that requires both a subject and a direct object for its
meaning to be complete.

Examples:
1. She ate fruits.
2. Lea loves Smith.

Direct Object – is a noun or pronoun that receives the action of the transitive verb. It
answers the wh-questions “what” or “who”.

Examples:
1. Sheila drives a car.
2. Jay pushed her.

Indirect Object – is a noun or pronoun that precedes the direct object. It answers the
questions to whom or for whom the action of the verb is done.

Examples:
1. Ana sent Mario a wedding invitation.
2. Oscar gave her a love letter.

Linking Verb – is a verb that does not express action. They connect the subject and the
subject complement.

The following are used as linking verbs: is, are, am, was, were
Special linking verbs: look, feel, remain, grow, seem, sound, taste, became

Examples:
1. Rita is a doctor.
2. Emma looks beautiful.
 Subject Complement – is a noun or adjective that describes the subject. It comes after
the linking verb in a sentence.

Examples:
1. My father is a carpenter.
2. The garbage smells bad.

Object Complement – is a noun or adjective that describes or tells something about the
direct object.

Examples:
1. Many people find martial arts challenging.
2. The girl left the door open.
D. Discussing New Concepts The teacher will discuss the difference between the five basic sentence patterns and
and Practicing New Skills give examples for each pattern.
#1
1. S-IV Pattern (Subject, Intransitive Verb)

Examples:
1. David sings.
2. My dog barks.
3. Time flies.
4. The flower blooms.

2. S-TV-DO Pattern (Subject, Transitive Verb, Direct Object)

Examples:
1. Clara gave a party.
2. The students helped the beggar.
3. The dean made an announcement.
4. Allan bullied Carl.

3. S-TV-IO-DO Pattern (Subject, Transitive Verb, Indirect Object, Direct Object)

Examples:
1. My mother told me a story.
2. Agnes baked Tony some cookies.
3. Mathematics gives Anna a headache.
4. The cow gives us milk.

4. S-LV-SC Pattern (Subject, Linking Verb, Subject Complement)

Examples:
1. The king was disappointed.
2. Victor looks nervous.
3. Pat is handsome
4. He sounds strange.

5. S-TV-DO-OC (Subject, Transitive Verb, Direct Object, Object Complement)

Examples:
1. He called the cashier beautiful.
2. The class elected Nadine president.
3. Elena cut her hair short.
4. The judges declared him winner.

E. Discussing New Concepts

and Practicing New Skills Practice Task 1: “SENTENCE TRAIN”
#2
The teacher will let the learners construct admissible sentences in a form of continuous
game called “Sentence Train”. The teacher will begin the sentence then the learners
will add words to complete a sentence based on the given pattern.
F. Developing Mastery
(Leads to Formative Practice Task 2: “UNSCRAMBLE THE SCRAMBLED”
Assessment 3)
The teacher will flash jumbled words/phrases on the screen. The learners have to
arrange words or phrases accordingly to form a sentence.

1. danced the boy

2. a book reads Mikko
3. Zaira a new dress gave Emma
4. sweet are chocolates
5. me a pig called Glen

The teacher will ask the following questions after the learners accomplish Practice Task
2.

1. How did you arrive with your answers?

2. What will happen if the words are not arranged properly?
3. Do you think following a definite structure is important? Why?
G.Finding Practical Group Activity
Applications of Concepts
and Skills in Daily Living The teacher will divide the class into three (3) groups. Each group will be given a
different task.

GROUP 1 – The Architects

Complete the parts of the house through a jigsaw puzzle. Make sure that the words are
arranged according to the given sentence pattern to reveal the magnificent
design/pattern of the house.

Guide Question:
Do you think architects/engineers should follow a pattern/blueprint before building a
house? Why? How would you relate it to our discussion?

GROUP 2 – The Singers

Compose a jingle dedicated to teachers. It must highlight the five basic sentence
patterns. Apply the tune of Leron Leron Sinta.

Guide Question:
If the rhythmic pattern of Leron Leron Sinta are shuffled in different order, do you
think it would still create a nice musical effect? Why? How would you relate it to our
discussion?

GROUP 3 – The Anatomists

Complete the parts of the skeletal system by putting the missing parts. Make sure that
the words followed a correct sentence pattern to reveal the whole structure of the bones.

Guide Question:
If the joints of our bones are placed in different order, do you think our body could still
function strongly? Why? How would you relate it to our discussion?

RUBRICS:

Quality of output - 40%

Depth of answers to the guide question - 40%
Teamwork - 20%
___________
Total: 100%

Before the group activity, the teacher will remind the class about the rules in doing so.

1. Read the instruction carefully.

2. Conduct brainstorming.
3. Help one another to accomplish the task.
 4. Do not leave your groupmates when the task is not yet finished.

H.Making Generalizations The learners will sum up today’s lesson by answering the following questions:
and Abstractions about the
Lesson 1. What are the five basic sentence patterns?
2. What is the importance of studying the basic sentence pattern?
3. How can you apply the basic sentence pattern in your everyday life?
I. Evaluating Learning The teacher will let the learners do the final assessment.

Test I. For every sentence, underline the words/phrases and write its function below.
Then, recognize the pattern used in each sentence. Write it after the sentence.

Example:

He gave me apples. – S-TV-IO-DO Pattern

S TV IO DO

1. Someone ate my sandwich.

2. She told Nina a secret.
3. My dog died.
4. The supervisor found the program faulty.
5. Teachers are our second parents.

Test II. Construct a clear and coherent sentence for every basic sentence pattern.

1.
2.
3.
4.
5.

J. Additional Activities for Write five sentences about the person you treasured the most. Make sure to use the
Application or different patterns you learned today.
Remediation

 Closing Prayer
 Dismissal

IV. REMARKS

V. REFLECTION
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 use/discover
which I wish to share with
other teachers?

Prepared by:

PAUL ROMANO B. ROYO

Teacher I/English Teacher

Noted:

ESTER R. SANTILLAN
Principal I