GRADE 1 to 12 School Angeles City National High School Grade Level 9

DAILY LESSON Teacher Arnold O. Arceo Learning ENGLISH 9

LOG Area
Teaching Dates and Time June 5- 9, 2023 Quarter Fourth

1st meeting 2nd meeting 3rd meeting 4th meeting

I. OBJECTIVES Take a stand on critical Take a stand on critical Take a stand on critical Take a stand on critical
issues brought up in the issues brought up in the issues brought up in the issues brought up in the
material viewed. material viewed. material viewed. material viewed.

A. Content Standard 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 Standard 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 Evaluate the relevance and Evaluate the relevance and React critically to assertions React critically to assertions
Competency/Objectives worth of ideas presented in worth of ideas presented in made by a speaker or writer; made by a speaker or writer;
the material the material and
Write the LC code for each.
Judge the relevance and
worth of ideas presented.

II. CONTENT

III.LEARNING
RESOURCES
A. References Anglo-American Literature Anglo-American Anglo-American Anglo-American
Learner’s Material Literature Learner’s Literature Learner’s Literature Learner’s
Material Material Material
1. Teacher’s Guide pages

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 2. Learner’s Materials
pages
3. Textbook pages

4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource

IV. PROCEDURES
A. Reviewing the previous Ask students to give a recap Ask students to give a Ask students to give a Ask students to give a
lesson or presenting the of the past lessons recap of the past lessons recap of the past lessons recap of the past lessons
new lesson
B. Establishing a purpose for Present the objectives for Present the objectives for Present the objectives for Present the objectives for
the lesson the day the day the day the day
C. Presenting Ask the students to provide Ask the students to Ask the students to Ask the students to
examples/Instances of the examples. provide example provide example provide example
new lesson
D. Discussing new concepts Motivation: Motivation: Motivation: Motivation:
and practicing new skills # Show some videos to the
1 students and ask them if the Using a graphic organizer Post a debatable statement Revisit the concept of relevance
lead the students in such as “education is no and the steps on evaluating the
videos are relatable to them relevance and worth of a given
or not. forming an understanding longer needed to be material.
about the concept of successful.”
worth.
Ask the students what Ask the students to Model the performance task of
makes something relatable Have students share their analyze and evaluate the the students.
to them. ideas in building the statement. Discuss the rubric for the
concept map. This is done evaluation.
Present and unlock key as a “class Activity.” Ask the students to share
words their views with the class. Criteria:
Process the answer and the Provide probing questions 1. Content Knowledge:
1. Relevance  Demonstrates a deep
fully accomplished to get and in depth
2. worth understanding of the
concept map. Identify and response from the students topic or subject matter.
3. Evaluate discuss the characteristics  Provides accurate and
of a “worthy” piece of Present and unlock key relevant information.
By using context clues in a information word  Supports arguments or

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sentence and leading 1. Assertion claims with credible
questions guide the students 2. Critical evidence and examples.
2. Organization and
in forming their own Structure:
understanding and By using context clues in  Presents ideas in a
definition of the key words. a sentence and leading logical and cohesive
questions guide the manner.
students in forming their  Uses clear and
own understanding and effective introduction,
body, and conclusion.
definition of the key  Maintains a well-
words. structured flow of
thoughts and ideas.
Briefly present the 3. Delivery and Fluency:
different types of  Speaks fluently and
confidently.
assertion.
 Uses appropriate
volume, pace, and
1. Factual Assertion: A tone.
factual assertion states  Demonstrates clear
something as objectively articulation and
true or false. It presents pronunciation.
4. Language Use:
information that can be  Utilizes appropriate
verified through evidence or vocabulary and
sources. Example: "Water terminology related
boils at 100 degrees Celsius to the topic.
at sea level."  Constructs
grammatically
correct sentences.
 Demonstrates a range
2. Value Assertion: A value of sentence structures
and language
assertion expresses a
functions.
judgment or evaluation 5. Nonverbal
based on personal or Communication:
societal values. It involves  Maintains eye contact
subjective opinions rather with the audience.
 Utilizes appropriate
than objective facts.
gestures, body
Example: "Eating a language, and facial
vegetarian diet is morally expressions.
superior to consuming  Engages the audience
meat." through positive and
confident demeanor.
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 6. Engagement and
Audience Interaction:
3. Policy Assertion: A policy  Engages the audience
assertion proposes a course through active
participation and
of action or a solution to a
interaction.
problem. It suggests a  Responds to
specific policy or action that questions or
should be implemented. comments from the
Example: "The government audience
thoughtfully.
should increase funding for
 Creates a welcoming
renewable energy research." and inclusive
atmosphere for
audience members.
7. Time Management:
4. . Personal assertion: "I am  Manages time
a good listener." This effectively, adhering
statement expresses a self- to the allocated
perception or belief about presentation time.
one's own listening skills.  Provides a balanced
distribution of
content across the
presentation.
5. Interpretive Assertion: An  Avoids rushing or
interpretive assertion offers exceeding the time
limit.
an interpretation or analysis 8. Visual Aids
of a piece of information,  Utilizes visual aids
text, or event. It involves effectively to support
subjective interpretation or and enhance the
presentation.
analysis based on evidence
 Ensures visual aids are
or context. Example: "The clear, visually
author's use of symbolism in appealing, and
the novel suggests themes relevant to the
of isolation and freedom." content.
 Seamlessly integrates
visual aids into the
presentation without
Ask students to give their relying too heavily
on them.
own examples for each

Ask the students to

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 classify given assertions
with their partner
E. Discussing new concepts Revisit the concept of relevance. Do the same with the
and practicing new skills # word “evaluate”. Discuss the steps on how
2 What makes an idea or to critically analyze/
information relevant? Discuss the steps in evaluate an assertion.
evaluating the worth of
Discuss the characteristics of a ideas in a material. 1. Understand the
relevant idea.
assertion's main
To evaluate the worth of idea.
1. Connection to the topic
an idea in a text, follow 2. Identify the
2. Degree of importance
these concise steps: evidence provided.
3. Recency
1. Read the text 3. Analyze the
Provide examples for each of the
carefully and assertion: Break
characteristics. identify the main down the assertion
idea. into its components
Ask the students to give their own 2. Analyze the and identify the key
examples. supporting arguments or ideas
evidence for the being presented.
idea. 4. Consider the logic
3. Consider the and coherence of the
author's credibility assertion.
and expertise. 5. Evaluate the
4. Assess the logical evidence: Assess the
coherence and evidence provided
consistency of the to support the
idea. assertion. Determine
5. Examine the if the evidence is
context and how credible, relevant,
the idea fits into and sufficient to
the larger back up the claim.
argument. Look for any
6. Evaluate potential biases or
counterarguments limitations in the
and how they are evidence presented.
addressed. 6. Assess the
7. Reflect on the credibility of the
relevance and source.
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 practical 7. Evaluate the logical
application of the reasoning used.
idea. 8. Use critical thinking
8. Seek additional skills: Employ
sources and critical thinking
perspectives. skills such as logical
9. Formulate your reasoning,
evaluation inference, analysis,
considering and evaluation in
strengths, constructing your
weaknesses, and response. Avoid
potential biases. fallacies, emotional
appeals, or
Present an example and unsupported
apply the steps. opinions.
Model the evaluation 9. Consider
using the Think-aloud counterarguments.
method. 10. Reflect on personal
knowledge and
Highlight the guide experiences.
questions used in 11. Oraganize your
evaluating the text. thoughts and present
them calmly.
Let some students do the
same with another text. Present an example and
apply the steps.
Model the evaluation
using the Think-a-loud
method.

Highlight the guide Steps

used in evaluating the text.

Ask the students to view a

video or a picture and give
their own analysis. Ask
some students to do
Think-aloud.
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 Process responses with
students

F. Developing mastery Application in reading and Group Drill: Group Drill:

(Leads to Formative viewing
Assessment 3) In groups of 3 let the In groups of 3 let the
Discuss how relevance of students work on texts and students react on another
information is applied in reading evaluate the ideas video/ picture/ statement.
and viewing . presented. Ask the students to do
brainstorming.
Revisit the idea of main idea and
Discuss the answers in
supporting details.
class and encourage Discuss the answers in
interaction among the class and encourage
learners. interaction among the
Class Activity:
learners.

Ask students to read an article Note: if there are

and view a video clip and ask differences in opinion, let
student to list down relevant and the students present their
irrelevant information. arguments and let the
other students give their
Ask the students to explain their sides.
answers in class.

Group Game: Let’s judge!

In groups of 3, students shall
judge whether a given
information thru a text or video is
relevant to a given topic.

Drills 1: Classify the given

statement as Relevant or
Irrelevant

G. Finding practical Why is it important to Why is it important to Ask students to explain

application of concepts differentiate relevant from differentiate relevant from how the selection can be
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 and skills in daily living irrelevant information? irrelevant information? used in their daily life

H. Making generalizations Ask the student to share their Ask the student to share their Ask students to give
and abstractions about the takeaway from today’s lesson takeaway from today’s lesson takeaways for each lesson
lesson taken
I. Evaluating learning . Quiz: Performance task:
Reaction Video Blog-
Ask the students to judge Students will individually
the relevance and worth of simulate a video blog in
the ideas in given texts. which they will react to a
given video or text to
evaluate.
J. Additional activities for
application or remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who Understanding ______ Understanding ______ Understanding ______ Understanding ______ Understanding ______
earned 80% in the STE A ______ STE A ______ STE A ______ STE A STE A
evaluation STE B ______ STE B ______ STE B ______ ______ ______
Assertiveness ______ Assertiveness ______ Assertiveness ______ STE B STE B
Nobility ______ Nobility ______ Nobility ______ ______ ______
Assertiveness ______ Assertiveness ______
Nobility ______ Nobility ______

B. No. of learners who Understanding ______ Understanding ______ Understanding ______ Understanding ______ Understanding ______
require additional STE A ______ STE A ______ STE A ______ STE A STE A
activities for remediation STE B ______ STE B ______ STE B ______ ______ ______
who scored below 80% Assertiveness ______ Assertiveness ______ Assertiveness ______ STE B STE B
Nobility ______ Nobility ______ Nobility ______ ______ ______
Assertiveness ______ Assertiveness ______
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 Nobility ______ Nobility ______

C. Did the remedial lessons

work? No. of learners
who have caught up with
the lesson

D. No. of learners who Understanding ______ Understanding ______ Understanding ______ Understanding ______ Understanding ______
continue to require STE A ______ STE A ______ STE A ______ STE A ______ STE A
remediation STE B ______ STE B ______ STE B ______ STE B ______ ______
Assertiveness ______ Assertiveness ______ Assertiveness ______ Assertiveness ______ STE B
Nobility ______ Nobility ______ Nobility ______ Nobility ______ ______
Assertiveness ______
Nobility ______

E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter that my
principal or supervisor
can help me solve?

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 G. What innovation or
localized materials did I
use/discover that I wish to
share with other teachers?

Prepared by: Checked by: Noted by:

Arnold O. Arceo Cynthia E. Tanglao Cazarina L. David

MT-I/ English 9 Coordinator Head Teacher V School Principal IV

English Department

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