VICENTE D.

TRINIDAD HIGH SCHOOL

Ajat, Iguig, Cagayan

Daily Lesson Log In English 9

I. OBJECTIVES:
A. Content Standard : 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 Standard: 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 Competency: EN9G-IIa-19: Use adverbs in narration.

II. CONTENT: Adverbs

III. LEARNING RESOURCES:

A. References
1. Teacher’s Guide- pp. 78-79
2. Learner’s Material-pp. 126-141

IV. PROCEDURE:

Motivation:

Motive Question: . Do you believe that you are the master of your fate? Or do your
genes, your environment, and other factors place your fate outside of your control?
1. Activity
The students listen to a song.

2. Analysis
The teacher discusses the adverbs from the song listened to.

3. Abstraction
The teacher explains the function of adverbs in sentences.

4. Application
The students use adverbs through differentiated tasks.

Prepared by:

ETHEL A. ZINAMPAN
English Teacher

Group 1
 Write a short narrative paragraph consisting of 5-10 sentences
about what you have done during the long weekend. Make sure to
use adverbs in your narration.

Group 2

Write a short diamond-shape poem using adverbs. Read the poem

before the class. Show to the group the structure of the poem.

Group 3

Give examples of sentences using adverbs modifying a verb,

adjective and another adverb.

Group 4
Directions: Rewrite the words in brackets as adverbs.

1. [In a rough way of] speaking, Beethoven and the great

composer Wolfgang Amadeus Mozart were contemporaries.
2. The two crossed paths only [one time] or [two times].
3. This was not because they disliked each other; on the
contrary, Beethoven, who was the younger of the two had [at
all times] admired Mozart [in a way that is tremendous].
 4. [In a way that is tragic] for music lovers, Mozart died at the
age of thirty-five.
5. Rumors [in not much time] began to spread that Mozart had
[in actual terms] been murdered by a music rival.
6. [It is alleged], Antonio Salieri, who was a friend of Mozart’s
and a fellow composer, poisoned the young genius.
7. According to legend, Salieri was [to an extreme degree]
jealous of Mozart.
8. Mozart was by all indications one of the most [in a
remarkable way] gifted musicians who ever lived.
9. Salieri, by comparison, was only [in a moderate way]
talented.
10. The relationship between the two composers is [in a
thorough way] explored in a movie called Amadeus.

Group 5
Directions: Identify the underlined word as either an adjective or an adverb.

1. He's a dangerous driver.

2. He ate his dinner very quickly.

3. She's a bad speller.

4. Suddenly the wind changed directions.

5. Please try to be more careful.

6. He walks so heavily in those boots.

7. She plays the piano perfectly.

8. He is a quick talker, but he never listens.

9. She writes very badly.

10. There was a loud noise last night. Did you hear it?

11. She's a careful driver, I think.

12. Our guest left quite abruptly.

13. The stranger approached the wood cautiously.

14. The flowers smelled fragrant.

15. My little sister is five years old.

 VICENTE D. TRINIDAD HIGH SCHOOL
Ajat, Iguig, Cagayan

Daily Lesson Log In English 9

I. LEARNING COMPETENCY: EN9LT-IIb-15: Analyze literature as a means of valuing

other
people and their various circumstances in life.
OBJECTIVES:
A. Determine the speaker’s attitudes and feelings in what he says;
B. Paraphrase the lines from the poem; and
C. Demonstrate understanding of the poem through differentiated activities.

II. CONTENT: LEARNING FROM OTHER’S CHALLENGES

Poem: Invictus

III. LEARNING RESOURCES:

A. References
1. Teacher’s Guide- pp. 78-79
2. Learner’s Material-pp. 126-128

IV. PROCEDURE:

Motivation: Do you believe in fate and destiny?

Motive Question: What does a person go through when faced with challenging
situations?

1. Activity

Listening to the poem through audio presentation

2. Analysis
Students paraphrase the lines of the poem

3. Abstraction
Answering of the motive question

4. Application

Group 1- Present an acrostic poem about the character trait a person should
possess
under difficult times
Group 2- Write a letter of encouragement to a person experiencing physical and
emotional difficulties
Group 3- Draw an image that symbolizes the theme of the poem
Group 4- Role play/prepare a short skit about the message of the poem

Prepared by:

ETHEL A. ZINAMPAN
English Teacher
 WILLIAM ERNEST HENLEY

How is resilience presented through the poem Invictus written by William

Ernest Henley?

Resilience, or the speaker's "unconquerable soul," is presented in this poem as

standing firm against the onslaught to which it is subjected by life. Henley uses the
metaphor of night, "black as...
1 educator answer
 WILLIAM ERNEST HENLEY

What is the central idea of the poem "Invictus" by William Ernest Henley?

The central idea of the poem is the resilience of the human spirit in the face of
extreme personal torment. To start, the poem has an interesting title, Invictus. This
Latin word is translated as...
1 educator answer
 WILLIAM ERNEST HENLEY

Paraphrase "...Under the bludgeonings of chance" in "Invictus."It's really hard

The speaker has evidently lived a long, hard life and has had to suffer numerous
unanticipated accidents, disappointments, misfortunes, losses, and possibly episodes
of serious illness. A...
2 educator answers
 WILLIAM ERNEST HENLEY

In Invictus, what is the meaning of "Looms but the Horror of the shade"?

In this line from Henley's poem, "the shade" is death. So the "horror of the shade" is
the horror of death. And it is the horrors of death (as he puts it) that are all that looms
after this life...
2 educator answers
 WILLIAM ERNEST HENLEY

What was Henley's intention when he wrote the poem, "Invictus"? none.

It's difficult, if not impossible, to say what led Henley to write "Invictus", but since the
poem is about possessing inner strength, it may be that Henley was facing, or had
faced, some very...
1 educator answer
 WILLIAM ERNEST HENLEY

Where is the following text from:it matters not how straight the gate,How torn
with punishment...

Here is the poem in its entirety. Invictus means unconquerable in Latin. William E.
Henley developed tuberculosis in the bone at age 12 and had to have a leg
amputated. He went on to lead an...
2 educator answers
 WILLIAM ERNEST HENLEY

An interpretation of the following lines from "Invictus"? "It matters not how
strait the gate,...

The defiant tone of this poem reinforced by the two Biblical allusions in the lines you
are referring to. "It matters not how strait the gate" is an allusion to Matthew 7:13
when Jesus says, "Enter...
2 educator answers
 WILLIAM ERNEST HENLEY

What does this line in the poem mean: "How charged with punishments the
scroll"? It matters not...

In "Invictus," William Ernest Henley creates a speaker who refuses to give in to the
dictates of any other body, whether it be another man or an ideal created by society
or religion. The "scroll"...
2 educator answers
 WILLIAM ERNEST HENLEY

Who is William Ernest Henley?About his life

William Ernest Henley was a 19th century British poet whose most famous poem is
"Invictus". He was from Gloucester. In his poem, "Invictus", he talks about strength of
human...
1 educator answer
 VICENTE D. TRINIDAD HIGH SCHOOL
Ajat, Iguig, Cagayan

Banghay Aralin sa Filipino 9

I. KASANAYANG PAGKATUTO: F9PB-IVc-57 Nahihinuha ang katangian ng mga

tauhan at natutukoy ang kahalagahan ng bawat isa sa nobela
Layunin:
A. natutukoy ang mga dahilang nakapaloob sa teksto ukol sa hindi pagiging maunlad
ng isang bayan;
B. naiuugnay ang tiyak na karanasan sa kabanata sa mga nangyayari sa lipunan at
natutunghayan sa media; at
C. nailalahad ang sariling interpretasyon ukol sa diwang ipinahihiwatig ng kabanata.

II. PAKSANG ARALIN : Ang Bayan ng San Diego at Ang mMakapangyarihan

(Kabanata 10 at 11)

III. SANGGUNIAN: Noli Me Tangere ni Dr. Jose Rizal sa panulat nina Dolores F.
Jamero et.al.
pahina 48-53

IV. METODOLOHIYA:

Pagganyak:

Magpapakita ang guro ng larawan ng isang bayan at larawan ng mga

superhero. Mula sa mga larawang ito ay magtatanong ang guro sa mga mag-aaral.

1. Pag-alis ng Sagabal

Mapusok - Mapangahas
Mangmang - Walang alam
Humalili - Pumalit
Hidwaan - Alitan
Kinukutya - Tinutukso

2. Analisis

Pagproseso sa mga tanong pagkatapos mapanood ang video clip tungkol sa

kabanata 10
at 11.

3. Abstraksyon
Magpapakita ang guro ng larawan na may kaugnayan sa kabanatang binasa at
iuugnay ito
ng mga mag-aaral sa kanilang sariling karanasan o sa mga isyung kinakaharap ng
ating
 bansa.

• Puno ng balete
• Tunggalian ng simbahan at pamahalaan
• Maling pamamahala ng mga makapangyarihan
• Pagmamalupit ng asawa

4. Aplikasyon

Pangkatang Gawain
I- Magpapaguhit ang guro ng larawan ng San Diego batay sa paglalarawan
dito.
II- Magtala ng mga suliranin sa kasalukuyang pamahalaan na dulot ng
kapangyarihang taglay ng mga pinuno.
III- Magtala ng limang pangunahing katangian na nais niyong taglayin ng isang
pinuno at ipaliwag kung paano ito makatutulong sa pag-unlad ng bayan.
IV- Isadula kung sino ang higit na makapangyarihan sa panahon ng halalan, ang
pamahalaan o ang simbahan.
V- Gumawa ng isang adbertisment na magpapaalala kung paano ang dapat
pagpili ng magiging pinuno ng bayan.

V. TAKDANG ARALIN:
Ibigay ang buod ng Kabanata 12 at 13.

Inihanda ni:

ETHEL A. ZINAMPAN
Teacher III
 VICENTE D. TRINIDAD HIGH SCHOOL
Ajat, Iguig, Cagayan

Banghay Aralin sa Filipino 9

I. KASANAYANG PAGKATUTO: F9PD-IVe-f-58 Batay sa naririnig/nababasa sa multimedia,

nailalahad ang mga hinaing ng mga piling tauhan na siya ring hinaing ng mga mamamayan sa
kasalukuyan.

Layunin:

a. nasusuri ang mga suliraning kinakaharap ng tauhan sa akdang tinalakay;

b. naiuugnay ang mga bahagi ng kabanata na naglalahad ng mga katotohanan; at
c. nakapagmumungkahi ng mga solusyon sa mga suliranin kaugnayan sa edukasyon.

II. PAKSANG ARALIN : Ang Kapalaran ng Isang Guro (Kabanata 19)

III. SANGGUNIAN: Noli Me Tangere ni Dr. Jose Rizal sa panulat nina Dolores F. Jamero et.al.
pahina 48-53

IV. METODOLOHIYA:

Pagganyak:

Magpapakita ang guro ng isang bidyo tungkol sa isang guro na nagmaltrato sa mga mag-aaral

1. Pag-alis ng Sagabal

• Napahinuhod – aponanusdo ( napasunod)

• Magugugol – sagagmta ( magagasta)

• Atubili – gan-lanagnniala (nag-alinlangan)

• Alipustahin – ihinap (apihin)

• Pangungutya – pilatlana (panlalait)

2. Analisis

Pagproseso sa mga tanong pagkatapos mapanood ang video clip tungkol sa kabanata 19.

3. Abstraksyon

Magpapakita ang guro sa mga mag-aaral ng larawan na may kaugnayan sa paksang

tinalakay at magtatanong sa mga mag-aaral.

* Kung kayo ang papipiliin, ano ang mas mainam gamitin, pangaral o pamamalo?

4. Aplikasyon

Pangkatang Gawain

I. Gumawa ng batas na gustong ipatupad upang masolusyonan ang mga suliranin tungkol sa
edukasyon.
II. Sumulat ng isang tula na nagpapakita ng mga suliraning kinakaharap ng guro.
III. Bumuo ng isang spoken poetry na tumatalakay sa mga hinaing ng mga kabataan/mag-aaral
pagdating sa paaralan.
 IV. Gumawa ng jingle na tumatalakay sa mga paraan kung paano masolusyonan ang suliranin
sa edukasyon.
V. Gumawa ng komik strip na naglalaman ng mga hindi magandang gawain/pangyayari sa
loob ng paaralan na kung saan, ito ay hadlang sa pag-unlad ng edukasyon sa ating bansa.

V. TAKDANG ARALIN:

Ibigay ang buod ng Kabanata 20 at 21.

Inihanda ni:

ETHEL A. ZINAMPAN