Grade Level &

GRADES 1 to 12 School:
Section: Grade 9
DAILY LESSON LOG Teacher: Learning Area: English
Teaching Dates and Time: Week 2 Quarter: Fourth Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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,
I. OBJECTIVES additional lessons, 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 EN9V-IVb-29: EN9RC-IVb-2.18: EN9LC-IVb13.1:Get the EN9VC-IVb-10: Determine the Remedial
Competencies/Objectives: Get familiar with the technical Relate text content to particular different sides of social, relevance and the truthfulness Instruction/Enhancement
Write the LC Code for each vocabulary for drama and social issues, concerns, or moral, and economic issues of the ideas presented in the Activities for
theater (like stage directions dispositions in real life affecting the nation material viewed reading/Individual
Learning/Cooperative
EN9F-IVb-3.11:Produce the EN9LT-IVb-17.1:Explain how EN9LT-IVb17:Analyze EN9G-IVb-22: Use active and
Learning
sounds of English effectively the elements specific to full- literature as a means of passive constructions
when delivering lines in a full- length plays build its understanding EN9WC-IVb-11:
length play theme unchanging values in a Compose a play review
changing world
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 Lesson 2: Ensuring Family Security
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
III. LEARNING RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages Page 213-223 on Page 213-223 on Page 213-223 on Page 213-223 on
Teacher’s Guide Teacher’s Guide Teacher’s Guide Teacher’s Guide
2. Learner’s Materials Page 399-440 on Page 399-440 on Page 399-440 on Page 399-440 on
Pages Learner’s Materials Learner’s Materials Learner’s Materials Learner’s Materials
3. Textbook Pages Page 448-500 in Page 448-500 in Page 448-500 in Page 448-500 in
Learner’s Book Anglo Learner’s Book Anglo Learner’s Book Anglo Learner’s Book Anglo
American Literature American Literature American Literature American Literature

4. Additional Materials from

Learning Resource (LR)
portal
E. Other Learning Resources ICT ICT ICT ICT
(Television, Laptops, (Television, Laptops, (Television, Laptops, (Television, Laptops,
Speakers, Slide Deck) Speakers, Slide Deck) Speakers, Slide Deck & Speakers, Slide Deck &
Audio Clip Video Clips) Video Clips)
 Textbook Realia
Promptbook

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
IV. PROCEDURES the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Reviewing Previous Lesson or INTRODUCE: ASK: REVIEW: Remedial
Presenting the New Lesson Does any of the character in Instruction/Enhancement
Lesson 2: Ensuring What are your thoughts the story remind you of Activities for
Family Security about the story “Death of someone in real life? reading/Individual
a Salesman”? Learning/Cooperative
What does that person do to Learning
What life lessons have ensure Family Security?
your learned on your own
from the story?
B. Establishing a Purpose for the YOUR JOURNEY TODAY: SHARE: Overview of the
Lesson The lesson prepared for objectives and content.
you this week will In this lesson, we will Produce In this lesson, you are going to
highlight universal human the sounds of English get the different sides of social, Set-up a motivating mood
effectively when delivering lines moral, and economic issues for the lesson.
values that remain the
in a full-length play and Get affecting the nation and
same throughout the familiar with the technical Analyze literature as a means
years. This will guide you vocabulary for drama and of understanding unchanging
in your journey through theater values in a changing world
life and will help you
realize that no matter
how different you might
become in the future,
your value system should
remain intact.

C. Presenting Examples/Instances PRESENT: TEXT PREVIEWING: AUDIO PLAYING: PREPARATORY:

of the Lesson “A family in harmony will (Continuation)
prosper in everything” - It’s Morning Again in a. Ask the class how much
Chinese Proverb Death of a Salesman, ACT America they love their father in
ONE
preparation for the video clip
Task the students to share By: Arthur Miller
their thoughts from the https://en.wikipedia.org/w they are about to watch.
given Chinese Proverb iki/Morning_in_America
b. As soon as you gather
 enough responses, tell the
class that they will watch a
video about a father and a
daughter.
c. Remind the class that you
will pause the video three
times to give them time to
reflect on what will happen
next.
 Tell the class to fill out the
table in the LM with their
predictions and reasons as to
what will happen next every
time you pause the video.
 Allow for a number of
responses before playing the
video again. Acknowledge the
predictions/guesses of the
class.
 Ask them why they are able
to make the right guesses.
D. Discussing New Concepts and DISCUSS: Task 4 THE WORLD OF Task 3.TAKE TWO VIDEO PLAYING Remedial
Practicing New Skills #1 WORDS Instruction/Enhancement
a. Have the students give https://www.youtube.com/w Activities for
Inform the students about the words associated with a. After drawing out ideas
atch?v=KGn07xlOrAA reading/Individual
background of the play, author “Salesman” and connect this from the students on the Learning/Cooperative
and historical background. activity with the featured importance of analyzing d. Process students’ Learning
literary piece “Death of A one’s stand on an issue answers in the Guide
Salesman”.
and predicting outcomes, Questions. Allow for varied
b. You may also ask the
students to predict what this ask them to work on answers.
play is all about based on its Task 3 with a partner. e. Question 3 in the Guide
title. Questions would require
c. Continue the discussion your students to role play an
by telling the students that b. Tell the class that they
ending they would want to
there are words in the play will watch a video again give to the “heart touching
that must be properly about the political ad that video about a perfect
defined to aid in
features US President father.”
understanding the play. Tell
the class to work on Task 4, Ronald Reagan. Here’s a
activities B & C found in the short background about
LM. In activity C, each the advertisement.
student shall copy the lines
 where each word is used.
Then, they have to use each
word in their own sentence.

E. Discussing New Concepts and Task 5. LIT TO READ c. Remind the students to f. Ask the class to form five groups
Practicing New Skills #2 TEXT PREVIEWING: a. After unlocking the meaning watch the video but pay and for three minutes discuss their
of terms used in the play, ask particular attention to the version of the video’s ending.
Death of a Salesman, ACT students what they have read
ONE message of the ad. Allow them g. Inform each group that they
and researched about the
By: Arthur Miller historical background of the to watch and listen three times. have to assign two members from
play and its author. Tell them to write down their their group to serve as the
b. Allow for volunteers to share answers on the following “analysts” who will be in charge of
their research then post the questions: answering Task 2 while the rest of
author’s picture on the board.  What is the stand of the the group performs. h. Process Remedial
Validate the information your speaker in the ad? the groups’ answers in Task 2. Instruction/Enhancement
students have given. This Activities for
 What are the facts he
website may be of help to you: i. Ask these follow up questions: reading/Individual
http://thebestnotes.com/bookn presented? What helped you analyze the Learning/Cooperative
otes/Death_Of_A_Salesman_  What are the speaker’s stand of each group? Why is it Learning
Summary/Death_Of_A_Sales biases? important to analyze the stand of a
man_Miller10.html d. Tell the class to work on speaker or group of people?
Task 3 with a partner. Inform
them that they could use their j. Draw out generalizations from
the students: Predictions are
answers to the three questions
based on concrete evidences and
you presented in answering the
are not just based on intuitions
task. and feelings

F. Developing Mastery TASK 10 SET THE STYLE Task 6 NAME THE GET THE ISSUE REVIEW THAT PLAY
(Leads to Formative Assessment a. Inform the class that there CHARACTER a. Connect the previous a. Allow for varied
3) are particular words used in a. Discuss about the play answers in this activity.
focusing first on the activity to this by asking
theatre. These theatre styles This should be done with
character. Give enough time the class what theater
are needed when the class a partner. Call on
for the class to answer the style do they think is
plans for a production. task. Gather answers from volunteers from the class
b. Ask them to answer the suitable to “Death of A to read their work and
the class orally.
activity while reminding the b. Provide follow up Salesman”. While the allow the class to react
class that indirectly they have questions so students would play is a tragedy, there is on the advice or
used one or two of them when get to know the characters also a touch of suggestions given. (5
they delivered the lines better. melodrama in it. mins.)
assigned to them. b. Lead the class in
recalling the one act play
Answers: b. Ask the class how video of Romeo and
Willy, Linda, Biff and
 1. Improvisation; Happy are related. Juliet that they have seen
2. Melodrama; Continue further by in their previous lesson.
3. Mime; asking what they are like c. Tell the class that they
4. Musical Theater will watch the video clip
as a family. c. Have the
again but before that they
class read the informative need to fill out an
text. Allow them to information sheet about
answer the 3-2-1+1 chart. the play. Advise the class
d. Highlight the issue that they may use their
reflected in the text. Allow notes in their previous
students to give other lesson in filling out the
information sheet of
possible ways to keep
Activity B.
the family together. d. Show the video to the
class, then tell them to
work on Activity C with
their partner.

G. Finding Practical Applications ASK: ASK: ELICIT: ASK: Remedial

of Concepts and Skills in Daily Does any of the character in Instruction/Enhancement
Living What are your thoughts the story remind you of What are the issues that affect the What helped you in analyzing Activities for
about the story “Death of someone in real life? nation? the stand of each group? reading/Individual
a Salesman”? Learning/Cooperative
What does that person do to Why is it important to analyze Learning
What life lessons have ensure Family Security? the stand of a speaker or a
your learned on your own group of people?
from the story?
H. Making Generalizations and This week’s lesson will help Task 8 TALK ME IN This week’s lesson will help Task 7 GUESS THE
Abstractions about the Lesson you understand that life is you understand that life is MESSAGE
made more meaningful a. Ask the class what interior or made more meaningful a. Tell the class to work
through literary pieces, internal monologue is and ask through literary pieces, on this task with their
reading selections, viewing reading selections, viewing
them who among the group. Allow the group to
materials that are filled with materials that are filled with
characters in the play always discuss their answers in
worthwhile values. worthwhile values.
has an internal monologue. five minutes. Then allow
b. Ask them to cite examples each group to present and
from the play. explain their answers.
c. Ask the class what allowed Facilitate the class
them to understand the play discussion and process
better and what real life groups’ answers.
experience they have that are
 similar to any of the characters
in the play.
d. Ask them to write their
answers in the thought bubble.
I. Evaluating Learning SPEAK AND ACT! PROCESSSING MODEL YOUR e. Once done, help the Remedial
a. Give the class time to QUESTIONS: MODALS class come up with an Instruction/Enhancement
read the lines silently. Activities for
b. After 3 minutes, assign individual output in Activity
a. Facilitate the class’ reading/Individual
groups to read a particular Learning/Cooperative
dialogue. Remind them to analysis of the given d. Process the answers
1. Who is the protagonist statements. Ask the class Learning
be in character. Feel what of the students in the
the characters are feeling in the story, the one who to answer questions
when they present the guide questions. Highlight
undergoes some sort of about the given
dialogue assigned to them. the elements of effective
change throughout the sentences.
c. Facilitate the discussion writing: Coherence, Unity
of their performance. play?
and Emphasis.
Process the students’ b. Draw out from the
answers in the guide 2. Who is the antagonist? students the idea that
questions. He/she could be one or there are two types of f. Finally, inform the class
d. Based on the given more of the characters modal to write a play review
questions, draw out from verbs of
that provide the obligation; those that focusing on :
the class important learning
on the use of non-verbal obstacle(s) for the primarily express a firm  Title of the play
strategies in protagonist?  Name of the playwright
obligation or necessity -
communicating. Visit this  The group’s general
website: 3. From among the must and have to - and impression of the play
http://www.businessballs.c
characters, who do you those that express a  Theme or message of
om/body-
like best? Like least? recommendation or
language.htm#eyesbody- the play, and
language for more details. What values does she/he moral obligation should
have that have drawn and ought to.
you to him/her? c. Check out this website
for a detailed
explanation:
http://linguapress.com/gr
ammar/modal-
obligation.htm.

d. Here are the answers

for the activity Hello
Obligation: 1. Must/have
to; 2. Have to/must;
 should; should; should;
must/ have to; must/have
to; should.

J. Additional Activities for

Application or Remediation
V. REMARKS ________ Accomplished ________ Accomplished ________ Accomplished ________ Accomplished ________ Accomplished
________ Not ________ Not ________ Not ________ Not ________ Not
Accomplished Accomplished Accomplished Accomplished Accomplished
Reason: Reason: Reason: Reason: Reason:

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
VI. REFLECTION the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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
_____ Explicit Teaching _____Inquiry-Based teaching _____ Think-Pair Share
E. Which of my teaching strategies _____ Group Collaboration _______ ICT Integration
work well? Why did these work?
Others: ____________________
F. What difficulties did I encounter __________ Appropriate teaching strategy
which my principal or supervisor __________ Promoted learners Arrangement
can help me solve? __________ Others
_________ Used stimulating IM’s
G. What innovations or localized _________ Video Clips
materials did I used/discover which _________ Quality Outputs produced/made
I wish to share with other
teachers? Others: ___________________________