Grade 9 School MUNTINLUPA NATIONAL HIGH SCHOOL-MAIN Grade Level Grade 9

DAILY LESSON LOG Teacher Mr. Bryden Cain A. Lazier (Group 1) Learning Area English
Teaching Dates and Time August, 30 to September 9, 2016 / 6:00 am. -11:50 am. Quarter First

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES a. Share thoughts, feelings, and intentions in the material viewed.
b. Relate the ideas conveyed by the text listened to.
c. Explain how words are derived from names of persons and place.
d. Explain how the words used in the poem work together and contribute to the theme of the selection.
e. Analyze how literature helps in discovering oneself.
f. Take note of sequence signals or connectors to establish the patterns of idea development in a text.
g. Use appropriate punctuation marks, capitalization, and interjections in writing descriptive paragraphs.
h. Use appropriate stress, intonation, pitch, pronunciation, and gestures in delivering a poem.
i. Convey a message to an idolized hero through a rap.
A. Content Standards - The learner demonstrates understanding of how American literature serves as a means of enhancing the self through using strategies in
summarizing, assessing and processing information in texts listened to and viewed; word derivation and for4mation strategies; distinctions
between and among informative, journalistic and literary writing; and appropriate and creative use of word order, punctuation marks, and
interjections.
B. Performance Standards -The learner transfers learning by composing and delivering lines of poetry and prose in speech choir, jazz chant, or rap with appropriate and
creative use of word order, punctuation marks, interjections and effective use of verbal and non-verbal strategies.
C. Learning Competencies/ Objectives EN9VC-lb-3.8 EN9V-LC-15 EN8LT-la-14 EN9RC-lc-13.2 EN8LT-la-14
Write the LC code for each. EN9OL-la-1.15 EN9VC-lb-3.8
II. CONTENT 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.
a. Hit the Hints a. Attack those a. Compare and a. Spot the Signals a. Type the Text
b. Say that Again Words Contrast and Punctuation b. Rap a Message for
b. Say Yes or No b. Into the Hero Marks your Hero
c. Illustrate the c. Epic versus Lyric b. Mark The
Creations Punctuations
c. Introduce the
Characters
IV. LEARNING RESOURCES -List 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 and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References A Journey Through Anglo- A Journey Through Anglo- A Journey Through Anglo- A Journey Through Anglo- A Journey Through Anglo-
American Literature (LM) American Literature (LM) American Literature (LM) American Literature (LM) American Literature (LM)
English 9 English 9 English 9 English 9 English 9
1. Teacher’s Guide Pages Pages 21 – 22 Pages 22 – 23 Page 23 Pages 24 – 26 Pages 26 – 27
2. Learner’s Material Pages Pages 30 – 31 Pages 31 – 39 Pages 40 - 42 Pages 42 – 45 Pages 45 – 48
3. Textbook Pages
 4. AdditionalMaterials from Learning
Resource (LR) Portal
B. Other Learning Resources

V. PROCEDURES -These steps should be done across the week. Spread out the activities approximately so that students will learn well. Always be guided by
demonstration of learning by 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 -Picture Talk -Background of Beowulf -Think-Pair Share -Character Analysis -Familiarization on the
presenting the new lesson Type of Text
B. Establishing a purpose for the lesson -Diagnose and activate -Make sense of - Diagnose and activate prior -Associate the theme to -Familiarize the different
prior knowledge information, develop, knowledge the personal experience types of text
-Hook and engage reflect, rethink, validate -Hook and engage learner’s of the learner and provide
learner’s interest and revise understanding interest them opportunity to
of lesson. answer the essential
questions established at
the beginning of the
lesson.
C. Presenting examples/ instances of -Ask questions, encourage - Provide variety of -Giving an activity to identify -Character analysis based -Ask questions and
the new lesson students to ask questions learning resources. and distinguish epic from on the main character insights from the
lyric poetry. action, words and students.
motives.
D. Discussing new concepts and -Welcome tentative - Check for understanding; - Assess students’ skills -Checking of the character - Welcome tentative
practicing new skills #1 responses as guide to provide feedback analysis responses as guide to
further exploration further exploration
E. Discussing new concepts and -Clarify expectations and - Ask questions to enable -Assess students activity - Clarify expectations and - Clarify expectations and
practicing new skills #2 how learning shall be the students to construct how learning shall be how learning shall be
assessed by presenting their own meaning assessed by presenting assessed by presenting
the enabling activity and the enabling activity and the enabling activity and
the rubrics. the rubrics. the rubrics.
F. Developing Mastery
(Leads to Formative Assessment)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning -All the activities in this -All the activities in this -Formative test will be given -. All the activities in this - All the activities in this
phase are diagnostic in phase are diagnostic in about Sensory Images. phase are diagnostic in phase are diagnostic in
nature. Scores must be nature. Scores must be nature. Scores must be nature. Scores must be
 recorded to help the recorded to help the recorded to help the recorded to help the
teacher plan the teacher plan the teacher plan the teacher plan the
succeeding lessons and succeeding lessons and succeeding lessons and succeeding lessons and
not to grade the students. not to grade the students. not to grade the students. not to grade the students.
All answers are tentative All answers are tentative All answers are tentative All answers are tentative
and must be written on and must be written on and must be written on and must be written on
their notebooks for their notebooks for their notebooks for their notebooks for
reference. reference. reference. reference.
J. Additional activities for application
or remediation
VI. REMARKS
VII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What work? What else needs to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so 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
who scored below 80%
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
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?