Grades 7
Daily Lesson Log
School Cervantes National High School Grade Level 7
Teacher MARJOE P. MANUEL Learning Area English
Teaching Date
Time
May 24, 2022
8:30- 9:30
Quarter 4th Quarter
I. OBJECTIVES
(ANNOTATIONS) –PPST INDICATORS/ KRA OBJECTIVES/ RUBRIC
INDICATORS TO BE OBSERVED DURING THE CLASSROOM
OBSERVATION
A. Content
Standards
The learners demonstrate an understanding of:
The learner demonstrates understanding of: contemporary Philippine
literature as a means of responding to the demands of the global
village; various extended text types; lexical and contextual cues;
appropriate and polite oral language, stance, and behavior; and use of
imperatives, prepositions, verbs, and wh-questions.
B. Performance
Standards
The learners should be able to:
The learner transfers learning by: explaining the need to be cooperative
and responsible in today’s global village; using appropriate strategies to
comprehend extended text types; using lexical and contextual clues to
understand unfamiliar words and expressions; using imperatives,
prepositions, and appropriate and polite oral language, stance and
behavior in various information-sharing formats.
C. Learning
Competencies/
Objectives
Write the LC
code for each
MELC
1. classify the interpersonal communication situations;
2. Supply responses for dialog, conversation and interview
3. Use interpersonal communication strategies in a situation
II. CONTENT
STRATEGIES FOR EFFECTIVE INTERPERSONAL
COMMUNICATION

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
A Journey Through Anglo-American Literature
2. Learner’s
Materials pages
SELF LEARNING KIT
QUARTER 4 WEEK 2
4. Additional
Materials
from Learning
Resource
(LR) portal
-
https://futuresinitiative.org/teachingpsychology/2017/05/09/lesson-
plan-on-stereotypes-prejudice-and-discrimination/
- Ebony and Ivory Paul McCartney and Stevie Wonder (lyrics) -
Bing video
B. Other
Learning
Resources
https://www.youtube.com/watch?v=Y_Qm8xNuUn8
https://www.youtube.com/watch?v=Kh5b9-lOghg
Power point presentation
IV. PROCEDURES
A. Reviewing
previous
lesson or
presenting the
new lesson
(ELICIT)
Teacher will engage the students about the previous topic.
“In our previous meetings, what did we learn as we read the story “A
shawl for Anita?”
“That’s right.”
“We all learned many things from the story. One of them is about
how Anita showed her love and understanding to their aged mother”
B. Establishing a
purpose for the
lesson
(ENGAGE)
The objective of the lesson for the day will be emphasized to
students.
What do you see on the picture?

That is right.
“As we go on with our own lives, we meet different people in
different situations. People that have different philosophies of life, a
different outlook on life, a different status, a different skin color and
many more.
It is expected that we will encounter instances where such differences
elicit a negative situation. It will create a bias because of our
differences.
C. Presenting
examples/insta
nces of the
new lesson
(ENGAGE)
The lesson about Strategies for Effective Interpersonal
Communication will be initiated through a power point video
presentation.
1. INTERVIEW
2. DIALOGUE
3. CONVERSATION
D. Discussing
new concepts
and practicing
new skills #1
(EXPLORE)
Through recitation, students will discuss the differences and
similarities of the Different Strategies of Interpersonal
Communication.
Some people are treated differently because they are different. Due
to how you feel towards a person, you become against that person.
It is an inclination for or against a person, idea or thing, especially
in a way considered to be unfair.

E. Discussing
new concepts
and practicing
new skills #2
Teacher will present a picture.
Share Your Observation Activity
Class, I want you to observe the picture. You will present to
the class your observations later.
What you need to do is list the
possible meaning of
communication you can see from
the picture as well as other
examples of strategies of
interpersonal communication that
you can think of. Do you
understand, class?
F. Discussing
new concepts
and practicing
new skills #3
(EXPLORE)
Activity.
communication Interpersonal
communication
(Definition) (Definition)
G. Developing
mastery (leads
to Formative
Assessment 3)
(EXPLAIN)
Show a picture of the different possible strategies of interpersonal
communication
Discuss with students about the content of the details they have in
the community they are inin.
H. Finding
practical
Think of any strategy of interpersonal communication that you
observed in your community or outside your community.

applications of
concepts and
skills in daily
living
(ELABORAT
E)
How are you going to show a good communication?
Illustrate your answer through any of the following:
-Drawing
-conversation
-dialouge
I. Making
generalizations
and
abstractions
about the
lesson
(ELABORAT
E)
Learners will be asked do the following activity:
Based from your activity sheets, answer properly the given
questions.
1. What is communication?
2. What is inter personal communication?
3. How to be effective in doing interpersonal communication?
4. Give the different strategies of interpersonal communication
5. Why communication is important?
J. Evaluating
learning
(EVALUATE
)
“Class, I made an activity for us to answer. Are you ready, class?”
Give definition to each of the given words about communication
K. Additional
activities for
application or
remediation
(EXTEND)
Apply different strategies of interpersonal communication regarding
the following:
- Interview
- Conversation
- dialogue
V. REMARKS
VI. REFLECTION
Prepared by:
MARJOE P. MANUEL
Teacher I Checked and observed by:
JEAN O. JAUOD
Master Teacher I

GRADES 1 TO 12
DAILY LESSON LOG
School CERVANTES NATIONAL HIGH SCHOOL Grade Level 9
Teacher JENNIFER T. DIGAN Learning Area ENGLISH
Teaching Dates and Time May 17, 2021 Quarter Third
I. OBJECTIVES
MONDAY

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 demonstrates communicative competence through his/ her understanding of British-American Literature including
Philippine Literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.
C. Learning Competencies/Objectives
Write the LC code for each
Melc: Differentiate biases from prejudices.
1. Identify biases from the one-act play to be read;
2. share an experience about bias and prejudice; and
3. Create an ending of the one-act play “While The Auto Waits”.
II. CONTENT
BIASES IN “WHILE THE AUTO WAITS”
By O. Henry
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages Self-Learning Kit # 1.2 for Third Quarter
3. Textbook pages A Journey through Anglo-American Literature – Grade Textbook pp.
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Recall lesson about bias and prejudice.
1. PREJUDICE- It means prejudging, judging without full knowledge.
2. BIAS- the result of prejudice, it is the action that happens to one group or a person because of the way you feel about them. It
usually results to an unfair action.
B. Establishing a purpose for the
lesson
Present the objectives of the lesson.
Motivate students through answering the trivia about the author and
about a one-act play.
TRIVIA 1: It is the real name of O. Henry.
A. William Sidney Porter
B. William Shakespeare
2. He is famous with stories which has a ___________.
A. tragic endings.
B. twist endings.
3. One of his famous short stories is __________________.
A. Macbeth
B. The Gift of the Magi
4. He started his writing career when he was in prison.
A. True
B. false
5. His short stories were adapted into silent films.
A. True
B. False
6. He died of liver cirrhosis on June 5, 1910.
A. True
B. False
C. Presenting examples/instances for
the new lesson
Activity 1. Sharing of Significant Human Experience Activity
Post the question, “Have you experienced being judged by other people or vice versa? How do you feel about it?”
(Individual)

After the activity, reward students through a clap and commendations.
D. Discussing new concepts and
practicing new skills #1
Activity 2. Unlocking of Difficulties
Match the words to their correct definition.
1. To stay very close- hover
2. To make a sudden approach- pounce
3. To cause something to stop- interrupt
4. Minor or not very important- petty
5. To conceal one’s identity- incog
6. Puppet that is moved by pulling strings- marionettes
7. Expert- connoisseur
8. Exceeding what is sufficient or extravagant-
superfluous
9. One of the common people- commoner
10. To beat or vibrate- throb
E. Discussing new concepts and
practicing new skills #2
Activity 3. Watch the one-act play “While the Auto Waits” video clip.
Take note of the biases in the play. Note also the characters and their behaviour and attitude. Jot down the events in the play.
(distribute the script to the students)
F. Developing mastery
(Leads to Formative Assessment 3)
Activity 4. Group Performance Task.
Complete the chart or plot diagram of the play. Use the cut-outs. Present the output in front.
Be guided by the following rubrics.
a. Accurateness of answer (5 pts.)
b. Punctuality (5pts.)
c. Group cooperation (5 pts.)
d. Presentation (5 pts.)
TOTAL= 20 POINTS
- Summarise the activity and give addendum about the story.
G. Finding practical applications of
concepts and skills in daily living
Activity 6. Reflection time:
Write down 3 ways you can do to be honest and true to yourself. Use one fourth sheet of paper.
H. Making generalizations and
abstractions about the lesson
Ask: Who can give us a generalization about our lesson today?
A. “While the Auto Waits” teaches us how bias affects our ways of doing things.
B. We are all unique and different, but we can celebrate our differences and treat everyone equally.
I. Evaluating learning Written Task: 1 WHOLE sheet of paper
Directions: Answer the questions based on your perspective.
1. In the first scenario, what is the difference between the young man and the girl?
2. How did the young man prejudge the girl based on first impression?
3. How did the girl treat the young man when he tells her that he is a waiter?
4. Why do you think they lied about their status in life?
II. ESSAY:
If you were to give an ending of the story, how would you end it?
Write a short but meaningful ending applying values that you have learned today.
J. Additional activities for application
for remediation
By same group. Prepare a short script of an ending of the play. Practice by group then have a role-play presentation next meeting.
V. REMARKS End the lesson with the verses:

MATTHEW 7:1-2
“Do not judge or you too will be judged. For in the same way you judge others, you will be judged, and with the measure you used, it will be
measured to you.”
VI. REFLECTION
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?
Prepared by:
JENNIFER T. DIGAN
Teacher III Checked:
JEAN O. JAUOD
Master Teacher I
Observed by: ______________________________

Grades 9
Daily Lesson Log
School Cervantes National High School Grade Level 9
Teacher JENNIFER T. DIGAN Learning Area English
Teaching Date
Time
May 18, 2022
1 hour
Quarter 4th Quarter
I. OBJECTIVES (Annotations)
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
Competencies/Objectives
Write the LC code for each
Melc: Employ the appropriate communicative styles for various situations
4. Identify different communicative styles;
5. Participate actively in group activities ; and
6. Express oneself in different communicative situation through dialogues and different skills.
II. CONTENT COMMUNICATIVE STYLES

by Martin Joos (1967)
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages Self-Learning Kit # 6
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
Pinterest, https/www.slideshare.net>_Scl_
IV. PROCEDURES KRA 2. Objective 5 & 7. I told them the rules
before starting the lesson.
A. Reviewing previous
lesson or presenting the
new lesson
Recall lesson about communication.
Post the question, “What is the importance of communication?” or “Why is communication
important?”
B. Establishing a purpose
for the lesson
Present the objectives of the lesson.
Motivate students through answering the Four-Pics-One-Word Game.
KRA 3. Objective 8 & 9
C. Presenting
examples/instances for
the new lesson
Activity 1. Act out a dialogue on different speech styles/communicative styles.
Group the students into five. Give a copy of a dialogue to each group. (intimate, casual,
consultative, formal and frozen)
Instruct the students to guess who the characters are being acted or played by each group
members.
After the activity, reward students through a clap and commendations.
KRA 1. Objective 4.
I used clap as motivation as well as saying
words of appreciation for their active
participation.
D. Discussing new
concepts and practicing
new skills #1
Discuss shortly the five communicative styles by Martin Joos.
Give additional examples of each communicative styles.
E. Discussing new concepts
and practicing new skills #2
Activity 2. Group Task. Identify the following communicative styles.
Students will write their answers on a paper then they will raise their answers.
F. Developing mastery
(Leads to Formative
Assessment 3)
Activity 3. Group Performance Task. Small Group Differentiated Tasks.
Instruct students to make a short dialogue appropriate to the speech style that is assigned to
them.
Tell them about the rubrics for them to be used in rating their performance.
KRA 1. Objective 3
I explained using code switching (to Filipino) for
them to be able to understand the instruction.
KRA 2. Objective 6
I communicated to them on how to score their
group performance so to avoid bias and to
promote fairness.
KRA 3. Objective 8 & 9
G. Finding practical
applications of concepts
and skills in daily living
Every day in our lives we met different people and situations. These people describe the way we
act and communicate to them. So it is an edge having a deeper knowledge about how we should
KRA 1. Objective 1
I connected the lesson to values education.

properly behave ourselves in front of others. It is also expected of us being called as educated
persons in our society.
These language registers help us build sound relationship with others.
H. Making generalizations
and abstractions about
the lesson
What are your realization regarding our lesson today?
Why do we need to know about the communicative styles?
Know when and where to apply the communicative styles.
I. Evaluating learning Written Task: Identify what communicative style are depicted in each statement.
J. Additional activities for
application for remediation
Research on the jargons used in each communicative styles.
V. REMARKS
VI.REFLECTION
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?
Prepared by:
JENNIFER T. DIGAN
Teacher III Checked:
JEAN O. JAUOD
Master Teacher I
Observed by: ______________________________

Grades 9
Daily Lesson Log
School Cervantes National High School Grade Level 9
Teacher JENNIFER T. DIGAN Learning Area English
Teaching Date
Time
May 18, 2022
1 hour
Quarter 4th Quarter
I. OBJECTIVES
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
Competencies/Objectives
Write the LC code for each
Melc: Employ the appropriate communicative styles for various situations
7. Identify different communicative styles;
8. Participate actively in group activities ; and
9. Express oneself in different communicative situation through dialogues.
II. CONTENT COMMUNICATIVE STYLES
by Martin Joos (1967)

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages Self-Learning Kit # 6
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
Pinterest, https/www.slideshare.net>_Scl_
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Recall lesson about communication.
Post the question, “What is the importance of communication?” or “Why is communication important?”
B. Establishing a purpose
for the lesson
Present the objectives of the lesson.
Motivate students through answering the Four-Pics-One-Word Game.
C. Presenting
examples/instances for
the new lesson
Activity 1. Act out a dialogue on different speech styles/communicative styles.
Group the students into five. Give a copy of a dialogue to each group. (intimate, casual, consultative, formal and frozen)
Instruct the students to guess who the characters are being acted or played by each group members.
After the activity, reward students through a clap and commendations.
D. Discussing new
concepts and practicing
new skills #1
Discuss shortly the five communicative styles by Martin Joos.
Give additional examples of each communicative styles.
E. Discussing new concepts
and practicing new skills #2
Activity 2. Group Task. Identify the following communicative styles.
Students will write their answers on the card board then they will raise their answers.
F. Developing mastery
(Leads to Formative
Assessment 3)
Activity 3. Group Performance Task.
Instruct students to make a short dialogue appropriate to the speech style that is assigned to them.
Tell them about the rubrics for them to be used in rating their performance.
G. Finding practical
applications of concepts
and skills in daily living
Every day in our lives we met different people and situations. These people describe the way we act and communicate to them. So it is an edge
having a deeper knowledge about how we should properly behave ourselves in front of others. It is also expected of us being called as educated
persons in our society.
These language registers help us build sound relationship with others.
H. Making generalizations
and abstractions about
the lesson
What are your realization regarding our lesson today?
Why do we need to know about the communicative styles?
Know when and where to apply the communicative styles.
I. Evaluating learning Written Task: I. Identify if the communicative situations are formal or informal.
II. Classify the statements based on the communicative styles.
J. Additional activities for
application for remediation
Research on the jargons used in each communicative styles.
V. REMARKS
VI.REFLECTION

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?
Prepared by:
JENNIFER T. DIGAN
Teacher III Checked and Observed by:
JEAN O. JAUOD
Master Teacher I
:
______________________________