English 9 Q1 Week 8

1. GRADES 1 to 12
DAILY LESSON LOG
School: Grade Level & Section: Grade 9
Teacher: Learning Area: English
Teaching Datesand Time: Week 8 Quarter: First Quarter
I. OBJECTIVES
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, 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 Competencies/Objectives:
Write the LC Code for each
EN9F-Ih-3.14:
Use the appropriateand
effective speechconventions
expectedof speechchoir
presentations.
EN9G-Ih-1.6/1.7:Use
appropriatepunctuationmarks
andcapitalizationto convey
meaning.
EN9G-Ih-18:Useinterjections
to convey meaning
EN9RC-Ih-17:Makea
connectionbetweenthe
presenttext and previously
readtexts
EN9LC-Ih-8.8:Compareand
contrastinformationlistenedto
EN9V-Ih-12.3:Note types of
contextclue(restatement,
definition,synonyms,
antonyms) usedfor a given
wordor expression
ENWC-Ih-3.6:Useliterary
devicesand techniquestocraft
poetic forms.
EN9G-Ih-17:Usenormaland
inverted word orderin
creativewriting.
EN9LT-Ih-14:Analyze
literatureas a meansof
discoveringtheself
EN9LT-Ih2.3:Draw
similaritiesanddifferencesof
the featured selectionsin
relationto the theme
EN9VC-Ih-1.5/2.5:Draw
generalizationsand
conclusionsfrom thematerial
viewed
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
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.
Lesson 6:CelebratingSelf-Worth
III. LEARNING RESOURCES
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 and manipulative materials as well
as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages Page 60- 74on Teacher’s
Guide
Page 75-80 on Teacher’s
Guide
Page 61-68 on Teacher’s
Guide
Page 66-69 on Teacher’s
Guide
2. Learner’s Materials Pages Page 97 - 99 on Learner’s
Materials
Page 89-91 on Learner’s
Materials
Page 100-107 on Learner’s
Materials
Page 107-111 on Learner’s
Materials
3. Textbook Pages Page 100-116 on Learner’s
Book Anglo American
Literature
Page 89-91 in Learner’s Book
Anglo American Literature
Page 100-107 on Learner’s
Book Anglo American
Literature
Page 107-111 on Learner’s
Book Anglo American
Literature
4. Additional Materials from
Learning Resource (LR) portal
E. Other Learning Resources ICT
(Television, Laptops,
Video Clips)
Copy of the Text
ICT
(Television, Laptops,
Video Clips)
Copy of the Text
ICT
(Television, Laptops,
Video Clips)
Copy of the Text
ICT
(Television, Laptops,
Video Clips)
Copy of the Text

2. Textbook Textbook Textbook Rubric
Textbook
IV. PROCEDURES
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 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
Presenting the New Lesson
Start thislessonby inviting your
studentsto read theoverview in
the initial YourJourneyphase
and ask them reflect on its
importance.
Review the lesson being
discussedtheprevioussession.
Recalltothem the poem “IF”
by: Rudyard Kilping.
Invite them how wellthey liked
the poem.
Give Feedback.
Recallto them their thoughts of
about the quote being talked
about the previous lesson:
“ React positively to life
by looking for ways to
make your life better if
not the best.”
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
B. Establishing a Purpose for the Lesson Impress upon them that this
lesson marks the first major
stop of their itineraryin Grade9
English. They are to
demonstrate their
understanding of all the
important self-concepts side
along the essential literary
concepts and language
communication skills they will
needfor them to celebratetheir
selfworth, and raise their self-
esteem.
through the Dignity Delight
activity.
celebrateself-worth? Theycan
probably buy what they want,
take a trip to the mall, stroll in
the park or seashore, or hang
out with their friends doing
things they like to do.
illustrate the ways they
celebrate their self-worth.
ways in their drawing.
group of classmates and
compare their ideas about the
.way they celebrate self worth.
Ask them how closely they
think/ believe these drawings
Impressuponthat inthis lesson
they will learn on the specific
detailsof thepoem thatmadeit
more meaningful as the literary
devices and hidden meanings
enclosed within the piece.
SHARE:
Today, we well get to know
more about the meaning of the
poem If byRudyard Kiplingasa
means of discovering and
enhancing oneself.

3. match their mental image of
celebrating self-worth. Make
them prove their point. Then,
ask them to share their group’s
ideas with the whole class.
C. Presenting Examples/Instances of the
Lesson
Thisismadepossiblethrougha
speech choir presentation as
evidence of their
understanding.
Make their expectations clear;
that, this lesson is drawn from
the baselineof celebratingself-
worth where it their exploration
of some important concepts
leading to self enhancement.
Remind them that their
expected output is a very
impressive speech choir
presentation,andthecriteriafor
assessment will be: Delivery,
Voice, Audience Impact,
Gestures Facial Expressions
and Choreography.
Form a threesome and take
turns in sharing their thoughts,
feelings and experiences that
relateto the followingquotation.
“ React positively to life
by looking for ways to
make your life better if
not the best.”
r
findings with the rest of the
class.
READING ACTIVITY:
“if” BY: Rudyard Kipling
Let the class read in Chorus.
D. Discussing New Concepts and
Practicing New Skills #1
Clarifytothem thatthroughtheir
understanding of the overriding
and underlying concepts plus
thetasks theywillengageinthis
lesson, they’ll surely be able to
answer the big questions:
How can I attain Self-Worth?
Whatdoesit taketo ge the
mostoutofllife?
Here they will form two big
groups and
explored in class
special or new or that affected
their attitude inlife that allowed
them tobecomeabetterperson
nlines from
the poems on slips of papers,
and deposit them in the
designated special box
groupwillbethefirst to readthe
chosen lines and to share their
thoughts about them.
poem “ IF” written by Rudyard
Kipling will help them achieve
more insights on how”to make
life better if not the best. “
readthe poem “IF”as they read
it silently.
and prepare a list of loaded
words.
Make sure they will do the
Life’s Stairway task. Here,
they will
or road or path that reflects
their life or the life of
someone in the family or
someone whom they loved
so dearly.
questions as a guide.
in your life?
height? Why or why not?
road or path in the past,
present or future?
different?
present or future represents
your selfworth and how did
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning

4. use everything they’ve learned
about enhancing oneself from
the week 1 to week 8 lessons.
sharing their insights and alot
three (3) minutes to share their
insights and give five (5) points
for each sharing.
come up with the most number
of points as the winner.
you celebrate or would like
to celebrate this?
description of what they
drew.
work with the class.
Give your comments and
feedback.
clues to the meaning of the
selection they will
E. Discussing New Concepts and
Practicing New Skills #2
Stress tothem that thereading
poems will help uplift their
sense of self- worth. Parallel to
this, taking active control of all
the language communication
skills they’ve fostered in this
quarter marks their
understanding. Hopefully, this
canbe demonstratedthrougha
very impressive speech choir
presentation.
For the Here and Now activity,
have them reflect on the recent
issuesandproblems that they
need to attend to and decide
which of them can be solved
through their understanding of
the concepts revealed in the
previous lessons.
sking:
Which of these concepts do
they need moreto help solve
these problems?
READING ACTIVITY
“IF” by Rudyard Kipling
Guide the class to read the
poem once againthis time with
emphasis on words and details
that caught their interest and
attention from the poem.
four(4) groupsforthem todoan
in depth exploration of the
poem. Inform them that they
have fifteen (15) minutes to do
their tasks.
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
F. Developing Mastery
(Leads to Formative Assessment 3)
Guide the students on Using
ELLIPSIS by inviting them to
lookcloselyat the Info Ad. First,
ask them what the ad is all
about.
what is common in these
expressions.
1. Share your talents…
2. Aaaahhhh … you’re
interested…
3. Yippeee … We canhelp.
Invite them to project by using
the TITLE of the piece theywill
read.
on the title “IF” by Rudyard
Kipling.
on what the subject of the
poem could be.
Impress upon them that they
have already developed a
variety of strategies to help
figure out the meaning of
unfamiliar words. Clarify with
them that when they find hints
to the meaningof a word inthe
words or sentences that
surround it, these are called
context clues. These context
clues can help them expand

5. in their learningmaterialandfill
it out with their predictions.
cept varied answers from
your students, and invite them
to confirm their predictions as
they work on the following
activities.
their vocabulary all the more.
One simple strategy is through
DEFINITION or
RESTATEMENT clues. Here,
they must watch out for words
like: “or “that is “in other words
“alsocalledas”that often signal
definition or restatement.Give
them an example to analyze.
G. Finding Practical Applications of
Concepts and Skills in Daily Living we give these punctuation
marks.
ELLIPSIS points ( …) are
punctuation marks that are
used to show that something
has not been expressed. It
usually indicates any of the
following:
of a quotation.
passes or action that occurs in
a narration.
attention to the presence of
given sentences with ellipsis
points ( …)
situations when and how they
can use ellipsis.
generalizationsonusingellipsis
Encourage the interest of your
students by stressing that the
poem “ IF “by Rudyard Kipling
provides cherished pieces of
information which are clearly
conveyed to illustrate the
importance of celebrating self-
worth.
Encourage the interest of your
students by stressing that the
poem “ IF “by Rudyard Kipling
provides cherished pieces of
information which are clearly
conveyed to illustrate the
importance of celebrating self-
worth.
ASK THEM AGAIN:
How can I attain self-Worth?
What does it take to get the
most out of life?
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
H. Making Generalizations and
Abstractions about the Lesson Insights by writing their
reflection/ insights on their
most memorable poem. Ask
them to illustrateatleast two(2)
of theellipsisrulesintheir work.
exchange papers.
Share to them that the
selections being discussed in
the previous lessons were
made to enhance oneself as
they continue to take the quest
of life.
Share to them that the
selections being discussed in
the previous lessons were
made to enhance oneself as
they continue to take the quest
of life.
In totality, you’ll prove that
reading poems can really help
uplift the sense of self-worth.
Parallel to this, taking active
control of all the language
communication skills you’ve
learnedinthisquartermarksthe
understanding of the lesson.

6. e comments or
feedbackoneachothers’ work.
I. Evaluating Learning
Patrol task where they will look
for a stack of old newspapers
and magazines. They need to
scoutfor and choosearticlesof
that interest them. Then,
instruct them to look for and
encircle all the ellipsis used in
the articles.
69
the class can find the most
number of articles with ellipsis.
understood the meaning of the
poem explored in class as well
as why they need to celebrate
self-worth. Allow them to prove
their understanding of how
these valued concepts can be
realized through getting
involved inreal - lifetasks inthe
following phase.
It’s time for Comparing and
Contrasting.
similarities and recognizing
differences can help them
understand their reaction to
different persons and
information they listened to.
groups of 4 as they recall the
poem Psalm of Life by: Henry
Wadsworth Longfellow.
IF
By: Rudyard Kipling, then
choose the basic categories
such as : subject , the
mood/tone, and viewpoint on
general truth in life.
specific points that are similar
enough to enable you to draw
effective comparison.
answers in the chartas
shown.
VOCABULARY Game where
they
which of the words are clearly
described by the following
definitions:
1. itmeans“misfortune”or“bad
luck”
2. inother words, they areyour
“enemies” or “opponents”
3. it means “stack” or “bundle”
4. they are called “pretenders”
or “fakes”
5. they are also called the”
playing cards”
6. it means “strength”
7. this means “ to bow” or “to
bend”
8. it is a “ trick” or set up” or
“deception”
9. this callsfor “goodquality” or
“morallygood”
10. in other words, these are
your “ achievements”,
accomplishments”, or
“success”
Small Group Differentiated
Work (SGDW)
ForGroup 1FourParts
once more to find its meaning.
is divided into 4 parts, and it is
their job to find out what
something or someone in real
Tell them to pick out lines that
clearly suggest such and for
them to complete the following
table with entries called for
before they will present their
findings to the class.
For Group 2 Always Do the
Positive
ss upon them that the
poem sets conditionsthatserve
as positive signs for success or
attainment of self-worth. Ask
them to check out which of
these positive signs are
conveyed in the poem.
ForGroup 3 Firming upthe
value of self-worth
For Group 4 SUMMARIZING
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning

7. J. Additional Activities for Application or
Remediation
V. REMARKS ________Accomplished
________NotAccomplished
Reason:
________Accomplished
________NotAccomplished
Reason:
________Accomplished
________NotAccomplished
Reason:
________Accomplished
________NotAccomplished
Reason:
________Accomplished
________NotAccomplished
Reason:
VI. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Thinkabout your student’s progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can providefor 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
E. Which of my teaching strategies work
well? Why did these work?
_____ Explicit Teaching _____Inquiry-Based teaching _____ Think-Pair Share
_____ Group Collaboration _______ ICT Integration
Others: ____________________
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
__________ Appropriate teaching strategy
__________ Promoted learners Arrangement
__________ Others
G. What innovations or localized materials did
I used/discover which I wish to share with
other teachers?
_________ Used stimulating IM’s
_________ Video Clips
_________ Quality Outputs produced/made
Others: ___________________________