DAILY LESSON LOG

Teacher Joyce Anne B. Garcia Learning Area ENGLISH

Teaching Dates Novembber 4, 2019 Monday Grade Level GRADE 9
November 5, 2019 Tuesday
Time 7:00-8:00 G9 Acacia 12:30-1:30 G9-Mahogany
8:00-9:00 G9 Gmelina 2:30-3:30 G9 Molave Quarter THIRD
10:30-11:30 G9 Narra
1. Read and analyzet he poem, The Telephone
2. Relate poem content to particular social issues, concerns, or dispositions in real
I. OBJECTIVES life regarding the use of telephone and other technologies
3. Compose an acrostic poem about the given topic

A. Content Standard The learner demonstrates understanding of how Anglo-American literature and
other text types serve as means of connecting to the world; also how to use ways of
analyzing one-act play and different forms of verbals for him/her too skillfully
perform in a one-act play.
B. Performance Standard The learner skillfully performs in one-act play through utilizing effective verbal and
non-verbal strategies and ICT resources based on the following criteria: Focus,
Voice, Delivery, and Dramatic Conventions.
C. Learning Competencies / EN9WC-IIIa-9: Compose forms of literary writing
Objectives (Write the LC code
for each)
II. CONTENT The Telephone
By: Edward Field
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Guide pages 236-239
3. Textbook pages 236-239
4. Additional Materials from
Learning Resource (LR) Portal.
B. Other Learning Resources 1. K to 12 Curriculum Guide (May 2016) 206, 208
III. PROCEDURES
A. Reviewing previous lesson or PRELIMINARY ACTIVITY
presenting the new lesson.
FOOD FOR THOUGHT
(CONSTRUCTIVISM)
Direction: Explain the following
quotation:
“You can change your world by changing
your words... Remember, death and life
are in the power of the tongue.” Joel
Osteen
B. Establishing a purpose for the lesson. YOU CALL ME ? Indicator 8. Selects, develops, organizes,
(CONSTRUCTIVISM) and uses appropriate teaching and
Direction: Identify the common term learning resources, including ICT, to
for the following photos. address learning goals

Answer: COMMUNICATION
C. Presenting examples / instances of the LET’s PAIR (COLLABORATIVE, Indicator 1, 2
new lesson.
INQUIRY-BASED) Applies knowledge of content within
Direction: Answer the following and across curriculum teaching areas
questions with your pair. Uses a range of teaching strategies that
enhance learner achievement in literacy
1. What is the greatest importance and numeracy skills
of a telephone?
2. Could you imagine yourself
nowadays to live a life without a
telephone? Or cell phones? Or
without technology?
D. Discussing new concepts and practicing READING PHASE Indicator 4. Manages classroom
new skills. # 1
(COLLABORATIVE) structure to engage learners, individually
Direction: Listen as the teacher reads or in groups, in meaningful exploration,
the poem, “The Telephone” by discovery and hands-on activities within
Edward Field. a range of physical learning
BONDING TOGETHER environments
Discuss with your group the message
of the poem. (See p 238 as your
reference)
Group 1 GRATITUDE
Group 2 OBSTACLE
Group 3 PLEASURE
Group 4 SPRING
Group 5 CONNECTION
E. Developing Mastery (Leads to PRO’S AND CON’S OF Indicator 5. Manages learner behavior
Formative Assessment)
TELEPHONE USE (REFLECTIVE, constructively by applying positive and
INTEGRATIVE) non-violent discipline to ensure
Direction: Use the diagram to list the learning-focused environments
advantages and disadvantages of Indicator 6. Uses differentiated,
using a phone. developmentally appropriate learning
experiences to address learners' gender,
needs, strengths, interests and
experiences

F. Providing practical application/s of I CONNECT (REFLECTIVE) Indicator 3. Applies a range of teaching

concept/s and skill/s in daily living.
Direction: Analyze and answer the strategies to develop critical and creative
question: thinking, as well as other higher-order
If you are going to compare yourself thinking skills
with a machine, what machine are
you? Why?
G. Making generalizations and abstractions ONE-MINUTE SUMMARY Indicator 7. Plans, manages and
about the lesson.
(INQUIRY-BASED) implements developmentally sequenced
Direction: Discuss briefly: teaching and learning processes to meet
“We are living in a flat world because curriculum requirements and varied
of technology.” teaching contexts
H. Evaluating Learning FUN IN ACROSTIC Indicator 9. Designs, selects, organizes,
(COLLABORATIVE) and uses diagnostic, formative and
Direction: Create an acrostic poem summative assessment strategies
featuring your own version of ―The consistent with curriculum requirements
Telephone‖.
 See Rubrics below as basis for
grading students’output
I. Additional activities for application or
remediation

IV. REMARKS Attached Rubrics is used for Chamber Theater Presentation

V. REFLECTION
A. No. of Learners who earned _____ learners out of _____ earned 80% in the evaluation
80% in the evaluation.
B. No. of Learners who require _____ learners out of _____ require additional activities for remediation who scored
additional activities for below 80%
remediation who scored below ( ) None
80%.
C. Did the remedial lessons The remediation will be carried out every Friday.
work? No. of Learners who ( ) Yes ( ) No
have caught up with the lesson. _____ learners caught up with the lesson
D. No. of Learners who _____ learners continue to require remediation
continue to require ( ) None
remediation.
E. Which of my teaching ( ) Collaborative
strategies worked well? Why ( ) Constructivism
did these work? ( ) Integrative
( ) Inquiry-based
( ) Reflective
Strategy/ strategies worked well because

F. What difficulties did I ( ) None

encountered which my The difficulty/ difficulties I encountered which my principal or supervisor can help
principal or supervisor can help me solve is/ are
me solve? ___________________________________________________________________
G. What innovation or ( ) None
localized materials did I use / The innovation or localized materials I used/ discovered which I wish to share with
discover which I wish to share other teachers are
with other teachers?

Prepared by:

JOYCE ANNE B. GARCIA

Teacher I

Noted:

ARNEL C. EVANGELISTA
Principal I
 DAILY LESSON LOG
Teacher Joyce Anne B. Garcia Learning Area ENGLISH
Teaching Dates November 7, 2019 Thursday Grade Level GRADE 9
November 8, 2019 Friday
Time 7:00-8:00 G9 Acacia 12:30-1:30 G9-Mahogany
8:00-9:00 G9 Gmelina 2:30-3:30 G9 Molave Quarter THIRD
10:30-11:30 G9 Narra
1. Analyze the radio play and relate it to actual experiences in the modern world
2. Listen to the radio play and share thoughts regarding the values gained from the text
I. OBJECTIVES
3. Create infographics and disseminate information to the community
4. Share insights, feedback, and reaction to given situations that require critical processing
A. Content Standard The learner demonstrates understanding of how Anglo-American literature and
other text types serve as means of connecting to the world; also how to use ways of
analyzing one-act play and different forms of verbals for him/her too skillfully
perform in a one-act play.
B. Performance Standard The learner skillfully performs in one-act play through utilizing effective verbal and
non-verbal strategies and ICT resources based on the following criteria: Focus,
Voice, Delivery, and Dramatic Conventions.
C. Learning Competencies / EN9LT-IIIa-16: Analyze literature as a means of connecting to the world
Objectives (Write the LC code EN9LC-IIId-6.5: Provide appropriate and critical feedback/reaction to a specific
for each)
context or situation
II. CONTENT Sorry, Wrong Number
(A Radio Play) by Lucille Fletcher
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Guide pages 240-253
3. Textbook pages 240-253
4. Additional Materials from
Learning Resource (LR) Portal.
B. Other Learning Resources 1. K to 12 Curriculum Guide (May 2016) 206, 208
III. PROCEDURES
B. Reviewing previous lesson or How do you respond to emergency
presenting the new lesson.
situations? How willing are you to help others
caught in emergency situations?
B. Establishing a purpose for the lesson. TASK 1: LOOKING UP Indicator 8. Selects, develops, organizes,
How do you respond to an emergency and uses appropriate teaching and
situation? Whom do you call for help? learning resources, including ICT, to
In strips of paper are critical situations. address learning goals
Present the situation in a role play (maximum
of 3 minutes) and focus on depicting your
solution if you‘ll be confronted with such.
(LM, p. 235)
C. Presenting examples / instances of the Listen to the radio excerpt as you read along Indicator 1, 2
new lesson.
the copy of the script in your Learner‘s Applies knowledge of content within
Material on pages 240-251. and across curriculum teaching areas
Source: Uses a range of teaching strategies that
https://www.youtube.com/watch?v=_uDmNc enhance learner achievement in literacy
8j9gA and numeracy skills
D. Discussing new concepts and practicing TASK 5: COMPREHENSION CHECK Indicator 4. Manages classroom
new skills. # 1
A. Crossing Difficulties structure to engage learners, individually
Give the meaning of the underlined words in or in groups, in meaningful exploration,
these sentences. Choose your answers from discovery and hands-on activities within
the synonyms in the box. (LM, p.252) a range of physical learning
B. Tracking of Events environments
 Arrange the events according to their
occurrence in the play. Enter your answer in
the box. (LM, p. 252)
E. Developing Mastery (Leads to Discovering Traits Indicator 5. Manages learner behavior
Formative Assessment)
Describe the characters by putting traits on constructively by applying positive and
the strands. (LM, p.253) non-violent discipline to ensure
learning-focused environments
Indicator 6. Uses differentiated,
developmentally appropriate learning
experiences to address learners' gender,
needs, strengths, interests and
experiences
F. Providing practical application/s of COMMUNITY INFORMANTS Indicator 3. Applies a range of teaching
concept/s and skill/s in daily living.
Group Mission: strategies to develop critical and creative
1. To create an infographic informing the thinking, as well as other higher-order
public about local hotlines to contact during thinking skills
emergency situations;
2. Post or distribute the infographics to
members of the community (e.g. relatives,
friend, neighbors); and,
3. Provide evidence of information
dissemination by taking pictures
G. Making generalizations and abstractions TASK 6: FIRMING UP Indicator 7. Plans, manages and
about the lesson.
Answer the following questions. (LM, p. 253) implements developmentally sequenced
1. Which parts of the story can you find teaching and learning processes to meet
heightened tension and suspense? Which is curriculum requirements and varied
its effect on you? teaching contexts
2. Was Mrs. Stevenson able to connect to
get help? How?
3. Would you be willing enough to face
danger just to help somebody in trouble?
Explain your answer.
H. Evaluating Learning Presentation of Outputs Indicator 9. Designs, selects, organizes,
and uses diagnostic, formative and
summative assessment strategies
consistent with curriculum requirements
I. Additional activities for application or
remediation

IV. REMARKS Attached Rubrics is used for Chamber Theater Presentation

V. REFLECTION
A. No. of Learners who earned _____ learners out of _____ earned 80% in the evaluation
80% in the evaluation.
B. No. of Learners who require _____ learners out of _____ require additional activities for remediation who scored
additional activities for below 80%
remediation who scored below ( ) None
80%.
C. Did the remedial lessons The remediation will be carried out every Friday.
work? No. of Learners who ( ) Yes ( ) No
have caught up with the lesson. _____ learners caught up with the lesson
D. No. of Learners who _____ learners continue to require remediation
continue to require ( ) None
remediation.
E. Which of my teaching ( ) Collaborative
strategies worked well? Why ( ) Constructivism
did these work? ( ) Integrative
( ) Inquiry-based
( ) Reflective
Strategy/ strategies worked well because
F. What difficulties did I ( ) None
encountered which my The difficulty/ difficulties I encountered which my principal or supervisor can help
principal or supervisor can help me solve is/ are
me solve? ___________________________________________________________________
G. What innovation or ( ) None
localized materials did I use / The innovation or localized materials I used/ discovered which I wish to share with
discover which I wish to share other teachers are
with other teachers?

Prepared by:

JOYCE ANNE B. GARCIA

Teacher I

Noted:

ARNEL C. EVANGELISTA
Principal I