Grade 9 English DLL q2 Q4doc Compress

Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF TARLAC PROVINCE
MALACAMPA NATIONAL HIGH SCHOOL
CAMILING. TARLAC
School: MALACAMPA NATIONAL HIGH SCHOOL Grade Level: 9

Learning
Teacher:
RACHEL D. VELORIA, LILIA L. AGUSTIN Area: English
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates and
Time: November 14-18, 2022 (WEEK 1) Quarter: 2
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
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.
MELC Objectives Make connections between texts to particular social issues, concerns, or dispositions in real life.
Analyze literature as a means of understanding unchanging values in the VUCA (volatile, uncertain, complex, ambiguous) world
C. Learning EN9RC-IIa-3.2.7: Compare and EN9VC-IIa-1.4: Establish EN9LT-IIa-15: Analyze literature EN9OL-IIa-3.7: Employ Remedial/Enhancement
Competencies/Objectives contrast similar information connections of events and how as a means of valuing other varied verbal and non- Reading Schedule/ICL
Write the LC Code for each presented in different texts. these lead to the ending of a people and their various verbal strategies to
EN9LC-IIa-11: Shift from one material.
circumstances in life. create impact on the
listening strategy to another EN9V-IIa-27: Give the
based on topic, purpose, and appropriate communicative
EN9LT-IIa-15.1: Identify the audience while delivering
level of difficulty of the styles for various situations distinguishing features of notable lines in a Readers
argumentative or persuasive (intimate, casual, Theatre or in a Chamber
text. conversational, consultative, Theatre.
frozen).
ADDRESS: Malacampa, Camiling, Tarlac

EMAIL: 307006.malacampanhs@deped.gov.ph
CONTACT NO: 09667300150
Page 1 of 185
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I. 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 1.Finding Others’ Greatness

II. LEARNING 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
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide P75-89 P75-89 P75-89 P75-89
Pages
2. Learner’s Materials P119-132 P119-132 P119-132 P119-132
Pages
3. Textbook Pages P119-132 P119-132 P119-132 P119-132
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning None – textbook only Copy of the reading text None – textbook only None – textbook only
Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration
III. PROCEDURES 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 Post on the board the Sharing of answers on the Recall the two text in the Let the students read the Remedial/Enhancement Reading
Lesson or Presenting the quote of William additional task given. previous lesson excerpt about greatness Schedule/ICL
New Lesson Shakespeare. through the life of Martin
Luther King Jr.

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B. Establishing a Purpose Sharing of observation Ask: Sharing of ideas about Ask the students to read
for the Lesson and discussion of the Who do you consider truly the text by compare and the excerpt about
quote. great in your life? contrast. greatness through the life
of Martin Luther King Jr.
considering the proper
gestures.
C. Presenting Sharing of thoughts Instruct them to write their Do task 3: Finding Discuss:
Examples/Instances of related to greatness answers. similarities and Give a mini-lecture on the
the Lesson differences on p123 of importance of using facial
the LM. expression and gestures
to convey the meaning of
the excerpt about
greatness
D. Discussing New Concepts Do task 2. Connecting Reading text 2 on p122 0f Sharing of answers in Brainstorming of the
and Practicing New Skills Lives on pp119-120 of the the LM. pairs on the task 3 given. excerpt by group.
#1 LM.
IV. PROCEDURES 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.

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E. Discussing New Concepts Ask: Discuss the reading text Let the students justify their Take note of the Remedial/Enhancement Reading
and Practicing New Skills How do we celebrate the given answers. list of adverbs on Schedule/ICL
#2 “greatness” of the the excerpt.
people we know?
F. Developing Mastery Choral reading text 1 Ask the processing What is the importance of finding Discussion on
(Leads to Formative on pp120-121 of the LM. questions on p122 of similarities and differences of adverbs.
Assessment 3) the LM. ideas?
G. Finding Practical Sharing of ideas about the Call two pairs to do the Draw out insights from the class Do task 7:
Applications of Concepts reading text sharing. like: comparing and contrasting Controlled practice
and Skills in Daily Living about greatness. on p126 of the LM.
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES 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.
H. Making Generalizations and Ask: Complete the sentence: Write the strong points of each Do drills on adverbs. Remedial/Enhancement Reading
Abstractions about the Lesson What is greatness for Today, I realized… message from the text. Schedule/ICL
you?

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I. Evaluating Learning How would communicate Note the significant Ask a students to compare and Teacher-made quiz on
others of their responses of the contrast each of the messages. adverbs
experiences on students about
greatness? greatness.
J. Additional Activities for Application Share own experiences Journal writing: Do the sharing of answers to Complete the sentence:
or Remediation on greatness and how Write your experiences the class. I realized that
would you share it to on how you show “greatness”…
others. appreciation of others
of their greatness.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to
VI. REFLECTION be done to help 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

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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?
F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?
G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?
Prepared by: Checked and Reviewed by: Noted:
RACHEL D. VELORIA RUEL M. TEJADA, PhD REYNALDO A. DORIA, EdD

Head Teacher III, Language Dept. Principal II
LILIA L. AGUSTIN
Subject Teachers ADDRESS: Malacampa, Camiling, Tarlac
CONTACT NO: 09667300150
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School: MALACAMPA NATIONAL HIGH Grade Level: 9

SCHOOL
RACHEL D. VELORIA, Learning
GRADES 1 to 12 DAILY Teacher: LILIA L. AGUSTIN Area: English
LESSON LOG Teaching Dates
and Time: November 21-25, 2022 (WEEK 2) Quarter: 2
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.

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C. Learning EN9RC-IIb-19: Get information EN9VC-IIb-21: Summarize the EN9LT-IIb-15: Analyze EN9OL-IIb-3.7: Employ Remedial/Enhancement
Competencies/Objectives: Write from various print media like information contained in the literature as a means of varied verbal and non- Reading Schedule/ICL
the LC Code for each brochures, pamphlets, material viewed. valuing other people and verbal strategies to create
periodicals, and audio-video EN9V-IIb-27: Give the their various circumstances impact on the audience
recordings. appropriate communicative in life.
EN9LC-IIb-11.1: Listen to get styles for various situations
while delivering lines in a
EN9LT-II0-14.2: Explain Readers Theatre or in a
important information from (intimate, casual, how the elements specific
argumentative/ persuasive conversational, consultative, Chamber Theatre.
to a selection build its
texts. frozen).
theme.
EN9LC-IIb-2.8: Make
inferences from what was said.
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: Observing Others’ Circumstances
III. LEARNING 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
RESOURCES is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P86-89 P86-89 P86-89 P86-89
Pages
from Learning Resource
(LR) portal
B. Other Learning Resources Pictures None – textbook only None- textbook only None- textbook only

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A. Reviewing Previous Lesson Post pictures on the board Share your responses on Let the students read the Discuss: Remedial/Enhancement
or Presenting the New the additional task given. poem on p137 of the LM. Adverb of manner Reading Schedule/ICL
Lesson silently.
B. Establishing a Purpose for the Share your observations on Let the students read the Motive question: Cite examples on adverb on
Lesson the pictures. poem on pp135-136 of the “How does the persona deal manner.
LM. with the circumstance he is
in?”
C. Presenting Ask: Group activity: Share answers in pairs. Do drills.

Examples/Instances of the As a teenager, how do you Let the students pick out
Lesson converse with your parents? difficult words in the poem
With your peers? entitled “The Man with the
Hoe”.
D. Discussing New Concepts Call two pairs to share their Discuss: Let the students pick lines Do task 6: Controlled
and Practicing New Skills answers. List of difficult words from from the poem that captures practice on p141 of the LM.
#1 the poem. their attention.

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E. Discussing New Concepts Create a dialogue between Using difficult words in a Elaborate the meaning of Write a narrative paragraph Remedial/Enhancement
and Practicing New Skills teenager and parents; sentence. the pick lines from the in module 2 Task 9 Lesson Reading Schedule/ICL
#2 teenagers and peers. poem. 1(Finding Others’
Greatness) and incorporate
adverbs of manner.
F. Developing Mastery Call the two pairs to present Engage the students in the Discuss: Sharing of answers to the
(Leads to Formative their output in class. discussion by processing What do those lines mean class.
Assessment 3) the questions from p137 of to you?
the LM.
G. Finding Practical Ask: Sharing of answers in pairs. Share answers with What is the importance of
Applications of Concepts What have you learned from partner. adverb of manner in English
and Skills in Daily Living the dialogue that you have grammar?
created?

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H. Making Generalizations Complete the sentence: Call any pairs to present Ask: Complete the sentence: Remedial/Enhancement
and Abstractions about Today, I realized… their answers in class. What have you learned out Today, I realized that… Reading Schedule/ICL
the Lesson from the poem?
I. Evaluating Learning Ask: Call any pairs to present Group activity: Teacher-made test about
How do you view other their answers in class. Present answers through adverb in manner.
people’s circumstances? news report.
J. Additional Activities for Rethink their responses on Read in advance the Group activity: Giving of output satisfaction
Application or Remediation the said question. poem “Sonnet 29” on Present answers through worksheet.
p137 of the LM. news report.
VI. REMARKS
VII. REFLECTION be done to help the students learn?
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
work? No. of learners

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who have caught up with

the lesson
D. No. of learners who
continue to require
remediation
these work?
encounter which my
principal or supervisor can
help me solve?
which I wish to share with other
teachers?

CONTACT NO: 09667300150
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CAMILING. TARLAC
MALACAMPA NATIONAL HIGH

School: Grade Level: 9
SCHOOL
Teacher: English
GRADES 1 to 12 DAILY LILIA L. AGUSTIN Area:
LESSON LOG Teaching Dates Quarter: 2
and Time:
November 28-December 2, 2022 (WEEK 3)
presentation.
C. Learning EN9RC-IIc-19: EN9VC-IIc-21: Summarize the EN9LT-IIc-15: Analyze EN9F-IIc-3.11.1: Use the Remedial/Enhancement
Competencies/Objectives: Write Get information from various information contained in the literature as a means of correct production of Reading Schedule/ICL
the LC Code for each print media like brochures, material viewed. valuing other people and their English sounds: vowels
pamphlets, periodicals, and EN9V-IIc-27: various circumstances in life.
sounds, consonant sounds,
audio-video recordings. Give the appropriate EN9LT-IIc-2.2: Explain how the
diphthongs, etc.
EN9LC-IIc-3.12/3.14: Listen to communicative styles for elements specific to a genre
paraphrase and summarize various situations (intimate, contribute to the theme of a EN9G-IIb-19: Use adverbs
information from persuasive casual, conversational, particular literary selection. in narration
texts. consultative, frozen).

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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 3: Feeling For Others

A. References
Pages
(LR) portal
B. Other Learning Resources Pictures Task sheet Copy of the text PowerPoint presentation
A. Reviewing Previous Lesson Post the pictures on the Finalize the additional task Read the story, The Recall the story of The Remedial/Enhancement
or Presenting the New board featuring the movie, given. Lottery, silently.(pp149-157 Lottery. Reading Schedule/ICL
Lesson The Hunger Games. of the LM)
B. Establishing a Purpose for the Ask: Practice the role play. Discuss: Discuss:
Lesson Based on the picture tell Difficult words found in the Sensory Images
briefly what you think story, “The Lottery”.
the story is all about.

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C. Presenting Write five sentences based Present the rubrics of the Group activity: Small groups, identify the
Examples/Instances of the on the picture of “The role play. Discuss your mental sensory images in the story,
Lesson Hunger Games”. pictures of the story. The Lottery.
D. Discussing New Conceptsand Do task 3: Piece by Piece on Present the role play. Discuss: Describe the setting, Ask: Explain how these
Practicing New Skills pp146-147 of the LM. characters, and the images
#1 important events in the help make the story
story. realistic.
E. Discussing New Concepts Let them watch “The Let the students share their Group activity: Present your answers to the Remedial/Enhancement
and Practicing New Skills Hunger Games” movie. observation of the role play Draw your understanding/ class. Reading Schedule/ICL
#2 in each group. interpretation on about the
story.
F. Developing Mastery Divide the class into five Ask them follow-up Let the students explain Each group in the class will
(Leads to Formative groups and discuss the questions to draw out ideas. their drawing in the group. justify their answers.
Assessment 3) important events in the
story.
G. Finding Practical Present the output of the Complete the sentence: Write important points Ask:
Applications of Concepts and group to the class. From the role play, I from the drawing. What images do you see,
Skills in Daily Living have learned that… hear, feel, taste, and smell
in the story?

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H. Making Generalizations Ask: Each group must write the Ask: Complete the sentence: Remedial/Enhancement
and Abstractions about What is the message of the significant event from the What have you learned from I have learned that… Reading Schedule/ICL
the Lesson movie? role play. the interpretation of the
story?
I. Evaluating Learning Create a role play about the Do the group sharing Present your output. Do the group sharing.
message of the movie.
J. Additional Activities for Make a script. Checking of answers about Reflect: Reflect:
Application or Remediation the significant events in the From the story, I learned From the story, I learned
role play. that… that…
V. REMARKS
earned 80% in the
evaluation
remediation

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lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
teachers?
RACHEL D. VELORIA
ADDRESS: Malacampa, Camiling, Tarlac RUEL M. TEJADA, PhD REYNALDO A. DORIA, EdD
CONTACT NO: 09667300150
LILIA L. AGUSTIN Page 17 of 185
Subject Teachers
CAMILING. TARLAC

SCHOOL
English
GRADES 1 to 12 DAILY Teacher: LILIA L. AGUSTIN Area:
and Time:
December 5-9, 2022 (WEEK 4) Quarter: 2
presentation.

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C. Learning EN9RC-IId-19: EN9VC-IId-22: Agree or EN9LT-IId-15: Analyze EN9F-IId-3.11.1: Use the Remedial/Enhancement
Competencies/Objectives: Write Get information from various disagree with the ideas literature as a means of valuing correct production of Reading Schedule/ICL
the LC Code for each print media like brochures, presented in the material other people and their various English sounds: vowels
pamphlets, periodicals, and viewed. circumstances in life.
sounds, consonant sounds,
audio-video recordings. EN9V-IId-27: EN9LT-IId-2.2.1: Express
diphthongs, etc.
EN9LC-IId-11.2: Anticipate Give the appropriate appreciation for sensory
the points that will be made communicative styles a images used. EN9G-IId-19: Use adverbs
based on the speaker’s situation (intimate, casual, in narration.
purpose. conversational, consultative,
frozen).
week or two.
II. CONTENT Lesson 4:Supporting Other’s Advocacies
D. References
Pages

4. Additional Materials from
Learning Resource
(LR) portal
E. Other Learning Copy of the text Task sheet Copy of the text PowerPoint presentation
Resources

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demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
IV.PROCEDURES students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
A. Reviewing Previous Lesson Let the students watch a Call some student to Let the students present Do task 10 on page 179- Remedial/Enhancement
or Presenting the New video clip about justice. share any inspiring quotes their output on the 182 of the LM Reading Schedule/ICL
Lesson about justice. additional task given.
B. Establishing a Purpose for the Ask the students to share Read the selection about Discuss: Do the group sharing about
Lesson with the class their personal Ida B. Wells - Barnett and Use conditionals in the task given
opinion about the ideas Her Passion for Justice on expressing arguments and
presented in the video clip pages 173 -175 of the LM fallacies
C. Presenting Provide worksheets and Do task 5 Crafting a Read the essay about Create any discourse.(role
Examples/Instances of the Work on the concept of Timeline on page 176 of the helping others-”The time to play, panel discussion or
Lesson justice (to be written LM help is now” on page 178- story telling) about asking
vertically down the side of a 179 of the LM any support for a certain
page) advocacy.
D. Discussing New Concepts and Let the students read the Discuss: Different types of Ask? What is the essay all Give time to master their
Practicing New Skills #1 quotation on the board. ( short prose about? How did the writer piece.
“Silence speaks louder than develop her main point?
words.”)

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E. Discussing New Concepts Sharing of thoughts about Ask: Ask the students the Remedial/Enhancement
and Practicing New Skills the quotation about “Silence From the selection being Scrutinize the message improvement of their work. Reading Schedule/ICL
#2 speaks louder than words.” read, analyze what kind of from the essay.
prose it is?
F. Developing Mastery Discuss: Let the students justify their Make a news report about Give them follow up
(Leads to Formative answers the message based on the questions for better
Assessment 3) The importance of pausing essay. understanding about their
or timing in speaking work
G. Finding Practical Post varied quotations Group activity: Group sharing about the Present the rubrics for their
Applications of Concepts about supporting or helping Ask the students to said topic output.
and Skills in Daily Living others scrutinize the message of
. the selection.
IV. PROCEDURES 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
H. Making Generalizations Read the quotations and Create a Finalize the output of the Group presentation on their Remedial/Enhancement
and Abstractions about observe proper pausing. commercial/advertisement group. works. Reading Schedule/ICL
the Lesson based from the selection
being read.

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I. Evaluating Learning Incorporate what they have By group: read parts in the Let the students have their Today, I have learned that
learned in the previous script according to group practice about their .
lessons about stress and characters. presentation
intonation.
J. Additional Activities for Make your own quotation Finalize your advertisement Presentation of the group. Summarize all of the
Application or Remediation about justice. about the message of the important concepts and
selection. facts learned in the lesson.
V. REMARKS

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SCHOOL
Teacher: English
LILIA L. AGUSTIN Area:
GRADES 1 to 12 DAILY
December 12-16, 2022 (WEEK 5) Quarter: 2
and Time:

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The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of
I. OBJECTIVES Philippine Culture and those of other countries.
C. Learning Express opinions through EN9LT-IIIa-16: Analyze EN9RC-IIg-5: Interpret Compose an essay. Remedial/Enhancement
Competencies/Objectives extemporaneous speaking literature as a means of information found in non- Reading Schedule/ICL
: activity connecting to the world. linear texts such as
IIIa-6.1: Extract important
Write the LC Code for each diagrams, maps, charts,
information from
etc.
argumentative/ persuasive
texts
week or two.
II. CONTENT
Lesson 5 : Seeking Justice for Others
A. References
2. Learner’s Materials P 172 P 173- 175 P 176 - 177 P 178-179
Pages
3. Textbook Pages P 172 P 173 - 175 P 176 - 177 P 187-179

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Learning Resource
(LR) portal
B. Other Learning None – Textbook only None – Textbook only None – textbook only Textbook and activity
Resources sheets
I. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
A. Reviewing Previous Lesson Work on Task 4 II Unlock the difficult words. Task 7 texts or Figures? Ask: Remedial/Enhancement
or Presenting the New Read the story “Ida Wells- Study information presented Reading Schedule/ICL
Lesson Tell students about …” on a graph. Have you ever helped
extemporaneous speaking Give other examples of someone? What did you
activity. graphs/ charts. do?
Draw lots on the topic they We are going to read an
will talk about. essay today.
B. Establishing a Purpose for the

Lesson Be able to express one’s Sympathize the call against Interpret information found Share personal experience
ideas on the topic given. discrimination. in non- linear text. on helping others.

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C. Presenting
Examples/Instances of the Give example on an Enumerate examples on Discuss the different kinds What have you known of
Lesson extemporaneous speaking movies that have themes pf graphs/ charts. organizations who extended
activity, ex. Beauty pageant about discrimination. Venn diagram help to others? What
question and answer… programs have they
conducted?
D. Discussing New Concepts Give them techniques on Craft a timeline of the Interpret tables. Read the Read and note important
and Practicing New Skills #1 organizing their ideas. important events in the story. data presented on the table details.
Explain how present their on page 176-177.
ideas. Show/ illustrate an
example.
E. Discussing New Concepts Remedial/Enhancement
and Practicing New Skills Pronunciation skill, Go over the story. Discuss the natural Get the author’s ideas of his Reading Schedule/ICL
#2 vocabulary or diction. Guide the class discussion calamities that hit the experience on helping
that students would be able country, in the others.
to identify important events community.
that took place in the story.
Discuss the news, or
discuss personal
experiences.

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F. Developing Mastery
(Leads to Formative Perform sample The teacher may present Study the table and talk Students point out the
Assessment 3) extemporaneous. the list of events in the about the column on storm. author’s experience on
story. Students will arrange Which storms do the helping others. What were
them accordingly. students remember? his personal experiences?
Why?
G. Finding Practical
Applications of Concepts and Extemporaneous speaking Noting details and Interpreting graphs and Noting details and
Skills in Daily Living activity skill is very useful in arrangement of events charts is an important skill. arrangement of events
any job interview or project according to the story are It is even part of according to the story are
proposal, defense of relevant skills in any reading achievement tests. relevant skills in any reading
investigatory project… activity. activity.
H. Making Generalizations Ask: Remedial/Enhancement
and Abstractions about I realized that leaning how Data found on graphs are Expressing or sharing Reading Schedule/ICL
the Lesson How does it feel when you to take note and arrange very well organized. personal experiences in the
express your own idea? events in the story help me form of essay writing.
When you speak English?
. Venn diagram shows data
.

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I. Evaluating Learning 1 whole ½ crosswise

The extemporaneous Teacher-made quiz on Refer to the same table.
speaking activity is graded. arrangement of events. What were the experiences
Study data about flood. of the author on the call of
What is your stand about Which years showed so helping others?
discrimination? much flooding? Which have What challenges did he
Make example hotel policy less? encounter?
that shows fairness and Why do you think is this
equality. happening?
J. Additional Activities for
Application or Remediation Read in advance “Ida .
Wells- Barnett and Her
Passion for Justice” p.
173- 175.
V. REMARKS
earned 80% in the
evaluation

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Page 28 of 185
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remediation

lesson
these work?
solve?

other teachers?

LILIA L. AGUSTIN
Subject Teachers ADDRESS: Malacampa, Camiling, Tarlac
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SCHOOL
Teacher: English
January 4-6, 2023 (WEEK 5) Quarter: 2
and Time:
I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.

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C. Learning Express opinions through EN9LT-IIIa-16: Analyze EN9RC-IIg-5: Interpret Compose an essay. Remedial/Enhancement
Competencies/Objectives extemporaneous speaking literature as a means of information found in non- Reading Schedule/ICL
: activity connecting to the world. linear texts such as
Write the LC Code for each diagrams, maps, charts,
information from
etc.
argumentative/ persuasive
texts
week or two.
II. CONTENT
Lesson 5 : Seeking Justice for Others
A. References
2. Learner’s Materials P 172 P 173- 175 P 176 - 177 P 178-179
Pages
3. Textbook Pages P 172 P 173 - 175 P 176 - 177 P 187-179
Learning Resource
(LR) portal
B. Other Learning None – Textbook only None – Textbook only None – textbook only Textbook and activity
Resources sheets

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I. PROCEDURES students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
A. Reviewing Previous Lesson Work on Task 4 II Unlock the difficult words. Task 7 texts or Figures? Ask: Remedial/Enhancement
or Presenting the New Read the story “Ida Wells- Study information presented Reading Schedule/ICL
Lesson Tell students about …” on a graph. Have you ever helped
extemporaneous speaking Give other examples of someone? What did you
activity. graphs/ charts. do?
Draw lots on the topic they We are going to read an
will talk about. essay today.

Lesson Be able to express one’s Sympathize the call against Interpret information found Share personal experience
ideas on the topic given. discrimination. in non- linear text. on helping others.
C. Presenting
Examples/Instances of the Give example on an Enumerate examples on Discuss the different kinds What have you known of
Lesson extemporaneous speaking movies that have themes pf graphs/ charts. organizations who extended
activity, ex. Beauty pageant about discrimination. Venn diagram help to others? What
question and answer… programs have they
conducted?
D. Discussing New Concepts Give them techniques on Craft a timeline of the Interpret tables. Read the Read and note important
and Practicing New Skills #1 organizing their ideas. important events in the story. data presented on the table details.
Explain how present their on page 176-177.
ideas. Show/ illustrate an

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example.
E. Discussing New Concepts Remedial/Enhancement
and Practicing New Skills Pronunciation skill, Go over the story. Discuss the natural Get the author’s ideas of his Reading Schedule/ICL
#2 vocabulary or diction. Guide the class discussion calamities that hit the experience on helping
that students would be able country, in the others.
to identify important events community.
that took place in the story.
Discuss the news, or
discuss personal
experiences.
(Leads to Formative Perform sample The teacher may present Study the table and talk Students point out the
Assessment 3) extemporaneous. the list of events in the about the column on storm. author’s experience on
story. Students will arrange Which storms do the helping others. What were
them accordingly. students remember? his personal experiences?
Why?
G. Finding Practical
Applications of Concepts and Extemporaneous speaking Noting details and Interpreting graphs and Noting details and
Skills in Daily Living activity skill is very useful in arrangement of events charts is an important skill. arrangement of events
any job interview or project according to the story are It is even part of according to the story are

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IV. PROCEDURES students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
H. Making Generalizations Ask: Remedial/Enhancement
and Abstractions about I realized that leaning how Data found on graphs are Expressing or sharing Reading Schedule/ICL
the Lesson How does it feel when you to take note and arrange very well organized. personal experiences in the
express your own idea? events in the story help me form of essay writing.
When you speak English?
. Venn diagram shows data
.
I. Evaluating Learning 1 whole ½ crosswise

The extemporaneous Teacher-made quiz on Refer to the same table.
speaking activity is graded. arrangement of events. What were the experiences
Study data about flood. of the author on the call of
What is your stand about Which years showed so helping others?
discrimination? much flooding? Which have What challenges did he
Make example hotel policy less? encounter?
that shows fairness and Why do you think is this
equality. happening?
Application or Remediation Read in advance “Ida .
Wells- Barnett and Her
Passion for Justice” p.
173- 175.

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V. REMARKS
earned 80% in the
evaluation
remediation

lesson
these work?
solve?

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Page 35 of 185
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other teachers?

LILIA L. AGUSTIN
Subject Teachers

SCHOOL
Teacher: English
GRADES 1 to 12 DAILY LILIA L. AGUSTIN Area:
and Time:
I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation
of Philippine Culture and those of other countries.
use processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation.

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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 EN9LT-IIIa-16: Analyze EN9LT-IIIa-16: Analyze Literary Devices. Identify and use the different Remedial/Enhancement
Competencies/Objectives: Write literature as a means of literature as a means of kinds of Present conditional Reading Schedule/ICL
the LC Code for each connecting to the world. connecting to the world. statements.
week or two.
II. CONTENT Lesson 6: Overcoming Indifference
A. References
2. Learner’s Materials P 185 P 186-190 P 190 – 191 P 192
Pages
3. Textbook Pages P 185 P 186-190 P 190- 191 P 192
(LR) portal
B. Other Learning Resources None – Textbook only None – Textbook only Textbook and activity sheets Textbook and activity sheets

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II. PROCEDURES students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
A. Reviewing Previous Lesson Ask: Ask: Remedial/Enhancement
or Presenting the New How do you contribute to an Discuss the different literary Discuss the present real Reading Schedule/ICL
Lesson Work on Task 2 equitable, respectful, and devices cited in this lesson. and present unreal
Use the song “Imagine” by just society for everyone? conditional sentences.
John Lennon Discuss each one. Show similarities and
differences.

Lesson Find the reflection of Value a just and humane Identify the literary devices Use conditional statements
the song into our world, world for us. found in the speech I in expressing message.
our community. Have a Dream”.
C. Presenting
Examples/Instances of the Provide the copy of the What forms of social Provide several examples Provide examples and drills
Lesson song “Imagine” Play the injustice have you known or for each of the literary on the verb forms to use for
song and let the students observed? device. each type.
sing with the lyrics.
D. Discussing New Concepts Identify the persona of the Gather background of the life Students give their own Give the formula of forming
and Practicing New Skills #1 song. What group of people of the writer, Martin Luther examples on the literary present real conditional
does he represent? King, Jr. devices discussed in the statements. Give fill-in the
class. blanks drill.

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E. Discussing New Concepts What was the message of Deduce his arguments on Be able to identify the Give the formula of forming Remedial/Enhancement
and Practicing New Skills the song? his dream to have a just literary devices in the present unreal conditional Reading Schedule/ICL
#2 and humane society for selection “: I Have a statements.
Is the message of the song everyone. Dream”. Give fill-in the blanks drill.
still relevant to our society
today? Share your opinion.
F. Developing Mastery Find similarities of the List all his arguments, his Work on Task 5.1 A Give sentence drill
(Leads to Formative message of the song to call for change, and his Task 5.1 B combining the present real
Assessment 3) what is happening to our dream for the future. and present unreal
society today. conditional statements.
G. Finding Practical Songs like any other genre It is a very useful skill to Literary devices help the Conditional statements are
Applications of Concepts of literature are vehicles of know about the life of the readers to understand the used in expressing realistic
and Skills in Daily Living important message to the authors. We will have a author’s message fast. and unreal situations.
world. wider understanding of his
works.

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V. REMARKS

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earned 80% in the
evaluation

remediation

lesson

these work?

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solve?

other teachers?

LILIA L. AGUSTIN
Subject Teachers

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GRADES 1 to 12 DAILY School: Grade Level: 9
SCHOOL
LESSON LOG RACHEL D. VELORIA, Learning
Teacher: English
Teaching Dates
and Time:
I. OBJECTIVES if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.
B. Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery and Dramatic Conventions.

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C. Learning EN9RC-IIg-5: EN9LC-IIg-3.13: EN9V-IIg-28: EN9G-IIg-20: Remedial/Enhancement

Competencies/Objectives: Write Interpret information found in React and share personal Determine the vocabulary or Reading Schedule/ICL
the LC Code for each non-linear texts such as opinion about the ideas jargons expected of a Use conditionals in expressing
diagrams, maps, charts, etc listened to communicative style arguments
EN9VC-IIg-23: EN9LT-IIg-15:
Share personal opinion about Analyze literature as a means
the ideas presented in the of valuing other people and
material viewed their various circumstances in
life
week or two.
II. CONTENT OVERCOMING INDIFFERENCE
A.References
1. Teacher’s Guide Pages p 124-128 p 124-128 p 124-128 p 124-128
2. Learner’s Materials p.195-197 pp.199-200 pp.201-204 pp. 206
Pages
3. Textbook Pages p.195-197 pp.199-200 pp.201-204 pp. 206
(LR) portal
B. Other Learning Resources Sample graphs Pictures Pictures, Charts
IV.PROCEDURES demonstration of learning by the students that you can infer from formative assessment activities. Sustain learning systematically by providing

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A. Reviewing Previous Lesson Teacher presents a Post a drawing of a rocket Ask Let some students share Remedial/Enhancement
or Presenting the New sample graph ship leaving Earth on board How can your character their homework Reading Schedule/ICL
Lesson affect others?
B. Establishing a Purpose for Students study the graph Ask: Students share their ideas Teacher posts sample
the Lesson Would you like to ride in a pictures on real-life
rocket ship? situations
C. Presenting Teacher facilitates Teacher facilitates reading Teachers process answers Teacher asks the class what
Examples/Instances of the discussion on the graph of Task 1 they would normally do on
Lesson presented given situations
D. Discussing New Concepts Teacher gives brief Teacher emphasizes on Class brainstorm answers Teacher conducts a short
and Practicing New Skills definition on graphs unfamiliar words for for Task 4 Vocabulary lecture on past conditionals
#1 vocabulary enhancement Development
IV.PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
E. Discussing New Concepts Students study the graphs Students do the activity Assign students to read the Teacher facilitates Remedial/Enhancement
and Practicing New Skills on LM,pp.195-197 text orally discussion on Reading Schedule/ICL
#2 past conditionals
F. Developing Mastery Students study and discuss Students reflect on their Students read the text Students do Task 8 What if
(Leads to Formative the graphs decisions silently
Assessment 3)
G. Finding Practical Students study and discuss Let students answer why Process comprehension Teacher processes their

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Applications of Concepts and the graphs they would take the six through guide questions answers
Skills in Daily Living
H.Making Generalizations Let some students give Let students answer why Call students to share Teacher posts on the board Remedial/Enhancement
and Abstractions about interpretations of the graph they would leave the four. ideas/reflections of the text phrases found in Task 9 If Reading Schedule/ICL
the Lesson Only, LM, p. 206
I. Evaluating Learning Students answer guide Process students’ answers Students do Task 6 In Line Students complete the
questions for better with the Text phrases
understanding
J. Additional Activities for Homework: Homework: Homework: Homework:

Application or Remediation Look for sample graphs, Do Task 3 Hands Do the Do Task 7 What a Feeling Do Task 10 “If” salad
paste on a sheet of paper. Talking
Give a brief explanation of
the graph
V. REMARKS Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to

CONTACT NO: 09667300150
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remediation
lesson

these work?

encounter which my principal or
supervisor can help me solve?

teachers?

CONTACT NO: 09667300150
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LILIA L. AGUSTIN
Subject Teachers

SCHOOL
LESSON LOG RACHEL D. VELORIA, Learning
Teacher: English
Teaching Dates
and Time:

Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
I. OBJECTIVES 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

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B. Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the
C. Learning EN9LT-IIh-15: EN9LT-IIi-15: EN9LC-IIh-12.1: EN9G-IIh-20: Remedial/Enhancement
Competencies/Objectives: Write Analyze literature as a means Analyze the content and feeling Use the appropriate prosodic Reading Schedule/ICL
the LC Code for each Analyze literature as a means of valuing other people and levels of utterances in features of speech when
of valuing other people and their various circumstances in persuasive texts delivering lines in a Readers’
their various circumstances in life EN9LC-IIh-12.1: Theater or in a Chamber
life EN9RC-IIh-11.1.1: Judge the relevance and worth Theatre
Match diagrams with their of ideas presented in the
corresponding write-ups material viewed
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.
OVERCOMING INDIFFERENCE
III. LEARNING 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
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages p124-128 p124-128 p124-128 p124-128
2. Learner’s Materials p.208-209 pp.210-212 pp.212-213 pp. 214
Pages
3. Textbook Pages p.208-209 pp.210-212 pp.212-213 pp. 214
4. Additional Materials from American English website
Learning Resource
(LR) portal

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B. Other Learning Resources Sample Comic bubble or Copy of the news article Laptop
Comic strip DLP
IV.PROCEDURES 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
A. Reviewing Previous Teacher posts a sample Ask: Call some students to read Students watch a video clip Remedial/Enhancement
Lesson or Presenting comic strip What is a news article? their homework on Reader’s Theatre or Reading Schedule/ICL
the New Lesson Chamber Theatre
B. Establishing a Purpose for Students read the comic Teacher posts a sample Ask: Ask:
the Lesson strip new article. What are the things to What can you say about the
consider when making hard students’ performance?
decisions?
C. Presenting Students give insights Brainstorming of the Establish understanding in Teacher posts brief
Examples/Instances of the regarding the comic features of news articles good decision-making definition of a Reader’s
Lesson Theater or Chamber
Theater
D. Discussing New Concepts Teacher posts sample Teacher gives vocabulary Teacher gives brief Teacher facilitates brief
and Practicing New Skills sentences using past drills explanation of the pictures discussion on the
#1 conditionals presented on LM, pp. 212- Suprasegmentals on LM, p
214
213
VII. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing

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E. Discussing New Concepts In pairs, students create The class reads the news The class forms their Class reads rubrics in Remedial/Enhancement
and Practicing New Skills their own dialogue on the article on LM, pp. 210-212 groupings. Teacher scoring their performance Reading Schedule/ICL
#2 comics using past facilitates enhancement of
conditionals vocabulary
F. Developing Mastery Students (dyads) do Task 11 Reading of the news article Groups do Task 15 Case Teacher gives copies of the
(Leads to Formative and Task 11.2 Much Ado Closed literary piece for Reader’s
Assessment 3) about What to Do Theater/ Chamber
Theater. Students work in
groups.
G. Finding Practical Each pair shares their Teacher facilitates Teacher facilitates the group Groups discuss the delivery
Applications of Concepts and output with other pair discussion of the text activity of the piece
Skills in Daily Living through guide questions
H. Making Generalizations and Sharing of outputs Teacher facilitates Groups finalize their activity Groups practice their Remedial/Enhancement
Abstractions about the Lesson comprehension of the text performance Reading Schedule/ICL
I. Evaluating Learning Sharing of outputs Students do Task 14 Mix Representatives from the Reader’s Theater/Chamber
and Match groups present their output Theater group presentations
to the class

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J. Additional Activities for Homework: Homework: Reflect: Reflect:

Application or Remediation Answer Task 12 Vogue Do Task 14.2 What have you contributed How to deliver a good
Vignette for the success of your performance in reader’s
group work? theater/chamber theater?
V. REMARKS
VIII. REFLECTION be done to help the students learn?
earned 80% in the
evaluation
remediation
lesson


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these work?
encounter which my
help me solve?
other teachers?

LILIA L. AGUSTIN
Subject Teachers

GRADES 1 to 12 DAILY Learning
LESSON LOG Teacher: Area: English
Teaching Dates
and Time: October 17-21,2016 (week 9) Quarter: 2nd
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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I. OBJECTIVES Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance
B.Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the
C. Learning EN9G- IIi-20: EN9LT-IIi-15: EN9LC-IVe-8.8: EN9LC-IVe-8.8: Remedial/Enhancement
Competencies/Objectives: Write Use conditionals in expressing Organize information in various Reading Schedule/ICL
the LC Code for each arguments Analyze literature as a means Analyze literature as a means ways (outlining, graphic,
of valuing other people and of understanding unchanging representations, etc.)
their various circumstances in values in a changing world
life EN9LC-IVe-8.8:
EN9LT-IIi-15: Organize information in various
Judge the relevance and worth ways (outlining, graphic,
of ideas presented in the representations, etc.)
material viewed
week or two.
II. CONTENT Lesson 7 : WORKING WITH OTHERS
C. References
1. Teacher’s Guide Pages p 129- 133 p 129- 133 p 129- 133 p 129- 133
2. Learner’s Materials p.225 pp.226-228 pp.226-228 pp. 228-229
Pages

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3. Textbook Pages p.225 pp.226-228 pp.226-228 pp. 228-229

(LR) portal
D.Other Learning Resources Laptop Chart Posters
DLP Laptop, DLP

Teaching Dates

A. Reviewing Previous Re-reading of the poem Teacher posts a clip/trailer Post a picture of a cake Ask: Remedial/Enhancement
Lesson or Presenting “If” by Rudyard Kipling on of the video Happy Feet Are you familiar with foreign Reading Schedule/ICL
the New Lesson Module 1 Lesson 6 animated movies?
What are your favorite
foreign animated films?

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B.Establishing a Purpose for Brainstorming of the Ask: Ask: Post posters on 3 animated
the Lesson message of the poem What materials/ingredients movies: Up, Harry Potter,
What animal is featured in do you use to bake a cake? Epic
the video clip? Establish the relevance of
these to the elements of a
story.
C. Presenting Teacher posts sample Ask: Ask: Let students do Task 13

Examples/Instances of the sentences using present What makes up a story? Post It
Lesson and past conditional What can you say about the
sentences character?
D.Discussing New Concepts Facilitate discussion on the Teacher gives vocabulary Post a chart found in Task 2 Class views on video
and Practicing New Skills given sentences drills Elementals, LM p. 228 clips/trailers of the 3 foreign
#1 films

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Learning
GRADES 1 to 12 DAILY Teacher: Area: English

E. Discussing New Concepts In pairs, students work on Students create own Teacher facilitates Teacher gives a brief Remedial/Enhancement
and Practicing New Skills one sentence sentences using words discussion on the elements overview on animation Reading Schedule/ICL
#2 discussed
F. Developing Mastery Let some pairs write their Students read the text In groups, students Let students do Task 13.2
(Leads to Formative sentences on the board Happy Feet by George complete the chart by Organize information about
Assessment 3) Miller identifying the elements of the movies mentioned
the text Happy Feet

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G.Finding Practical Applications Reading of sentences Let students share their Review on groups’ work
of Concepts and Skills in understanding with a
Daily Living partner

Teaching Dates

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H.Making Generalizations Teacher evaluate students’ Teacher facilitates Groups post their outputs to Presentation of students’ Remedial/Enhancement
and Abstractions about answers comprehension of the text the class outputs Reading Schedule/ICL
the Lesson
I. Evaluating Learning Students do Task Students answer guide Representatives from the Brainstorming of students’
10 Conditional Logic questions on LM, p. 227- group present their charts outputs
228 to the class
J. Additional Activities for Homework: Journal writing: Assignment: Answer:

Application or Remediation Complete lines found in How will you be true to Bring 3 posters of well Choose 1 film and describe
Task 10.2 yourself? known movies, e.g., Up, one character
Harry Potter, and Epic

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V. REMARKS

Teacher: Learning Area: English
LESSON LOG Teaching Dates and
Time: October 17-21,2016 (week 9) Quarter: 2
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 the
VI. REFLECTION students learn?

remediation

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C. Did the remedial lessons work? No.

of learners who have caught up
with the lesson

require remediation


can help me solve?

teachers?

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SCHOOL
LESSON LOG
Teacher: English
Teaching Dates
February 13-17, 2023 (WEEK 1) Quarter: 3
and Time:

I. OBJECTIVES The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and
those of other countries.
A. Content Standards: 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 verbal for him/her to skillfully perform in a one-act play.
B. Performance Standards: 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.
MELC Objectives Differentiate biases from prejudices EN9LC-IVf-13.3
Determine the relevance and the truthfulness of the ideas presented in the material viewed EN9VC-IVa-10
Judge the validity of the evidence listened to

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ssC. Learning EN9G-IIIa-21: Use verbal. EN9WC-IIIa-9: Compose Remedial/Enhancement

Competencies/Objectives: forms of literary writing Reading Schedule/ICL
Write the LC Code for each EN9WC-IIIa-9.4: Identify
types and features of a play
synopsis.
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 1: Through technology
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
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 134- 140 P 134- 140
2. Learner’s Materials Pages P 235 P237

3. Textbook Pages P 235 P237
Learning Resource (LR) portal
B. Other Learning Resources None – textbook only None – textbook only
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
I. PROCEDURES 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.

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A. Reviewing Previous Lesson or Ask: Ask: Remedial/Enhancement

Presenting the New Lesson How do you respond to an Present the poem, “The Reading Schedule/ICL
emergency? Whom do Telephone”
you call for help?
What are the important
functions of a telephone in
the present times?
B. Establishing a Purpose for the Do Task 1 on page 235 of

Lesson your LM. Discover the benefits a
telephone brings.
C. Presenting Examples/Instances Solicit students’ answers on

of the Lesson their ways of responding to Ask:
emergency. How important is a
telephone to you?
-Unlock the difficult words.
D. Discussing New Concepts and Focus on the use of

Practicing New Skills #1 telephone or cellphone Read the poem “The.
during emergencies. Telephone”
Work on Task 5

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students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
IV. PROCEDURES learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
E. Discussing New Concepts and Remedial/Enhancement
Practicing New Skills #2 Discuss the different Allow the students to study Reading Schedule/ICL
emergencies, and how can their assigned lines, and
a cellphone possibly be of explain it to the class.
help.
All 5 groups will report to
the class the meaning and
explanation of their
assigned lines.
(Leads to Formative Assessment 3) Make a big concept map Review the unlocking of
using Telephone as the difficult words to give the
main idea. class and the groups clearer
understanding of the poem.
G. Finding Practical Applications of
Concepts and Skills in Daily Cellphones and telephones Understanding poetry can
Living today are becoming be easier if the difficult
popularly in use and words are unlocked.
indispensable.

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H. Making Generalizations and Remedial/Enhancement
Abstractions about the Lesson Cellphones are Telephone here In the Reading Schedule/ICL
. poem is a
I. Evaluating Learning
Write a short essay about Their group report will be
cellphones. graded according to the
Include the advantages and rubrics.
disadvantages of this gadget.

Application or Read in advance the radio
Remediation play, “Sorry, Wrong
Number”
V. REMARKS

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remediation

with the lesson

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teachers?

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LILIA L. AGUSTIN
Subject Teachers

SCHOOL
LESSON LOG
Teacher: English
Teaching Dates
February 20-24, 2023 (WEEK 2) Quarter: 3
and Time:

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The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and
I. OBJECTIVES those of other countries.
use ways of analyzing one-act play and different forms of verbals for him/her to skillfully perform in a one-act play.
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
C. Learning EN9LT-IIIa-16: Analyze EN9LC-IIIa-6: Employ EN9G-IIIa-21: Use Verbals. EN9WC-IIIa-9: Compose Remedial/Enhancement
Competencies/Objectives: literature as a means of appropriate listening strategies forms of literary writing Reading Schedule/ICL
Write the LC Code for each connecting to the world. suited to type of text. EN9WC-IIIa-9.4: Identify
types and features of a
information from Sounding the words
argumentative/ persuasive correctly play synopsis.
texts
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 2:Making a Difference
II. CONTENT
A. References
1. Teacher’s Guide Pages P 141-152 P 141-152 P 141-152 P 141-152
2. Learner’s Materials Pages P 235-238 P 240-251 P 255-257 P 259

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3. Textbook Pages P 235-238 P 240 - 251 P 255-257 P259

B. Other Learning Resources None – Textbook only None – Textbook only None – textbook only None – textbook only
II. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
A. Reviewing Previous Lesson or Ask: Ask: Discuss the verbals. Show an example of plot Remedial/Enhancement
Presenting the New Lesson How do you respond to an How would you feel Point out the Gerunds. summary or synopsis Reading Schedule/ICL
emergency? Whom do when you heard the plot Give its different functions
you call for help? of your own murder? in the sentences.
B. Establishing a Purpose for the Do Task 1 on page 235 of Read a script ( literary text) Be able to identify gerunds. Ask:
Lesson your LM. “Sorry Wrong Number”
What are the guidelines in
writing a good plot
summary?

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C. Presenting Examples/Instances Solicit students’ answers on Work on Task 7 – Getting Use teacher-made activity
of the Lesson their ways of responding to the chill sheets on gerunds. Discuss each of the
emergency. guidelines.
D. Discussing New Concepts and Focus on the use of

Practicing New Skills #1 telephone or cellphone Work on Task 8 – Crossing Identify gerunds in the Study an example of plot
during emergencies. the difficulties sentences and tell its synopsis on the radio play,
function. “Sorry,…”
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
E. Discussing New Concepts and The class will read the Task 10- Delving deeper Group Activity: Remedial/Enhancement
Practicing New Skills #2 poem “The Telephone” Arrange the events that Task 14-15. Reading Schedule/ICL
by Edward Field happened according to the Task 13 D – Converting
story. verbs to gerunds and use
Work on Task 5. them in sentences.

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F. Developing Mastery Work on Task 11-

(Leads to Formative Assessment 3) Work on Task 6 Teacher prepares verbs on In a group of 3, try making
Answer questions about the pieces of paper for a summary of a story the
radio play…. Individual student to convert class has taken up.
verbs into gerunds and use
Task 12 – Sound off some it in a sentence.
critical vowel sounds…

Concepts and Skills in Daily Living Act out situations where the Write a short script/ dialog Work on Task 13 E Making summaries and
telephone is used to respond showing proper telephone synopsis are important skills
to an emergency. manners. that a student needs to be
able to save time in studying
and reviewing lessons taken
up in the class.

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H. Making Generalizations and Ask: How can an emergency Remedial/Enhancement

Abstractions about the Lesson hotline should be used Complete the sentence, Today, I learned that Reading Schedule/ICL
Enumerate instances where properly? writing summary
a telephone helps a lot in Today, I learned that
times of emergency. How should telephone
operators behave in verbs
handling emergency calls? .
½ crosswise: By pair: read parts in the Teacher prepares 5 gerunds Give a short selection to
script according to on the board, and ask the the class, and ask them to
Do you approve of the characters. students to use them in the make a summary or
school policy not allowing paragraph. synopsis out of it.
students to bring cellphones
in the school?
Application or Reading of difficult words/ Make summary about some
Remediation phrases familiar legends or
fairytales.
V. REMARKS

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require remediation


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other teachers?

LILIA L. AGUSTIN
Subject Teachers

SCHOOL
LESSON LOG
Teacher: English
Teaching Dates
February 27-March 3, 2023 (WEEK 3) Quarter: 3
and Time:

use ways of analysing one-act play and different forms of verbals for him/her to skilfully perform in a one-act play.
B. Performance Standards: The learner skilfully 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.

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C. Learning EN9LT-IIIg-2.11: Determine EN9F-IIIb-3.11: Produce the EN9G-IIIb-21: Use verbals. Remedial/Enhancement
Competencies/Objectives: EN9LT-IIIb-16: Analyze tone, mood, technique, and English sounds correctly Reading Schedule/ICL
Write the LC Code for each literature as a means of purpose of the author and effectively when ( possessive form of nouns
connecting to the world delivering lines in a one-act and pronouns)
play.
II. CONTENT Lesson 3: Making A Difference
C. References
6. Learner’s Materials Pages P 263 P 265-266 P 271 P 274
7. Textbook Pages P 263 P 265-266 P 271 P 274
D. Other Learning Resources None – Textbook only None – Textbook only None – textbook only Textbook only and activity
sheets
III. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their

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A. Reviewing Previous Lesson or Ask: Unlock difficult words found Remedial/Enhancement

Presenting the New Lesson What is in the poster that in the selection “For Work on Task 13- Sounding Review on gerunds, and Reading Schedule/ICL
would make you accept the Conversation, Press #1” Words gerundial phrases.
invitation to join the
conference? Present the possessive
form of nouns and pronouns
B. Establishing a Purpose for the Emulate accomplished Identify author’s purpose in Sound the voiced Th, and Be able to use possessive
Lesson people. the selection, and tone. voiceless th, b and v, p and forms correctly in
f.. sentences.
C. Presenting Examples/Instances Task 3- Emulating Talk about products we use Work on Task 13, Drill on Use teacher-made activity
of the Lesson accomplished people. everyday. Ask the students pronouncing words sheets on the use of
the purpose of these possessive form of nouns,
commodities. and then possessive form of
pronouns.
D. Discussing New Concepts and Ask: Read the selction “For Work on Task 13-A. Group Discuss these possessive
Practicing New Skills #1 1. What qualities Conversation…” students and assign them forms of nouns and
make these people vowel sound, and read the pronouns thoroughly.
extraordinary? Identify the speaker or given pronunciation drill.
persona or whose point of
Task 3 A view is used.
Practicing New Skills #2 Be able to note important Identify the author’s Work on Task 13, 2. Discuss these possessive Reading Schedule/ICL
details on what these purpose. Read the sentences with forms of nouns and
accomplished people did words used in the drill. pronouns thoroughly.

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that make them popular. Identify the tone of the

selection. How does the
author feel toward his topic?
Notice the words he used in
the selection.
(Leads to Formative Assessment 3) Point out their advocacies in Read the selection once Ask the students to perform Make a short dialog making
life that created impact in again, and call other a dialog, or reading of a use of these 2 kinds of
the other people’s lives. students to identify the point tongue twister sentence drill possessive forms.
of view, the purpose of the with the words found in the
selection and the tone of the list.
author.
Work on Task 7
Concepts and Skills in Daily Find people in the Work on Task 8 – Enriching Review reading of the script Possessive forms of nouns
Living community who made an Your experience of radio play taken up in the and pronouns can be used
impact or influence in previous lesson. in any written activity.
students’ lives.

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H. Making Generalizations and Ask: Ask: Remedial/Enhancement

Abstractions about the Lesson Today, I realized that in Possessive form of nouns is Reading Schedule/ICL
What is common among the order to communicate Why is there a need to ,
listed personalities in their well, the authors used pronounce the words possessive form of
concept about serving . correctly? pronouns
others?
Write a short essay about a The teacher may use a Graded script reading of the Use teacher- made quiz on
relative who made an teacher-made quiz with radio play. Focus on the the correct use of
impact in your life. the similar selection where production of vowel sounds. possessive nouns and
students identify the pronouns.
purpose, the point of view, ( Correcting mistakes of
and the tone of the author. possessive forms)

Application or Remediation Mention Philippine heroes Work on Task 8, 2 Read more tongue twisters.
and talk about their Differentiated Group
impact to our history. Activity
V. REMARKS

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with the lesson

require remediation


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teachers?

LILIA L. AGUSTIN
Subject Teachers

SCHOOL
Teacher: English
LESSON LOG
Teaching Dates
March 6-10, 2023 (WEEK 4) Quarter: 3
and Time:

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The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and
I. OBJECTIVES those of other countries.
use ways of analyzing one-act play and different forms of verbal for him/her to skillfully perform in a one-act play.
C. Learning EN9LC-IIId-6.5: Recognize EN9OL-IIId-5: Use the Remedial/Enhancement
Competencies/Objectives: faulty logic, unsupported facts, appropriate prosodic features Use of literary devices in the Verbal - Infinitives Reading Schedule/ICL
Write the LC Code for each and emotional appeal of speech when delivering lines selections
in a one-act play.
II. CONTENT Lesson 3: Despite Differences in Point of View
A. References
1. Teacher’s Guide Pages P 153 – 159 P 153 – 159 P 153 – 159 P 153 – 159
2. Learner’s Materials Pages P 282- 283 P 286- 291 P 293- 295 P 295- 296
3. Textbook Pages P 282-283 P 286 - 291 P 293 -295 P 295-296

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B. Other Learning Resources
Textbook and teacher-made textbook Textbook and teacher-made
activity sheet activity sheets
IV.PROCEDURES learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
A. Reviewing Previous Lesson or Ask : Remedial/Enhancement
Presenting the New Lesson Read a background of the Discuss the Literary Review gerunds and gerund Reading Schedule/ICL
Do you usually believe in story Romeo and Juliet. Devices used in the phrase.
everything that the selections, found in pages Discuss Infinitives, infinitive
computer showed you? Show them the prepared 293- 295. phrase, function in the
Advertisements on tv? scripts on page 286-291 sentence.
B. Establishing a Purpose for the Appreciate the literary

Lesson Being aware that not all that Act out the scene prepared devices found in selections. Identify and use infinitives
we see and hear in the in the book.
media are true.
C. Presenting Examples/Instances
of the Lesson Teacher’s activity on Task Allow the students to read Go over these devices one Work on Task 8, A
2- Be wise. aloud the script prepared in by one and provide ample
Listen to the teacher. the book. Pair off students examples for each.
to act out any of the scripts
prepared.

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D. Discussing New Concepts and

Practicing New Skills #1 Explain the meaning of the Practice sounding off Use a poem as an example Work on Task 8,B
concepts: words found in the script and ask the students to
for better performance. identify literary devices
Faulty logic, unsupported used in the poem.
facts, and emotional appeal.
Provide examples esp. on

common commodities.
IV. PROCEDURES 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
Practicing New Skills #2 Work on Task 3 – A Time for Focus also the intonation Use some lines from Work on Task 8, C Reading Schedule/ICL
Us. and stress of the words. popular songs. Ask the
students what literary
Watch the music video, then Stress is also observed in device is used.
answer the Task 3 A, B placing emphasis to words
in the dialogs.
(Leads to Formative Assessment 3) Work on Task 4-5- Identify Pairs practice their delivery Continue the activity in part Use teacher-made activity
the theater terms as of their lines taking into using the songs. sheets on identifying
described in the given consideration their infinitives.
sentences characterization or roles in
the script.

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Concepts and Skills in Daily Examine more commodities Acting out different roles Use infinitives in sentences.
Living found in our houses and in our life helped much in Use them in interesting
evaluate whether they also the performance of plays sentences.
belong to faulty logic, or role-play.
unsupported facts or
emotional appeal.
Abstractions about the Lesson Ask: Ask: Ask: Nouns come in different Reading Schedule/ICL
forms. They can be gerunds
Of all the products we used Is it easy or difficult acting How important is the and infinitives in the
at home, are we wise out the roles of the employment of literary sentences.
enough in choosing our characters in the play devices in the selections?
products? “Romeo and Juliet”? Why?
Do they make difference in
the development of idea?
How?
Answer teacher-made Presentation or The teacher may use Teacher may use teacher-
activity sheets on products performance of the script teacher-made test on made activity sheets in
found in the markets today. prepared in the book. identifying literary devices identifying infinitives and in
How do we choose used in the lines found in using infinitives in
products? Establish the rubrics for poems or songs. constructing sentences.
grading.

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Application or
Remediation
V. REMARKS

remediation
with the lesson

require remediation

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can help me solve?

teachers?

LILIA L. AGUSTIN
Subject Teachers

SCHOOL
LESSON LOG Teacher: RACHEL D. VELORIA, Learning English

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Teaching Dates
and Time:

C. Learning EN9RC-IIId-20: Analyze a one- Appreciate the balcony scene Figures of speech Intonation Remedial/Enhancement
Competencies/Objectives: act play in Romeo and Juliet in comic Reading Schedule/ICL
Write the LC Code for each EN9LT-IIId-2.1.5: Express strips.
appreciation for sensory
images used
EN9LT-IIId-20.2: Explain the
literary devices used
II. CONTENT Lesson 4 : With Fortitude and Determination
A. References

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1. Teacher’s Guide Pages P159- 165 P159- 165 P159- 165 P159- 165
2. Learner’s Materials Pages P 304 - 305 P 307 - 308 P 312 - 313 P 314 - 318
3. Textbook Pages P 304- 305 P 307- 308 P 313- 313 P 314 - 318
B. Other Learning Resources Textbook only textbook only Textbook and activity sheets Textbook and other IMs
A. Reviewing Previous Lesson or Review the story Romeo Review the story Romeo Review the figures of Discuss about Intonation. Remedial/Enhancement
Presenting the New Lesson and Juliet and Juliet speech given ahead. Reading Schedule/ICL
Add more figures of speech.
This time, present the
balcony scene in the comic
strip. Page 307
B. Establishing a Purpose for the Make a critical response to
Lesson a literary or other artistic Develop a deeper level of Learn more figures of Identify words or phrases
work. appreciation of the story, speech. that should be given
now that it is in comic strips. Identify them in sentences. emphasis.

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of the Lesson React to the dialogs taken Go over the comic strip Work on Task 5-B. Read the sample script and
from the play Romeo and slowly reading the dialogs, Imagery, Figures of guide students to create the
Juliet. and looking at the pictures. Speech intonation pattern in their
The teacher may provide dialog.
these lines.

Practicing New Skills #1 Discuss each of the lines Ask the students if Explain each one. Give Read the sample script and
used in the activity. understanding of the story several examples. guide students to create the
Allow the students to give differs when they read it in Or make use of activity intonation pattern in their
their personal reaction to it. comic strip form. sheets. dialog.
It can be on the use of
literary device or the
message of the line.
Practicing New Skills #2 Group students into 3 and Compare and contrast the Present a poem or lines of Aside from intonation, Reading Schedule/ICL
tell them to work on Task presentation of the story a song where students correct pronunciation of
2 – Audience point of in paragraphs and in identify the figurative words must also be
view. Task 2, A. comic strips. Which one language used. checked.
gives clearer picture?
Why?

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(Leads to Formative Assessment 3) Task 2 – Past Sustain the activity. Make use of activity sheets Point out words that the
or games identifying figures class needs to be sure of
of speech. their pronunciation.
Concepts and Skills in Daily Ask the students what other Figurative language are
Living comic strips do they enjoy found in poems, stories,
reading, why? songs.
Author’s message can be
understood immediately if
students knew this
literary device.
Abstractions about the Lesson Stories follow order of Compare and contrast Complete the sentence: Acting out roles are just as Reading Schedule/ICL
events. Chronological order understanding of the story important as performing
is the most commonly used in paragraph form vs comic Today, I learned that our roles I life. They should
by the writers. Is it also strip. Figurative language . be done .
followed in the story Romeo
and Juliet?

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Students present to class Present a short narration of The teacher may use her Graded reading of the
their answers in Task 2. a story, then ask the teacher-made test on dialogs in the story. This
The group will report on the students to convert it into identifying figurative includes the intonation,
sequence of the pictures comic strip. It can be in stick language used. proper pronunciation of
according to events in the figures. words.
story, then retell the story.

Application or More drills on the Provide short scripts for
Remediation identification of figures of more reading exercises.
speech in the sentences.
V. REMARKS

remediation


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with the lesson

require remediation


can help me solve?

teachers?

LILIA L. AGUSTIN
Subject Teachers
CONTACT NO: 09667300150
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SCHOOL
LESSON LOG
Teacher: English
Teaching Dates
and Time:


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C. Learning EN9RC-IIId-20: Analyze a one- Develop a speech citing Identify other functions of an Identify my set of values Remedial/Enhancement
Competencies/Objectives: act play reasons why some students Infinitive in the sentences. Reading Schedule/ICL
Write the LC Code for each EN9LT-IIId-2.1.5: Express resort to commit suicide.
images used
Lesson 5: Across Time
II. CONTENT
A. References
1. Teacher’s Guide Pages P 166- 173 P 166- 173 P 166- 173 P 166- 173
2. Learner’s Materials Pages P 325 P 339 P 340 P 345

3. Textbook Pages P 325 P 339 P 340 P 345
Textbook only Textbook and online Textbook and activity sheets Textbook
sources

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A. Reviewing Previous Lesson or Remedial/Enhancement
Presenting the New Lesson Review the figures Review the love story of Go over the function of Go over values that we Reading Schedule/ICL
of speech. Romeo and Juliet. infinitive as nouns. usually develop in life.
Use the 3 scenes found in Provide several examples. List them on the board.
the textbook. Act 2, Scene Discuss the tragic ending of
4, Act 3, Scene 2, Act 3, the play. Ask students
Sc reasons for suicides.
4
Lesson Identify figures of speech in Gather information or Use infinitives with its Identify students’ life values.
the lines of the scenes students’ opinion about different functions. Arrange them according to
found in the textbook. reasons for people to importance or priority.
commit suicide.
C. Presenting Examples/Instances Discuss the story Romeo

of the Lesson Work on Act 2, Scene 4 and Juliet again and .find Work on Task 6 Grammar in Discuss these values one
possible reasons for the Focus A. by one.
lovers to end their lives.
Was it fate, or simply
consequence of their rush
decisions?

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Practicing New Skills #1 Identifying figures of speech Review how to write a Work on Task 6, B. Ask students their personal
speech. opinions or ideas about the
Provide procedure of writing values identified by the
compositions like this. class.
Give the guide questions for
them to follow.
Practicing New Skills #2 Present example of a Provide more examples on Organize or arrange set of Reading Schedule/ICL
written draft of a speech so sentences with infinitives values according to
that students would be able used as Adjective and importance.
to express and organize Adverb.
their ideas.
(Leads to Formative Assessment 3) Work on Act 3, scene 2 Write drafts to be checked Work on more examples At a random, ask students
by the teacher. to arrange set of values
according to his priority.
Explain his arrangement.

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Concepts and Skills in Daily Identifying figures of Committing suicide among Work on Task 6,C The practical application of
Living speech can also be done teenagers or younger the students’ set of values
with other shorter and generation is getting the will be based on their
easier poems to get its attention of schools and personal experience.
main idea. psychologists.
Abstractions about the Lesson Today, I realized that The story/ play Romeo and Infinitives are Ask: Reading Schedule/ICL
figures of speech are Juliet is actually a story of
Why do we need to
. . identify our personal set of
values? What good do we
get from cultivating a set of
values?
I. Evaluating Learning ½ Crosswise:
Every group will identify the The evaluation can be in Use a teacher-made test on
specific lines pointed out the form of the written the use of infinitives. Work on Task 10 Your
by the teacher for the figure speech, or the actual Identification and fill-in the Treasure p. 345.
of speech used. delivery of the speech. blanks.

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Application or Write a short essay on the
Remediation reasons for suicide in the
point of view of your
parents.
V. REMARKS

remediation

with the lesson

require remediation

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can help me solve?

materials did I used/discover which
I wish to share with other teachers?

LILIA L. AGUSTIN
Subject Teachers

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I. OBJECTIVES DAY 1
C. Learning Remedial/Enhancement
Competencies/Objectives: Appreciate the famous people EN9RC-IIId-20: Analyze a one- Recognize the literary Identify Participles Reading Schedule/ICL
Write the LC Code for each that touched / influenced the act play device of characterization Write a character sketch.
lives of others. EN9LT-IIId-2.1.5: Express
images used
Lesson 6: Despite Differences in Social Class

A. References

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1. Teacher’s Guide Pages P 174- 184) P 174- 184 P 174- 184 P 174- 184
2. Learner’s Materials Pages P 348-349 P 352- 358 P 361 P 363 - 364

3. Textbook Pages P 348- 349 P 352 - 358 P 361 P 363 - 364
Textbook and online Textbook and a video clip Textbook Textbook and activity sheets
sources
Presenting the New Lesson Work on Task 1, 2 pages Go over the important Review the play “While the Review the verbals: Reading Schedule/ICL
348-349. vocabulary words in one-act Auto…” Gerund, infinitives.
play: act, elements, play,
climax and resolution. Take note of the characters Introduce the participle and
Task 4, watch a video clip. of the play. its 2 kinds.

Lesson Show a sample speech of Read and appreciate Identify or recognize the Identify the participles.
any of influential people the one-act play, “While literary device use in Use them in sentences.
mentioned in the textbook. the Auto Waits” characterization.

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of the Lesson Go over the important Actual reading of the play, Give examples for each of Provide several examples,
personalities and allow “While the Auto Waits”. the literary device used in esp. combining examples of
students to describe them Identify the characters. developing characters. Take gerunds and infinitives.
based on their research. Describe the characters one at a time.
according to their behavior
in the story.

Practicing New Skills #1 Read sample speeches Go over the parts of the Go over stories that were Work on more examples on
delivered by any of the plot. taken up already in the participles. Ask students to
important personalities. class. Then identify how identify the participles and
Decide which one to deliver characterization was box the words that they
and pretend that you are the developed. modify.
person himself.
Practicing New Skills #2 Practice reading the Allow students to identify Reading of the lines of the Use participles in the Reading Schedule/ICL
speech. Try also to the parts of the plot in dialog. This will also help sentences.
practice to sound like the the story. create the impression on Construct sentences that
person. characterization. use past participles, and
Check pronunciation skill. How do you find the ending other set of sentences with
of the play? present participles.

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(Leads to Formative Assessment 3) Practice the speech In a group of 3, students Sustain the activity Work on Task 9 and 10 on
delivery with the copy of the identify the sequence of page 364.
speech. Teacher may events and how the
advice or guide the character reveal
student’s choice, or may themselves.
present standard speech for
everyone to use.

Concepts and Skills in Daily The ability to deliver an We are like the characters The literary device for Write a character sketch
iving idea or speech is useful to of the play. There are times characterization is also using interesting participles
any occasion. Confidence when we pretend to be applicable to any other to describe something.
can be developed through someone else, there are forms of narratives.
activities like this. also times when we reveal Refer to Task 16 p. 368 -
our true self. 370

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Abstractions about the Lesson This activity, delivering a The play “While the Auto The characters I knew in I realized that all verbals Reading Schedule/ICL
speech of Waits” showed me that the stories taken up in the are actually coming from
makes there are people class are generally
me feel developed through My sentences now are more
. . . .
Actual speech delivery is Reading of the play by pair. ½ Crosswise Teacher may use her
graded. It can be any of the parts of Answer Task 7 page 361. teacher-made quiz on
the play. Intonation, identifying the
pronunciation and the participles and also
volume of the voice will be pointing out the nouns
part of the rubrics of the or words that they
grade. modify.

Application or
Remediation
V. REMARKS

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GRADES 1 to 12 School: Grade Level: 9
SCHOOL
DAILY LESSON LOG RACHEL D. VELORIA, Learning
Teacher: English
Teaching Dates
April 3-5;10-14, 2023 (WEEK 8) Quarter: 3
and Time:

C. Learning EN9LT-IIIh-16: Analyze Remedial/Enhancement
Competencies/Objectives: EN9V-IIIh-29: Get literature as a means of Reading Schedule/ICL
Write the LC Code for each Appreciating New Year, New Appreciating New Year, New familiar with the technical connecting to the world
Life Life vocabulary for drama and EN9LT-IIIh-3: Explain
theatre (like stage how a selection may be
directions) influenced by culture,
history, environment, or
other factors

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II. CONTENT Lesson 7: Despite Racial Differences
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages P 372 - 373 P 375 - 390

3. Textbook Pages P 372 - 373 P 375 - 390
textbook textbook
A. Reviewing Previous Lesson or Review different cultural How do you celebrate new Work on Task 1, Task Remedial/Enhancement
Presenting the New Lesson celebration of new year year in the family? 2 Vocabulary Reading Schedule/ICL
enrichment
Task 3 Setting the mood for

the story/ play “Driving Miss
Daisy”

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B. Establishing a Purpose for the Appreciate cultural Appreciate family tradition

Lesson differences on celebrating on celebrating new year Work on Task 3. Understand the culture
new year through the play.
Discuss the important job of
a driver, or family driver.
C. Presenting Examples/Instances Present different cultural Solicit answers
of the Lesson celebration of new year Say : Family drivers are Go over the story of the
hired for a very important play.
reason. Study the characters in the
Can you name some reason play.
for hiring a family driver? Work on task 5 Character
traits
D. Discussing New Concepts and Enumerate different cultural Group sharing of family
Practicing New Skills #1 groups tradition of celebrating new Ask: Connect the play to the
year culture and race of the
On the other hand, what are characters in the play.
common complaints of an
employer about his driver?

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E. Discussing New Concepts and Ask: Composition writing Remedial/Enhancement

Practicing New Skills #2 What are the cultural Ask: Ask : Reading Schedule/ICL
celebrations of new year for
each group? What about benefits a driver What can you say about the
gets when he is employed culture as reflected in the
as a family driver? play?
Can friendship be part of Is there racial discrimination

that? happening with Hoke?
F. Developing Mastery Students describe the Review organization of

(Leads to Formative Assessment 3) celebration of each group ideas in composition Work on Task 3 B – Dyadic Work on Task 4 Sequencing
writing work events
Work with a partner and

discuss the meaning of the
quote, “A friend in need is a
friend indeed.”
G. Finding Practical Applications of Ask:
Concepts and Skills in Daily Friendship can be
Living developed in a any situation Do we have here in our
or occasion, only when it is community a kind of racial
allowed to happen . discrimination against
someone you know?
Cultural? Religious?

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VII. PROCEDURES learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
H. Making Generalizations and Ask: Is family tradition on Remedial/Enhancement
Abstractions about the Lesson Why is new year celebration celebrating new year still I can just imagine Today, the play “Driving Reading Schedule/ICL
important? observable in Filipino friendship to develop Miss Daisy, reminds me of
families? between a driver and his
master could be .
I. Evaluating Learning 1 whole sheet of paper: 1 whole sheet of paper

Pick two cultural Write a composition on how Ask: ½ Crosswise
celebrations, show your family celebrate new
comparison and contrast year What do you expect the How do you feel towards
story to be about between the characters, Hoke and
Hoke, the driver, and Miss Miss Daisy? Mention parts
Daisy, his employer? of the story to prove your
point.
Application or
Remediation

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VIII. REMARKS
IX. REFLECTION students learn?
H. No. of learners who earned

I. No. of learners who require
remediation
J. Did the remedial lessons work? No.
with the lesson
K. No. of learners who continue to
require remediation
L. Which of my teaching strategies
M. What difficulties did I encounter
can help me solve?
N. What innovations or localized
teachers?

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LILIA L. AGUSTIN
Subject Teachers
SCHOOL
LESSON LOG
Teacher: English
Teaching Dates
April 17-21, 2023 (WEEK 9) Quarter: 3
and Time:


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C. Learning EN9LT-IIIh-16: Analyze EN9WC-IIIi-9: Compose EN9G-IIIh-21: Use verbals. Remedial/Enhancement

Competencies/Objectives: literature as a means of Perform a dialogue with a forms of literary writing Reading Schedule/ICL
Write the LC Code for each connecting to the world partner making use of real-life EN9WC-IIIi-9.5: Use
believable conversation. literary devices and
EN9LT-IIIh-3: Explain
how a selection may be techniques to craft a play
influenced by culture, synopsis
history, environment, or
other factors
II. CONTENT Lesson 8: Transcending Differences
A. References
2. Learner’s Materials Pages P 398- 399 P 398 - 399 P 406 - 407 P 410 - 412
3. Textbook Pages P 398 - 399 P 398 - 399 P 406 - 407 P 410 - 412
B. Other Learning Resources textbook textbook textbook Textbook and activity sheets

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Presenting the New Lesson Review the play “Driving Go over the play. This time Present discussion about Present the 5 forms of the Reading Schedule/ICL
Miss Daisy” notice the way the writing synopsis. participle.
Go over the sequence of dialogues are being Present example, the one
events. constructed. Refer to on page 406.
discussion about dialogues
.
Lesson Assign groups of students Refer to page 399. Discuss Write or compose a good Show the different forms of
to do the Group the tips on how to improve synopsis of a play. participles.
differentiated Tasks in writing dialogues.
Tasks 12
of the Lesson Assist every group’s Review the play. Take Discuss the parts of the Refer to page 410 for
performance output so they the dialogues as synopsis. The sequence of discussion and examples.
understand their examples of the events must be clearly
assignment well. discussion. observed.

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Practicing New Skills #1 Assist each group. Work on Task 14. Go over the example of a Give more examples and
With partners, students synopsis. Point out the allow students to identify
develop dialogues or important details covered what form of participles
conversation to be and how they make up the is used.
presented to the class. entire composition.
Refer to page 419 for
details in making synopsis.
Practicing New Skills #2 Group 1 – Perform a radio Go over and check This time, try working with a Include in the discussion Reading Schedule/ICL
play students’ drafts of the partner in composing a how to avoid dangling

conversation. synopsis for the play “While participial phrases.
Group 2 – Write a letter to the Auto Waits”.
Hoke Present the rubrics. Gather first the important Discuss two ways of
Group 3 – Draw a picture details needed for the correcting dangling
synopsis. participles on page 411.
Group 4 – Compose a song

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(Leads to Formative Assessment 3) Allow the groups to practice Allow the students to Write the first draft of the Try to answer Task 7 B
their performance or polish practice. synopsis. Partners must and C on page 412.
their outputs. help each other come up
with a satisfactory
composition.

Concepts and Skills in Daily Ask: Use of common situation or Writing synopsis is Develop skill in writing
Living daily scenario. applicable to any story. effective sentences without
Which part of the story do dangling phrases.
you find similar with our
situation in our community?
Describe the similarity.
Abstractions about the Lesson I find the play “Driving Miss Making conversation or Writing synopsis is just like I realized that I have also Reading Schedule/ICL
Daisy a very good dialogues with our usual writing a written dangling participial
example of casual daily affair is a very . phrases. With this lesson, I
good way of will be able to
.

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The presentation of the The presentation of the Submission of the draft of Make use of teacher-made
Differentiated Group Tasks conversation will be graded the synopsis of the play, activity sheets on identifying
are graded. according to the rubrics. “While the Auto Waits”. participial phrases, and
Rubrics already given to correcting dangling
class. participial phrases.

Application or
Remediation
V. REMARKS

remediation

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of learners who have caught up with
the lesson
require remediation

can help me solve?
teachers?

LILIA L. AGUSTIN
Subject Teachers

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Learning
and Time: January 23 - 27,2017 (week 1) Quarter: 4th

C. Learning EN9LC-IVa-13: EN9VC-IVa-10: EN9LT-IV-a-17: EN9OL-IVa-3.7: Remedial/Enhancement
Competencies/Objectives: Write Listen to lay value judgment on Determine the relevance and Analyze literature as a means Use varied verbal and non- Reading Schedule/ICL
the LC Code for each critical issues that demand the truthfulness of the ideas of understanding unchanging verbal communication
sound analysis and call for presented in the material values in a changing world
EN9LT-IVa-17.1:
strategies when performing
prompt actions viewed
Explain how the elements in a full-length play
EN9RC-IVa-2.18: EN9V-IVa-29:
specific to full-length plays EN9F-IVa-3.11:
Relate text content to Get familiar with the technical
build its theme Produce sounds of English
particular social issues, vocabulary for drama and effectively when delivering lines
concerns, or dispositions in theater (like stage directions) in a full-length play
real life EN9G-IVa-22:
Use active and passive
constructions
EN9WC-IVa-11:

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Compose a play review
week or two.
II. CONTENT Lesson 1: HOLDING ON TO A DREAM IN A CHANGING WORLD
A. References
1. Teacher’s Guide Pages pp.209-212 pp.209-212 pp.209-212 pp.209-212
2. Learner’s Materials p. 424-430 p. 424-430 p. 424-430 p. 424-430
Pages
3. Textbook Pages p.424-430 p. 424-430 p. 424-430 p. 424-430
(LR) portal
B.Other Learning Resources Mp3 player, picture, copy of Mp3 player, picture, copy of Copy of the reading text Projector, CD Recording of
the song the song Listening outputs


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A. Reviewing Previous Post varied pictures Share your realizations on Share your sentences Share individual dreams Remedial/Enhancement
Lesson or Presenting depicting social issues and social issues discussed Reading Schedule/ICL
the New Lesson concerns in the society previously
B.Establishing a Purpose for Sharing of observations and Recall one significant issue Ask the students to read Task 6: Instruct students to
the Lesson discussion of the picture in your life. Share it with a the poem, “Dreams analyze the picture and
partner. Deferred” by Langston predict what could be the
Hughes dream of the people in the
picture.
C. Presenting Listening to a song Call two pairs to do the Ask them to associate the Task 7. Let students read
Examples/Instances of the sharing. poem to the story and analyze the dialogue
Lesson
D.Discussing New Concepts While listening to the song, Analyze the pictures posted Introduce the text. ( Tell Task 8. Discussion on
and Practicing New Skills students predict words or on the board. something about the author passive and active voice.
#1 phrases that they expect to any back-ground of the
hear from the song through story.
its title

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Teaching Dates

E. Discussing New Concepts Elicit responses of the Answer questions based on Work on Task 5 on page Task 10. Instruct students Remedial/Enhancement
and Practicing New Skills social issues found in the the pictures presented 435 of the LM to write their own sentences Reading Schedule/ICL
#2 song in active and passive voice.
F. Developing Mastery Small group sharing Accomplish the chart with Brainstorming by group. Task 11. Design a board
(Leads to Formative forms of social injustice as game that presents a real-
Assessment 3) depicted by the pictures life journey.

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G.Finding Practical Applications Ask: Ask: Note the significant Illustrate the game board
of Concepts and Skills in 1. Among the issues, Give one resolution that will responses of the students with pictures appropriate to
Daily Living what do you think minimize discrimination. and process it. the journey being chosen.
he values the
most” Why do you
say so?

Teaching Dates


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H.Making Generalizations Explain what is emphasized Accomplish the puzzle on Work on task 6. Predict a Let students answer the Remedial/Enhancement
and Abstractions about in the song page 431. Dream question; Reading Schedule/ICL
the Lesson What is the relevance in
learning active and passive
voice?
I. Evaluating Learning Present a news report about Checking of answers Instruct them to write their Task 15. Choose a part of
social issues answers. a story or a play.
Dramatize it by exchanging
dialogues.
J. Additional Activities for Journal writing: Select 5 words from the Reflect: Journal writing:
Application or Remediation Complete the sentence: activity and use them in a From the poem: I learned Complete the sentence:
Today, I realized that…. sentence. that... I believe I can realize
my dream because...
V. REMARKS

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Teaching Dates
earned 80% in the
evaluation
remediation
lesson

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these work?

encounter which my
help me solve?

other teachers?


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Teaching Dates JANUARY 30 – FEBRUARY 3, 2017

and Time: (week 2) Quarter: 4TH
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
C. Learning EN9RC-1Vb-2.18: EN9VC-IVb-10: EN9LT-IVb-17: EN9F-IVb3.11: EN9WC-IVb-11:
Competencies/Objectives: Write Relate text content to Determine the relevance and Analyze literature as a means produce the sounds of English Compose a play review
the LC Code for each particular social issues, the truthfulness of the ideas of understanding unchanging effectively when delivering EN9G-IVb-22:
concerns, or dispositions in presented in the material values in a changing world lines in a full - length play
Use active and passive
real life viewed EN9LT-IVb-17.1:
constructions
EN9LC-IVb-13.1: EN9V-IVb-29: Explain how the elements
Get the different sides social, Get familiar with the technical specific to full length
moral and economic issues vocabulary for drama and
affecting the nation theater(like stage directions)
II. CONTENT week or two.
ENSURING FAMILY SECURITY

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C. References
2. Learner’s Materials P 448-451 P 452-490 P 452-490 P 452-490
Pages
3. Textbook Pages P 448-451 P 452-490 P 452-490 P 452-490
(LR) portal
D.Other Learning Resources Projector, audio&video Textbook ,laptop Textbook,laptop PowerPoint presentation
system

GRADES 1 to 12 DAILY Teacher: Learning English
LESSON LOG Area:
Teaching Dates JANUARY 30 – FEBRUARY 3, 2017 (week

and Time: 2) Quarter: 4TH

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A. Reviewing Previous Lesson Ask: Share your explanation to Present the answers that Share additional information Remedial/Enhancement
or Presenting the New How much do you love your the additional task given the class did the about the protagonist and Reading Schedule/ICL
Lesson father? previous day. antagonist in “Death of a
Salesman”
B.Establishing a Purpose for Let them watch a video Do task 2 take a stand on Do task 4 World of words on Ask:
the Lesson about a father and a page 450 of the LM page 451 of the LM From among the characters,
daughter. who do you like best?
C. Presenting Ask the students to reflect Ask: Ask the students to predict Ask:
Examples/Instances of the on the video Why is it important to what this play is all about What values does she/he
Lesson analyze the stand of a based on its title (Death of a have drawn you to him/her?
speaker or a group of salesman)
people?
D.Discussing New Concepts Answer the Task 1 on page Work on task 3 with a Pick difficult words from the Ask the students to work
and Practicing New Skills 449 of the LM partner on page 450 of the play the task 7 by group on page
#1 LM 491 of the LM.

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Teaching Dates JANUARY 30 – FEBRUARY 3, 2017
and Time: (week 2) Quarter: 4TH

E. Discussing New Concepts Discuss : Let them watch a video Discuss with the students the Ask the students to choose Remedial/Enhancement
and Practicing New Skills again about political ad that words in the play that must be a part of a play. Dramatize Reading Schedule/ICL
#2 Do you agree with how the features US President properly defined to aid in it by exchanging dialogues.
understanding the play
daughter treated her father? Ronald Reagan.
Why?
F. Developing Mastery Discuss: Ask them to pay particular Ask the students to use the Internalize the lines by
(Leads to Formative If you were to give an attention to the message of difficult words in a sentence feeling for the characters.
Assessment 3) ending to the video, how the ad.
would you do it?

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G.Finding Practical Applications Instruct them to highlight Discuss: Group activity: Ask:
of Concepts and Skills in important points they
Daily Living discovered while watching What is the stand of the Work on task 5 Lit to What real life experience
the video speaker in the ad? Read on pages 453-490 you have that is similar to
any of the characters in the
of the LM
play?

Teaching Dates January 30– February 3, 2017 (week
and Time: 2) Quarter: 4th

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H.Making Generalizations Share to their partner the Ask: Do task 6 Name the Do task 14 Review that play Remedial/Enhancement
and Abstractions about important points that character of the LM on page 498 of the LM Reading Schedule/ICL
the Lesson they discovered in the What are the facts he
video. presented?
I. Evaluating Learning Write down what they Call two pairs to do the Checking of answers Do task 15 Review Take
think is the most important sharing about their stand on Two on page 499 of the LM
point of the video. the issue presented by the
ad.
J. Additional Activities for Let them present their Ask the students to connect Provide follow up questions Reflect:
Application or Remediation version of the video’s the video about campaign so students would get to From the play: I learned
ending. ad to the political ad in the know the characters better. that...
Philippines
V. REMARKS

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Teaching Dates January 30 – February 3, 2017 (week
and Time: 2) Quarter: 4th
earned 80% in the
evaluation
remediation
lesson

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these work?

encounter which my
help me solve?

other teachers?

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C. Learning EN9RC-IVc-2.18: EN9VC-IVc-10: EN9LT-IVc-17: EN9OL-IVc-2:
Competencies/Objectives: Write Relate text content to Determine the relevance and Analyze literature as a means Employ effective and
the LC Code for each particular social the truthfulness of the ideas of understanding unchanging appropriate non-verbal
issues,concerns,or dispositions presented in the material values in a changing world communication
in real life viewed EN9LT-IVc2.2.1:
strategies EN9WC-IVd-
EN9LC-IVc-13.2: EN9V-IVc-29: Express appreciation for
11:
Employ analytical listening to Get familiar with the technical sensory images used
make prediction/projections vocabulary for drama and Compose a play review.
theater(like stage directions) EN9G-IVd-23:
Express permission,
obligation, and prohibition
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CAMILING. TARLAC
II. CONTENT week or two.

LEARNING FROM OTHERS
E. References
1. Teacher’s Guide Pages P224 P225 P226 P227-231
Pages
Learning Resource
(LR) portal
F. Other Learning Resources Pictures,strips of manila Projector, laptop Pictures,laptop PowerPoint presentation
paper

Teaching Dates
and Time: February 6-10,2017 (week 3) Quarter: 4th

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A. Reviewing Previous Lesson Post captured images from Let the students recall the Share your explanation to Share your understanding Remedial/Enhancement
or Presenting the New three video clips on the play about the “Death of the additional task given to the additional task given Reading Schedule/ICL
Lesson board. a Salesman”
B.Establishing a Purpose for Ask: Ask them about important Do the task 7 Play vs. Short Do task 10 Mind the issues
the Lesson Can you predict what each learning about the play story with a partner on page on pages 511 -513
video is all about? 507 of the LM
C. Presenting Ask the students to give Cite examples on the Tell the students to Elaborating the given
Examples/Instances of the their recipe for success. journey towards a better continue work on task 8 answers
Lesson understanding of the play Decipher the symbols on
page 508 of the LM
D.Discussing New Concepts Show the class the three Discuss: Discuss: Discuss on identifying the
and Practicing New Skills video clips and let them Can you name any object , cause and effect.
#1 write important points about What are the elements of a idea, or place that
the video clips short story or play? symbolizes an unforgettable
event in your life? What
does it mean to you?
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CAMILING. TARLAC
Learning
and Time: February 6-10, 2017 (week 3) Quarter: 4th

E. Discussing New Concepts Do task 2 Watch and Learn Ask a student to write Cite important Do drills. Remedial/Enhancement
and Practicing New Skills by group on page 503 of the his/her answer on the board characteristic of a play. Reading Schedule/ICL
#2 LM
F. Developing Mastery Draw out insights from the Group activity: Group Activity: Form groups and do the
(Leads to Formative class like: comparing and activity on page 514 of the
Assessment 3) contrasting Do task 6 on page 506 of Do task 9 Go “Less with LM
the LM Words” on pages 509-511 of
the LM
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CAMILING. TARLAC
G.Finding Practical Applications Let them write down the Ask them follow up Group Activity: Let the students copy
of Concepts and Skills in strong and weak points of questions to draw out ideas the cause-effect chart
Daily Living each message. Do task 9 Go “Less with
Words” on pages 509-511 of
the LM

Teaching Dates

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H.Making Generalizations Ask the students to What is the importance of Do the sharing within the Do task 12 Share your Remedial/Enhancement
and Abstractions about Compare and contrast identifying the elements of a group Prohibitions on page 515 of Reading Schedule/ICL
the Lesson each of the messages story or play? your LM
I. Evaluating Learning Do the sharing of answers Let the students share their Presentation of the group Complete the sentence:
to the class answers. activity To be ready for an
economic crisis,
I can...
J. Additional Activities for Journal writing: Ask: Reading homework: This week,
Application or Remediation
Today, I realized that....... What do you think are the Read the Worst depression I learned that...
similarities and differences of Modern HIstory
between short stories and
plays?
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CAMILING. TARLAC
V. REMARKS
earned 80% in the
evaluation
remediation
lesson

these work?
Page 142 of 185

CAMILING. TARLAC

encounter which my
help me solve?

other teachers?

Teaching Dates
and Time: February 13 -17, 2017 (week 4) Quarter: 4th

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C. Learning EN9RC-IVd-2.18: EN9VC-IVd-1.3/2.3: EN9LT-IVd-17: EN9WC-IVd-2: Remedial/Enhancement
Competencies/Objectives: Write Relate text content to Formulate predictions based on Analyze literature as a means Employ effective and Reading Schedule/ICL
the LC Code for each particular social issues, the material viewed of understanding unchanging appropriate non-verbal
concerns, or dispositions in EN9V-IVd-29: values in a changing world communication
real life Get familiar with the technical EN9LT-IVd-2.2.2: strategies EN9G-IVd-
EN9LC-IVd-7.2: vocabulary for drama and Explain the literary devices 23:
Analyze the stand of the theater(like stage directions) used
Express permission,
speaker based on the explicit
obligation, and
statement made
prohibition. EN9WC-IVd-
11:
Compose a play review
week or two.
DISCERNING FUTURE OPPORTUNITIES
II. CONTENT
D. References

Pages
Learning Resource
(LR) portal
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CAMILING. TARLAC
E. Other Learning Resources Copies of graphic Projector, laptop Speaker, laptop PowerPoint presentation
organizers

Teaching Dates

A. Reviewing Previous Lesson Have the class watch the Ask: Emphasize to the class the Recall the different types of Remedial/Enhancement
or Presenting the New video version of Death of A Can you name events or importance of distinguishing tenses Reading Schedule/ICL
Lesson Salesman. happenings in your life between factual and
wherein your prediction subjective statements.
actually happened?
B.Establishing a Purpose for Group activity: Discuss: Ask the students to Discuss:
the Lesson Write the events that would Task 2 What’s in a play? On share their knowledge on Types of tenses and their
happen after Act 1. page 523 of the LM direct and indirect examples.
(Teacher will provide the statements.
materials needed)
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C. Presenting Each group in the class will Do task 3 Speak with Discuss: Let the students write five
Examples/Instances of the justify their answers. feelings on page 524 of the sentences with use of
Lesson LM Post examples of direct and adverbs.
indirect sentences on the

board.
D.Discussing New Concepts Tell the class on what are Ask the class to arrange the Do task 9 practice the Direct Checking of sentences
and Practicing New Skills their ideas on facts and events in a play. and indirect ways on page
#1 opinions.. 532 of the LM.

Teaching Dates
and Time: February 13-17, 2016(week 4) Quarter: 4th

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E. Discussing New Concepts Tell them that they are Let the students do the Do drills on changing the Discuss: Remedial/Enhancement
and Practicing New Skills going to read an reporting by group about direct statement to The importance of adverb in Reading Schedule/ICL
#2 advertisement. the sequence of events in indirect statement grammar.
the play
F. Developing Mastery Ask the students to discern Read a video transcript of Checking their answers With a partner:
(Leads to Formative facts from opinion America’s President Barack Create a short dialogue
Assessment 3) Obama about life challenges
considering the use of
adverb
G.Finding Practical Read a political campaign Let the students identify Do comparing and Present your work to the
Applications of Concepts advertisement and tell the which among the contrasting the following class.
and Skills in Daily Living class to listen for facts and statements contain factual statements
determine the biases by the information or subjective
ads content
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Learning

H.Making Generalizations Work on the chart posted Complete the following Ask: D0 task 9 on page 241 of Remedial/Enhancement
and Abstractions about on the board sentence... What are rules in the LM Reading Schedule/ICL
the Lesson Today, I realized that changing direct statement
factual statement and to indirect statement?
subjective content are
I. Evaluating Learning Graded group presentation Use teacher made quiz on Use teacher- made quiz on Use teacher- made quiz on
on the chart about facts and identifying between factual changing the direct adverbs
opinion. or subjective information statement to indirect
statement or vice versa
J. Additional Activities for Each group will present Copy at least five examples Let the students write their Journal writing:
Application or their answer infront of the of direct quotation from own example on the direct Write an essay about their
Remediation class famous personality. and indirect statement ambition in life considering
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the proper use of adverb.
V. REMARKS

Teaching Dates
earned 80% in the
evaluation
remediation
Page 149 of 185

CAMILING. TARLAC

lesson

these work?

solve?

other teachers?
Page 150 of 185

CAMILING. TARLAC
Learning
and Time: February 20 - 24, 2017 (week 5) Quarter: 4th

C. Learning EN9RC- IVe-2.18: EN9LC-IVe-8.8: EN9LC-IVe-8.8: EN9LC-IVe-8.8: Remedial/Enhancement

Competencies/Objectives: Write Relate text content to Compare and contrast ideas Analyze literature as a means Analyze literature as a means Reading Schedule/ICL
the LC Code for each particular social issues, listened to of understanding unchanging of understanding unchanging
concerns, or dispositions in real values in a changing world values in a changing world
life
week or two.
II. CONTENT Lesson 5 :RECTIFYING ONE’S MISTAKES
A. References
1. Teacher’s Guide Pages pp.248-261 pp.250 pp.250-251 pp.250-251
Page 151 of 185
CAMILING. TARLAC
2. Learner’s Materials pp.537 p. 538-542 pp. 542-591 pp. 542-591

Pages
3. Textbook Pages pp.537 p. 538-542 pp. 542-591 pp. 542-591
(LR) portal
B.Other Learning Resources Laptop Copy of the reading text Copy of the reading text Copy of the reading text
DLP

Teaching Dates

A.Reviewing Previous Lesson Ask: Brainstorm on the meaning Let students share Vocabulary drills Remedial/Enhancement
or Presenting the New What are the current issues of panel discussion observations on previous Reading Schedule/ICL
Lesson in the country? activity
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B.Establishing a Purpose for Let students share their Facilitate reading on the Ask: Assign groupings for the
the Lesson feelings/insights regarding Guidelines for Conducting a What are expressions? How reading of the Death of the
the issues raised Panel Discussion will you interpret them? Salesman
C. Presenting Let students study the ads Let students form groups Let students do Task 5 Reading of the text
Examples/Instances of the found in the textbook following the guidelines for Twisting the Meaning
Lesson panel discussion (Dyads)
D.Discussing New Concepts Let students decide whether Let students discuss Give meanings to unfamiliar Reading of the text
and Practicing New Skills in favor or against a issues stated in Task 2 words raised by students
#1 particular issue raised

Teaching Dates

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E. Discussing New Concepts Discussion of answers Presentations of panel Let students read the text Teacher facilitates Remedial/Enhancement
and Practicing New Skills discussion by group Death of a Salesman by discussion of the text Reading Schedule/ICL
#2 Arthur Miller Act II
F. Developing Mastery Use Task 2 Relating the Presentations of panel Facilitate comprehension of Discussion on Task
(Leads to Formative Truth discussion the text 8 Firming One’s Act
Assessment 3) Let students listen to a
recorded article and take
important details
G.Finding Practical Applications Let students fill out the Let students do Task 4 Reading of the text Discussion on Task
of Concepts and Skills in table of the facts Critiquing One’s Style 8 Firming One’s Act
Daily Living mentioned in the text
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Teaching Dates

H.Making Generalizations Let students fill the grid Facilitate understanding of Lets students share their Remedial/Enhancement
and Abstractions about the text summary of the text Reading Schedule/ICL
the Lesson
I. Evaluating Learning Process the answers Let students answer Task 8 Let students do Task 9
Firming One’s Act Determining the Tone,
Mood, and the Author’s
Technique
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J. Additional Activities for Do advance reading on Journal writing: Homework oral reading of Homework:
Application or Remediation guidelines for Conducting a How will you address the the text Do Your Final Task
Panel Discussion suggestions of your
classmates regarding your
performance?
V. REMARKS

Teaching Dates
and Time: February 27 - March 3, 2017 (week 5) Quarter: 4th
be done to help the students learn?
VI. REFLECTION

earned 80% in the
evaluation
Page 156 of 185

CAMILING. TARLAC

remediation

lesson

these work?

encounter which my
help me solve?

other teachers?

Page 157 of 185
CAMILING. TARLAC
Learning

C. Learning EN9VC- IVf-1.3/2.3: EN9LT-IVf-17: EN9RC-IVf-2.22: EN9V-IVf-29: Remedial/Enhancement

Competencies/Objectives: Write Formulate predictions based on Analyze literature as a means Judge the relevance and worth Get familiar with the technical Reading Schedule/ICL
the LC Code for each the material viewed of understanding unchanging of ideas, soundness of author’s vocabulary for drama and
values in a changing world theater (like stage directions)
reasoning, and the
EN9WC-IVf-11:
effectiveness of the Compose a review play
presentation
week or two.
II. CONTENT Lesson 6:TAKING A STAND
C. References
Page 158 of 185
CAMILING. TARLAC
6. Learner’s Materials pp. 608-609 p. 610-613 p. 610-612 p. 621-623

Pages
7. Textbook Pages pp.608-609 p. 610-613 p. 610-612 p. 621-623
Learning Resource
(LR) portal
D.Other Learning Resources Laptop Copy of the reading text Copy of the reading text Copy of the reading text
DLP

Teaching Dates

A.Reviewing Previous Lesson Post pictures or news clips Present the sketch or Share experiences of Ask: Remedial/Enhancement
or Presenting the New or rallies illustration to the class conflicts in the family and Have you seen a stage Reading Schedule/ICL
Lesson the values learned play?
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B.Establishing a Purpose for Sharing of observations and Ask the students this Ask the students to read Brainstorming on the
the Lesson discussion of the picture question; again the text REQUIEM elements of stage play
How prepared are you to presentation
face the failure in life?
C. Presenting Watch a video clip Let students read the Review of the text for Let students read the
Examples/Instances of the pertaining to a value text “Requiem ( Death of additional comprehension texts on Medical
Lesson system a Salesman)” Overtreatment and Death
with Dignity
D.Discussing New Concepts Fill-out the grid with details Let students do Task 6 Let students do Task 8 Brainstorm text
and Practicing New Skills extracted from the Checking Your Immersing into the comprehension using Task
#1 material viewed Comprehension Author’s Craft 11 Digesting the Text

Teaching Dates
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E. Discussing New Concepts Students write in their Discussion of answers in Discussion of answers of Let students do Task 12 Remedial/Enhancement
and Practicing New Skills notebook: comprehension check Task 8 Comparing and Contrasting Reading Schedule/ICL
#2 Make a stand as to the right One’s Value System
disposition in order to attain
a better change.
F. Developing Mastery Group activity: Group activity: Let students do Task 13 by

(Leads to Formative Based on the material Discuss the causes of the Groups do Task 9 Message group
Assessment 3) viewed, pick out valid and characters’ actions or Twisting
acceptable rites which can dialogues based on your
be adapted or enhanced for understanding of the text.
the preservation of the
values mentioned.
G.Finding Practical Applications Task 2 Charading a Word Group activity: Group presentations of the Presentations of answers
of Concepts and Skills in Come up with a positive poem
Daily Living disposition which you
should undertake
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Teaching Dates

H.Making Generalizations Let students answer the Group presentation: Let students from other Discussion of answers Remedial/Enhancement
and Abstractions about question; Explain the values which groups describe the Reading Schedule/ICL
the Lesson How to make a stand on will be instilled or presentations of other
issues concerning in the developed groups
family?
I. Evaluating Learning Make a sketch or illustration Feed backing of answers/ Let students do Task 10 Let students do Task 14 by
on values learned from the sharing of ideas Seeing the Other Side of a group
material viewed. Character
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J. Additional Activities for Journal writing: Journal writing: Journal writing: Group writing:
Application or Remediation What are the positive Complete the sentence: Answer the question; Compose a play review
values I must remember in To avoid conflicts in the How prepared are you to
making a stand on issues family, I should… face a failure in life?
concerning in my family
V. REMARKS

Teaching Dates
VI. REFLECTION

earned 80% in the
evaluation
Page 163 of 185

CAMILING. TARLAC

remediation

lesson

these work?

encounter which my
help me solve?

other teachers?
Page 164 of 185

CAMILING. TARLAC
Learning
and Time: March 6-10, 2017 (week 7) Quarter: 4th
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
C. Learning EN9RC-IVg-2.22: Judge the EN9LC-IVg-13.4: EN9V-IVg-29: EN9OL-IVg-1.14: Remedial/Enhancement

Competencies/Objectives: Write relevance and worth of ideas, Judge the relevance and Take a stand on critical issues Use the appropriate Reading Schedule/ICL
the LC Code for each soundness of author’s truthfulness of the ideas brought up in the material suprasegmentals: pitch, stress,
viewed juncture, intonation, etc
reasoning, and the listened to
EN9WC-IVg-11: EN9G-IVg-1:
effectiveness of the Compose a play review Change direct and indirect
presentation speech and vice versa
week or two.
II. CONTENT LESSON 7: UNCHANGING VALUES IN A CHANGING WORLD
A. References
Page 165 of 185
CAMILING. TARLAC
1. Teacher’s Guide Pages pp. 286-289 pp. 286-289 pp. 286-289 pp. 286-289
2. Learner’s Materials P629-630 P631 P632-642 P632-642
Pages
3. Textbook Pages P629-630 P631 P632-642 P632-642
Learning Resource
(LR) portal
B.Other Learning Resources Pictures Pictures Copy of the reading text Charts
None-textbook only

Teaching Dates
A. Reviewing Previous Ask: Let students review past Ask: Show a sample video on a Remedial/Enhancement
Lesson or Presenting the Have you experienced lesson Have you heard or read a stage play Reading Schedule/ICL
New Lesson accomplishing something speech that inspired you the
which you can never most?
imagine or expect doing?
B.Establishing a Purpose for Ask: Ask: Let students share their Ask:
the Lesson How do you accept How close are you with your experiences
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CAMILING. TARLAC
challenges that you will family and friends? What makes a good
encounter in your life? play?
C. Presenting Post pictures that imply Ask: Facilitate discussion on Discuss Intonation,
Examples/Instances of the addiction Have you extended help values extracted from Juncture, stress and pitch
Lesson from a relative or someone students’ experiences
close to you?
D.Discussing New Concepts Let students analyze each Class do Task 2 Who’s In, Write unfamiliar words for Give practical examples of
and Practicing New Skills picture who’s Out vocabulary enhancement phrases or sentences that
#1 would differ in meaning
when said differently

Teaching Dates

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E. Discussing New Concepts Let students do the second Class continue the activity Let students find/skim the Teacher facilitates Remedial/Enhancement
and Practicing New Skills activity in Task 1 in Task 2 words from the text discussion on direct and Reading Schedule/ICL
#2 indirect speech
F. Developing Mastery Let students share output Groups continue the activity Discussion on the meaning Form groups and do
(Leads to Formative with partner until all groups have of unfamiliar words the teacher-made
Assessment 3) participated activities
G.Finding Practical Applications Call some students to do Pair-Share Activity: Let students read the text Form groups and do
of Concepts and Skills in the sharing to the class Each pair selects a picture of Eric Cantor’s Policy the teacher-made
Daily Living from the activity for Speech on ‘Shared Vision” activities
discussion

Page 168 of 185
CAMILING. TARLAC
Teaching Dates

H.Making Generalizations Facilitate discussion in Brainstorm on the pair- Let students read the text Why are intonation, Remedial/Enhancement
and Abstractions about standing up for a reason in share activity of Eric Cantor’s Policy juncture, stress, and pitch Reading Schedule/ICL
the Lesson times of life’s challenges Speech on ‘Shared Vision” important?
I. Evaluating Learning Write down what they Choose one picture and Give guide questions for Groups make a dialogue
think is the most important create a story related to it comprehension with direct and indirect
value they learned speech
J. Additional Activities for Reflect: Journal writing: Group writing: Group writing:
Application or Remediation
How to avoid negative Explain the importance of Compose a play review Compose a play review
addictions? good family ties.
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CAMILING. TARLAC
V. REMARKS

Teaching Dates
VI. REFLECTION 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 the students learn?

earned 80% in the
evaluation

remediation

lesson
Page 170 of 185

CAMILING. TARLAC

these work?

encounter which my
help me solve?

other teachers?

LESSON LOG Area:
Teaching Dates

Page 171 of 185
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I. OBJECTIVES Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance
C. Learning EN9LT-IVg-17: EN9RC-IVh-2.22: EN9VC-IVh-14: EN9V-IVg-29: Remedial/Enhancement
Competencies/Objectives: Write Analyze literature as a means Judge the relevance and worth Take a stand on critical issues Get familiar with the technical Reading Schedule/ICL
the LC Code for each of understanding unchanging of ideas, soundness of brought up in the material vocabulary for drama and
viewed theater (like stage directions)
values in a changing world author’s reasoning, and the
EN9VC-IVh-14: EN9WC-IVh-11:
effectiveness of the Analyze literature as a means Compose a play review
presentation of understanding unchanging
values in a changing world
week or two.
II. CONTENT LESSON 7: UNCHANGING VALUES IN A CHANGING WORLD
C. References
2. Learner’s Materials P645-647 P645-647 pp.647-649 pp. 649-650
Pages
3. Textbook Pages P645-647 P645-647 pp.647-649 pp. 649-650
Learning Resource
(LR) portal
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CAMILING. TARLAC
D.Other Learning Resources Copy of the reading text Copy of the reading text Pictures Charts
Laptop, DLP Copy of the reading text

Teaching Dates

A. Reviewing Previous Lesson Brainstorm vocabulary Ask: Ask: Answer: Remedial/Enhancement
or Presenting the New discussed previously Have you ever participated What role will you perform How important is stage Reading Schedule/ICL
Lesson in a play presentation? in a play? directions in a play?
B.Establishing a Purpose for Ask: Ask: Ask: Explain:

the Lesson How does the speech affect What particular role did you Why will you choose such Do stage directions affect
you? have? role? the outcome of a stage
play?
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C. Presenting Let students share their Ask: Post pictures of stage Ask:
Examples/Instances of the answers How will you conquer the directors, stage designers, What are the stage
Lesson world of a stage play? and props designers directions?
D.Discussing New Concepts Facilitate comprehension of Tell the class that they will Ask the class what Ask:
and Practicing New Skills the text through questions read a selection on stage particular roles do each What is the advantage of
#1 directions perform having varied personalities
as the composition of a
stage play production?

Teaching Dates

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E. Discussing New Concepts Facilitate comprehension of Let students read Task Let students read the text Ask students to list on the Remedial/Enhancement
and Practicing New Skills the text through questions 7 Conquering the World on the guidelines for board the things to consider Reading Schedule/ICL
#2 of Stage designing plays in organizing a stage play?
F. Developing Mastery Let students share Read the text Discussion of the text by Discussion of answers
(Leads to Formative important points from the group
Assessment 3) text
G.Finding Practical Applications Let students do Task 5 Share insights on the text Making of group report Ask:
of Concepts and Skills in Walking the Dream into with a group How can you assure of a
Daily Living Reality stage play success?
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H.Making Generalizations Group presentations of Summarize learning Presentations of group Ask: Remedial/Enhancement
and Abstractions about outputs reports What sacrifices do you have Reading Schedule/ICL
the Lesson to face or take so as to be a
successful actor/crew
member of a stage play
production?
I. Evaluating Learning Group presentations of Group presentations of Sketch stage directions Discussion of student’s
outputs outputs answers/opinions
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J. Additional Activities for Let students do Task 6 What Reflect: Answer: Group writing:
Application or Remediation Influences a Text? What role of the play would How important is stage Compose a play review
you rather choose? directions in a play?
V. REMARKS

Teaching Dates
VI. REFLECTION

earned 80% in the
evaluation
Page 177 of 185

CAMILING. TARLAC

remediation

lesson

these work?

encounter which my
help me solve?

other teachers?

GRADES 1 to 12 DAILY Page 178 of 185
CAMILING. TARLAC

C. Learning EN9LC-IVh-2.15: EN9G-IVi-25: EN9V-IVi-29: EN9WC-IVi-11: Remedial/Enhancement

Competencies/Objectives: Write Make generalizations Observe tense consistency in Get familiar with the technical Compose a play review Reading Schedule/ICL
the LC Code for each writing an evaluation vocabulary for drama and
theater (like stage directions)
week or two.
II. CONTENT LESSON 7:
UNCHANGING VALUES IN A CHANGING WORLD
A. References
2. Learner’s Materials pp. 649-650 P651-652 p. 650 pp.651-652
Pages
3. Textbook Pages pp. 649-650 P651-652 p. 650 pp.651-652
Page 179 of 185

CAMILING. TARLAC

Learning Resource
(LR) portal
B. Other Learning Task sheet Task sheet Copy of the text Copy of the reading text
Resources

Teaching Dates

A. Reviewing Previous Lesson Review on stage directions Review on tenses Ask: Ask: Remedial/Enhancement
or Presenting the New What are your strengths How to stage a play? Reading Schedule/ICL
Lesson and weaknesses during the
previous activity?
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CAMILING. TARLAC
B.Establishing a Purpose for Prepare strips of paper with Do drills on tense Ask: Brief discussion of answers
the Lesson varied scenarios consistency How will you adjust on your
weaknesses?
C. Presenting By pairs, students pick out a Brainstorm the rules for Students perform Task 11 Students watch the video of
Examples/Instances of the strip of paper tense consistency Mirroring Myself the “Death of a Salesman”
Lesson
D.Discussing New Concepts Pairs read and understand Students do board Students review the result Groups take note of the
and Practicing New Skills what is written on the strips exercises on tense of their personal dialogues, delivery, the
#1 consistency assessment blockings, the setting, the
props and sets, the
costume, the audio, the

lighting, and the stage
directions

Teaching Dates
Page 181 of 185

CAMILING. TARLAC

E. Discussing New Concepts Pairs discuss their scenario Students do board work Students share and do Discussion of answers Remedial/Enhancement
and Practicing New Skills exercises some critiquing on their Reading Schedule/ICL
#2 assessment
F. Developing Mastery Pairs are given time to Teacher facilitates checking Students do Task Discussion of answers
(Leads to Formative practice the elected of correct answers 12 Committing
Assessment 3) scenario Myself
G.Finding Practical Applications Pairs present their scenes Story analysis: Supply the Students form groups Teacher presents rubrics
of Concepts and Skills in with appropriate dialog, verb observing tense for stage play production
Daily Living gestures and facial consistency
expressions
Page 182 of 185

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Teaching Dates

H.Making Generalizations Remind students on tips for Some students read the Groups do selection of the Groups assign members Remedial/Enhancement
and Abstractions about good performance story individual task in of their roles in the stage Reading Schedule/ICL
the Lesson preparation for the stage play production
play production
I. Evaluating Learning Presentation of scenarios Teacher facilitates Final assessment of Teachers evaluate the list of
discussion of answers individual tasks roles of group members
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CAMILING. TARLAC
J. Additional Activities for Journal writing: Review script observing Review the respective Compose a play review
Application or Remediation Rate your own tense consistency responsibilities of crew in a
performance. How will you stage play production.
improve?
V. REMARKS

Teaching Dates
O. No. of learners who
earned 80% in the
evaluation
P. No. of learners who require
remediation
Page 184 of 185
CAMILING. TARLAC
Q. Did the remedial lessons

lesson
R. No. of learners who continue
S. Which of my teaching
these work?
T. What difficulties did I

encounter which my
help me solve?
U. What innovations or localized

other teachers?
Page 5 of 5
Page 185 of 185

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Republic of the Philippines

School: MALACAMPA NATIONAL HIGH SCHOOL Grade Level: 9

ADDRESS: Malacampa, Camiling, Tarlac

Lesson 1.Finding Others’ Greatness

ADDRESS: Malacampa, Camiling, Tarlac

ADDRESS: Malacampa, Camiling, Tarlac

ADDRESS: Malacampa, Camiling, Tarlac

B. No. of learners who require

ADDRESS: Malacampa, Camiling, Tarlac

C. Did the remedial lessons

D. No. of learners who continue

F. What difficulties did I

G. What innovations or localized

Prepared by: Checked and Reviewed by: Noted:

RACHEL D. VELORIA RUEL M. TEJADA, PhD REYNALDO A. DORIA, EdD

School: MALACAMPA NATIONAL HIGH Grade Level: 9

ADDRESS: Malacampa, Camiling, Tarlac

ADDRESS: Malacampa, Camiling, Tarlac

C. Presenting Ask: Group activity: Share answers in pairs. Do drills.

ADDRESS: Malacampa, Camiling, Tarlac

ADDRESS: Malacampa, Camiling, Tarlac

ADDRESS: Malacampa, Camiling, Tarlac

who have caught up with

ADDRESS: Malacampa, Camiling, Tarlac

MALACAMPA NATIONAL HIGH

ADDRESS: Malacampa, Camiling, Tarlac

Lesson 3: Feeling For Others

ADDRESS: Malacampa, Camiling, Tarlac

ADDRESS: Malacampa, Camiling, Tarlac

ADDRESS: Malacampa, Camiling, Tarlac

C. Did the remedial lessons

Prepared by: Checked and Reviewed by: Noted:

MALACAMPA NATIONAL HIGH

ADDRESS: Malacampa, Camiling, Tarlac

3. Textbook Pages P169-183 P169-183 P169-183 P169-183

ADDRESS: Malacampa, Camiling, Tarlac

ADDRESS: Malacampa, Camiling, Tarlac

ADDRESS: Malacampa, Camiling, Tarlac

ADDRESS: Malacampa, Camiling, Tarlac

MALACAMPA NATIONAL HIGH

ADDRESS: Malacampa, Camiling, Tarlac

ADDRESS: Malacampa, Camiling, Tarlac

4. Additional Materials from

B. Establishing a Purpose for the

ADDRESS: Malacampa, Camiling, Tarlac

ADDRESS: Malacampa, Camiling, Tarlac

ADDRESS: Malacampa, Camiling, Tarlac

I. Evaluating Learning 1 whole ½ crosswise

ADDRESS: Malacampa, Camiling, Tarlac

B. No. of learners who require

C. Did the remedial lessons

G. What innovations or localized

Prepared by: Checked and Reviewed by: Noted:

RACHEL D. VELORIA RUEL M. TEJADA, PhD REYNALDO A. DORIA, EdD

MALACAMPA NATIONAL HIGH

ADDRESS: Malacampa, Camiling, Tarlac

ADDRESS: Malacampa, Camiling, Tarlac

B. Establishing a Purpose for the

ADDRESS: Malacampa, Camiling, Tarlac