Batasan Hills National High School

IBP Road Batasan Hills, Quezon City

Daily lesson Log in English

Grade Level/Section: Grade 9 Quarter: 4

Lesson: Date: January _____,
2019
Learning Area: English Day:

I. OBJECTIVES

A. Content Standard
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 Standard
The learner competently performs in a full-length play through applying effective
verba and non-verbal strategies and ICT resources based on the following criteria:
Focus, Voice, Delivery and Dramatic Conventions.

C. Learning Competencies
ENLT-IVA-17
Analyze literature as a means of understanding unchanging values in a changing
world.
Determine the meaning of words and phrases as they are used in the text.

II. CONTENT (Subject Matter): Dreams Deferred by Langston Hughes

III. LEARNING RESOURCES
1. Learning Module:
2. Additional Materials:
3. Other Learning Resources:

IV. PROCEDURE

A. Reviewing of the Past Lesson or presenting a new lesson

Review about “While the Auto Waits”

“Did you like the ending of the play? Why? If not, how would you like to end the
story?”

B. Establishing a purpose

At the end of the lesson, the students are expected to define and give example of
simile.

C. Presenting examples/instances of the new lesson

Ask the students what is a dream? and ask them if they had a dream that has not
been realized.It may be an individual dream (to save money to buy a skateboard),
 a cooperative dream (to win the basketball championship), a family dream (to
take a trip to Boracay). Draw a symbol that represents that dream.

D. Discussing new concepts and practicing new skill

The teacher will post a picture on the board.

Introduce the author’s background.

(The teacher will post the poem on the board and will read it.)

A Dream Deferred

by Langston Hughes

What happens to a dream deferred?

Does it dry up

like a raisin in the sun?

Or fester like a sore--

And then run?

Does it stink like rotten meat?

Or crust and sugar over--

like a syrupy sweet?

Maybe it just sags

like a heavy load.

Or does it explode?

E. Developing mastery

Students will be divided into four groups and they will determine if the word is a
verb, noun or an adjective. They will be given 10 minutes to do the activity.

Verbs (defer, dry up, fester, run, stink, crust, sugar over, sag, explode)

Nouns (raisin, sun, sore, meat, sweet, load, dream)

 Adjectives (rotten, syrupy, heavy)

How does this language contrast with the main verb, 'dream'?

Discuss simile.

(It is a comparison of one thing with a different thing, usually by using 'like' or
'as')

Ex:

 You were as brave as a lion.

 They fought like cats and dogs.
 He is as funny as a barrel of monkeys.
 This house is as clean as a whistle.
 As cold as ice
 As common as dirt
 As cool as a cucumber
 As hard as nails
 As hot as hell

F. Finding practical applications of concepts and skills about the lesson

Give examples of simile.

What are the similes does Hughes use in the poem?

-like a raisin in the sun

-like a sore

-like rotten meat

-like a syrupy sweet

-like a heavy load

G. Making generalization and abstraction of the lesson

What happens to a dream deferred?

What is the message of the poem?
H. Evaluating learning
Answer the following:
1. What type of poem is it? – free verse
2. How many stanzas are there in the poem? – two stanzas
3. What is the meaning of deferred? –delayed or postponed
4. What is a simile? –It is a comparison of one thing with a different thing,
usually by using 'like' or 'as'
5. give an example of simile using like to describe a beautiful person.

I. Additional activities for remediation

 Ask students to search the Internet or the daily newspaper to find a story about a
person whose dream has been deferred, or a person who failed before
succeeding.They may find a contemporary figure or someone from history,
someone who is famous or an everyday person, an adult or a child. Then what did
you learned from that person?

Listen to Ebony and Ivory song.

V. REMARKS
VI. REFLECTION

A. No. of Learners who earned 80% on the formative assessment

B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with the
lesson?
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well?
F. What difficulties did I encounter which my principal or supervisor can help me
solve?
G. What innovation or localized materials did I used/ discover which I wish to share
with other teachers?

Prepared by:
Monina G. Tosloc