Grades 1 to 12 School Grade Level 9

DAILY LESSO Teacher Learning Area ENGLISH

LOG Teaching Dates and Time August 6 - 10, 2018 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done
I. OBJECTIVES for developing content knowledge and competencies. These are assessed 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.

The learner demonstrates understanding of how Anglo-American literature serves as a means of enhancing the self through using strategies in summarizing, assessing, and processing information in texts listened to and viewed;
A.Content Standards
word derivation and formation strategies; distinctions between and among informative, journalistic, and literary writing ;and appropriate and creative use of word order, punctuation marks, and interjections to enable him/her to
participate actively in a speech choir.

B.Performance Standards The learner actively participates in a speech choir through using effective verbal and non-verbal strategiesbased on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/Gestures and Audience
Contact.

1. Develop inferential 1. Identify the literary devices

C .Learning Competencies/Objectives
Write the LC code for each.
1. Perform a speech choir.
comprehension skills by figuring out used in the poem
unknown words using context clues.
2. 2. Read the poem and analyze 2. Show cooperation and unity in
Enhance word knowledge by the author‘s intentions and performing group tasks.
selecting and generating words. viewpoints.
3. Point out the values
3. Exhibit giving importance to learned from the poem.
knowledge of context clues by
arriving with the meaning of
unfamiliar words in passages when
dictionary is not
available.

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.

“A Psalm of Life” by Henry

II. CONTENT FIRST QUARTERLY FIRST QUARTERLY
Context Clues “A Psalm of Life” by Henry Wadsworth Longfellow
ASSESSMENT ASSESSMENT
Continuation Wadsworth Longfellow
Day 1 Day 2
Output Presentation

List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
III. LEARNING RESOURCES Hands on learning promotes concept development.
A.References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources s/resources/lesson_images/lesson
IV. PROCEDURES
A. Reviewing yesterday’s lesson menemonic that they learned that is For you, what is the meaning of
or Presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
Lesson Exemplar pp. 77 - 81 Lm pp 71 - 76 Lm pp 71 - 76
LM pp 106 - 107 LM pp 88 - 97 LM pp 88 - 97
http://www.readwritethink.org/file
Source: https://www.youtube.com/watch? Source: https://www.youtube.com/watch?
v=DsKJom0yKnQ v=DsKJom0yKnQ
1089/types_context_clues.pdf
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
Ask the students to recall the
Ask the students the lesson that
useful in figuring out unknown words life? How do you live your life? they learned from the poem.
from context.
From the activity that was WHAT'S IN A QUOTE?
Present the rubric to the class.
accomplished last meeting, pick out Present to the class quotations
Refer to the Speech Choir Rubric
sentences in which different clues about life and ask them to
in the LE page 9.
are present. explain their chosen quotation.
The teacher presents a video
Ask the students to analyze the about the author of the poem,
sentences. Let them discover the Psalm of Life. Instruct them to list
PRESENTATION PROPER
kind of clues present in each given down important information
example. about the author based on what
they have watched.
Listening Hub.
Listen as
the teacher play the recording of
the poem. Ask the students to list
down parts of the poem that
conveys sound, feeling and
meaning.
Ask the students to share the
phrases that they have listed.
 After the discussion from the
G.Making generalizations and previous activity, reveal to the
abstractions about the lesson students the different ways meanings
can be derived based on its context.

Discuss the answers to the

H.Finding practical applications
of concepts and skills in daily
living
following questions:
Let the students to task 5 page 80
1. What according to
from the LE. PAIR WORK.
the poem is our destined end or
purpose?

Ask the students to the the

Group the students into five and
Checkpoint activty on page 81 of the
ask them to do the differentiated
I.Evaluating learning LE. They are to find the meaning of
activity on page 91 - 92 in the
the underlined words through context
Learner's Material.
clues.
J.Additional activities for
application or remediation
Ask the students to memorize
the poem for presentation.

I. REMARKS

II. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else needs to be done to help the students learn? Identify what help your ionstructional supervisors can
provide for you so when you meet them, you can ask them relevant questions.
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? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
CHECKED:

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MT - I DATE
NOTED:

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HT VI DATE Principal IV DATE