Daily Lesson Log - English 9 - Week 3

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competencies / Objectives

II. CONTENT III. LEARNING RESOURCES 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 IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

School: Teacher: Teaching Dates and Time:

Marilao Central Integrated School Ms. Aira Jane N. Cruz WEEK 3 (September 5-September 9, 2022)

Grade Level: Learning Area: Quarter:

MONDAY TO THURSDAY

9 English 1st Quarter FRIDAY

The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact. EN9LT-Id-2.2.14: Analyze literature as a means of discovering the self EN9LT-Id-2.2.14: Analyze literature as a EN9OL-Ia-1.14: Use the correct pitch, juncture, stress, intonation, rate of speech, volume and projection means of discovering the self when delivering lines of poetry and prose in dramatic and conventional speech choirs EN9OL-Ia-1.14: Use the correct pitch, EN9F-Ih-3.14: Use the appropriate and effective speech conventions expected of speech choir juncture, stress, intonation, rate of speech, presentations volume and projection when delivering lines of poetry and prose in dramatic and conventional speech choirs EN9F-Ih-3.14: Use the appropriate and effective speech conventions expected of speech choir presentations THE SEVEN AGES OF MAN by William Shakespeare The SEVEN AGES OF MAN by William Shakespeare Pages 4-6 Pages 7-8 Braving the 21st Century World Through Language and Literature (Pages 2-10) https://www.youtube.com/watch?v=rOHhUUWeKN8 https://philnews.ph/2020/07/27/seven-ages-of-man-meaning-analysis-explanation/ Task 1 – Ice Breaker The class will be divided into two groups. Each group will be assigned to guess 5 professions or role that will be acted by selected students from each group. The group that finishes the task faster, gets additional points. Task 2 – Pair Work Each student chooses a partner and shares their personal answers to some thought-provoking questions related to the theme of the poem to be discussed. Then selected students will be called to answer each question. 1. What roles do you play in your life? Are you happy to play those roles? 2. How do you play these roles effectively?

The class recites the poem The Seven Ages of Man altogether.

B. Establishing a purpose for the lesson

3. Who do you consider as your role model in life? Why? The teacher introduces the students about the poem The Seven Ages of Man, a background about its author and an overview about the theme of the poem. -

C. Presenting Examples/Instances of new lesson

William Shakespeare known as the “Bard of Avon” is one of the people who contributed a lot not only in the Anglo-American Literature but in literature as a whole. In fact, he was able to write 154 sonnets, a kind of poem, and a number of plays. - The poem The Seven Ages of Man is a part of Shakespeare’s one of the most famous works, “As You Like It”. Task 3 – Oral Reading and Recitation of the Poem The teacher let the students listen as she read the poem to them to show proper pronunciation. The teacher then let the students have the opportunity to read the poem themselves properly using correct pronunciation and word stress. THE SEVEN AGES OF MAN All the world’s a stage, And all the men and women are merely players; They have their exits and entrances, And one man in his time plays many parts 5 His acts being seven ages. At first the infant, Mewling and puking in the nurse’s arms; And then the whining school boy, with his satchel And shining morning face, creeping like snail Unwillingly to school. And then the lover, 10 Sighing like furnace, with a woeful ballad Made to his mistress’ eyebrow. Then a soldier Full of strange oaths, and bearded like a pard, Jealous in honor, sudden and quick in quarrel, Seeking the bubble reputation 15 Even in the cannon’s mouth. And then the justice, In fair round belly with good capon lined, With eyes severe and beard of formal cut, Full of white saws and modern instances; And so he plays his part. The sixth age shifts 20 Into the lean and ,slippered pantaloons, With spectacles on nose and pouch on side; His youthful hose well saved, a world too wide For his shrunk shank; and his big manly voice, Turning again toward childish treble, pipes 25 And whistles in his sound. Last scene of all, That ends this strange eventful history, Is second childishness and mere oblivion, Sans teeth, sans eyes, sans taste, sans everything.

The teacher reviews the class about the lesson by asking them some recall questions about the poem.

The students will be given time to huddle and practice their presentation of the activity that was assigned for them to do during the discussion of the previous lesson.

D. Discussing new concepts and practicing new skills #1

Task 4 – Unlocking of Vocabulary Words As the students develop good pronunciation of the poem, the teacher then asks them to unlock some vocabulary words found in the poem to help them discuss the poem better. The following vocabulary words should be discussed: 1. A lyric poem that tells a story - ballad 2. A fat chicken - capon 3. crying – mewling 4. promises or pledges to accomplish - oaths 5. display unconsciousness or nothingness - oblivion 6. throwing up or vomiting due to sickness – puking 7. a school bag - satchel 8. refers to stem or branch - pipe 9. produce high sharp sound - treble 10.unhappy or sorrowful sound – woeful

E. Discussing new concepts and practicing new skills #2

Task 5 – Discussion of the Poem The teacher and the students discuss each stage of life discussed in the poem namely: -

The author compares the world with a stage and every living person is described as actors who play seven different plays on that stage. The Seven Ages of Man talks about the cycle of life from birth to death is inescapable and we should play the roles assigned to us at various stages just like professional actors.

1) baby or infant - In this stage, man is merely a helpless baby and knows little to nothing about the world. 2) school boy or child - He begins his journey with education, leaving the protection of his home, but still too young to journey on his own. 3) lover - At this stage of a man’s life, romanticism and love make a fool out of a man as he tries to express his emotions. 4) soldier - this age is described as being easily aroused and hot-headed, oftentimes, seeking to make a reputation for himself even with high risks involved.

5) justice or judge - this is the age where man has gained wisdom and knowledge through the experiences he had in life. This is the time where a man wants to pass down his knowledge and enjoy the finer things in life. 6) old man - at this point in life, a man has become but a shell of his former self physically and mentally. 7) extreme old man/like a child - a man begins to become dependent on others for care. Along with this, he would be unable to interact with the world around him as he experiences a “second innocence”, and mere oblivion to his surroundings. Task 6 – Questions about the Poem The teacher let the student answer some questions related to the poem such as: 1. What comprise the seven ages of man or stages in life of man according to the poem? 2. What describe the school boy attitude toward school? How do you feel about these pictures of childhood? 3. What is compared to the” stage” in the first two lines? How are the two related? F. Developing mastery (Leads to Formative Assessment

Task 7 – Written Task

G. Finding practical applications of concepts and skills in daily living

Task 8 – Reflection Questions

Write Fact if you believe that the statement is true and Bluff if it is false. __________1. The soldier stage is the time when you strive hard to reach your goal and venture your abilities. __________2. The justice stage is when you stop doing anything. __________3. The whining school boy is comparable to your stage as a student. __________4. The infant stage is the best stage. __________5. The second childishness and mere oblivion is the stage of our grandparents.

H. Making generalizations and abstractions about the lesson

After reading and discussing the poem, the teacher asks the students life-related questions based on the poem such as: 1. How does the poem make you feel about the importance of recognizing and performing a role in life effectively? 2. Why is it acceptable/ better to recognize and perform your role in life? 3. How does the poem make you think of the importance of recognizing and performing a role in life effectively? 4. What are the advantages and disadvantages of not recognizing and performing your roles in life? 5. What would be the most effective way of performing your role in life? The teacher asks the students to recall the seven stages mentioned in the poem. The teacher asks the students their main takeaway from the poem The Seven Ages of Man.

I. Evaluating Learning

Task 9 – Group Activity The teacher groups the class into seven, representing the seven stages of man and draw a picture that

The students present their task in front of the class by group.

The teacher gives comments and provide scores for each presenting group.

represents it. The students prepare an explanation of their drawing and present it to class later on. J. Additional activities for application and remediation

V. REMARKS VI. REFLECTIONS A. No. of learners who earned 80% on the formative assessment

B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lessons work? No. of learners who have caught up with the lesson

D. No. of continue remediation

learners who to require

E. Which of my teaching strategies worked well? Why did this work?

Task 10 – Individual Activity Using an illustration, each student shares what role they want to play in the future the most and what actions do they think of doing to fulfill it.

The students will submit the individual task that was assigned as their assignment.

____9-SOS ____9-Emerald ____9-Diamond ____9-Sapphire ____9-Ruby ____9-Garnet ____9-SOS ____9-Emerald ____9-Diamond ____9-Sapphire ____9-Ruby ____9-Garnet ____9-SOS ____9-Emerald ____9-Diamond ____9-Sapphire ____9-Ruby ____9-Garnet ____9-SOS ____9-Emerald ____9-Diamond ____9-Sapphire ____9-Ruby ____9-Garnet Strategies used that work well: ___ Group collaboration ___ Games ___ Power Point Presentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share (TPS) ___Rereading of Paragraphs/Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method

____9-SOS ____9-Emerald ____9-Diamond ____9-Sapphire ____9-Ruby ____9-Garnet ____9-SOS ____9-Emerald ____9-Diamond ____9-Sapphire ____9-Ruby ____9-Garnet ____9-SOS ____9-Emerald ____9-Diamond ____9-Sapphire ____9-Ruby ____9-Garnet ____9-SOS ____9-Emerald ____9-Diamond ____9-Sapphire ____9-Ruby ____9-Garnet Strategies used that work well: ___ Group collaboration ___ Games ___ Power Point Presentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share (TPS) ___Rereading of Paragraphs/Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama

___ ___ ___ ___ ___

Lecture Method/Why? Complete IMs Availability of Materials Pupils’ eagerness to learn Group member’s Cooperation in doing their tasks

F. What difficulties did I encountered which my principal or supervisor can help me solve? ___Pupils did not find difficulties in answering their lesson. ___Pupils found difficulties in answering their lesson. ___Pupils did not enjoy the lesson because of lack of knowledge, skills, and interest about the lesson. ___Pupils were interested on the lesson, despite of some difficulties encountered in answering the questions asked by the teacher. ___Pupils mastered the lesson despite of limited resources used by the teacher. ___Majority of the pupils finished their work on time. ___Some pupils did not finish their work on time due to unnecessary behavior. ___Difficulty in the use of localized IMs ___Students attitude is seen as a problem ___Tardiness among students ___Strict adherence to school rules ___Availability of technological equipment

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

Prepared by: AIRA JANE N. CRUZ LSB Teacher

__Contextualized/Localized and Indigenized IM’s __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition

Checked: MICHAEL ANGELO AREGLO JHS CHAIRMAN

___ Discovery Method ___ Lecture Method/Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___Pupils did not find difficulties in answering their lesson. ___Pupils found difficulties in answering their lesson. ___Pupils did not enjoy the lesson because of lack of knowledge, skills, and interest about the lesson. ___Pupils were interested on the lesson, despite of some difficulties encountered in answering the questions asked by the teacher. ___Pupils mastered the lesson despite of limited resources used by the teacher. ___Majority of the pupils finished their work on time. ___Some pupils did not finish their work on time due to unnecessary behavior. ___Difficulty in the use of localized IMs ___Students attitude is seen as a problem ___Tardiness among students ___Strict adherence to school rules ___Availability of technological equipment __Contextualized/Localized and Indigenized IM’s __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition

Noted: DR. EDELSON C. DELOS SANTOS School Principal IV