DLL 1st Quarter English 9

GRADES 1 to 12 DAILY LESSON LOG

Sampaloc National High School (Main) Maria Carmela Rachel G. Esclanda July 19-21, 2017

9 English 1

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.

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 a nd interjections to enable him/her to participate actively in a speech choir.

B.

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.

C.

EN9RC-Ia-16: Share prior knowledge about a text topic EN9RC-Ia-16: Share prior knowledge text topic EN9SS-Ie-1.5.1: EN9SS-Ie-1.5.1: Skim to determine key ideas and author’s purpose

Write the LC Code for each

EN9LC-If-8.2: EN9LC-If-8.2: Judge the relevance and worth of ideas presented EN9VC-Ic-3.8: Infer thoughts, feelings, and intentions in the material viewed

EN9V-Ie-11: Arrive at meaning of words through word formation (clipping, blending, acronym, compounding, folk etymology, etc.) EN9V-Ia-1: Provide words or expressions appropriate for a given situation EN9V-Ig-12.3: Note types of context clue (restatement, definition, synonyms, antonyms) used for a given word or expression.

EN9WC-Ii-3.6: Use literary devices and techniques to craft poetic forms EN9LT-Ih-14: Analyze literature as a means of discovering the self EN9LT-Ig-2.2.3: Determine tone, mood, technique, and purpose EN9LT-Ih-2.3: Draw similarities and differences of the featured selections in relation EN9LT-If-2.2.3: Determine tone, mood, technique, and purpose of the author.

EN9WC-Ic-8: Distinguish between and among informative, journalistic, and literary types of text EN9OL-Ia-1.15: Use the appropriate segmentals (sounds of English) and the suprasegmentals or prosodic features of speech when delivering lines of poetry and prose in a speech choir, jazz chants and raps. EN9G-Ic-1.6/1.7: EN9G-Ic-1.6/1.7: Use appropriate punctuation marks and c apitalization to convey meaning EN9G-Ic-1.6/1.7: EN9G-Ic-1.6/1.7: Use appropriate punctuation marks and c apitalization to convey meaning

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. Maximizing My Strength 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 manipulative materials as well as paper-based materials. Hands-on learning promotes concept development. A. 1. 2. 3.

’ ’

P30-32 P30-32 P30-32

P33-38 P33-38 P33-38

P39-40 P39-40 P39-40

P41-43 P41-43 P41-43

None – None  – textbook only

Copy of the reading text

None – None  – textbook only

None – None  – textbook  textbook only

4.

B.

P44-49 P44-49 P44-49

GRADES 1 to 12 DAILY LESSON LOG

Sampaloc National High School (Main) Maria Carmela Rachel G. Esclanda July 19-21, 2017

9 English 1

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 l earn 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.

Post on the board the quote

Sharing of answers on the additional task given.

B.

Sharing of observation and discussion of the quote.

C.

Sharing of thoughts related to Strength

Instruct them to write their answers.

Do task 3: Finding similarities and differences on p123 of the LM.

Discuss: Give a mini-lecture on the importance of using facial expression and gestures to convey the meaning of the excerpt about greatness

D.

Do task 2. Connecting Lives on pp30-32of the LM.

Reading text 2 on p122 0f the LM.

Sharing of answers in pairs on the task 3 given.

Brainstorming of the excerpt by group.

 Ask: Who do you consider truly great in your life?

Recall the two text in the previous lesson

Let the students read the excerpt about greatness through the life of Martin Luther King Jr.

Sharing of ideas about the text by compare and contrast.

 Ask the students to read the excerpt about greatness through the life of Martin Luther King Jr. considering the proper gestures.

Remedial/Enhancement Reading Schedule/ICL

GRADES 1 to 12 DAILY LESSON LOG

Sampaloc National High School (Main) Maria Carmela Rachel G. Esclanda July 19-21, 2017

9 English 1

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 t o learn new things, practice t heir 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: How do you know your “Strength”?

E.

F.

Discuss the reading text given

Let the students justify their answers.

Take note of the list of adverbs on the excerpt.

Choral reading

Ask the processing questions

What is the importance of finding similarities and differences of ideas?

Discussion on adverbs.

Sharing of ideas about the reading text

Call two pairs to do the sharing.

Draw out insights from the class like: comparing and contrasting about greatness.

Do task 7: Controlled practice on p126 of the LM.

(Leads to Formative Assessment 3)

G.

Remedial/Enhancement Reading Schedule/ICL

GRADES 1 to 12 DAILY LESSON LOG

Sampaloc National High School (Main) Maria Carmela Rachel G. Esclanda July 19-21, 2017

9 English 1

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. H.

 Ask: What is greatness for you?

Complete the sentence: Today, I realized…

Write the strong points of each message from the text.

 Ask students to compare and contrast each of the messages.

I.

How would communicate others of their experiences on greatness?

Note the significant responses of the students about greatness.

J.

Share own experiences on greatness and how would you share it to others.

Journal writing: Write your experiences on how you show appreciation of others of their greatness.

Do the sharing of answers to the class.

Do drills on adverbs.

Teacher-made quiz on adverbs

Complete the sentence: I realized that “greatness”…

Remedial/Enhancement Reading Schedule/ICL

GRADES 1 to 12 DAILY LESSON LOG

Sampaloc National High School (Main) Maria Carmela Rachel G. Esclanda July 19-21, 2017 ’

A.

No. of learners who earned 80% in the evaluation

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 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?

9 English 1