School: Grade Level: 9

GRADES 1 to 12 Teacher: Jimenez, Dianne Ariane G. / Saoquillo, Geralyn G. Learning Area: English
DAILY LESSON LOG Teaching Dates and
Time: Week 2 Quarter: 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards

B. Performance
Standards

C. Learning Differentiate academic Discover literature as a means Use the appropriate prosodic .
Competencies writing from literary writing. of connecting to a significant features of speech like pitch
Write the LC code for EN7WC-I-c-4.2 past. ,stress, juncture, intonation,
each EN7LT-I-d-1 volume and projection and
Determining the conflicts rate/speed of speech in
presented in the literary differing oral
selections and the need to communications.
resolve those conflicts in EN7OL-I-b1.14
nonviolent ways.
EN7LT-II-a-4
II. CONTENT Pitch, volume, tone and Identifying the distinguishing Delivering effective lines in
speech rate features of notable a Readers Theatre or in a
Anglo-American sonnets, Chamber Theatre.
dramatic poetry, vignettes, and
short stories.
III. Learning Literary and academic Conflict and Resolution in a Prosodic features of speech
Resources writings story
Filipino Regional Epic
A.References
1.Teacher’s Guide
Pages
2.Learner’s Materials English Communication English Communication English Communication A Journey Through
Pages Arts And Skills Through Arts And Skills Through Arts And Skills Through Anglo-American Literature ,
Philippine Literature Philippine Literature Philippine Literature pages 119-132
pp.38-39 pp.40-44 pp.6-8
3.Textbook Pages pp.38-39 pp.40-44 pp.6-8 P119-132
4. Additional
Materials from
Learning Resources
(LR) Portal)
B.Other Learning
Resources
IV.PROCEDURES
A.Review Previous Every individual writes for a What is the difference Review: The three parts of the
Lessons reason. Different kinds of between the statements: Adverb of time signifies when narrative paragraph are the
people write and read “Excuse me.” and adverb of place indicates topic, body and closing
selection/text on a specific “Excuse me?” location. In our previous lesson sentence.
or special purpose. and, infographic used the word, later Review:
Ask students: “Really.” to tell time and the phrase, in Ask the read the excerpt
1. Why do you “Really?” the white house to indicate about greatness through the
write/read? place.(Use signposts and key life of Martin Luther King
words in explaining this to the Jr. Considering the proper
learner) gestures.
B. Establishing Ask questions that can
purpose for the Lesson arouse learners’ enthusiasm.
1. What kind of writing do
you find interesting?
2. Can you give me some of
your favorite or recent
readings? What are they
all about?
C. Presenting Literary writing includes:
examples /instances of -folktale
the new lessons -myths
-legends
-epics
-novels
-poems
-short stories
Academic writing includes:
-research articles
-essays
-journals
-reports
D. Discussing new
Literary writing tells a story,
concepts and
is read for pleasure and is
practicing new skills
written in a more creative
#1.
manner, while academic
writing aims to inform, is
written in clearly and
concisely, based on facts,
What do you think is the
reason why the above
mentioned pair of words even
if they are the same, means
differently?
Ask: Discuss:
What do you mean by Give a lecture on the
narrative? importance of using facial
expression and gesture to
convey the meaning of the
excerpt about greatness.
The narrative paragraph must Brainstorming of the excerpt
have : by group.
1. Central idea- what the
story/event is about
2. Character- who it is about
3. Plot- conflict, climax and
resolution of the story/event
4. Adequate description
5. Setting- when and where
the story happen
A narrative paragraph has three Take note of the list of the
parts: adverbs on the excerpt.
1. The topic sentence-
introduces the experience
2. The body sentence – share
details that re-create the
experience
 and assumes a formal tone.
E. Discussing new One of the most underrated
concepts & practicing and underappreciated
and concern to new literary writing is the
skills #2 Filipino Regional Epic (a
kind of narrative poem about
a legendary hero).
Ask the students to read the
selection “Understanding and
Appreciating the Filipino
Regional Epic” on page 38 of
their textbooks ECAS 7.
F.Developing Mastery Using a Venn diagram,
(Leads to Formative determine the similarities
Assesment ) and differences between
literary and academic
writing.
Literary Academic
G. Finding Practical Filipino epics are one proof
Applications of of how colorful our culture
concepts and skills in is. It symbolizes courage and
daily living perseverance of the
3. The closing sentence-
reflects on the experience
Read a sample narrative
paragraph for the learners.
Have them create their own
narrative paragraph.
Provide an activity sheets for
the learners to answer.
Group Activities
Group 1: The Legend of
Lightning Larry
Group 2: The Legend of
Slappy Hooper: An
American tall Tale
Group 3: The Princess and
the God: A Tale of Ancient
India
Class Presentation
Ask each student to critique
each other. This will also
gauge the understanding of
the learner towards the topic.
 Filipinos.
H. Making What would be the effect if
Generalizations & Filipino epics are not born?
Abstractions about the
lessons
I.Evaluating Learning Cite other significance,
aside from what is being
mentioned above, of literary
writings. Of academic
writings.
J. Additional activities For their assignment:
for application or Ask students to look for at
remediation least 5 academic texts that
deal with epics. Then list
down on a table the
references that they will
gather and make a column
for literary and another
column for academic writing
in a short bond paper, to be
submitted tomorrow.
When do we usually use
narrative paragraph?
Pick a learner who would like
to recite their own narrative par provide feedback regarding
raph.
In writing, they can use this
steps to make an excellent
narrative paragraph
1. Brainstorming
2. Drafting
3. Revising checklist
4. Self-assessment checklist
Explain each steps to the
learners.
Have them write it in a piece
of paper.
We learned about the
importance of facial
expression and gestures to
convey the meaning of a
speech.
Ask a random learner to
the class presentation.
Provide follow up activity
for the students who are in
the remedial program.
Enhancement Reading
schedule
V.REMARKS
VI. Reflection
A.No. of learners who
earned 80% in the
evaluation
B. No. of learners who
requires additional
acts.for remediation
who scored below 80%
C. Did the remedial
lessons work? No. of
learners who caught up
with the lessons
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
this work?
F. What difficulties did I
encounter which my
principal/supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?