School DELA PAZ-LIBUTAD HIGH SCHOOL Grades 9

Teacher DIANA M. CAYANAN Learning Area ENGLISH

Grades 1 to 12 Daily
Lesson Log September 11-15, 2017
Teaching Dates 6:00 – 12:20 Quarter SECOND
and Time
DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES

A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from Learning
Resources
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to
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.
EN9G-IId-19: Use adverbs in EN9RC-IId-19: Get information EN9LT-IId-15: Analyze literature as EN9WC-IId-10: Distinguish the features
narration. from various print media like a means of valuing other people present in poetry and in prose.
Objectives: brochures, pamphlets, and their various circumstances in Objectives:
1. Distinguish features of a periodicals, and audio-video life. 1. Identify the elements of prose and
narrative paragraph. Objectives:
recordings. poetry.
2. Write a narrative paragraph 1. Identify the elements
Objectives: 2. Compare and contrast the elements
using adverbs. present in the poem.
1. Analyze a given picture. prose and poetry.
2. Explain how the
2. Summarize information
elements of the poem
contained in the viewed
build the theme.
material.
3. Value the people who
are considered “Men
with the Hoe”.
Writing Narrative Paragraph Lesson 2: Observing Others’ “The Man with the Hoe” by Distinguishing Features of Prose and Poetry
Circumstances Edwin Markham
Picture analysis
p. 78-79 p. 87 p. 87- 88
p.127-128 p.134 p. 135- 137
http://classroom.synonym.com/w
rite-one-welldeveloped-narrative-

B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting Examples/instances of
new lesson
D. Discussing new concepts and
practicing new skills #1
paragraph-4475.html
PowerPoint presentation, laptop,
LED TV/projector
Ask 2-3 students to share an
unforgettable anecdote in class.
Explain that what they did is an
example of narration.
Based on the activity, lead the
students in distinguishing the
features of a narrative text.
Present an example of narrative
text.
Guide the students as they
determine the parts of a narrative
text.
Write a narrative paragraph about
the situation below:
“Was there an instance that you
or a person responded to the call
of greatness?”
Pose the following questions?
1. What are the parts of a
Pictures, PowerPoint presentation
Projector/TV
Pose the motivational question,
“How do you view other people’s
circumstances?”
Ask few students to share a picture
printed or on their phone which
they really treasure.
Let them tell something about their
treasured pictures.
Elicit responses from the statement
“A picture paints a thousand words.”
Show pictures and guide the
students as they analyze and give
their insights about these pictures.
Provide input about each picture
and give feedback to their
responses.
Present another set of pictures and
lead the students in summarizing
the information presented in the
pictures.
Elicit responses for the following
questions:
PowerPoint presentation
Projector/TV
Title Analysis
-Let the students try to share
their opinion about the title of
the poem.
Unlock the meaning of
unfamiliar words through
conducting a spelling activity.
Allow silent reading of the
poem.
Lead the students in identifying
the elements present in the
poem.
Discuss the poem based on the
elements present in it.
Guide the students in
determining the theme of the
poem based on the elements
used.
Engage them in the discussion
by processing these questions:
PowerPoint presentation
Projector/TV
Recall the differences of prose and poet
based on the previous discussion.
Determine what distinguishes prose from
poetry.
Present two examples of text, one is pro
and the other one is poetry.
Lead the students in identifying the
elements present in each text and in
comparing and contrasting the two texts
Based on the students’ responses, provi
input about the elements of prose and
poetry.
Ask the following questions:
1. What are the elements of prose?

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment)
G. Finding Practical applications of
concepts and skills
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for application
or remediation
V. REMARKS
narrative paragraph?
2. What does the writer
articulate in each part?
3. How does the writer develop
his/her idea in a narrative
paragraph?
4. How does a narrative
paragraph end?
Lead the students in explaining the
significance of having the ability to
write narrative paragraphs.
1. What strategies do you use
when you analyze pictures?
2. When do you have to
analyze the meanings of
pictures presented to you?
(Give specific situation when
this activity is done.)
Pose the question:
Why is it necessary for a person to
analyze the meanings of pictures
they see on:
a. Advertisements
b. Social Media
Write a short essay about the
observation made from a given
picture.
1. What is the image of 2. What are the elements of poetry
the man with a hoe? 3. What elements are present in ea
2. How does the poet describe of them that is not present in the
him? other.
3. What does the line, “What
to him are Plato and the
swing of Pleaiades?”
4. What does the bend body
of the man with the Hoe
signify?
According to the poet, who is 4. How do these elements contribu
responsible for the condition or to the meaning of the whole text
state of the man with the Hoe?
Why?
Seat work: Identify the elements presen
the given texts.
Ask the question: Guide the students in giving the
Nowadays, who can be significance of the elements that compr
considered the “man with a a thing or a literary text.
hoe”?
Come up with generalizations
about the message of the
poem.
Make an illustration of the Quiz
“man with a hoe”. Magazine 1. Distinguish features present in the
cut-outs may be used. given texts.
2. Compare and contrast prose and
Explain the significance of the poetry using a Venn Diagram
illustration to the poem.
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? 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?
Inspected by:
RITCHIE C. LAPUZ
School Head