A lesson plan you can use in your demonstration teaching with your students

1. Grades 9
DAILY LESSON LOG
School Luy-a National High School Grade Level IX
Teacher Paul Romano B. Royo Learning Area English
Teaching Dates and Time February 27, 2020/10:40-11:40 AM Quarter 4
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of making
predictions and the importance of it in analyzing the story.
(ENGLISH CG)
The learners demonstrate understanding of scientific ways
of acquiring knowledge and solving problems.
(SCIENCE 7 CG)
B. Performance Standards The learners should be able to formulate predictions based
on the text listened to. (ENGLISH CG)
The learners perform in groups in guided investigations
involving school-based problems. (SCIENCE 7 CG)
C. Learning Competencies/ Objectives
Write the LC code for each
Employ analytical listening to make predictions.
(EN9LC-IVc-13.2)
Apply the components of a scientific method.
(S7MT-Ia-1)
Knowledge: Define what prediction is
Explain the importance of prediction in reading
Skill: Formulate predictions based on the text listened to
Make predictions about some community-based
problems applying the components of a scientific
method
Attitude: Work cooperatively with the group
INDICATOR 7
-Plans, manages and implements
developmentally sequenced teaching and
learning processes to meet curriculum
requirements through various contexts.
II. CONTENT Formulating Predictions
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 223-224
2. Learner’s Materials pages 501-502
3. Textbook pages
4. Additional Materials from Learning Resource
(LR) portal

2. B. Other Learning Resources Pictures, visual aids, copy of the story
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new
lesson
(Integration of positive and non-violent discipline)
Presentation of classroom rules
1. Be respectful to your classmates, teachers, and
property.
2. Listen to the teacher and follow instructions.
3. Raise your hand when you would like to speak in
class, when leaving your seat or if you need to leave
the classroom for a reason.
4. Cooperate with your group.
5. Work hard and always do your best.
(Engaging learners in a group activity, Integration of
HOTS)
The teacher will divide the class into two teams. He will
post on the board a story which doesn’t have an ending.
After reading, he will ask the students about what did they
notice about the story. Then, he will tell them that the story
is not yet finished so their task is to think what is going to
happen next. The teacher will reveal the ending after the
students give their guesses.
INDICATOR 5
-Manages learner behavior constructively by
applying positive and non-violent discipline to
ensure learning-focused environment.
INDICATOR 4
-Manages classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery and hands-
on activities within a range of physical learning
environments.
INDICATOR 3
-Applies a range of teaching strategies to
develop critical and creative thinking, as well
as other higher-order thinking skills.
B. Establishing a purpose for the lesson Ask:
1. What helped you in guessing what will happen
next?
Say:
When we make a guess based on clues, we make a
PREDICTION.

3. (Integration of Diagnostic Strategies)
2. Do you know some people who make predictions in
their jobs? Who are they? What did they do in their
jobs?
The teacher will cite examples by showing the picture of a
meteorologist and fortune-teller and tell the description of
their job.
(Integration of HOTS)
The teacher will show a picture of a cloudy weather, a man
with a cart full of groceries, and a hot soup.
Ask:
1. What kind of weather do you think is coming? Why
do you think so?
2. What does this man probably going to do after his
cart is filled with groceries and he has everything he
wants? How do you know that?
3. What will probably happen if you eat this very hot
soup?
The teacher will finally tell that making predictions also
happened when reading a story.
Presentation of Objectives
INDICATOR 9
-Designs, selects, organizes and uses
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.
INDICATOR 3
-Applies a range of teaching strategies to
develop critical and creative thinking, as well
as other higher-order thinking skills.
C. Presenting examples/instances of the new lesson The teacher will tell the class that they’re going to listen to
a story entitled, ‘The Wedding of a Mouse’.
(Integration of Literacy Skills)
Unlocking of Difficulties (Vocabulary Enrichment)
INDICATOR 2
-Uses a range of teaching strategies that
enhance learner achievement in literacy and
numeracy skills.

4. 1. hermitage – a house or dwelling where a hermit
lives
2. hermit – someone who lives alone for religious
reasons
3. Guru – a spiritual teacher
4. meditation – a devotional exercise
5. summon – to call someone to come
6. fiery-tempered – easily angered
7. alliance – any union resembling that of families or
state
8. rigid – hard to bend, not flexible
(Engaging learners in a group activity)
The teacher will divide the students into four groups. He
will tell them that they’re going to listen to a story entitled,
‘The Wedding of a Mouse’. He will instruct them that he
will stop at certain parts and ask them to predict the next
event.
(Integration of HOTS)
After reading certain parts of the story, the teacher will ask
the following questions to the students:
1. Based on the story, what do you think might
happen next? Will the guru take care of the mouse
that he turned into a girl or will he let go of the girl
and let her live happily?
2. What do you think might happen next? Will the girl
accept the Sun God?
3. What do you think might happen next? Will the girl
accept the King of Clouds as her husband?
4. So what do you think might happen next? Do you
think this time the girl will accept the Lord of the
Winds as her husband?
5. What do you think might happen next? Do you
think this time he girl will accept the Lord of the
INDICATOR 4
-Manages classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery and hands-
on activities within a range of physical learning
environments.
INDICATOR 3
-Applies a range of teaching strategies to
develop critical and creative thinking, as well
as other higher-order thinking skills.

5. Mountains?
6. This time, the guru summoned the King of Mice. Do
you think this time, the girl will accept the King of
Mice?
D. Discussing new concepts and practicing new skills
#1
(Integration of HOTS)
1. How did you come up with your guesses earlier?
2. Why do you think the girl chose the King of Mice?
3. What do you think would be the outcome of the
story if the girl also rejected the King of Mice?
4. If you were the girl, whom among the Kings/Lords
will you choose to be your husband? Why?
5. What do you think would happen in the story if the
guru lose his power to transform the girl back to its
normal condition of being a mouse? What do you
think would happen to their marriage?
INDICATOR 3
-Applies a range of teaching strategies to
develop critical and creative thinking, as well
as other higher-order thinking skills.
E. Discussing new concepts and practicing new skills
#2
(Integration of Science Subject)
The teacher will present new ways on how to predict using
the scientific method that students learned in Science.
1. Observation
2. Question
3. Hypothesis
(Engaging learners in an individual activity)
The teacher will tap the senses of the students by letting
them look around. He will give a situation and then allow
them to follow the steps of scientific method to make a
prediction.
INDICATOR 1
-Applies knowledge of content within and
across curriculum teaching areas.
INDICATOR 4
-Manages classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery and hands-
on activities within a range of physical learning
environments.
F. Developing mastery (leads to Formative
Assessment 3)
(Integration of HOTS)
The teacher will give the students a short reading selection
in which they are going to get the clues from it before
formulating prediction along with their own experiences.
INDICATOR 3
-Applies a range of teaching strategies to
develop critical and creative thinking, as well
as other higher-order thinking skills.

6. G. Finding practical applications of concepts and
skills in daily living
(Engaging learners in a group activity, Integration of
HOTS)
The teacher will divide the students into three and give
them topics related to school-based problems and predict
the outcomes applying the scientific method.
Group 1. Study habits of Luy-a National High School
Students
Group 2. Behavior of Luy-a National High School Students
Group 3. Waste Management in Luy-a National High School
INDICATOR 4
-Manages classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery and hands-
on activities within a range of physical learning
environments.
INDICATOR 3
-Applies a range of teaching strategies to
develop critical and creative thinking, as well
as other higher-order thinking skills.
H. Making generalizations and abstractions about
the lesson
(Integration of Literacy Skills, Integration of HOTS)
1. What is a prediction?
2. Why do you think predicting outcomes is
important?
3. How can we predict outcome in different
situations/stories?
INDICATOR 2
-Uses a range of teaching strategies that
enhance learner achievement in literacy and
numeracy skills.
INDICATOR 3
-Applies a range of teaching strategies to
develop critical and creative thinking, as well
as other higher-order thinking skills.
I. Evaluating learning (Integration of Formative Assessment)
List atleast 3 predictions with sense if the students are not
able to do their school task.
INDICATOR 9
-Designs, selects, organizes and uses
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.
J. Additional activities for application or
remediation
Predict what will happen tomorrow and share your
predictions infront of the class.
V. REMARKS
VI. REFLECTION
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

7. 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?
Prepared by: Noted:
PAUL ROMANO B. ROYO ESTER R. SANTILLAN
T-I Principal I