DLL-ENG9-Q3-W2-Copy.docx

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GRADE 1 to 12
DAILY LESSON LOG
School OQUENDO NATIONAL HIGH SCHOOL Grade Level Grade 9
Teacher REZA C. MAGDARAOG Learning Area ENGLISH 9
Teaching Dates and Time Grade 9 –
KEPLER/NAPLER (10:45-11:45)
PASCAL/BAYES (3:00-4:00)
Quarter 2 WEEK 3
I. OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging
values in a changing world; also, how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus
direct and indirect speech to enable him/her competently performs in a full-length play.
B. Performance Standards The Learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
C. Learning Competencies/
Objectives (Write the LC Code
for each)
MELC 1: Differentiate
biases from prejudices
(EN9LC-IVf-13.3)
MELC 2: Determine the
relevance and
truthfulness of the
ideas presented in the
material viewed.
EN9VC-Iva-10
MELC 2: Determine the
relevance and
truthfulness of the ideas
presented in the material
viewed.
EN9VC-Iva-10
MELC 2: Determine the
relevance and
truthfulness of the ideas
presented in the material
viewed.
EN9VC-Iva-10
CATCH-UP FRIDAY
(See attached teaching
guide)
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 LAS, laptop, LED TV LAS, laptop, LED TV LAS, laptop, LED TV LAS, laptop, LED TV
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
Present to the students
bias statements with
error, let them guess
what is wrong with the
statements. Then, let
them identify what type of
bias is the statement.
Discuss briefly the
importance of being
aware of the grammatical
errors in sentences.
CHOOSE WISELY
The teacher will present
sets of homophones and
students will choose the
correct spelling of the
word based on the
definition given by the
teacher.
1. know/gnaw
2. your/you’re
3. red/read
SPELLING ACTIVITY
The teacher will present a
series of words to spelled
by the students.
GREEN FLAG/RED FLAG
Present to the students
different qualities and
characteristics which can be
considered as:
RED FLAG- unbecoming
behaviors or character traits
of a person that should be
avoided.
.

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4. leek/leak
5. weigh/way
GREEN FLAG- are
character traits and
behaviors of people that
should be attracted.
B. Establishing a purpose for
the lesson
1. Define prejudice
2. Identify the different
types of prejudice
Identify the social issues
presented from the given
situation
1. Analyze the social
issues presented from
the material viewed
2. Describe the content of
the material viewed.
1. Extract information from
the article read.
C. Presenting examples/
instances
CONNECT TO LIFE
Present to the
students varied pictures
of Philippine indigenous
people. After watching,
they will be asked with
the following process
questions:
1. Do you know who
these people are?
2. Have you had the
chance to meet one in
real life?
3. Do you think they
are different from us?
4. Should they be
treated differently from
us?
Process students’
answers.
Present to students
pictures of different
social issues
(Picture of poverty and
picture of drug abuse)
Directions: Study the
pictures presented above.
Describe what is in the
picture and write your
answer inside the grid
below. Give three (3) in
each social issue.
Present a short video clip on
domestic violence.
Ask:
1. What is the video
clip all about?
2. Can you identify
what social issue is
being presented?
D. Discussing new concepts
and practicing new skills #1
• The teacher will
present scenarios and
situations that shows
prejudice.
Teacher will discuss the
definition prejudice..
Ask:
1. What are the pictures
all about?
2. Can you identify what
type of social issue is
being presented in the
pictures above?
Synthesize students’
answers.
Discuss the social issues
being presented:
POVERTY/ DRUG ABUSE
Discuss domestic violence.

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E. Discussing new concepts
and practicing new skills #2
• Teacher will
discuss the different
types of prejudice.
• Solicit answers
from the students
SUBJECT
INTEGRATION:
ARPA
Process Questions:
1. Is being
prejudiced a good
behavior? Why or why
not?
2. In the society that
we are living in, is being
prejudice evident?
3. Let us put in
focus our brothers and
sisters in the LGBTQIA+,
how does prejudicial
treatment affect them?
Discuss what social
issues means and what
are the different social
issues.
Discuss RA 9262
F. Developing mastery
(Leads to Formative
Assessment 2)
LISTEN UP TAKE A
STAND: MALES VS
FEMALES
The class will be
grouped into two groups,
male and female.
Each group should
assign a leader, and a
reporter.
Each group is tasked to
list down situation where
a man or a woman
experiences being
prejudiced.
The group shall also
provide a solution to
combat the problem
presented.
Group students into four.
Present more pictures
depicting different social
issues and its examples.
Let students categorize
the picture as to what
type of social issue it
belongs to.
ACT IT OUT!
Let students group into 3.
Have each group present
scenarios depicting the
following:
1. Effects of domestic
violence
2. Causes of domestic
violence
3. Remedy/solution
when faced with
domestic violence

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Each group will be rated
according the criteria
bellow.
G. Finding practical
applications of concepts and
skills in daily living
Ask:
1.Have you ever
experienced pre-judging
someone?
2.How? What did you
feel?
3. How did you redeem
yourself from that
situation?
Ask:
Are these issues present
in your community?
What particular issue
can you spot and share?
Ask:
1. Do you know
anyone living under
poverty? How about
someone whose into
drugs?
2. How do deal with
them?
Ask:
1. Have you ever
experienced
domestic violence?
Or do you know
someone?
2. How do you think it
affected you?
3. How will you be able
to help them?
H. Making generalizations and
abstractions about the lesson
Teacher recaps the
lessons for the day
through a synthesis.
Teacher recaps the
lessons for the day
through a synthesis.
Teacher recaps the lessons
for the day through a
synthesis.
Teacher recaps the lessons
for the day through a
synthesis.
I. Evaluating learning Directions: Identify what
type of PREJUDICE are
the following scenarios.
(Teacher designed
activity)
Students answer the set
activity from the LAS
(Activity 1 from the LAS)
Let students compose a
simple reflection on the
possible effects in life of
either poverty or drug
abuse.
Let students read the
excerpt from a news article
about domestic violence.
Ask:
1. What is the article
about?
2. What does it tell you
about violence?
3. What is domestic
violence?
J. Additional activities for
application
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below

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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?
Prepared by: Checked: Approved:
. REZA C. MAGDARAOG VIVENCIA B. ESCAREAL MARIA LUZ C. MURILLO
SST I MT-IIL FILIPINO Secondary School Principal I