This document provides a daily lesson log for a Grade 9 English class. It outlines the objectives, content, learning resources and procedures for the week. The objectives are derived from the curriculum guides and focus on developing students' understanding of Anglo-American literature, use of language techniques, and performance in a chamber theatre presentation. The content focuses on maximizing strengths. Learning resources include textbooks, additional materials, and ICT resources. The procedures are spread out over the week and include reviewing previous lessons, establishing purposes, presenting examples, discussing concepts and skills practice.

1. GRADES 1 to 12
DAILY LESSON LOG
School: Grade Level & Section: Grade 9
Teacher: Learning Area: English
Teaching Datesand Time: Week 3 Quarter: First Quarter
I. OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people; also how to use processing information
strategies, different forms of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation.
B. Performance Standards: The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
C. Learning Competencies/Objectives:
Write the LC Code for each
EN9OL-Ic-1.15:
Use the appropriate
segmentals(soundsofEnglish)
and the suprasegmentals or
prosodic features of speech
when delivering lines of poetry
and prose in a speech choir,
jazz chants and raps
EN9F-Ic-3.1: Produce the
correct beat and rhythm in
deliveringjazz chantsandraps
ENWC-Ic-8: Distinguish
between and among
informative, journalistic, and
literarywriting
EN9G-Ic-18:Use
interjections to convey
meaning.
EN9G-Ic-17:Usenormaland
inverted word orderin creative
writing
EN9G-Ic-1.6/1.7:Use
appropriatepunctuationmarks
andcapitalizationto convey
meaning
EN9RC-Ic-13.2: Take note of
sequencesignalsorconnectors
to determine patterns of idea
Development given in a text
EN9VC-Ic-3.8: Infer thoughts,
feelings, and intentions in the
material viewed
EN9LC-Ic-3.12:Paraphrase
the text listenedto
EN9V-Ic-15: Explain how
words are derived from names
of persons and places
EN8LT-Ic-2.2: Explain how the
elements specific to a genre
contribute to the theme of a
particular literary
selection
EN8LT-Ic-14: Analyze
literature as a means of
enhancing the self
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
II. CONTENT
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
III. LEARNING RESOURCES
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.
D. References
1. Teacher’s Guide Pages Page 26-27 on Teacher’s
Guide
Page 23-24 on Teacher’s
Guide
Page 20-22 on Teacher’s
Guide
Page 22-23 on Teacher’s
Guide
2. Learner’s Materials Pages Page 36-39 on Learner’s
Materials
Page 31-36 on Learner’s
Materials
Page 23-25 on Learner’s
Materials
Page 26-31 on Learner’s
Materials
3. Textbook Pages Page 44-48 in Learner’s Book
Anglo American Literature
Page 39-45 in Learner’s Book
Anglo American Literature
Page 29-31 in Learner’s Book
Anglo American Literature
Page 33-38 in Learner’s Book
Anglo American Literature
4. Additional Materials from
Learning Resource (LR) portal
E. Other Learning Resources ICT ICT ICT ICT

2. (Television, Laptops,
Video Clips)
Copy of the Text
Textbook
(Television, Laptops,
Video Clips)
Copy of the Text
Textbook
(Television, Laptops,
Video Clips)
Copy of the Text
Textbook
(Television, Laptops,
Video Clips)
Copy of the Text
Textbook
IV. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
A. Reviewing Previous Lesson or
Presenting the New Lesson
REVIEW:
Review to them the signalsand
punctuation marks learned and
noted from the poem “The
Battle with Grendel”
Recall how these marks and
signals help deliver a literary
piece more effectively
REVIEW:
Review to them the happenings
andevents theyrememberfrom
the poem “The Battle with
Grendel”. Gather students’
answers and process them.
INTRODUCE:
“Character cannot be
developed in ease and quiet.
Onlythroughexperienceof trial
and suffering can the soul be
strengthened,ambitioninspired
and success achieved.”
- Hellen Keller
Make to catch student’s
attention while sharing and
explaining about the quote.
INTRODUCE:
Beowulf is admired for the
richness of its poetry. About a
thirdof thewordsinBeowulfare
words known as Kennings.
Kenningscombinetwowordsto
create an evocative and
imaginative alternative word.
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
B. Establishing a Purpose for the Lesson MOTIVATION:
INTRODUCETHE
CHARACTERSSeetask
11”DiscoveryTasks”
a. Have the classwritea
speechballoontointroduce
Beowulfand Grendelusingthe
cartoonstrips beingprovided.
b. Let them usesequence
signalsandpunctuationmarks.
c. Instruct them to suggest on
howto effectively speakand
deliver their lines.
d. Let them reador deliver the
linesby observing appropriate
stress, intonationandjuncture
in reading“Beowulf”.
e. Remindthem that each
groupwilltake turns reading
specific stanzasfrom Beowulf.
MOTIVATION:
Give further detailsabout
Beowulfthat learner’swillgrow
appreciationwithinthemselves
aboutthe greatnessof the
poet.
SHARE:
Maximizingmeans“makingthe
best use of” and this is what
you mustdo with your strength.
Thishappenswhenyoufocus
on the areasyou are most
skilled,talented and strong
whileavoidingyour
weaknesses.
MOTIVATION:
Give further detailsabout
Beowulfthat learner’swillgrow
appreciationwithinthemselves
aboutthe greatnessof the
poet.

3. C. Presenting Examples/Instances of the
Lesson
SHARE:
“The infamous killer fought
For his freedom, wanting no
flesh but retreat,
Desiring nothing but escape;
his claws
Had been caught, he was
trapped”
Your Discovery Tasks SAY
YES or NO
See Task 4”Your Text”
a. Tellthestudents to say yes if
the statement is congruent to
the poem readandnoifitis not.
b. Let them cite lines from the
poem to test if their
interpretation is correct.
c. Have them explain their
answer to lead them to the
understandingofthethemeand
message of the poem
This week’s lesson will unfold
one’sgreatnessandheroic acts
which will lead you to discover
your hidden potentials and
develop skillsfor the realization
of the world’s ultimate goal ---
positive transformation.
Form groupsoffour.Explainthe
Kennings in this tic-tac-toe
board. Choose three Kennings
ina row to explain.You mustall
do those in the center.
D. Discussing New Concepts and
Practicing New Skills #1
TYPE THE TEXT
See task 12”Your Discovery
Tasks”
a. Ask the students to identify
the text type of the following
articles as to journalistic,
informative, or literary.
b. After doing the task above,
ask them write their ideas
about the features of a
literary text and how each
should be read.
Task 5. Illustrate the
Creations
Basedon the poem,howdo
you imaginetheentitiesinthe
poem?Describeeachbased
on whatis saidin the text and
basedon howyou imagined
each.Write your answersin
the table
INITIAL TASKS
Let’s begin your lesson by
working on the first two
activities to guide you in your
journeythroughout the lesson.
Task 1.Hit the Hints
a. Show the pictures of
supernatural heroes
b. Let the students infer about
the strengths or powersof each
hero.
c. Process the answers/ output
of the students. (pp. 30 on
Learner’s module)
ATTACK those WORDS
See Task 3 “Your Text”
a. Instruct the students to
classify the compound words
based on their derivation
indicated on the table.
b. Process the answers. You
may ask the following
questions:
1. What is your basis in
classifying the words according
to their category?
2. What is the modern
equivalent meaning of each
word?
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
E. Discussing New Concepts and
Practicing New Skills #2
DISCUSS:
1. Informative text: Serves to
inform; provides or discloses
information; instructive;
instructional
2. Journalistic text: radio, print,
television,and onlinejournalism
that presents information. 3.
Literary Text: Literary text is
defined as a wide variety of
Task 6. Compare and
Contrast
Fill out the Venn Diagram to
show the similarities and
differences of Beowulf and
Grendel
b. Answer the following
questions to get to know our
characters better.
1. Who among the characters
do you like most? Why?
_________________________
_________________________
2. Do you have what it takes to
be like any of them? Why do
you say so?
As you readthe poem,listdown
moreexamplesofKennings or
word derivations from Beowulf
to add to your vocabularylist.
_________________________
_________________________
____________________
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning

4. imaginativeandcreativewriting
that leads to the
appreciation of the cultural
heritagesofstudents. Literaryis
defined as something
related or associated with
literature or scholarly learning
and writing.
http://www.ask.com/question/w
hat-is-the-definition-of-a-
literary-text
_________________________
________________________
3. Basedontheircharacteristics
and intentions, what name
couldbeassociatedwiththem?
_________________________
________________________
_________________________
_________________________
____________________
_________________________
_________________________
___________________
F. Developing Mastery
(Leads to Formative Assessment 3)
Task13. Rap Meantfora
Hero
a. Write meaningfulsentences
abouta hero in your life.
Includethesequencesignals
you have learned,colonsand
semi-colons,You maygoback
to the introductionyou wrote
andpresentedin your previous
activity. Be sureto usethe right
descriptivewordsand some
examplesof“Kennings”inyour
paragraph.
Task9. Spot the signalsand
punctuationmarks
a. Instruct the class to scan
onceagainthe poem “Beowulf”
and list down sequencesignals
they could spot.
b. Have them illustrate how
these words are used in the
selection byfilling out the grid.
c. Remind them about the use
of sequence markers
DISCUSS:
Sequence markers can signal
howto interpretthe relationship
betweensentencesinanumber
of different ways.
Task 2.Say that Again a.
Listen as your teacher plays a
recorded song three times.
Write down at least three lines
from the song that captured
your attention. Once you’ve
written them, work with a
partner and discuss how you
understood each line.
a. Let the students write three
lines from the listeningtext that
they like the most.
b. Have them restate the lines
using their own words and
sentences.
c.Tellthem toreadtheirworkin
front of the class.
d. After processing the above
task, discuss the tips in
paraphrasing
Listening text/Material: Hero by
Mariah Carey
Read the epic poem “Beowulf”
which deals with war and
adventure.
Let the students read the poem
aloud observing appropriate
intonation, stress, and
pronunciation

5. http://www.lyrics007.com/Maria
h%20Carey%20Lyrics/Hero%2
0 Lyrics.html
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Task14. ShareyourLife’s
Lessons
Task10.Markthe Punctuations
Below are stanzas from
Beowulf. Take note of the
punctuation marks used in the
stanzas andbereadyto answer
questions about them.
(Note: This task is still to be
improve by the author based
from the comments of the
content reviewer.)
Answer these questions to
know more about the
punctuation marks.
1. What punctuationmarksare
highlightedinthegiven
stanzas?
_________________________
_________________________
2. What is the meaning
conveyed whenthese
punctuationmarksareused?
_________________________
_________________________
3. When do we use them?
_________________________
_________________________
Paraphrasingwillmakeusown
our ideasas inspiredbyother
people’sworkandwillkeep us
from plagiarizingother’sworks.
EXPLAIN:
Thisliterarypieceisa rich
poetry whichthemeisanepic
story whichshowsthe richness
of the author’s mindthrougha
deliberateshowoff of warsand
adventure stories.
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
H. Making Generalizations and
Abstractions about the Lesson
It is said to be the greatest
poem ever written in a modern
European language four
centuries before the Norman
Conquest. Beowulf shows an
interplayof Christianandpagan
beliefs. The original writer
remains unknown. It has been
said that Burton Raffel’s
It is said to be the greatest
poem ever written in a modern
European language four
centuries before the Norman
Conquest. Beowulf shows an
interplayof Christianandpagan
beliefs. The original writer
remains unknown. It has been
said that Burton Raffel’s
Rewriting lines from songs,
poems, stories, and other
articles is one way of
paraphrasing. Paraphrasing is
often defined as putting into
your own words texts that are
originallyfrom the author.
It is saidtobethegreatestpoem
ever written in a modern
European language four
centuries before the Norman
Conquest. Beowulf shows an
interplayof Christianandpagan
beliefs. The original writer
remains unknown. It has been
said that Burton Raffel’s

6. translationfrom the originalOld
English is the most celebrated
and most read by students and
general readers alike
translationfrom the originalOld
English is the most celebrated
and most read by students and
general readers alike
translation from the original Old
English is the most celebrated
and most read by students and
general readers alike
I. Evaluating Learning b. Go back to your previous
activity, Task 11 entitled,
“Introduce the Characters.”
Present your output to the class
by rapping. Be guided by the
tips on doing the RAP as
follows: Make sure there’s
rhyme in the material you will
rap. Rhyme mattersin rap as in
any poetic form.
1. Perform rap in time to a beat
2. Don’t say anything that will
offend people.
3. Craft your own style.
4. Have fun while rapping.
5. Practice. Practice. Practice.
c. It’s your chance to rap now.
Your school’s dramatic guild is
in search of a rapper who will
introduce the lead
character/hero through a rap.
You’ve beenaskedto try out for
the part. You will render a one-
minute rap about the hero in
your life in front of your class
with your English teacher and
class adviser. Be reminded of
the rhyme, rhythm and beat
when you do the rap.
POST READING:
Let the learner’sgo backto the
list of word derivations they
created before reading.
Let the classshare theirlistings
and encourage them explain
their chosenwords in their own
ideas.
C. With the tips and examples
given to you on paraphrasing,
be ready to listen to another
recorded song and write down
two lines from the song which
you like the most and
paraphrase them.
Lines from the Song
a.
b.
Your Paraphrase
a.
b.
POST READING:
Let the learner’s go back to the
list of word derivations they
created before reading.
Let the classsharetheir listings
and encourage them explain
their chosen words in their own
ideas.
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
J. Additional Activities for Application or
Remediation
V. REMARKS ________Accomplished
________NotAccomplished
Reason:
________Accomplished
________NotAccomplished
Reason:
________Accomplished
________NotAccomplished
Reason:
________Accomplished
________NotAccomplished
Reason:
________Accomplished
________NotAccomplished
Reason:
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Thinkabout your student’s progress this week. What works? What else needs to be done to help the students learn?

7. Identify what help your instructional supervisors can providefor you so when you meet them, you can ask them relevant questions.
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?
_____ Explicit Teaching _____Inquiry-Based teaching _____ Think-Pair Share
_____ Group Collaboration _______ ICT Integration
Others: ____________________
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
__________ Appropriate teaching strategy
__________ Promoted learners Arrangement
__________ Others
G. What innovations or localized materials did
I used/discover which I wish to share with
other teachers?
_________ Used stimulating IM’s
_________ Video Clips
_________ Quality Outputs produced/made
Others: ___________________________