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 to develop the learner's understanding of Anglo-American literature and use of language techniques. The content focuses on living with purpose. A variety of references, textbooks and materials are listed as learning resources. The procedures detail the daily plans, which include reviewing poems, identifying themes and tones, discussing concepts, and practicing new skills like analyzing quotations and crafting interpretations.

1. GRADES 1 to 12
DAILY LESSON LOG
School: Grade Level & Section: Grade 9
Teacher: Learning Area: English
Teaching Datesand Time: Week 6 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-If-2.6.2:Usethe
appropriategestures(hand,
face,and body)
EN9G-If-18:Useinterjections
to convey meaning
ENWC-If-9.1:
Identify types and features of
poetry.
EN9SS-If-1.5.1:
Skim to determine keyideas
andauthor’s purpose.
EN8LT-If-2.2.3:Determine
tone, mood,technique,and
purposeof the author.
EN9V-If-11:
Arrive at meaningofwords
through
wordformation (clipping,
blending,acronymy,
compounding,folketymology,
etc.)
EN9G-If-17:Usenormaland
inverted word orderin creative
writing
EN9G-If1.6/1.7:Use
appropriatepunctuation marks
andcapitalizationto convey
meaning
EN9LC-If-8.2:Judgethe
relevanceandworth of ideas
presented
EN9VC-If-19:Assess the
relevanceandworth of ideas
presentedin the material
viewed
EN8LT-If-14:Analyze
literatureas a meansof
discoveringtheself
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 5 Living With a Purpose
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 70-75 on Teacher’s
Guide
Page 75-80 on Teacher’s
Guide
Page 56-57 on Teacher’s
Guide
Page 58-62 on Teacher’s
Guide
2. Learner’s Materials Pages Page 85-87 on Learner’s
Materials
Page 89-91 on Learner’s
Materials
Page 94-96 on Learner’s
Materials
Page 95-99 on Learner’s
Materials
3. Textbook Pages Page 85-87 in Learner’s Book
Anglo American Literature
Page 89-91 in Learner’s Book
Anglo American Literature
Page 94-96on Learner’sBook
Anglo American Literature
Page 95-99 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
Rubric
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
Invite your students to read the
YOUR JOURNEY phase and
clarifythat this is the time, they
cansee whythereare changes
they are experiencing that are
best for them andhowthey will
make them feel great. Make
them see that their physical,
social, emotional and moral
changes may lead to their
personal strengths and
weaknesses. Leadthem to the
BIG Question: How canI have
a purpose driven life? that will
serve as the gravitational core
of the ideas they’ll share.
RECALL:
“ThePsalm ofLife” By: Henry
Wadsworth Longfellow
REVIEW:
“ThePsalmofLife”
1. Tone
2. Mood
3. Theme
Review the previous lesson.
“MOTHER TO SON” By:
Langston Hughes
Ask the class to share their
personal thoughts about the
poem
Acceptvaried answersfrom the
class.
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
B. Establishing a Purpose for the Lesson Inform them thatthe discussion
/ exploration they’ll engaged in
this lesson will naturally tie
together with the information
carried in the varied activities
following / supporting the
overall theme : Enhancing The
Self. Theelementsof the poem
they’ll revisit and explore more
fully gravitate around the sub-
theme living with a purpose.
SHARE:
Today,we are goingto identify
anddeterminethepurposeof
HenryWardsworth Longfellow
in writingthe poem.
RECALL:
Makethem lookfor wordsin
the poem whichareoppositein
meaningtoeachof the
following.Have them check
their answersagainstthese
ones.
1. happy = forlorn
2. smart = dumb
3. Ridiculous = sublime
4. Unserious = solemn
5. cheerful = mournful
6. open = bivouac
7. built = shipwrecked
8. moves = slumbers
Sharethe objectivesset for the
lesson.

3. 9. Insincere= earnest
10 .harmony= strife
11.permanent= fleeting
12. Loud= muffled
C. Presenting Examples/Instances of the
Lesson
Stress at them it is expected
that they are to demonstrate
how their language
communication and literary
skills can be continuously
developed as they explore
chosen poem highlighting the
importance of living with a
purpose.
Remind them that their
expected output will be poetry
reading, and the criteria for
assessment will be: Delivery,
Voice, Gestures, Facial
Expression and Eye Contact
ASK:
What are the values expressed
in the poem?
Do the peopleof todaystill
expressthe values expressed
in the poem “Psalm ofLife”?
Remind them that even in
poems, especially in dramatic
or narrative poems, quotation
marks
( “ “ ) are used to enclosethe
exactwords of the speaker/
persona,character. Make
them considerthese lines
from the poems.
SHARE:
At Thispointof the lesson,you
are goingto craft your own
interpretationonhow to cope
up withchallengestovaried
literarywriting
D. Discussing New Concepts and
Practicing New Skills #1
Leadthem to YOUR INITIAL
TASKS part.
First ask them to try
SQUEEZED. Ask them if they
are fond of listening to music.
Explainto them that listeningto
music is the same as looking
closely at the picture/ drawing/
illustration just as it is like
reading a poem to unfold its
meaning.
eckonwhat problem they
have in unfoldingthemeaning
of a poem andwhat willthey’ll
do to improvein this area.
question as they work on the
phases of this lesson.
answers
to Do
you believethat Longfellowhas
a strong view in life?
of life comparewithyour own
view?
linesin the poem that
andoptimistic view inlife you
think/believe the young people
might/mightnot agreewith.
INTRODUCE:
He meta pilgrim shadow-
“ Shadow,”said he,
“whereit canbe-
Thislandof Eldorado?”
from: “ EL
DORADO”by Edgar Allan Poe
Theysay,
“ Timeassuages.”from
:”
Verse 13” by
EmilyDickinson.
Task1 STRIVE
thoughts onhow canapoem
helpyoung peoplewhoare
having trouble.
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
E. Discussing New Concepts and
Practicing New Skills #2
HOW DO YOU LOOK AT
LIFE?
DISCUSS:
 Howto identifythe
Subjectof the poem?
TASK12 On Using
QUOTATIONMARKS.
Task2 Sharing with the
Persona
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning

4. Makethem readthe following
quotationsand
“Tobewhat we are, andto
becomewhatwearecapable
of becomingistheonlyend of
life.” --- Robert Louise
Svenson
“Life is a bigsea full of many
fish. I let downmy nets and
pull.”
LangstonHughes
what
ask them if they agreeonwhat
eachsuggestsandprove their
contention.
 Howto determinethe
tone/moodof the
poem
 Howto lookfor the
themeof the poem
read?
Instruct them to work with three
or four of your classmates for
them todiscusstheiranswersto
the following questions.
tion marks
used in verse No. 1? verse no.
2 ?
open and
close quotation marks)
positioned in sentences?
quotation marks?
use of the quotationmarksfrom
verse no.1 differ from verse
no.2?
single
quotation mark ( ‘ ‘ )?
quotation marks?
them to report backto
class,andsharetheir findings.
Give feedback.
imagineyoumeetthe persona.
discusswithhim
changehismindstrengthenhis
resolve about somethingorsee
somethingabouthimselfand
others in a newlight.
F. Developing Mastery
(Leads to Formative Assessment 3)
Introduceto themthePoem
“A Psalmof Life”byHenry
Wardsworth Longfellow
Let the classreadthe poem in
chorus
DISCUSS:
“PSALM OF LIFE”
a. Subject
b. TheTone/Mood
c. Themeorgeneraltruth
observed in life
Let the learnerssharetheirown
viewpoints from the poem.
Makethem do the QUOTEME
exerciseasthey recall their
mostliked / interestinglines(at
least three) from the poems
exploredinclass.
persona/poet is personally
talkingto them.
directlywhat the persona/poet
is saying by writing these lines
throughusingquotationmarks.
Task 3 Your Turn
receiving the Medal of Honor
Award for the inspirational
poem you shared.
bout how
grateful you are for the award.
plainwhyyou cameupwith
the masterpiece.
voice projection, facial
expression, eye contact and
may apply the advice given by
Longfellow in the poem
you were prevented from
pursuing your dreams or goals

5. neededto holdon to dreamsin
adversity.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
This is the time, they can see
why thereare changestheyare
experiencing that are best for
them and how they will make
them feelgreat.Makethem see
that their physical, social,
emotional and moral changes
may lead to their personal
strengths and weaknesses.
ThePoem “Psalm ofLife”let us
learn the value of labor and
patience in life. We do not live
for enjoymentnorsorrowbutwe
have to act today for a better
tomorrow.
Direct quotations from other
peoplecansupporttheideasor
arguments of a writer, Direct
quotations also enliven short
stories, novels, andother works
of fiction, when the characters
themselves speak, the writing
becomes more exciting.
In making your audience
understand your words, you
have to put emphasis on the
feelings and emotions involved
inyour linesby followingcorrect
and proper delivery.
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
H. Making Generalizations and
Abstractions about the Lesson
BIG Question:
How can I have a purpose
driven life?
Thepoem talksabouthow
long,real, earnest lifecanbe,
thus, we must doactionsin the
presentwith a goodheart and
a goodfaith to God.
Quotationsare significantparts
of writing and composition,
becauseitaddsmoreemphasis
on the meaning and drama to
the flow of the ideas.
Listenersor the audiencewill
be given muchclarityof your
thoughts andstand by
deliveringthem effectively and
meaningfully.Just simplyfollow
correctintonation,rateof
speech,volumeandprojection.
I. Evaluating Learning Invite them to beactive inSmall
Group Differentiated Work
where they’ll work in 6 small
groups. Ask them to read the
poem aloud, and perform their
assigned task.
It’s timeforComparing and
Contrasting.
Clarify to them that finding
similarities and recognizing
differences can help them
understand their reaction to
different persons and
information theylistened to.
e them work in small
groups of 6 as they recall
another poem they have
explored in class and they
found interesting.
Psalm of Life by: Henry
Wadsworth Longfellow, then
choose the basic categories
such as: subject, the
YOUSAID IT
andcreatea brief conversation
they wouldhave on howto
have a purposedriven life.
hem to createa
discussionwith thepoet/
persona aboutit.
conversationandpresenta
written copyof the
conversation/dialogue.
quotationmarksin your
dialogue.
YOURFINAL TASK
you feela connectiontoand
you want to enjoyreadingin
public.
aboutyour purpose;
that is, you wantto sharethe
“feeling”andthe “experience”
of the poem.
checkthedifficultand
unfamiliarwords.
whereyou needto have the
copyof the poem.
he/sheis trying to say
be used
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning

6. mood/tone, and viewpoint on
general truth in life.
specific points that are similar
enough to enable you to draw
effective comparison.
Let the classchoosetheir
preferredpoem from the
previous lessonsto be used in
the activity.
1. Seven Ages of Man
2. TheBattle With Grendel
changetoslowly, fast, soft, or
loud
to a full pausebut read on to
the next lineto completethe
thought.
Memorize
andunderstandthe text. Plan
your movements
readthe poem aloud.Voice(
quality, projection,volume,
pitch)Delivery ( phrasing,
pausing,intonation,stress)
Facialexpression,gestures,
eye contact
punctuation.Breakdownthe
parts into subjectandits
meaning
meaningratherthanreading
singlewords
to add meaningtothe work
Delivery, Voice, Gestures,and
FacialExpressions
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?
Identify what help your instructional supervisors can providefor you so when you meet them, you can ask them relevant questions.

7. 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: ___________________________