This document provides a daily lesson log for a Grade 9 English class. It outlines the objectives, content standards, learning competencies, procedures, and reflections for lessons on celebrating self-worth through a speech choir presentation. Key points covered include analyzing poems on positive traits, crafting advice poems and columns, rehearsing a selected poem, and performing the speech choir presentation with a focus on delivery, voice, and audience impact. Formative assessments are built into the lessons to evaluate student understanding.

1. GRADES 1 to 12
DAILY LESSON LOG
School: Grade Level & Section: Grade 9
Teacher: Learning Area: English
Teaching Datesand Time: Week 9 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
EN9F-Ih-3.14:
Use the appropriateand
effective speechconventions
expectedof speechchoir
presentations.
EN9G-Ih-1.6/1.7:Use
appropriatepunctuationmarks
andcapitalizationto convey
meaning.
EN9G-Ih-18:Useinterjections
to convey meaning
EN9RC-Ih-17:Makea
connectionbetweenthe
presenttext and previously
readtexts
EN9LC-Ih-8.8:Compareand
contrastinformationlistenedto
EN9V-Ih-12.3:Note types of
contextclue(restatement,
definition,synonyms,
antonyms) usedfor a given
wordor expression
ENWC-Ih-3.6:Useliterary
devicesand techniquestocraft
poetic forms.
EN9G-Ih-17:Usenormaland
inverted word orderin
creativewriting.
EN9LT-Ih-14:Analyze
literatureas a meansof
discoveringtheself
EN9LT-Ih2.3:Draw
similaritiesanddifferencesof
the featured selectionsin
relationto the theme
EN9VC-Ih-1.5/2.5:Draw
generalizationsand
conclusionsfrom thematerial
viewed
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 6:CelebratingSelf-Worth
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 60- 74on Teacher’s
Guide
Page 75-80 on Teacher’s
Guide
Page 61-68 on Teacher’s
Guide
Page 66-69 on Teacher’s
Guide
2. Learner’s Materials Pages Page 97 - 99 on Learner’s
Materials
Page 89-91 on Learner’s
Materials
Page 100-107 on Learner’s
Materials
Page 107-111 on Learner’s
Materials
3. Textbook Pages Page 100-116 on Learner’s
Book Anglo American
Literature
Page 89-91 in Learner’s Book
Anglo American Literature
Page 100-107 on Learner’s
Book Anglo American
Literature
Page 107-111 on Learner’s
Book Anglo American
Literature
4. Additional Materials from
Learning Resource (LR) portal
E. Other Learning Resources ICT
(Television, Laptops,
Video Clips)
Copy of the Text
ICT
(Television, Laptops,
Video Clips)
Copy of the Text
ICT
(Television, Laptops,
Video Clips)
Copy of the Text
ICT
(Television, Laptops,
Video Clips)
Copy of the Text

2. Textbook Textbook Textbook 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
Review the lesson being
discussedtheprevioussession.
Recall to them the poems that
discussed on how to celebrate
self-worth.
Shareto the classthe best
Advice Poem beingwritten by
the students.
Shareit to the class.
Shareto the classthe best
Advice columnbeingwrittenby
the students.
Shareit to the class.
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
B. Establishing a Purpose for the Lesson
through the Dignity Delight
activity.
celebrateself-worth? Theycan
probably buy what they want,
take a trip to the mall, stroll in
the park or seashore, or hang
out with their friends doing
things they like to do.
illustrate the ways they
celebrate their self-worth.
ways in their drawing.
groupof classmatesand
comparetheirideasaboutthe
.way they celebrateselfworth.
Ask them howcloselythey
think/ believe these drawings
matchtheirmentalimageof
celebratingself-worth.Make
them prove theirpoint. Then,
Share the objectives of the
lesson for the day.
Impress upon the students for
the activities that will be
undergone for the lesson.
Guide them on their FINAL
TASK. Stress to them that they
are ready to try their hand on
their major task for the first
quarter: a speech choir
presentation. Make them
answer this question : Have
you ever wantedto be on stage
while you’re with a group
reciting a poem?

3. ask them to sharetheir group’s
ideaswith the wholeclass.
C. Presenting Examples/Instances of the
Lesson
Remind them that their
expected output is a very
impressive speech choir
presentation,andthecriteriafor
assessment will be: Delivery,
Voice, Audience Impact,
Gestures Facial Expressions
and Choreography.
Encourage them internalize the
messages conveyed by the
author through their poems.
Present to students sample
Columns from newspapers
and magazines.
Share to the class the
techniques being used in the
articles to produce creative
writing.
Tellthem theyareluckyto have
the chance to perform in a
speech choir presentation.
Remind them that they have
everything they need to come
up with a very impressive one.
Stress that they have to makeit
as best as they can, and they
must undergo a process.
D. Discussing New Concepts and
Practicing New Skills #1
Here they will form two big
groups and
explored in class
elect lines that they found
special or new or that affected
their attitude inlife that allowed
them tobecomeabetterperson
the poems on slips of papers,
and deposit them in the
designated special box
m drawlots on which
groupwillbethefirst to readthe
chosen lines and to share their
thoughts about them.
use everything they’ve learned
about enhancing oneself from
the week 1 to week 8 lessons.
sharing their insights and alot
three (3) minutes to share their
ASK:
From the previous lessons,
which Poem do like the most?
What are specific reasons why
you like it?
Look Up the Hero
remembered poet/ persona
in your favorite poem and
use him/her as your role
model in life.
outstanding trait or attitude
that is worthy to follow or
praise.
conveying such trait or
attitude and use them as
possible words of wisdom.
the class.
part wherethey’ll form three big
groups, and from the poems
they have explored in class,
choose one that:
group members
a close connection to
bers enjoy reading in
public.
Have them decide which poem
is the best for speech choir
presentation.
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning

4. insights and give five (5) points
for each sharing.
come up with the most number
of points as the winner.
E. Discussing New Concepts and
Practicing New Skills #2
Forthe Hereand Now activity,
have them reflect on the recent
issuesandproblems that they
need to attend to and decide
which of them can be solved
through their understanding of
the concepts revealed in the
previous lessons.
sking:
Which of these concepts do
they need moreto help solve
these problems?
What are the features that
makes the following poem
more meaningful?
a. A Psalm of Life by: Henry
Wadsworth Longfellow
b. “IF” by: Rudyard Kipling
Musical Beat
ethnic, classical, country,
religious, etc.).
poem.
(expressing your ideas on how
to celebrate selfworth) to go
with the music.
imagery, figures of speech,
rhythm.
Trysinging it to the class
a Working Script.
Have them recall the steps to
follow in making a working
script
Stress to them the importance
of having The Fair Plan phase
where theywill:
before they memorize it
movementswillbeusedevenin
out some parts especially the
key parts of the poem
tive in
theirchoiceofprops,costumes,
scenerysound effects or other
forms of musical background
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
F. Developing Mastery
(Leads to Formative Assessment 3)
Invite them to project by using
the TITLE of the piece theywill
read.
on the title “IF” by Rudyard
Kipling.
on what the subject of the
poem could be.
in their learningmaterialandfill
it out with their predictions.
Let the class share their
findings to the class.
Give Feedback.
Impressupon them that they’ve
finished the enabling activities
at this point. Make them think
about, look over, then
consolidate what they’ve
learned on the major and sub
concepts,literaryand language
communication skills.
Encourage them to answer
these questions: How did you
like? Does they the activities
feel rightto you? What willyou
do next?
Next, push them to
Rehearse, rehearse,
rehearse! where theywill
into subject and its meaning
meaning rather than reading
single words
read on to the next line to
complete the thought

5. your students, andinvite them
to confirm theirpredictionsas
they work on the following
activities.
pression(Change
the tone of your voice to add
meaning to the word)
movement, facial expressions
and minimal gestures to
emphasize key words and
phrases
recorder,and listento it to note
accuracyand expression
Give comments and
suggestions
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Encourage the interest of your
students by stressing that the
poem “ IF “by Rudyard Kipling
provides cherished pieces of
information which are clearly
conveyed to illustrate the
importance of celebrating self-
worth.
True to expectations, this
lesson is drawn from the
baseline celebrating self-worth
where it clinches your
exploration of some important
concepts leading to self
enhancement.
True to expectations, this
lesson is drawn from the
baseline celebrating self-worth
where it clinches your
exploration of some important
concepts leading to self
enhancement.
Guide them to the YOUR
TREASURE phase of the
lesson. Stress to them that this
is thefirst quarterfinalappraisal
whereit is safe to integrateand
the conceptsthey’velearnedas
well as the skills they’ve
developed or enhanced during
the course. Remind them that
they must think back, reflect
and focus on the essential
pointsthatthey enjoyed found
helpful would like to work on
further.
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
H. Making Generalizations and
Abstractions about the Lesson
Share to them that the
selections being discussed in
the previous lessons were
made to enhance oneself as
they continue to take the quest
of life.
This lesson marks the first
major stop of your itineraries in
Grade 9 English. Here, you’ll
demonstrate your
understanding of all the
important self-concepts along
side with the essential literary
concepts and language
communication skills needed
for you to celebrate your self-
This lesson marks the first
majorstop of your itinerariesin
Grade 9 English. Here, you’ll
demonstrate your
understanding of all the
important self-concepts along
side with the essential literary
concepts and language
communication skills needed
for you to celebrate your self-
Invite them to keep a record of
all of these and add their
answers to the following
questions:
5. What is it you found most
difficult in this lesson?
6. What will you do to solve
these difficulties?
7. Write at least three (3)
possiblestepsyoucanadoptfor
you to solve this difficulties.

6. worth as you positively raise
your self-esteem. This is made
possiblethroughaspeechchoir
presentation as evidence of
your understanding.
worth as you positively raise
your self-esteem. This is made
possiblethroughaspeechchoir
presentation as evidence of
your understanding.
8. What do you hope to
strengthenin the nextlesson/s?
to completethe
chart as shown with entries
called for.
I. Evaluating Learning Invite them to share their
Insights by writing their
reflection/ insights on their
most memorable poem.as
shown.
Double check if they clearly
understood the meaning of the
poem explored in class as well
as why they need to celebrate
self-worth. Allow them to prove
their understanding of how
these valued concepts can be
realized through getting
involved inreal - lifetasks inthe
following phase.
An AdvicePoem
that offers adviceto a friend,
relative, classmate,schoolmate
or anyone else.
andphrases inany order.
rhythm/ repetition/ imageryin
their poem
their poem to othergroupsor
to the class.
persuade….
persuade…
o the… that
persuade…
Advice column
newspapers, magazines or
comics.
ads, posts on FB or twitter,
listen to the radio, or watch TV
talk shows or TV commercials
that persuade people to do or
not to do something in order to
celebrate self-worth.
have problems with their self-
worth.
hear images that you see and
how the ads persuade you.
ads.
advices have in common.
groups.
Let the learnersperformtheir
Speech Choir Presentation.
Give Feedback and
comments.
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning

7. rhythm, repetition, and
imageryin your poem
groupsor to the class
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.
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: ___________________________