LALA NATIONAL HIGH SCHOOL
Maranding, Lala, Lanao del Norte
DAILY LESSON PLAN
Merlyniza I. Mante
Teacher
Learning Area
ENGLISH
Grade Level
GRADE 9
Teaching Dates
Time
M-Th 7:30-8:30AM
THIRD
1. Read and analyze the poem, The Telephone
2. Relate poem content to particular social issues, concerns, or dispositions in real life
regarding the use of telephone and other technologies
3. Compose an acrostic poem about the given topic
I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of how Anglo-American literature and other
text types serve as means of connecting to the world; also how to use ways of
analyzing one-act play and different forms of verbals for him/her too skilfully
perform in a one-act play.
The learner skilfully performs in one-act play through utilizing effective verbal and
non-verbal strategies and ICT resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Conventions.
/ EN9WC-IIIa-9: Compose forms of literary writing
B. Performance Standard
C.
Quarter
Learning Competencies
Objectives (Write the LC code
for each)
II. CONTENT
The Telephone
By: Edward Field
Integration
:
ICT- understanding the importance of technology
MUSIC (Writing a song)
MAPEH ( Art/Slogan Making)
Strategies
based, Reflective
: Collaborative, Constructivism, Integrative, Inquiry-
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Guide pages
3. Textbook pages
236-239
a. 236-239, A Journey Through Anglo- American Literature
4. Additional Materials from
Learning Resource (LR) Portal.
B. Other Learning Resources
III. PROCEDURES
A. Reviewing
previous
lesson
presenting the new lesson.
1. K to 12 Curriculum Guide (May 2016) 206, 208
or
A. Preliminary Activities
1.
2.
3.
4.
Prayer
Greetings
Checking of Attendance
Key Behavioural Indicator
Review on acrostic poem.
B.
Establishing a purpose for the
lesson.
Unistructural
4PICS 1WORD WITH A TWIST
(CONSTRUCTIVISM)
Direction: Work out what the word is,
from a set of letters given below the pictures
Indicator 8. Selects, develops, organizes,
and uses appropriate teaching and
learning resources, including ICT, to
address learning goals
EGLANT
SSIPOG
ROSWINGD
MOMINICTONCUA
HAOWSDY
Match the correct term from 4pics
1word to its corresponding definition.
1. Full of shades and shadows, not
clearly seen or understood.
2. The condition of being sleepy.
3. To become twisted together into
jumbled mass, or make something
become twisted and jumbled.
4. Conversation about the personal
detail of the other people’s lives,
whether rumor or fact, especially
when malicious.
5. The concept or state of exchanging
data or information between
entities.
C.
Presenting examples / instances
of the new lesson.
Relational/Extended
abstract
D. Discussing new concepts and practicing
new skills. # 1
Relational/ Extended abstract
LET’s PAIR (COLLABORATIVE,
INQUIRY-BASED)
Direction: Answer the following
questions with your pair.
1. What is the greatest importance
of a telephone?
2. Could you imagine yourself
nowadays to live a life without a
telephone? Or cell phones? Or
without technology?
READING PHASE
(COLLABORATIVE)
Direction: Listen as the teacher reads
the poem, “The Telephone” by
Edward Field. Then ask the students
to read the poem for the second time.
Indicator 1, 2
Applies knowledge of content within
and across curriculum teaching areas
Uses a range of teaching strategies that
enhance learner achievement in literacy
and numeracy skills
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
BONDING TOGETHER
Discuss with your group the message
of the poem. (See p 238 as your
reference)
Group 1 GRATITUDE
Group 2 OBSTACLE
Group 3 PLEASURE
Group 4 SPRING
Group 5 CONNECTION
D.
Developing Mastery (Leads to
Formative Assessment)
Multistructural/ Relational
E.
Providing practical application/s
of concept/s and skill/s in daily
living.
Unistructural
PRO’S AND CON’S OF
TELEPHONE USE (REFLECTIVE,
INTEGRATIVE)
Direction: Use the diagram to list the
advantages and disadvantages of
using a phone.
Indicator 5. Manages learner behavior
constructively by applying positive and
non-violent discipline to ensure
learning-focused environments
Indicator 6. Uses differentiated,
developmentally appropriate learning
experiences to address learners' gender,
needs, strengths, interests and
experiences
I CONNECT (REFLECTIVE)
Direction: Analyze and answer the
question:
Indicator 3. Applies a range of teaching
strategies to develop critical and creative
thinking, as well as other higher-order
thinking skills
1. To what did the speaker
compare man’s situation before
Relational/ Extended Abstract
Relational/ Extended Abstract
F.
Making generalizations and
abstractions about the lesson.
Relational/ Extended abstract
the advent of the telephone?
Point out the evidence from the
text.
2. What value do people give to the
telephone when he has the access
to it?
3. If you are going to compare
yourself with a machine, what
machine are you? Why?
FUN IN ACROSTIC
(COLLABORATIVE)
Direction: Create an acrostic poem
featuring your own version of ―The
Telephone‖.
Indicator 7. Plans, manages and
implements developmentally sequenced
teaching and learning processes to meet
curriculum requirements and varied
teaching contexts
See Rubrics below as basis for
grading students’output
H. Evaluating Learning
Group Activity:
With your group, class, do the
following task in 10-15 minutes and
present your output in front of the
class.
Indicator 9. Designs, selects, organizes,
and uses diagnostic, formative and
summative assessment strategies
consistent with curriculum requirements
Group 1: The Customer Support
Agent- write a short dialogue of a
woman in panic asking for a help
from a 911 operator.
Group 2: The Singers Using
your knowledge in musical notes,
rhythm and beat, compose a song
that relates to the poem.
Group 3: the Artists Make a
poster-slogan about the importance
of communication and connection.
Rubric for the group activity:
Areas
1. Content
2. Creativity
3. Teamwork
Total
Very Good
17-20
17-20
8-10
Good
13-16
13-16
5-7
Poor
0-12
0-12
0-4
I. Additional activities for application or
remediation
Attached Rubrics is used for Chamber Theater Presentation
IV. REMARKS
V. REFLECTION
A. No. of Learners who earned _____ learners out of _____ earned 80% in the evaluation
80% in the evaluation.
Total
B. No. of Learners who require
additional
activities
for
remediation who scored below
80%.
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?
_____ learners out of _____ require additional activities for remediation who scored
below 80%
( ) None
F. What difficulties did I
encountered 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?
( ) None
The difficulty/ difficulties I encountered which my principal or supervisor can help
me solve is/ are
___________________________________________________________________
( ) None
The innovation or localized materials I used/ discovered which I wish to share with
other teachers are
The remediation will be carried out every Friday.
( ) Yes
( ) No
_____ learners caught up with the lesson
_____ learners continue to require remediation
( ) None
( ) Collaborative
( ) Constructivism
( ) Integrative
( ) Inquiry-based
( ) Reflective
Strategy/ strategies worked well because
Prepared by:
MERLYNIZA I. MANTE
Teacher I
Noted:
JUNAH GLECE T. SUICO
MT- I
Teacher
Teaching Dates
Time
DAILY LESSON LOG
Joyce Anne B. Garcia
November 7, 2019 Thursday
November 8, 2019 Friday
7:00-8:00 G9 Acacia 12:30-1:30 G9-Mahogany
8:00-9:00 G9 Gmelina 2:30-3:30 G9 Molave
10:30-11:30 G9 Narra
Learning Area
Grade Level
Quarter
ENGLISH
GRADE 9
THIRD
1. Analyze the radio play and relate it to actual experiences in the modern world
2. Listen to the radio play and share thoughts regarding the values gained from the text
I. OBJECTIVES
3. Create infographics and disseminate information to the community
4. Share insights, feedback, and reaction to given situations that require critical processing
The learner demonstrates understanding of how Anglo-American literature and other
text types serve as means of connecting to the world; also how to use ways of
analyzing one-act play and different forms of verbals for him/her too skillfully
perform in a one-act play.
B. Performance Standard
The learner skillfully performs in one-act play through utilizing effective verbal and
non-verbal strategies and ICT resources based on the following criteria: Focus, Voice,
Delivery, and Dramatic Conventions.
C. Learning Competencies / EN9LT-IIIa-16: Analyze literature as a means of connecting to the world
Objectives (Write the LC code EN9LC-IIId-6.5: Provide appropriate and critical feedback/reaction to a specific
for each)
context or situation
II. CONTENT
Sorry, Wrong Number
(A Radio Play) by Lucille Fletcher
A. Content Standard
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Guide pages
3. Textbook pages
240-253
240-253
4. Additional Materials from
Learning Resource (LR) Portal.
B. Other Learning Resources
III. PROCEDURES
G. Reviewing
previous
lesson
presenting the new lesson.
B. Establishing a purpose for the lesson.
or
1. K to 12 Curriculum Guide (May 2016) 206, 208
How do you respond to emergency
situations? How willing are you to help others
caught in emergency situations?
TASK 1: LOOKING UP
How do you respond to an emergency
situation? Whom do you call for help?
In strips of paper are critical situations.
Present the situation in a role play (maximum
of 3 minutes) and focus on depicting your
solution if you‘ll be confronted with such.
(LM, p. 235)
Indicator 8. Selects, develops, organizes,
and uses appropriate teaching and
learning resources, including ICT, to
address learning goals
C. Presenting examples / instances of the
new lesson.
Listen to the radio excerpt as you read along
the copy of the script in your Learner‘s
Material on pages 240-251.
Source:
https://www.youtube.com/watch?v=_uDmNc
8j9gA
D. Discussing new concepts and practicing
new skills. # 1
TASK 5: COMPREHENSION CHECK
A. Crossing Difficulties
Give the meaning of the underlined words in
these sentences. Choose your answers from
the synonyms in the box. (LM, p.252)
B. Tracking of Events
Arrange the events according to their
occurrence in the play. Enter your answer in
the box. (LM, p. 252)
Discovering Traits
Describe the characters by putting traits on
the strands. (LM, p.253)
E. Developing Mastery (Leads to Formative
Assessment)
F. Providing practical application/s of
concept/s and skill/s in daily living.
G. Making generalizations and abstractions
about the lesson.
H. Evaluating Learning
COMMUNITY INFORMANTS
Group Mission:
1. To create an infographic informing the
public about local hotlines to contact during
emergency situations;
2. Post or distribute the infographics to
members of the community (e.g. relatives,
friend, neighbors); and,
3. Provide evidence of information
dissemination by taking pictures
TASK 6: FIRMING UP
Answer the following questions. (LM, p. 253)
1. Which parts of the story can you find
heightened tension and suspense? Which is
its effect on you?
2. Was Mrs. Stevenson able to connect to
get help? How?
3. Would you be willing enough to face
danger just to help somebody in trouble?
Explain your answer.
Presentation of Outputs
Indicator 1, 2
Applies knowledge of content within
and across curriculum teaching areas
Uses a range of teaching strategies that
enhance learner achievement in literacy
and numeracy skills
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 5. Manages learner behavior
constructively by applying positive and
non-violent discipline to ensure
learning-focused environments
Indicator 6. Uses differentiated,
developmentally appropriate learning
experiences to address learners' gender,
needs, strengths, interests and
experiences
Indicator 3. Applies a range of teaching
strategies to develop critical and creative
thinking, as well as other higher-order
thinking skills
Indicator 7. Plans, manages and
implements developmentally sequenced
teaching and learning processes to meet
curriculum requirements and varied
teaching contexts
Indicator 9. Designs, selects, organizes,
and uses diagnostic, formative and
summative assessment strategies
consistent with curriculum requirements
I. Additional activities for application or
remediation
IV. REMARKS
V. REFLECTION
A. No. of Learners who earned
80% in the evaluation.
B. No. of Learners who require
additional
activities
for
remediation who scored below
80%.
Attached Rubrics is used for Chamber Theater Presentation
_____ learners out of _____ earned 80% in the evaluation
_____ learners out of _____ require additional activities for remediation who scored
below 80%
( ) None
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?
The remediation will be carried out every Friday.
( ) Yes
( ) No
_____ learners caught up with the lesson
_____ learners continue to require remediation
( ) None
( ) Collaborative
( ) Constructivism
( ) Integrative
( ) Inquiry-based
( ) Reflective
Strategy/ strategies worked well because
F. What difficulties did I
encountered 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?
( ) None
The difficulty/ difficulties I encountered which my principal or supervisor can help
me solve is/ are
___________________________________________________________________
( ) None
The innovation or localized materials I used/ discovered which I wish to share with
other teachers are
Prepared by:
JOYCE ANNE B. GARCIA
Teacher I
Noted:
ARNEL C. EVANGELISTA
Principal I