Republic of the Philippines
Department of Education
REGION I
Pangasinan Schools Division Office II
Daily Lesson Log
S.Y. 2023-2024
School
DAILY
LESSON
LOG
MALICO NATIONAL HIGH SCHOOL
Teacher
MRS. JOVIEJANE T. SEGUNDO
Teaching Dates and
Time
September 18-22, 2023
(9:45-10:45 AM)
Grade Level
Learning Area
Quarter
IX
ENGLISH
First
I. OBJECTIVES
Content Standard
Performance
Standard
Learning
Competency/ies
II. CONTENT
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use
processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to
enable him/her to participate actively in a speech choir
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice,
Delivery, Facial Expressions, Body Movements/Gestures and Audience Contact.
EN9RC-Ic.3.2
EN9RC-Ic-2.2
EN9RC-Ic-1.6/1.7
EN9WC-Id-8
EN9OL-Id-1.15
 Use the appropriate segmental
 Use appropriate
 Distinguish between
Note
of
sequence
signals
or
(sounds of English) and the
Identify the types and
punctuation marks and
and among informative
suprasegmental or prosodic
connectors
to
determine
features of poetry.
capitalization to convey
journalistic and literary
features of speech when
patterns of idea
meaning.
writing.
delivering lines of poetry and
development given in a text.
 Examine sample texts
prose in a speech choir, jazz
representative of each
chants and raps.
type.
 Produce the correct beat and
rhythm in delivering jazz
chants and raps.
MONDAY
TYPES OF
POETRY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SEQUENCE
SIGNALS
COLON/
SEMI-COLON
TYPES OF TEXT
PERFORMING RAP
A Journey through Anglo-American
Literature Learner‘s Material for English
pp. 41-42
A Journey through Anglo-American Literature
Learner‘s Material for English
pp. 42-44
A Journey through Anglo-American
Literature Learner‘s Material for English
pp. 42-44
A Journey through Anglo-American
Literature Learner‘s Material for English
pp. 45-47
A Journey through Anglo-American Literature
Learner‘s Material for English
pp. 48-49
III.LEARNING RESOURCES
A. References
1.Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4.Additional materials from LRMDS
portal
B. Other Learning
Materials
Multimedia
Multimedia, graphic organizers
Discuss the lessons you
have learned from the life
of Beowulf.
Compare and contrast lyric and
epic poetry.
Have the students revisit
on both the poems “The
Seven Ages of Man” and
“The Battle with Grendel”.
Multimedia
Multimedia, sample articles
Multimedia
How does sequence
signals function in
sentences?
When do we use the colons
and semi-colons?
What are the features of a literary
Task 9. Spot the signals and
punctuation marks
Task 9. Spot the signals
and punctuation marks
a. Scan the poem “Beowulf”.
List down the sequence
Have the class find their
signals you can spot. Illustrate
pairs and assign each to
how these words are used in
compare and contrast the 2 the selection by filling out
poems using a Venn
the grid below.
Diagram.
a. Scan the poem
“Beowulf”. List down the
words with
colon/semicolon you can
spot. Illustrate how these
punctuation marks function
in the selection.
Have them watch an
instructional video about the
following text type:
journalistic, informative, or
literary.
Have them watch an instructional
video about the prosodic features
of speech: segmental and
suprasegmental.
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
text?
B.
Establishing
a
purpose for the lesson
C. Presenting
examples/ instances of
the new lesson
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
Discuss the difference
between a lyric and epic
poetry using power point
slides or educational video.
Show the class some
Discuss further on specific
articles and let them identify features:
what type of text each article
belongs. Let them discuss
why they say so.
Task 11. Introduce the
Characters
Task 10. Mark the
Punctuations
Below are stanzas from
a. Using the sequence signals, Beowulf. Take note of the
Task 12. Type the Text
Task 13. Rap Meant for a Hero a.
A. In your previous lessons
you learned about the
Write meaningful sentences
about a hero in your life.
Include the sequence signals
punctuation marks you learned
and the descriptions from your
Venn diagram, write a speech
balloon to introduce Beowulf
and Grendel using the cartoon
strips below.
punctuation marks used
in the stanzas and be
ready to answer questions
about them.
different text types. Let’s
see how well you remember
them. Identify the text type
of the following articles as
journalistic, informative, or
literary.
you have learned, colons and
semi-colons. You may go
back to the introduction you
wrote and presented in your
previous activity. Be sure to use
the right descriptive words and
present them with the
appropriate prosodic features.
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
matters in 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.
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
Answer these questions in
your Journal:
1. Which type of poetry did
you enjoy reading more?
2. Name other examples of
lyric or epic poetry that you
have learned in your
previous lessons.
3. Which among the stories
or poems you’ve learned
do you like most and why?
Answer these questions to
know more about the
punctuation marks.
Based on your answers,
what do you think are the:
 features of a literary text;
1. What punctuation marks and
are highlighted in the given  tips in reading literary
stanzas?
texts.
2. What is the meaning
conveyed when these
punctuation marks are
used?
3. When do we use them?
I. Evaluating learning
Performance Task:
Your school’s dramatic guild is
in search of a rapper who will
introduce the lead character/
hero through a rap. You’ve
been asked to 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.
J. Additional activities for
application remediation
V. REMARKS
VI. REFLECTION
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 worked well?
Why did this work?
F. What difficulties did my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover that I wish to
share with other teachers?
Prepared by:
JOVIEJANE T. SEGUNDO
Teacher III
Noted by:
JOSEPHINE A. DAQUIGAN
OIC, Office of the Principal