GRADES 1 to 12
DAILY LESSON plan
School: AGBONG NATIONAL HIGH SCHOOL –SJPNHS ANNEX
Name of Teacher ANGEL FAITH B. DIAZ
Teaching Dates and Time:
WEEK 1
DAY 1
DAY 2
Grade Level: IX
Learning Area: ENGLISH
Quarter: First
DAY 3
DAY 4
DAY 5
A. Content Standards
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.
B.
Performance Standards
C.
Learning Competencies
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-Ia-16 Share prior
EN9OL-Ia-1.15: Use the
EN9LC-Ia-8: Process information EN9G-Ia-18: Use interjections to
knowledge about a text topic
appropriate segmental (sounds
mentioned in the text listened to convey meaning
EN9LT-Ia-14: Analyze literature
of English) and the
EN9LC-Ia-3.6: Perform a task by
as a means of discovering the self suprasegmentals or prosodic
following instructions.
EN9LT-Ia-14.1: Identify the
features of speech when
EN9VC-Ia-3.8: Infer thoughts,
distinguishing features of notable delivering lines of poetry and
feelings, and intentions in the
Anglo American lyric poetry,
prose in a speech choir.
material viewed.
songs, poems, sermons, and
allegories
I can identify the distinguishing
I can use the appropriate sound
I can process information from a I can define interjections.
features of notable Anglo
of English and the prosodic
text listened to.
I can use interjections to convey
American lyric poetry, songs,
features of speech in a speech
I can perform a task by
meaning.
poems, sermons, and allegories.
choir.
following instructions.
I can share prior knowledge
I can infer thoughts, feelings,
about a topic.
and intentions in the material
I can analyze the poems or songs
viewed.
as a means of self-discovery and
enhancement.
D. Learning Targets
II. CONTENT
LEARNING RESOURCES
A. References
1. Teacher’s Guides
2. Learner’s Material pages
3. Textbook Pages
4.
Additional Reference from
Learning Resource
B. Other Learning Resources
III. PROCEDURES
Essential English 9 pp. 4-8
Essential English 9 pp. 8
Essential English 9 pp. 16-17
Essential English 9 pp. 30-32
A. Reviewing previous lesson or
presenting the new lesson
The students will try to complete
the sentence by giving their own
sentence.
B.
Establishing a purpose for the
lesson
C.
Presenting examples/instances of
the new lesson
What is your favorite music?
Favorite writer?
Did it affect or influence your life
and your way of thinking?
Getting to know the author’s
background.
Their takeaway lessons from the
poems read.
Give the different types of
connectors and their functions.
Read or recite your favorite
quotations or philosophy in life.
Ask the different ways on how to
read a poem.
What is importance of listening
well for orders?
How much do you know about
the sacrifices of your parents for
you?
How do you express your
sorrows and sentiments?
Give their ideas from series of
question.
Watch a video about father and
son.
Watch how to create a do it
yourself explosion box.
Discuss the important points
about the video.
What are the commonly used
expressions of the millennials?
Game:
Samson and Delilah
Role Play Activity.
Using interjections at certain
situations.
Language is dynamic. It changes
over the time.
D. Discussing new concepts and
practicing new skill #1
Discuss “The Rainy Day by Henry
Wordsworth Longfellow and
Robert Frost’s “A time to talk”
How to read a poem?
1. Focus on the form
2. Converse with the poem etc.
E.
Discussing new concepts and
practicing new skill #2
A connector is a word that is used
to express relationships and join
ideas in sentences or phrases.
F.
Developing mastery (Leads to
Formative Assessment)
Identify the connectors used in
the poems read.
G. Finding practical applications of
concepts and skills in daily living
Poems can affect our lives.
Poems also mirrors our thoughts.
Speech choirs are performance
groups that recite speeches in
unison, often with elements of
choreography and costuming to
help bring the speech to life.
Group Activity.
Choose a poem and evaluate it
using the given guidelines.
Knowing the ways on how to
read a poem gives a variety of
choices to choose from.
H. Making generalizations and
abstractions about the lesson
Give different kinds of connectors
and their use.
I.
Write 2 paragraph essay about
the impact of the poems of Frost
and Longfellow in your life.
J.
Evaluating learning
Additional activities for application
or remediation
IV. REMARKS
V. REFLECTION
Present your chosen poem
through speech choir.
Listening for instructions can
lead to better result.
What is the essence of
understanding of the message of
the video? The essence of
following instructions.
List all the steps on how organize
your closet.
Interjections is one or two
words uttered or written as an
expression of emotion or feeling
of a writer or a speaker.
Ex.
Ahh, Ahem, Boo, Eh
What is the function of
interjections in our society?
Use the listed interjection in
their own sentence.
A.
B.
C.
D.
E.
F.
G.
No. of learners who earned 80% on the
formative assessment
No. of learners who require additional
activities for remediation
Did the remedial lessons work? No. of
learners who have caught up with the
lesson
No. of learners who continue to require
remediation
Which of my teaching strategies worked
well? Why did these work?
What difficulties did I encounter which
my principal or supervisor can help me
solve?
What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
Prepared by:
Checked by:
ANGEL FAITH B. DIAZ
Locally Funded Teacher
LORENEL C. SABA, MT II
Teacher In-charge