GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
/ Objectives
Write the LC code
for each
School: DepEdClub.com
Name of Teacher File created by: Ma’am Chello Ann P. Asuncion
Teaching Dates and Time: SEPTEMBER 1 - 5, 2025 (WEEK 2)
Grade Level: 9
Learning Area: ENGLISH
Quarter: Second
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 know ledge
and competencies. These are assessed 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.
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 a n
active part in a Chamber Theatre presentation.
The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and nonverbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or
Gestures.
MELC 1: Make connections between texts to particular
MELC 1: Make
MELC 1: Make
MELC 1: Make
MELC 1: Make
social issues, concerns, or dispositions in real life
connections
connections
connections
connections
between texts
between texts
between texts
between texts to
to particular
to particular
to particular
particular social
Enabling Objectives:
social issues,
social issues,
social issues,
issues, concerns,
 Use adverbs in Narration (EN9G-IIa-19)
concerns, or
concerns, or
concerns, or
or dispositions
 Identify the different types of adverbs used in the given
dispositions in
dispositions in
dispositions in
in real life
sentences
real life
real life
real
life
 Use the different types of adverbs in writing a narrative
Enabling
Objectives:
Enabling
Enabling
Enabling
Objectives:
Objectives:
Objectives:
 Use adverbs
 Compare
 Compare
 Use
in Narration
and
and
adverbs in
(EN9G-IIacontrast
contrast
Narration
19)
similar
similar
(EN9G-IIa Identify the
different
informatio
informatio
19)
1
n
presented
in different
texts.
(EN9RCIIa-3.2.7)
 Analyze
literature
as a
means of
valuing
other
people and
their
various
circumsta
nces in
life.
(EN9LTIIa-15)
 Create an
Acrostic
Poem
using the
word
GREATNE
SS
 Create a
Venn
Diagram of
the two
texts read
Create a Rap
Song that
shows
greatness
n
presented
in different
texts.
(EN9RCIIa-3.2.7)
 Analyze
literature
as a
means of
valuing
other
people and
their
various
circumsta
nces in
life.
(EN9LTIIa-15)
Present and
perform the
task assigned
to each group


Identify the
different
types of
adverbs
used in the
given
sentences
Use the
different
types of
adverbs in
writing a
narrative
types of
adverbs used
in the given
sentences
Use the different
types of adverbs
in writing a
narrative
2
II.
CONTENT
Differentiated
Performance
Task
(Instruction
and
Preparation)
1. Greatness
Acrostic
Poem
2. Venn
Diagram
Rap Song
Differentiated
Performance
Task
(Presentation)
1. Greatness
Acrostic
Poem
2. Venn
Diagram
Rap Song

English
MELCs
page 192
Teacher’s
Guide
pages 75 89
A Journey
Through
AngloAmerican
Literature
pages 119
- 132

A Journey
Through
AngloAmerican
Literature
pages 119
- 132

Adverbs
QUIZ
Adverbs
Degree
Frequency



Time
Place
Manner


English
MELCs
page 192
Teacher’s
Guide
pages 75 89
A Journey
Through
AngloAmerican
Literature
pages 119
- 132

English MELCs page 192

English
MELCs
page 192

English
MELCs page
192

A Journey Through Anglo-American Literature page
126, 165, 167-168

A Journey
Through
AngloAmerican
Literature
page 126,
165, 167168

A Journey
Through
AngloAmerican
Literature
page 126,
165, 167168
A Journey
Through
AngloAmerican
Literature
pages 119
- 132

A Journey Through Anglo-American Literature page
126, 165, 167-168

A Journey
Through
AngloAmerican
Literature
page 126,
165, 167168

A Journey
Through
AngloAmerican
Literature
page 126,
165, 167168
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages


2.
Learner
Material’s pages

3. Textbook pages


3
4.
Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A.
Reviewing
yesterday’s lesson
or presenting the
new lesson
B.
Establishing a
purpose for the
lesson
PPT, Marker,
Manila Paper,
Board, Chalk,
SLM English 9
PPT, Marker,
Manila Paper,
Board, Chalk,
SLM English 9
PPT, Marker,
PPT, Marker,
Manila Paper,
Manila Paper,
Board, Chalk,
Board, Chalk,
SLM English
SLM English 9
9
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 learnin g
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.
Recall the two
Recall:
Recall:
Recall the two
What part of speech do you use when giving details about
texts in the
texts in the
verbs or adjectives to make a sentence more meaningful
Adverbs
Adverbs
previous
or interesting?
previous
 Time
 Time
lesson
lesson
 Place
 Place
 Manner
 Manner
 Degree
 Frequency
The learners
Read and compare the two selections.
The teacher
The learners
writes the
Which is more interesting to read?
are task to
are task to
What word/s made the other more detailed?
sentences on
group into 3
group into 3
The teacher provides copies of the two selections.
the board:
for the
for the
1. He’s very
differentiated
differentiated
good at
performance
performance
playing the
task.
task.
piano.
2. The English
test was
extremely
difficult.
3. The family
rarely eats
PPT, Marker, Manila Paper, Board, Chalk,
SLM English 9
4
C.
Presenting
examples/
instances of the
new lesson
D.
Discussing
new concepts and
practicing new
skills #1
(Leads to Formative
Assessment 1)
E.
Discussing
new concepts and
practicing new
skills #2
(Leads to Formative
Assessment 2)
F. Developing
mastery
(Leads to
Formative
Assessment 3)
G. Finding practical
applications of
concepts and
The teacher
gives
instruction for
each group
with different
task
The teacher
gives
instruction for
each group
with different
task
Students will take note of the additional words or phrases
that have been added in Selection B.
Let them categorize according to what question they
correspond.
Use the given matrix.
Brainstorming
:
Students
collaboratively
plan and
prepare for
their task
Brainstorming
:
Students
collaboratively
plan and
prepare for
their task
Discussion on Adverbs
Time
Place
Manner
Do Task 7 page 126
WHERE?
Each group
presents their
task.
brown rice
for dinner.
4. She always
wakes up
at 5 o’clock
in the
morning.
Students take
note the
underlined
words.
Let them
identify the
type of adverbs
that
correspond
with the
underlined
words.
Discussion
 Adverb of
Degree
 Adverb of
Frequency
Distribute
questionnaires
Learners write
their answers in
their answer
sheet
Do Task 13
page 165
WHEN?
HOW?
Do drills on Adverbs
Do drill on
Adverbs of
Degree and
Frequency
Write Shop: Write your own paragraph of 8 to 10
sentences narrating an experience you had. Make sure to
use adverbs to make your writing more meaningful.
Creating
Catchy
Chronicle
Identify the
statements
whether zero,
5
Component
skills in daily
living
Adverbs
Grammar &
Mechanics
Neatness &
Organization
Great
Correctly
identified
adverbs
that tell
when,
where, &
how
Sentence
is written
correctly
using
proper
spelling
and
punctuati
on
Handwriti
ng is neat
and ideas
are in
proper
order
Good
Correctly
identified
some
adverbs
that tell
when,
where, &
how.
There
may be 12 spelling
and/or
punctuati
on
mistakes
Handwriti
ng is
somewha
t neat,
and the
ideas are
in proper
order
Fair
Did not
identify
adverbs
that tell
when,
where,
& how
The
teacher
presents
the
rubrics
for
each task.
The teacher
presents the
rubrics for
each task.
Let students summarize the lesson for the day.
I. Evaluating learning
Students
share
experiences of
their task.
Students
share
experiences of
their task.
Teacher-Made quiz on Adverbs of Time, Place and Manner
Additional
activities for
application or
first, second or
third conditional
Let the
students
summarize the
lesson for the
day.
Teacher-Made
quiz on
Adverbs of
Degree and
Frequency
Use appropriate
verb to complete
the conditional
statement
There
are 3 or
more
spelling
and/or
punctu
ation
mistake
s
Handwr
iting is
not
neat,
and the
ideas
are not
in the
proper
order.
H.
Making
generalizations and
abstractions about
the lesson
J.
Do Task 16
page 167 refer
to page 168 for
the rubrics.
Checking of quiz
Complete the
sentence:
I realized that
6
remediation
“greatness” …
V. REMARKS
VI.
REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
9 – Pearl
9 – Pearl
9 – Pearl
9 – Obsidian
9 – Pearl
(OHSP)
9 – Obsidian (OHSP)
9 – Bong Coo (SPS)
9 – Bong Coo (SPS)
9 – Bong Coo
9 – Amethyst
9 – Bong Coo (SPS)
9 – Amethyst
9 – Alexandrite
(SPS)
9 – Alexandrite
9 - Citrine
9 – Alexandrite
9 – Amethyst
9 – Amethyst
9 - Citrine
9 - Citrine
9 - Citrine
9 - Alexandrite
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 I
encounter 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?
Inquiry-Based
Instruction
Inquiry-Based
Instruction
Inquiry-Based
Instruction
Inquiry-Based
Instruction
Inquiry-Based Instruction
Inquiry-Based Instruction
Teacher-Made Activities
Prepared by:
Checked by:
CHELLO ANN P. ASUNCION
Teacher I
MARIA CHRISTINA F. BERNAL
Head Teacher I, English Department
Inquiry-Based
Instruction
Inquiry-Based
Instruction
Teacher-Made
Activities
Inquiry-Based
Instruction
Inquiry-Based
Instruction
Teacher-Made Quiz
7