DAILY LESSON LOG

School San Agustin High School Grade Level Nine

Teacher Anthony S. Villanueva Learning Area English 9

Teaching Time Quarter First Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES/Date
A. Content Standards
B. Performance 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 oreder, 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 ad non-verbal strategies based on the following criteria: Foucs, Voice,
Delivery, Facial Expressions, Body Movements/Gestures and Audience Contact.

C. Learning
Competencies/Objectives
(Write the LC code for each)
II. CONTENT
Share prior knowledge about a Infer thoughts, feelings, and
text topic (EN9RC-Ia-16) intenstions in the material viewed of Notable Anglo-American lyric
(EN9VC-Ia-3.8)
Provide words or
Process expression appropriate for a given
information mentioned in the text situation
listened to (EN9LC-Ia-8)
(EN9V-Ia-1)
Perform a task by following
instructions (EN9LC-Ia-3.6) Analyze literature
as a means of discovering the self
(EN9LT-Ia-14)
Module 1-Lesson 1: Recognizing Roles in Life, pp. 1-28
Identify the distinguishing features
poetry, songs, poems, sermons, and
allegories (EN9LT-Ia-14.1)
Distinguish between and
among informative, journalistic, and
literary writing (EN9WC-Ia-8)
Use the appropriate segmentals Use appropriate punctuation marks
(sounds of English) and the and capitalization to convey meaning
suprasegmentals or prosodic (EN9G-Ia-1.6/1.7)
features of speech when delivering Use
lines of poetry and prose in a speech interjections to convey meaning
choir, jazz chants and raps (EN9OL- (EN9G-Ia-18)
Ia-1.5)
Use normal and inverted word order
in creative writing (EN9G-Ia-17)

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook page pp. 1-28 pp. 1-28 pp. 1-28 pp. 1-28 pp. 1-28
4. Additional Materials from
Learning resource portal
B. Other Learning Resources
 DAILY LESSON LOG
School San Agustin High School Grade Level Nine
Teacher Anthony S. Villanueva Learning Area English 9

Teaching Time Quarter First Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES/Date
A. Content Standards
B. Performance 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 oreder, 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 ad non-verbal strategies based on the following criteria: Foucs, Voice,
Delivery, Facial Expressions, Body Movements/Gestures and Audience Contact.

C. Learning
Competencies/Objectives
(Write the LC code for each)
II. CONTENT
Share prior knowledge about a Infer thoughts, feelings, and
text topic (EN9RC-Ia-16) intenstions in the material viewed of Notable Anglo-American lyric
(EN9VC-Ia-3.8)
Provide words or
Process expression appropriate for a given
information mentioned in the text situation
listened to (EN9LC-Ia-8)
(EN9V-Ia-1)
Perform a task by following
instructions (EN9LC-Ia-3.6) Analyze literature
as a means of discovering the self
(EN9LT-Ia-14)
Module 1-Lesson 1: Recognizing Roles in Life, pp. 1-28
Identify the distinguishing features
poetry, songs, poems, sermons, and
allegories (EN9LT-Ia-14.1)
Distinguish between and
among informative, journalistic, and
literary writing (EN9WC-Ia-8)
Use the appropriate segmentals Use appropriate punctuation marks
(sounds of English) and the and capitalization to convey meaning
suprasegmentals or prosodic (EN9G-Ia-1.6/1.7)
features of speech when delivering Use
lines of poetry and prose in a speech interjections to convey meaning
choir, jazz chants and raps (EN9OL- (EN9G-Ia-18)
Ia-1.5)
Use normal and inverted word order
in creative writing (EN9G-Ia-17)

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook page pp. 1-28 pp. 1-28 pp. 1-28 pp. 1-28 pp. 1-28
4. Additional Materials from
Learning resource portal
B. Other Learning Resources

I. OBJECTIVES/Date
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
(Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook page
4. Additional Materials from
Learning resource portal
B. Other Learning Resources
DAILY LESSON LOG
School San Agustin High School Grade Level Nine
Teacher Anthony S. Villanueva Learning Area English 9
Teaching Time Quarter First Quarter
Monday Tuesday Wednesday Thursday Friday
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 oreder, 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 ad non-verbal strategies based on the following criteria: Foucs, Voice,
Delivery, Facial Expressions, Body Movements/Gestures and Audience Contact.
*share thoughts, feelings, and *explain how the words used in *take note of sequence signals or *use appropriate stress, intonation, *convey a message to a hero through
intentions in the material viewed the poem work together and connectors to establish the patterns pitch, pronunciation, and gestures in a rap
contribute to the theme of the of idea development in a text delivering a poem
selection *use *convey a
*restate the ideas conveyed by *analyze how the appropriate punctuation marks in message to a hero through a rap
the text listened to literature helps in discovering writing descriptive paragraphs
oneself
*explain how words
are derived from names of persons
and places
Module 1-Lesson 2: Maximizing My Strength, pp. 29-48
pp. 29-48 pp. 29-48 pp. 29-48 pp. 29-48 pp. 29-48

I. OBJECTIVES/Date
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
(Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook page
4. Additional Materials from
Learning resource portal
B. Other Learning Resources
DAILY LESSON LOG
School San Agustin High School Grade Level Nine
Teacher Anthony S. Villanueva Learning Area English 9
Teaching Time Quarter First Quarter
Monday Tuesday Wednesday Thursday Friday
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 oreder, 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 ad non-verbal strategies based on the following criteria: Foucs, Voice,
Delivery, Facial Expressions, Body Movements/Gestures and Audience Contact.
*Share prior knowledge about a *Infer thoughts, feelings, and * Analyze literature as a means of *Distinguish between and among *Use normal and inverted word order
text topic (EN9RC-Ia-16) intenstions in the material viewed discovering the self informative, journalistic, and literary in creative writing (EN9G-Ib-17)
(EN9VC-Ia-3.8) (EN9LT-Ia- writing (EN9WC-Ib-8)
14) *Use appropriate
* Provide words or *Explain how the *Use the appropriate punctuation marks and capitalization
*Infer expression appropriate for a given elements specific to a selection segmentals (sounds of English) and to convey meaning (EN9G-Ia-
thoughts, feelings and intentionssituation (EN9LT-Ib-14.2) the suprasegmentals or prosodic 1.6/1.7)
of the speaker features of speech when delivering *Use interejctions to convey meaning
(EN9LC- (EN9V-Ib-1) lines of poetry and prose in a speech (EN9G-Ib-18)
Ib-6.2) choir, jazz chants and raps
(EN9OL-Ib-1.5)
*Produce the
correct beat and rhythm in
delivering jazz chants and raps
(EN9F-Ib-3.1)
Module 1-Lesson 3: Leaving a Legacy, pp. 50-67
pp. 50-67 pp. 50-67 pp. 50-67 pp. 50-67 pp. 50-67

I. OBJECTIVES/Date
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
(Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook page
4. Additional Materials from
Learning resource portal
B. Other Learning Resources
DAILY LESSON LOG
School San Agustin High School Grade Level Nine
Teacher Anthony S. Villanueva Learning Area English 9
Teaching Time Quarter First Quarter
Monday Tuesday Wednesday Thursday Friday
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 oreder, 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 ad non-verbal strategies based on the following criteria: Foucs, Voice,
Delivery, Facial Expressions, Body Movements/Gestures and Audience Contact.
*Share prior knowledge about a *Infer thoughts, feelings, and * Analyze literature as a means of *Distinguish between and among *Use normal and inverted word order
text topic (EN9RC-Ia-16) intenstions in the material viewed discovering the self informative, journalistic, and literary in creative writing (EN9G-Ib-17)
(EN9VC-Ia-3.8) (EN9LT-Ia- writing (EN9WC-Ib-8)
14) *Use appropriate
* Provide words or *Explain how the *Use the appropriate punctuation marks and capitalization
*Infer expression appropriate for a given elements specific to a selection segmentals (sounds of English) and to convey meaning (EN9G-Ia-
thoughts, feelings and intentionssituation (EN9LT-Ib-14.2) the suprasegmentals or prosodic 1.6/1.7)
of the speaker features of speech when delivering *Use interejctions to convey meaning
(EN9LC- (EN9V-Ib-1) lines of poetry and prose in a speech (EN9G-Ib-18)
Ib-6.2) choir, jazz chants and raps
(EN9OL-Ib-1.5)
*Produce the
correct beat and rhythm in
delivering jazz chants and raps
(EN9F-Ib-3.1)
Module 1-Lesson 3: Leaving a Legacy, pp. 50-67 (CONTINUATION)
pp. 62-67 pp. 62-67 pp. 62-67 pp. 62-67 pp. 62-67
 DAILY LESSON LOG
School San Agustin High School Grade Level Nine
Teacher Anthony S. Villanueva Learning Area English 9

Teaching Time Quarter First Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES/Date
A. Content Standards
B. Performance 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 oreder, 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 ad non-verbal strategies based on the following criteria: Foucs, Voice,
Delivery, Facial Expressions, Body Movements/Gestures and Audience Contact.

C. Learning
Competencies/Objectives
(Write the LC code for each)
*make connections between the
present text and the previously
read text
*assess
the relevance and worth of ideas
presented in the material viewed.
*draw generalizations and
conclusions from the material
listened to
*use
synonyms of words to clarify
meanings
*explain how the tone of the poem
helps clarify its meaning
*use contractions proficiently
*make use of lyric poem's feature in *show appreciation for the significant
an advertising campaign human experiences highlighted ans
shared during the discussion
*use effective ways of coping
with challenges to enhance one's
self

II. CONTENT Module 1-Lesson 4: Coping with Challenges, pp. 68-84

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages pp. 32-47 pp. 32-47 pp. 32-47 pp. 32-47 pp. 32-47
2. Learner's Materials pages
3. Textbook page pp. 68-84 pp. 68-84 pp. 68-84 pp. 68-84 pp. 68-84
4. Additional Materials from
Learning resource portal
B. Other Learning Resources
 DAILY LESSON LOG
School San Agustin High School Grade Level Nine
Teacher Anthony S. Villanueva Learning Area English 9

Teaching Time Quarter First Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES/Date
A. Content Standards
B. Performance 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 oreder, 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 ad non-verbal strategies based on the following criteria: Foucs, Voice,
Delivery, Facial Expressions, Body Movements/Gestures and Audience Contact.

C. Learning
Competencies/Objectives
(Write the LC code for each)
*show appreciation for the *draw generalizations and *draw similarities and differences of *write a script for a poetry reading *us the appropriate and effective
significant human experiences conclusions from the material the featured selections in relation to speech conventions in poetry reading
highlighted and shared during the viewed the theme
discussion or presentation *use *use quotation
antonyms to arrive at the meaning marks effectively
*compare and contrast of words
information listened to

II. CONTENT Module 1-Lesson 5: Living With A Purpose, pp. 85-99

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages pp. 48-59 pp. 48-59 pp. 48-59 pp. 48-59 pp. 48-59
2. Learner's Materials pages
3. Textbook page pp. 85-99 pp. 85-99 pp. 85-99 pp. 85-99 pp. 85-99
4. Additional Materials from
Learning resource portal
B. Other Learning Resources
G. Finding Practical
Applications of Concepts and
Skills in Daily Living

H. Making Generalizations and

Abstractions about the lesson

I. Evaluating Learning

J. Additional Activities for

Application or 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 who scored
below 80%

C. Did the remedial lessons work? No. of

learners who have caught up with the
lesson.

E. Which of my teaching strategiesworked

well? Why did these work?

F. What difiiculties did I encounter which

my principal or supervisorcan help me
solve?

G. What innovation or localized

materials did I use/ discover
which I wish to share with
other teachers?