GRADES 1 TO 12
PRIMICIAS NATIONAL HIGH SCHOOL
DAILY LESSON LOG
I. OBJECTIVES
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 Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
School CIPRIANO P.
Grade Level 9
Teacher JESSICA P. DOMANTAY Learning Area ENGLISH
Teaching Dates and Time JUNE 17-21, 2019 Quarter 1
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 knowledge 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 understanding of the value
recognizing and performing roles in life; at the same time, develop listening, speaking, reading, writing, viewing, grammar and literary skills
which is essential in making their Community Service Brochure.
The learner is expected to come up with a well-prepared Community Service Brochure and the criteria assessment will be: Focus, Content,
Organization, Clarity and Language Mechanics.
EN9WC-lb-9 Prepare a EN9WC-lb-9 Prepare a EN9LC-Ib-3.2 Listen to a song EN9RC-Ic-16/EN9LT-Ic-14/14.1
Community Service Brochure Community Service Brochure and paraphrase some lines Familiarize oneself with the traits
from it. of an epic.
Paraphrase famous quotations
and lines taken from characters
who are heroes in movies.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Community Service Brochure Community Service Brochure ICL PARAPHRASING LINES THE BATTLE WITH GRENDEL
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
24-26
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 learning 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.
Review of the past lesson on Define community service Define paraphrasing.
roles and the poem by W. brochure. Give the details of its
Shakespeare content and use/purpose.
B. Establishing a purpose for the lesson
C. Presenting examples/instances for
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Prepare for the major output on
Community Service Brochure.
Students are instructed to work
on Gathering of Information on
page 25 for their brochure.
Present the criteria for
assessment
Gathering of information
Brainstorming
Discuss guide questions in
making a brochure on page 24.
Students start drafting and
writing their brochure using the
guidelines found on page 26
Point out the help, support and
benefits that the clubs,
organizations, centers or even
key persons they received and
the services they offer.
Work as a team and make a
community service poster.
. Define paraphrasing. Give
Create a community service
poster through a drawing or cut-
out materials.
Point out the help, support and
benefits that the clubs,
organizations, centers or even
key persons they received and
the services they offer.
Listen to a song and jot down
three lines which captured
their attention.
Share in front of the class the
lines they wrote and ask them
to give its meaning.
famous heroes in movies.
Give some lines quoted by those
heroes and paraphrase them.
Listen to another song and
paraphrase some lines.
Presentation of Outputs Paraphrase some quotations
and proverbs.
Give the importance and use of
paraphrasing in understanding
texts easily and coming up with
own meaning and ideas to avoid
Let students watch a short video
that depicts war and adventure.
Present the epic poem Beowulf.
Differentiate the types of poem
Read the epic poem Beowulf to
answer Task 4 and 5
Identify the characters in the
poem and list down their
similarities and differences
through a venn diagram.
Make an outline about the key
events that happened in the
story to summarize the story
and answer the comprehension
questions.
 plagiarism
I. Evaluating learning

J. Additional activities for application

for remediation

V. REMARKS
 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
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
School CIPRIANO P.PRIMICIAS NATIONAL HIGH SCHOOL Grade Level 9
Teacher JESSICA P. DOMANTAY Learning Area ENGLISH
Teaching Dates and Time JUNE 24-28, 2019 Quarter 1
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 knowledge 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 understanding of the value
recognizing and performing roles in life; at the same time, develop listening, speaking, reading, writing, viewing, grammar and literary skills
which is essential in making their Community Service Brochure.
The learner is expected to come up with a well-prepared Community Service Brochure and the criteria assessment will be: Focus, Content,
Organization, Clarity and Language Mechanics.
EN9RC-Ic-16/EN9LT-Ic-14/14.1 EN9RC-Ic-16/EN9LT-Ic-14/14.1 Define and differentiate the Use sequence signals in writing
Familiarize oneself with the Familiarize oneself with the types of poetry. texts and in explaining “how to
traits of an epic. traits of an epic. articles”
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
THE BATTLE WITH GRENDEL THE BATTLE WITH GRENDEL ICL/ SUMMATIVE TEST TYPES OF POETRY SEQUENCE SIGNALS
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
24-26
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 learning 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.
Give the types of poetry.
Give the sequence of major
events that happened in the
story.
Define paraphrasing. Let students read various Divide the class into 6 groups.
poems. Give students sticky notes and let
them write 2 important dates of

C. Presenting examples/instances for
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Let students watch a short video
that depicts war and adventure.
Monday
Read the epic poem Beowulf to
answer Task 4 and 5
Identify the characters in the
poem and list down their
similarities and differences
through a venn diagram.
Make an outline about the key
events that happened in the
story to summarize the story
and answer the comprehension
questions.
Tuesday
Present the characters in the
story.
Give the types of text and
identify whether it’s journalistic,
informative or literary.
Accomplish Task 11
Accomplish Task 14
List down one’s strengths and
determine how you intend to
use them.
their lives and arrange the dates
from the earliest to the last date
given.
Differentiate the poems. Present a how to article.
Wednesday Thursday Friday
Enumerate the types of poetry. Define sequence signals.
Classify them.
Differentiate the types of Enumerate sequence signals and
poetry. their uses.
Point out the sequence signals
used in the
conversation/presentation of
dates and in how to articles.
J. Additional activities for application
for remediation

V. REMARKS
 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
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
School CIPRIANO P.PRIMICIAS NATIONAL HIGH SCHOOL Grade Level 9
Teacher JESSICA P. DOMANTAY Learning Area ENGLISH
Teaching Dates and Time JUNE 17-21, 2019 Quarter 1
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 knowledge 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 understanding of the value
recognizing and performing roles in life; at the same time, develop listening, speaking, reading, writing, viewing, grammar and literary skills
which is essential in making their Community Service Brochure.
The learner is expected to come up with a well-prepared Community Service Brochure and the criteria assessment will be: Focus, Content,
Organization, Clarity and Language Mechanics.
EN9WC-lb-9 Prepare a EN9WC-lb-9 Prepare a EN9LC-Ib-3.2 Listen to a song EN9RC-Ic-16/EN9LT-Ic-14/14.1
Community Service Brochure Community Service Brochure and paraphrase some lines Familiarize oneself with the traits
from it. of an epic.
Paraphrase famous quotations
and lines taken from characters
who are heroes in movies.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Community Service Brochure Community Service Brochure ICL PARAPHRASING LINES THE BATTLE WITH GRENDEL
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
24-26
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 learning 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.
Review of the past lesson on Define community service Define paraphrasing.
roles and the poem by W. brochure. Give the details of its
Shakespeare content and use/purpose.
B. Establishing a purpose for the lesson
C. Presenting examples/instances for
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Prepare for the major output on
Community Service Brochure.
Students are instructed to work
on Gathering of Information on
page 25 for their brochure.
Present the criteria for
assessment
Monday
Gathering of information
Brainstorming
Discuss guide questions in
making a brochure on page 24.
Students start drafting and
writing their brochure using the
guidelines found on page 26
Point out the help, support and
benefits that the clubs,
organizations, centers or even
key persons they received and
the services they offer.
Work as a team and make a
community service poster.
Tuesday
. Define paraphrasing. Give
Create a community service
poster through a drawing or cut-
out materials.
Point out the help, support and
benefits that the clubs,
organizations, centers or even
key persons they received and
the services they offer.
Listen to a song and jot down
three lines which captured
their attention.
Share in front of the class the
lines they wrote and ask them
to give its meaning.
Wednesday Thursday
famous heroes in movies.
Give some lines quoted by
those heroes and paraphrase
them.
Listen to another song and
paraphrase some lines.
Presentation of Outputs Paraphrase some quotations
and proverbs.
Give the importance and use of
paraphrasing in understanding
texts easily and coming up with
Let students watch a short video
that depicts war and adventure.
Present the epic poem Beowulf.
Differentiate the types of poem
Friday
Read the epic poem Beowulf to
answer Task 4 and 5
Identify the characters in the
poem and list down their
similarities and differences
through a venn diagram.
Make an outline about the key
events that happened in the
story to summarize the story and
answer the comprehension
questions.
 own meaning and ideas to
avoid plagiarism
I. Evaluating learning

J. Additional activities for application

for remediation

V. REMARKS
 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
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
School CIPRIANO P.PRIMICIAS NATIONAL HIGH SCHOOL Grade Level 9
Teacher JESSICA P. DOMANTAY Learning Area ENGLISH
Teaching Dates and Time JULY 1-5, 2019 Quarter 1
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 knowledge 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 understanding of the value
recognizing and performing roles in life; at the same time, develop listening, speaking, reading, writing, viewing, grammar and literary skills
which is essential in making their Community Service Brochure.
The learner is expected to come up with a well-prepared Community Service Brochure and the criteria assessment will be: Focus, Content,
Organization, Clarity and Language Mechanics.
Identify the various punctuation Differentiate types of text.
marks used. Collect texts/selections that are
Determine the function of those varied based on its purpose and
punctuation marks. content.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
COLON/SEMI-COLON INITIAL ORAL READING TEST ICL/ INITIAL ORAL READING TEST INITIAL ORAL READING TEST TEXT TYPES
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
24-26
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 learning 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.
Review on the various sequence
signals.
Present sentences using various Enumerate the different
punctuation marks. sequence signals.
C. Presenting examples/instances for Enumerate and give the
the new lesson
function of the various
punctuation marks.

Present various samples of text.

Monday Tuesday Wednesday Thursday Friday

D. Discussing new concepts and Present a selection and let Discuss the types of text.
practicing new skills #1
students proof read it.

E. Discussing new concepts and Supply appropriate punctuation

practicing new skills #2
marks on words and sentences.

F. Developing mastery Informal Theme Writing Activity. Present texts and identify the
(Leads to Formative Assessment 3)
kind of text used..

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
for remediation

V. REMARKS
 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
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
School CIPRIANO P.PRIMICIAS NATIONAL HIGH SCHOOL Grade Level 9
Teacher JESSICA P. DOMANTAY Learning Area ENGLISH
Teaching Dates and Time July 9-13, 2018 Quarter 1
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 knowledge 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 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, Facial expressions, body movements/gestures ad audience contact.
EN9RC-Ie-16/EN9LT-Ie-14 EN9RC-Ie-16/EN9LT-Ie- ICL/PRACTICE EN9RC-Ie-16/EN9LT- EN9LT-Ie-2.2.1
Enumerate the codes of 14 Ie-14 Define what sensory
honor of knights and share Make a diagram about Arrange the sequence images are.
thoughts about chivalry Arthur’s genealogy. of events in the story. Present a poem and let
and knighthood. Give the moral and students identify the
Give the meaning of Identify the elements of
short story. theme of the story. sensory images.
vocabulary words.
Give the background of the
author.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
THE DAY OF DESTINY THE DAY OF DESTINY THE DAY OF DESTINY SENSORY IMAGES
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
Video downloaded from
Youtube entitled “H.O.M.E.

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances for
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
(Harmony of Man and
Environment)
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 learning 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.
Enumerate the different State the major events that
sequence signals. happened in the story.
Show pictures and let them view Present a poem.
a video that connotes climate Let students read the poem.
change.
Let students share thoughts
about its cause and effects as
well as ways on how to protect
our environment.
Give thoughts/ideas about Present lines in the poem that
chivalry and knighthood. suggest sensory images.
Enumerate the codes of knights.
Monday Tuesday Wednesday Thursday Friday
Give the meaning of difficult Old Make a diagram on Arthur’s Make a diagram that discusses Define sensory images.
English and Middle English genealogy. the character traits of the
words. characters in the story.
State the background of the Read the story. Give the moral of the story. Using Arthur’s story, identify the
author. Outline the major events that sensory images used.
happened in the story.
Enumerate the tales embedded Answer the comprehension In a given text, students will
on King Arthur’s story. questions about the story. identify the sensory images used.
Give the history of King Arthur.
G. Finding practical applications of
concepts and skills in daily living

H. Making generalizations and Give the themes of the story.

abstractions about the lesson
Identify the literary devices
used in the story.

I. Evaluating learning Quiz

J. Additional activities for application Make a timeline about the Construct sentences using
for remediation
sequence of events that imagery.
happened in the story.
 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
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
School CIPRIANO P.PRIMICIAS NATIONAL HIGH SCHOOL Grade Level 9
Teacher JESSICA P. DOMANTAY Learning Area ENGLISH
Teaching Dates and Time July 9-13, 2018 Quarter 1
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 knowledge 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 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, Facial expressions, body movements/gestures ad audience contact.
EN9RC-Ie-16/EN9LT-Ie-14 EN9RC-Ie-16/EN9LT-Ie- ICL/PRACTICE EN9RC-Ie-16/EN9LT- EN9LT-Ie-2.2.1
Enumerate the codes of 14 Ie-14 Define what sensory
honor of knights and share Make a diagram about Arrange the sequence images are.
thoughts about chivalry Arthur’s genealogy. of events in the story. Present a poem and let
and knighthood. Give the moral and students identify the
Give the meaning of Identify the elements of
short story. theme of the story. sensory images.
vocabulary words.
Give the background of the
author.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
THE DAY OF DESTINY THE DAY OF DESTINY THE DAY OF DESTINY SENSORY IMAGES
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
Video downloaded from
Youtube entitled “H.O.M.E.

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances for
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
(Harmony of Man and
Environment)
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 learning 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.
Enumerate the different State the major events that
sequence signals. happened in the story.
Show pictures and let them view Present a poem.
a video that connotes climate Let students read the poem.
change.
Let students share thoughts
about its cause and effects as
well as ways on how to protect
our environment.
Give thoughts/ideas about Present lines in the poem that
chivalry and knighthood. suggest sensory images.
Enumerate the codes of knights.
Monday Tuesday Wednesday Thursday Friday
Give the meaning of difficult Old Make a diagram on Arthur’s Make a diagram that discusses Define sensory images.
English and Middle English genealogy. the character traits of the
words. characters in the story.
State the background of the Read the story. Give the moral of the story. Using Arthur’s story, identify the
author. Outline the major events that sensory images used.
happened in the story.
Enumerate the tales embedded Answer the comprehension In a given text, students will
on King Arthur’s story. questions about the story. identify the sensory images used.
Give the history of King Arthur.
G. Finding practical applications of
concepts and skills in daily living

H. Making generalizations and Give the themes of the story.

abstractions about the lesson
Identify the literary devices
used in the story.

I. Evaluating learning Quiz

J. Additional activities for application Make a timeline about the Construct sentences using
for remediation
sequence of events that imagery.
happened in the story.
 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
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
School CIPRIANO P.PRIMICIAS NATIONAL HIGH SCHOOL Grade Level 9
Teacher JESSICA P. DOMANTAY Learning Area ENGLISH
Teaching Dates and Time July 15-19, 2019 Quarter 1
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 knowledge 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 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, Facial expressions, body movements/gestures ad audience contact.
Give the uses of hyphen in Differentiate em dash from an ICL/PERFORMANCE Apply the rules in reading Give the main idea behind the
sentences. en dash. TASK aloud. poem.
Give the uses of dash in Note punctuation,
sentences and statements. intonation, pronunciation
and enunciation.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
HYPHEN DASH READING ALOUD MOTHER TO SON
(compassion, love, care)
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
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 learning 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.
Enumerate the different sensory
images and tell how to identify
the sensory images used based

B. Establishing a purpose for the lesson
C. Presenting examples/instances for
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
on context clues.
Present hyphenated words and
let students read them aloud.
Give students words and let
them put hyphens
Monday
Give the uses of hyphens.
Tell when a word is hyphenated.
Hyphenate words (Practice
Exercises)
Present sentences/statements
that make use of a dash.
Tuesday
Differentiate a hyphen from a
dash.
Give the uses of dash.
Tell when to use a dash and
differentiate em dash from an
en dash.
Put a dash on sentences.
(Practice Exercises)
. Let students spell the words
used in the poem.
Wednesday Thursday
. Enumerate the types of
reading.
Give the rules in reading aloud.
Present the poem entitled
Mother to Son and let students
read it aloud in unison and
individually.
Friday
Give the background of the
author.
Define difficult words found in
the poem.
Paraphrase the poem and give
the themes and moral of the
poem.
Show love and compassion to
parents by writing a free-verse
poem.
Tell how important it is to have
an open communication with
parents.
J. Additional activities for application
for remediation
 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
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
School CIPRIANO P.PRIMICIAS NATIONAL HIGH SCHOOL Grade Level 9
Teacher JESSICA P. DOMANTAY Learning Area ENGLISH
Teaching Dates and Time July 22-26, 2019 Quarter 1
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 knowledge 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 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, Facial expressions, body movements/gestures ad audience contact.
Compose a poem, draw a Construct a paragraph about ICL/PERFORMANCE Write a piece of advice to Define advertising. Classify
poster related to the poem. contractions TASK teens in the form of a letter. the kinds of advertising and
Identify contractions and Follow the format in writing prepare a skit about a certain
possessive nouns. a friendly letter. commercial.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
MOTHER TO SON CONTRACTIONS WRITING AN ADVICE WRITING BEST INFO-AD
CAMPAIGN
(compassion, love, care) (empathy)
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
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 learning 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.
Read the poem and tell the key Differentiate contractions from Recall the parts of a friendly
ideas about it. blended and clipped words. letter.
Give examples for each. Show videos about social, Present taglines of certain
 environmental and political commercials and tell the product
issues. or service being offered.
C. Presenting examples/instances for .Analyse sentences using Let students brainstorm. Define advertising.
the new lesson
contractions. Show various situations in
which students are about to
give an advice.

Monday Tuesday Wednesday Thursday Friday

D. Discussing new concepts and Point out the contractions used. . Enumerate the parts of a Give the classifications of
practicing new skills #1
friendly letter. advertising.

E. Discussing new concepts and .Paraphrase the poem.

practicing new skills #2

F. Developing mastery Compose a poem or draw a Compose sentences using

(Leads to Formative Assessment 3)
poster related to the poem. contractions.

G. Finding practical applications of Write a letter of advice to Present a skit that offers a
concepts and skills in daily living
three situations. product and a service.
1 .Advise to a teen student
who got pregnant.
2. Advice to a daughter or son
who failed in a subject.
3. Advice to a friend whose
parents are about to separate.
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning Quiz on contractions.
 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
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
School CIPRIANO P.PRIMICIAS NATIONAL HIGH SCHOOL Grade Level 9
Teacher JESSICA P. DOMANTAY Learning Area ENGLISH
Teaching Dates and Time July 29-August 2, 2019 Quarter 1
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 knowledge 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 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, Facial expressions, body movements/gestures ad audience contact.
Spell the words found in the Paraphrase the poem and give SUMMATIVE TEST Give the function and use of Deliver a poem observing the
poem. Give the meaning of the general information/main quotation marks. prosodic features of speech.
these words. idea.
Give a short background of
the author.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
PSALM OF LIFE PSALM OF LIFE Quotation Marks Poetry Recitation
(kindness, humility, (kindness, humility,
contentment) contentment)
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
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 learning 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 types of advertising. Give the general information as Give the general information
well as the theme of the poem. about the poem Psalm of Life.
B. Establishing a purpose for the lesson
C. Presenting examples/instances for
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Spell the difficult words that are
found in the poem.
Give its meaning.
Give the background of the
author and read the
comprehension questions about
the poem.
Monday
Read the poem aloud.
Paraphrase the poem.
Give the general information as
well as the theme of the poem.
Tuesday
Present the poem as a choric
speech. Do this activity by
group.
Write a reflection about the
poem.
Make a book mark stating their
favourite quotation about life.
Show pictures of different
punctuation marks and let
students name them.
Present statements, words or
phrases that make use of
quotation marks.
Wednesday Thursday
. Give the rules on the use of
quotation marks.
Apply the rules on given
statements, words or phrases.
Have some practice exercises
about the use of quotation
marks.
Allow students read various
tongue twisters.
Friday
Review on the prosodic features
of speech. Model to the students
how to read the poem using the
prosodic features of speech.
Read the poem in unison. Give
the theme of the poem.
Recite their own poem about
success in life
I. Evaluating learning Quiz on the use of quotation
marks
 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
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
School CIPRIANO P.PRIMICIAS NATIONAL HIGH SCHOOL Grade Level 9
Teacher JESSICA P. DOMANTAY Learning Area ENGLISH
Teaching Dates and Time August 5-9, 2019 Quarter 1
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 knowledge 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 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, Facial expressions, body movements/gestures ad audience contact.
Spell the words found in the Give ways on how to
poem. Give the meaning of comprehend texts through the
vocabulary words found in use of context clues.
the poem.
Paraphrase the poem.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
“IF” by Rudyard Kipling CONTEXT CLUES REVIEW FIRST QUARTER TEST FIRST QUARTER TEST
PERFORMANCE TASKS
(empathy, kindness)
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
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 learning 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 elements of poetry Recall the key ideas in the poem
“If”
B. Establishing a purpose for the lesson
C. Presenting examples/instances for
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Spell the difficult words that are
found in the poem.
Give its meaning.
Give the background of the
author and read the
comprehension questions about
the poem.
Monday
Read the poem aloud.
Paraphrase the poem.
Give the general information as
well as the theme of the poem.
Write a reflection about the
poem.
Make a book mark stating their
favourite quotation about life.
Present sentences that make
use of unfamiliar words.
Unlock the meaning of the
words through context clues.
Introduce synonyms and
antonyms, getting clues using
key words or phrases.
Tuesday Wednesday Thursday Friday
What are context clues? .
Define synonyms and antonyms.
Find key words in sentences.
Quiz
Cite ways on how to get the
meaning of words or ideas using
context clues.
I. Evaluating learning
 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
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
School CIPRIANO P.PRIMICIAS NATIONAL HIGH SCHOOL Grade Level 9
Teacher JESSICA P. DOMANTAY Learning Area ENGLISH
Teaching Dates and Time August 12-16, 2019 Quarter 2
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 knowledge 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 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, Facial expressions, body movements/gestures ad audience contact.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
HOLIDAY REMEDIAL DAY/INTRAMS REMEDIAL DAY/CONVERGENCE REMEDIAL DAY/FINAL CARD DAY/1ST GAWAD
SKILLS SUBMISSION OF OUTPUTS KARANGALAN AND PTA
ASSEMBLY
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
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 learning 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 elements of poetry Recall the key ideas in the poem
“If”
Spell the difficult words that are Present sentences that make
found in the poem. use of unfamiliar words.
Give its meaning. Unlock the meaning of the

C. Presenting examples/instances for
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Give the background of the
author and read the
comprehension questions about
the poem.
Monday
Read the poem aloud.
Paraphrase the poem.
Give the general information as
well as the theme of the poem.
Write a reflection about the
poem.
Make a book mark stating their
favourite quotation about life.
words through context clues.
Introduce synonyms and
antonyms, getting clues using
key words or phrases.
Tuesday Wednesday Thursday Friday
What are context clues? .
Define synonyms and antonyms.
Find key words in sentences.
Quiz
Cite ways on how to get the
meaning of words or ideas using
context clues.