K to 12 School Atimonan National Comprehensive
Curriculum
DAILY LESSON LOG
FOR DEMO
TEACHING
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
IV. PROCEDURES
A. DAILY ROUTINE /
Reviewing previous lesson or
presenting the new lesson
(Indicator 7)
Grade 9 GISAK
High School Level/Section
Teacher Joscelle Joyce L. Rivera Learning Area English
Teaching Dates January 7, 2020 Quarter FOURTH
and Time 10:00-11:00 am
The learner demonstrates understanding of how Anglo-American literature and other text types serve
as means of preserving unchanging values in a changing world; also how to use the features of a full-
length play, tense consistency, modals, active and passive constructions plus direct and indirect speech
to enable him/her competently performs in a full-length play.
The learner competently performs in a full- length play through applying effective verbal and non-
verbal strategies and ICT resources based on the following criteria: Focus, Voice, Delivery and
Dramatic Conventions.
EN9LT-IVb-17.1: Explain how the elements specific to full-length plays build its theme.
Objectives:
1. Identify the elements of a play;
2. Foster enthusiasm in the classroom activities related to the featured play;
3. Create a graphic organizer to show the distinguish parts of a plot.
ELEMENTS OF A PLAY
1. K to 12 Curriculum Guide (May 2016) p. 206
2. A Journey through Anglo-American Literature Learner‘s Material for English
pp. 257-258
3. Online Reference (https://www.literacyideas.com/teaching-story-elements;
http://www.angelfire.com/musicals/mlec_theater/ELEMENTS_of_a_PLAY.htm)
K to 12 Curriculum Guide (May 2016) p. 206
A Journey through Anglo-American Literature Learner‘s Material for English
pp. 257-258
pp. 257-258
https://www.literacyideas.com/teaching-story-elements
http://www.angelfire.com/musicals/mlec_theater/ELEMENTS_of_a_PLAY.htm
1. Prayer
2. Greetings
3. Classroom Management (Indicator 5)
“Before you take your seats kindly arrange your chairs properly and check if there are trashes around
you.”
The teacher will explain about the “Reward System” during class activities and discussions. They will
get and collect cards everytime they will answer correctly with the use of English language.
NUMBER OF CARDS RECEIVED REWARD
5 +5
10 +10
15 Cadbury Chocolate
20 Token for lunch
25 Seatwork exemption
3. Checking of Attendance
“Is there any absentees for this day?”
4. Brief Review: The students will be the one to spin the online wheel to serve as review of the
previous lesson. Whatever will the arrow point to, that will be the question the students have to answer.
(Indicator 8)
Introduction: How plays are written at any given time depends on many factors: the intended audience
and purpose; the playwright‘s current views about the human condition, and how the playwright
perceives the truth around him.
Plays like other narratives have elements, too. They make for good and true-to-life situations.
 Task 1: Big Group Activity:
B. Establishing a purpose for the
Know your BAYBAYIN
lesson (Indicator 2, 4 and 7)
(Filipino-related and for Visual
Spatial Learners)
Directions: The students will be
divided into three groups. They
have to unlock the words using
BAYBAYIN. Whoever group
guess the BAYBAYIN CODE
will get a card.)

Very Good! Based on the activity our lesson for today..?

1. ELEMENTS

2. OF

3. A

4. PLAY

5. CHARACTER

6. SETTING

7. PLOT

8. THEME

9. DIALOGUE
C. Presenting “Now to be able for us to dig deeper into elements, let us take a closer look at the examples for each
examples/instances for the new
elements.”
lesson (Indicator 1 and 7)

CHARACTER- Who are the persons involved?

 
SETTING-When and where does it happen?
 
THEME- The playwright’s message
The theme is expressed through words and actions of the characters in a series of situations that make
up the plot.  Each situation takes place in a setting.

D. Discussing new concepts and
practicing new skills #1
(Indicator 4 and 7)
E. Discussing new concepts and
practicing new skills #2
(Indicator 4 and 7)
F. Developing mastery
(Leads to Formative
Assessment 3)
PLOT-What Happens? The structure of the play
DIALOGUE- conversation between the characters in a play.
CHARACTER
a)     Protagonist- main character
b)    Antagonist- person, situation, or inner conflict in opposition to the main
character’s goals.
c)     Secondary Characters- all other characters other than protagonist and antagonist.
PLOT
1. Exposition- Background information.
2. Rising Action- Complications and discoveries, which create conflict.
3. Climax- Turning point of the plot, emotional intensity of play.
4. Falling Action- Series of events following the climax.
5. Denouement-“Unknotting” resolution of the conflicts.
Task 2: MAKE A STATEMENT (Individual Activity)
Direction: Identify the element of the play reflected in each statement.
_____________1. Romeo is the son and heir of Montague and Lady Montague; a young man of about
sixteen, Romeo is handsome, intelligent, and sensitive.
_____________ 2. Destruction is inevitable when ambition goes unchecked by moral constraints.
_____________3. The events in Romeo and Juliet took place sometime in the sixteenth century.
_____________4.”―I think not of them: Yet, when we can entreat an hour to serve. We would spend it
in some words upon that business, if you would grant the time.”
_____________ 5. Macbeth is Thane of Glamis. A superb general, he is a physically powerful man,
able in a fight to eviscerate a man with an upward stroke.
Task 3 PLOT IT! (Group Activity): Use the graphic organizer below to plot the events in William
Shakespeare‘s Romeo and Juliet as to its exposition, rising action, climax, falling action and resolution.
G. Finding practical applications
of concepts and skills in daily
living (Indicator 4 and 7)
H. Making generalizations
and abstractions about the lesson
(Indicator 7)
I. Evaluating learning
(Indicator 3 and 7)
“Do you think a story is possible without a character, theme, setting and dialogue?”
“Can a plot be disorganized?”
“What if there’s no climax in a plot?”
Board of 20 squares and under each square there are hidden coins.
There are 10 coins worth 1 point.
There are 5 coins worth 2 points.
There are 3 coins worth 3 points.
There are 2 coins worth 5 points.
The students don’t know where the higher value coins are, the game has a random element. This means
that stronger students won’t dominate the game.
There are numbers into each square.
Encourage the students to call out a number and answer the corresponding question.
TASK 4: WHAT’S YOUR ELEMENT?: The students will identify which one is for character, setting, theme and plot among
the given examples.
CHARACTER SETTING
THEME PLOT
 DIALOGUE

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. No. of learners who
continue to require
remediation
D. Which of my teaching
strategies worked well?
Why did these work?
E. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
F. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by:

JOSCELLE JOYCE L. RIVERA

Teacher I

Checked:

HERBERT N. DOCE
Master Teacher I

Noted:

MERCEDES R. INFANTE
Head Teacher III, English Department