School GFLMNHS Grade Level 9

Teacher Sarah Mariel C. Abanto Learning Area ENGLISH

Teaching Dates Quarter SECOND

DAILY LESSON LOG

I. OBJECTIVES
A. Content Standard 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 an
active part in a Chamber Theatre presentation.
B. Performance Standard The learner proficiently plays an active part in a Chamber Theatre presentation through
employing effective verbal and non- verbal strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
C. Learning Competency/ies / 1. Listen attentively to the clips presented to get information and insights on
Objective/s the concept of greatness
2. Share personal opinion on the idea of greatness based from the material
presented
3. Create infographics featuring Filipinos who exemplify greatness
II. CONTENT
Martin Luther King Jr. on Greatness

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide page/s
2. Learner’s Materials page/s LM pages 124 - 125
3. Textbook page/s
4. Additional Materials
B. Other Learning Resources http://en.wikipilipinas.org/images/thumb/5/52/Delacruz.jpg/180px-Delacruz.jpg
https://upload.wikimedia.org/wikipedia/commons/b/b0/Jose_rizal_01.jpg
https://upload.wikimedia.org/wikipedia/commons/thumb/6/6f/Ninoy_Aquino_3.jpg/200px-Ninoy_Aquino_3.jpg
Source: http://yoganonymous.com/infographic-a-lifetime-of-change-martin-lutherking-
jr-s-lastin-legacy/
IV. PROCEDURE
A. Reviewing previous lesson

B. Establishing a purpose for the lesson Introduction: How do you define greatness? Let us get to know someone who might
change your views on greatness.
C. Presenting examples/ instances of
the new lesson GUESS WHO?
D. Discussing new concepts and The class will be divided into five groups. Pick one of the pictures above then cite
practicing new skills #1 information about this person and share them to the class without revealing yet
who the person is until any one from the class is able to guess correctly.

E. Discussing new concepts and GREATNESS REVISITED

practicing new skills #2
Learn more about greatness through the life of Martin Luther King Jr. While
listening, watch out for signposts that signal the main idea of the speaker in any of
the links below. Fill out the table then answer the questions that follow. Do this in
your notebook.

SPEAKER SIGNPOSTS AND MAIN IDEA

KEYWORDS
TOPIC
PURPOSE
AUDIENCE

F. Developing mastery DELVE DEEPER

Questions to Answer:
1. Who was Martin Luther King Jr.?
2. According to him, who has the potential to be great?
3. How does Oprah Winfrey pay tribute to the greatness of Martin Luther King Jr.?
4. How does she persuade her audience to take the path towards greatness?
5. How do the signposts and keywords aid you in determining the main idea of
the speaker?
6. How do these details aid you in comprehending the speech better?
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson UNCOVERING GREATNESS
Read this infographic excerpt and pay attention to
the highlighted words.

Questions to Answer:

1. What elements are used in the infographic?

2. Is knowledge easily understood when
represented in an
infographic? Why?
3. Take note of the word ―later‖. What does it
signify as used in the sentence?
4. Observe how the phrase, in the White House,
is used in the
infographic. How does the phrase signify?
 I. Evaluating learning MY OWN DEFINITION
In this facebook template, write your own definition of greatness in two (2) to
three (3) sentences.

DEFINTION WRITING RUBRIC

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

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why

did these 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?

Noted:

MARY JANE D. BARAL

Head, English Department
 School GFLMNHS Grade Level 9
Teacher Sarah Mariel C. Abanto Learning Area ENGLISH
Teaching Dates Quarter SECOND

DAILY LESSON LOG

I. OBJECTIVES
A. Content Standard 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 an
active part in a Chamber Theatre presentation.
B. Performance Standard The learner proficiently plays an active part in a Chamber Theatre presentation through
employing effective verbal and non- verbal strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
C. Learning Competency/ies / 1. Listen attentively to the clips presented to get information and insights on
Objective/s the concept of greatness
2. Share personal opinion on the idea of greatness based from the material
presented
3. Create infographics featuring Filipinos who exemplify greatness
II. CONTENT
Martin Luther King Jr. on Greatness
(Continuation)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide page/s
2. Learner’s Materials page/s LM pages 124 - 125
3. Textbook page/s
4. Additional Materials
B. Other Learning Resources http://en.wikipilipinas.org/images/thumb/5/52/Delacruz.jpg/180px-Delacruz.jpg
https://upload.wikimedia.org/wikipedia/commons/b/b0/Jose_rizal_01.jpg
https://upload.wikimedia.org/wikipedia/commons/thumb/6/6f/Ninoy_Aquino_3.jpg/200px-Ninoy_Aquino_3.jpg
Source: http://yoganonymous.com/infographic-a-lifetime-of-change-martin-lutherking-
jr-s-lastin-legacy/
IV. PROCEDURE
A. Reviewing previous lesson Ask the students:
Who is Martin Luther King Jr.? What are the significant values that he had
promoted?
B. Establishing a purpose for the lesson

C. Presenting examples/ instances of Let the students watch again the video
the new lesson about Martin Luther to be able to recall
the essential accomplishment that he Speaker Signposts Main
had left the American Indian people. & Idea
Keywords
Ask them to watch out for the
signposts or clues that signal the main Topic
idea of the speaker.

Purpose

Audience

D. Discussing new concepts and Ask the students:

practicing new skills #1 1. Who is the speaker in the video?
2. What is the message that she wants to convey to the listeners?
3. Name the signposts that were mentioned by the speaker which contribute to
the development of the main idea of the speech.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery DELVE DEEPER
Questions to Answer:
1. Who was Martin Luther King Jr.?
2. According to him, who has the potential to be great?
3. How does Oprah Winfrey pay tribute to the greatness of Martin Luther King Jr.?
4. How does she persuade her audience to take the path towards greatness?
5. How do the signposts and keywords aid you in determining the main idea of
the speaker?
6. How do these details aid you in comprehending the speech better?
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson UNCOVERING GREATNESS
Read this infographic excerpt and pay attention to
the highlighted words.

Questions to Answer:

1. What elements are used in the infographic?

2. Is knowledge easily understood when
represented in an
infographic? Why?
3. Take note of the word ―later‖. What does it
signify as used in the sentence?
4. Observe how the phrase, in the White House,
is used in the
infographic. How does the phrase signify?
I. Evaluating learning MY OWN DEFINITION
In this facebook template, write your own definition of greatness in two (2) to
three (3) sentences.

DEFINTION WRITING RUBRIC

 J. Additional activities for application or THE SEARCH FOR GREATNESS
remediation Go back to the poem I Think Continually of Those Who Were Truly Great
and MLK‘s definition of greatness. What are traits of those who were truly great
according to the author? Look for a person who exemplifies these qualities.
Create a simple infographic. Your infographic must be accurate, attractive, and
well-written. Read the steps and rubrics below to guide you on how your teacher
will grade your work.
1. Choose a Filipino whom you consider great
and feature him/her in an infographic.
2. Read about his life and contributions and
write 5 interesting facts based from them.
3. Layout with graphics.
Information graphics or infographics are graphic visual representations of
information, data or knowledge intended to present information quickly and
clearly. A well-designed infographic can help you simplify a complicated
subject or turn an otherwise boring subject into a captivating experience.
Source: https://www.customermagnetism.com/infographics/what-is-an-infographic/

SAMPLE INFOGRAPHIC
(Actual Student Outputs)

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

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why
did these 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?

Noted:

MARY JANE D. BARAL

Head, English Department
 School GFLMNHS Grade Level 9
Teacher Sarah Mariel C. Abanto Learning Area ENGLISH
Teaching Dates August 21 – 25, 2017 Quarter SECOND

DAILY LESSON LOG

Day 3 and 4
I. OBJECTIVES
A. Content Standard 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 an
active part in a Chamber Theatre presentation.
B. Performance Standard The learner proficiently plays an active part in a Chamber Theatre presentation through
employing effective verbal and non- verbal strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
C. Learning Competency/ies /
Objective/s
II. CONTENT SCHOOL INTRAMURALS
2017 - 2018

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide page/s
2. Learner’s Materials page/s
3. Textbook page/s
4. Additional Materials
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous lesson
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
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
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why
did these 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?

Noted:

MARY JANE D. BARAL

Head, English Department
 School GFLMNHS Grade Level 9
Teacher Sarah Mariel C. Abanto Learning Area ENGLISH
Teaching Dates Quarter SECOND

DAILY LESSON LOG

I. OBJECTIVES
A. Content Standard 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 an
active part in a Chamber Theatre presentation.
B. Performance Standard The learner proficiently plays an active part in a Chamber Theatre presentation through
employing effective verbal and non- verbal strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
C. Learning Competency/ies /
Objective/s

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide page/s
2. Learner’s Materials page/s
3. Textbook page/s
4. Additional Materials
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous lesson

B. Establishing a purpose for the lesson

C. Presenting examples/ instances of

the new lesson

D. Discussing new concepts and

practicing new skills #1
 E. Discussing new concepts and
practicing new skills #2

F. Developing mastery

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
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why
did these 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?

Noted:

MARY JANE D. BARAL

Head, English Department