School Gordon Heights National High School Grade Level Grade 9

Teacher Lourdes E. Laparan Learning Area English

March 20 – 24, 2023

Teaching Dates and M,W,Th,F – Ruby
Quarter Third
Time T,W,Th,F – Morganite, Topaz, Ametrine,
DAILY LESSON Joaquin
LOG

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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
I. OBJECTIVES 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.
A. Content The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also, how to use ways of
Standards analyzing one-act play and different forms of verbals for him/her too skillfully perform in a one-act play.
B. Performance The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also, how to use ways of
analyzing one-act play and different forms of verbals for him/her too skillfully perform in a one-act play.
Standards
C. Learning MELC 2: Determine the MELC 2: Determine the MELC 2: Determine the MELC 2: Determine the MELC 2: Determine the
Competencie Relevance and Relevance and Relevance and Relevance and Relevance and
s/ Truthfulness of Ideas Truthfulness of Ideas Truthfulness of Ideas Truthfulness of Ideas Truthfulness of Ideas
Objectives Presented in the Material Presented in the Material Presented in the Presented in the Presented in the
Write the LC Viewed Viewed Material Viewed Material Viewed Material Viewed
code for each
Enabling objectives: Enabling objectives: Enabling objectives: Enabling objectives: Enabling objectives:
 Analyze literature as  Analyze literature as  Determine key ideas  Determine key ideas  Determine different
a means of a means of in a material viewed. in a material viewed. ways on identifying
understanding understanding  Judge the relevance  Judge the relevance facts and opinion
unchanging values in unchanging values in and worth of ideas and worth of ideas and techniques in
a changing world a changing world presented in the presented in the determining the
(EN9LT-IVa-17) (EN9LT-IVa-17) material viewed. material viewed. relevance and
 Relate text content to  Relate text content to  Evaluate the  Evaluate the truthfulness of the
particular social particular social truthfulness of truthfulness of ideas presented in
issues, concerns, or issues, concerns, or assertions in a text assertions in a text the material read.
dispositions in real dispositions in real  Evaluate the
life. life. relevance of facts
and opinion given by
the writer to support
main point.
 Identify the main
ideas and supporting
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details related to the
theme through
graphic organizers.
Determining the
Relevance and
Revisiting Genres of Determining Themes Determining
Revisiting Genres of Truthfulness of the
II. CONTENT Viewing Materials and Details of Truthfulness of
Viewing Materials Ideas Presented in the
***Continuation Materials Viewed Materials Viewed
Material Viewed or
Read
III. LEARNING
RESOURCES
A. References
1. Teacher’s English MELCs page 192 English MELCs page 192 English MELCs page 192
English MELCs page 192 English MELCs page 192
Guide pages
2. Learner A Journey Through Anglo- A Journey Through Anglo- A Journey Through Anglo- A Journey Through Anglo- A Journey Through Anglo-
Material’s American Literature page American Literature page American Literature page American Literature page American Literature page
pages 424 - 447 424 - 447 424 - 447 424 - 447 424 - 447
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
PPT, Marker, Manila Paper, PPT, Marker, Manila Paper, PPT, Marker, Manila Paper, PPT, Marker, Manila Paper, PPT, Marker, Manila Paper,
B. Other Learning
Television, Board, Chalk, Television, Board, Chalk, Television, Board, Chalk, Television, Board, Chalk, Television, Board, Chalk,
Resources
SLM English SLM English SLM English SLM English SLM English
IV. PROCEDUR
ES
A. Reviewin ACTIVITY: ACTIVITY: ACTIVITY: ACTIVITY: ACTIVITY:
g yesterday’s In My Eyes In My Eyes In the Right Category Well-Matched Fact or Bluff!
lesson or
presenting the Learners: Learners: Learners:
Learners: Learners:
new lesson  Copy the table in 1. Identify the  Read the following
 Answer the questions  Answer the questions your notebook. theme of the sentences and decide
to assess their to assess their Complete the table group of quotes if they are Fact or
viewing habits and viewing habits and by classifying the from movies in Bluff!
preferences. Write preferences. Write each number.
viewing materials in  You must justify
answers in their answers in their the first column. Choose the your answer if it is a
notebook. (Please see notebook. (Please see The first one was answer from the Fact and provide a
attachment) attachment) done for you. Check options inside correct information if
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the appropriate the box. Write it is a Bluff.
columns for your the letters of 1. Filipinos in
answers. your answers in general value
your notebook. camaraderie,
(Please see hospitality,
attachment) kinship, and
close family ties.
2. The Philippines is
the world’s
second-smallest
 archipelagic
nation.
3. The country at
one point held
the title of
“Texting Capital
of the World”.
B. Establish ANALYSIS: ANALYSIS: ANALYSIS: ANALYSIS: ANALYSIS:
ing a purpose
for the lesson The teacher describes: The teacher describes: Learners: LABELING OF Learners:
 Look at the title and EVIDENCE  Read the article,
 From your answers  From your answers
the thumbnail in Learners: “That Little Island”
in the self- in the self-
each number and (Please see
assessment, create a assessment, create a  Label the kind of attachment)
word cloud enclosed word cloud enclosed choose from the evidence used to
in a shape of your in a shape of your following to classify support the  Answer the
choice. For example, choice. For example, the main purpose of underlined claim in questions that
a television, laptop, a television, laptop, the video: a. to the news below. follow. (Please see
and the like. Draw it and the like. Draw it describe, b. to Write D for direct attachment)
in your notebook. in your notebook. entertain, c. to evidence and I for
explain, and d. to indirect evidence.
persuade. Write the Write your answer
letter of the correct in your notebook.
answer on a sheet of (Please see
paper. attachment)
1. Top 5 Funniest
Student Pranks on
Teachers!
(Top5Central,2020)

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2. How does COVID-19

spread?

3. My Loving Family

4. #BePartOfTheFun

5. My Journey to
Central Luzon

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C. Presenti
ng examples/
instances of
the new
lesson
ABSTRACTION: ABSTRACTION: ABSTRACTION: ABSTRACTION: ABSTRACTION:

Why I Belong? Why I Belong? Text and Theme Q and A

Learners: Learners: Learners:

 Justify why the  Justify why the
D. Discussin underlined underlined  Identify the question
g new concepts statements should be statements should be corresponding to the
and practicing included in the included in the underlined
new skills #1 synopses below. synopses below. information in each
(Leads to Begin your one- Begin your one- sentence.
Formative sentence answer with sentence answer with  Choose from the
Assessment 1) this statement: this statement: question words
Sentence number_______ Sentence number_______ inside the box. Write
should be in the should be in the only the letter of the
synopsis because it synopsis because it correct answer.
states the _______ of the states the _______ of the (Please see
movie. (Please see movie. (Please see attachment)
attachment) attachment)
E. Discussin
g new concepts
and practicing
new skills #2
(Leads to
Formative
Assessment 2)
F. Developing
mastery
(Leads to
Formative
Assessment 3)
G.Finding APPLICATION: APPLICATION: APPLICATION: APPLICATION: APPLICATION:
practical
applications Relevant or Irrelevant Relevant or Irrelevant PERFECT MATCH CIRCLE OF IDEAS Learners:
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of concepts  Describe what
and skills in Learners: Learners: Learners: Learners: happened in the
daily living  Read the synopsis of  Think of the comic  Copy the Figure in picture together with
 Read the synopsis of
the given movie in strips below as your notebook. your insights about
the given movie in
each number and each number and
storyboards for  Then put each it and tell how this is
then identify if the video production. In information in its related to the main
then identify if the
movie is relevant or each set, write a right category. theme of our lesson
movie is relevant or
irrelevant to title that best  Write only the letter which is patriotism.
irrelevant to
everyone’s purpose of describes the of the correct
everyone’s purpose of
coming to the actions of the answer.
coming to the
theater. Be guided by characters. Explain
theater. Be guided by
the situation in the relevance of
the situation in
Column A. (Please your chosen title in
Column A. (Please
see attachment) 200-250 words.
see attachment)
1. ________________

Types of Information
Disorder
a. Unintentional
mistakes such as
inaccurate photo
captions, dates,
statistics,
translations, or
when satire is taken
seriously.
2. _________________ b. Fabricated or
deliberately
manipulated
audio/visual
content.
Intentionally created
conspiracy theories
or rumors.
c. Deliberate
publication of
private information
for personal or
corporate rather
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than public interest,
such as revenge
porn. Deliberate
change of context,
date or time of
genuine content.
H. Making SELF-REFLECTION: SELF-REFLECTION: SELF-KNOWLEDGE: SELF-KNOWLEDGE: SELF-KNOWLEDGE:
generalization
s and Learners: Learners: Learners: SPOT THE FAKE
abstractions  If you are to compare  If you are to compare A. Rate your NEWS
your effort in your effort in performance and
about the
accomplishing the accomplishing the the level of effort Learners:
lesson
previous activities to previous activities to you exerted in
a movie genre, what a movie genre, what accomplishing the  Identify the fake
would it be? Support would it be? Support activities news headline
your answer. your answer. corresponding to the below. Explain your
four competencies answer in 200-250
in the following words.
table. Use the 1. Scientist to
following scale: create stem cell
burger.
2. World’s first
hotdog ATM
opens in
Philippines.
3. Crocodile breaks
loose on Qantas
flight.

B. Look at the ratings

you gave yourself
above and write a
one-sentence
summary of your
learning point in
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this lesson.
E.g., It pays to give all
your best because in
the end it will lead you
to success.
I. Evaluating ASSESSMENT: ASSESSMENT: ASSESSMENT: ASSESSMENT: ASSESSMENT:
learning Together As One
High Five High Five Learners: Learners:
 Recall your favorite  Recall your favorite
video and write down video and write down  Answer what is  Read the following
your thoughts about your thoughts about being asked. Write questions and
it in the graphic it in the graphic only the letter of choose the letter of
organizer on the next organizer on the next the correct answer the correct answer.
page. Be guided by page. Be guided by in your notebook. (Please see
the question in each the question in each (Please see attachment)
frame. frame. attachment.)

J. Additional  For absent students,  For absent students,  For absent students,  For absent students,  For absent students,
activities for activity of the day will activity of the day will activity of the day will activity of the day will activity of the day will
application or be given as well as be given as well as be given as well as be given as well as be given as well as
remediation discussion. discussion. discussion. discussion. discussion.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative
assessment
B.No. of learners
who require
additional
activities for
remediation.

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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 Limited Resources Limited Resources Limited Resources Limited Resources Limited Resources
principal or
supervisor can
help me solve?
G. What
innovation or
localized materials
did I use/discover Teacher-Made Activities Teacher-Made Activities Teacher-Made Activities Teacher-Made Activities Teacher-Made Activities
which I wish to
share with other
teachers?

Prepared by: Reviewed by: Checked by: Noted by:

LOURDES E. LAPARAN TERESITA G. POLI MARIA CHRISTINA F. BERNAL ESPERIDION F. ORDONIO, EdD.
Teacher I Master Teacher I Head Teacher I, English Department Principal IV