Grade 1- 12 SCHOOL CAVINTI INTEGRATED NATIONAL HIGH SCHOOL

DAILY LESSON
LOG TEACHER Ma. Janice A, Cubo
TEACHING DATES & Nov. 04- 08, 2024 (7:15-8:00, 8:45-9:30, 10:00-10:45, 10:45-11:30 )
TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. CONTENT
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people; also how to use
STANDARDS processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation.
B. PERFORMANCE
STANDARDS
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
COMPETENCIES
EN9G-IIa-19: Use adverbs in narration EN9WC-IIa-10: Distinguish the features present in poetry and in prose.
OBJECTIVES (Write 1. Use adverbs in narration
the code for each)
2. Distinguish the features present in poetry and prose
3. Write a narrative paragraph recounting one‘s experience

II. CONTENT (Subject Matter) Narrative Paragraph

III. LEARNING RESOURCES
A. REFERENCES
1. Teacher's Guide
Pages
2. Learner's
materials Pages
Pages 1331-143
3. Textbook Pages
Pages 1331-143
4. Additional
Materials from
N/A
Learning Resource
(LR) from Portal
B. OTHER LEARNING
RESOURCES
Weblinks
• http://www.karmatube.org/videos.php?id=2959
• http://www.hollywoodreporter.com/live-feed/oprah-winfrey-reflects-martin-
luther-616824
IV. PROCEDURES
A. Reviewing
previous lesson or
presenting the new Introduction: Continuation of the LEARNING TASKS Continuation of the Presentation of
lesson
How was your school discussion about Introduction: How well discussion of language students group
last week? If you are memorable experiences can you adjust your restister. activity.
to share your story in school during their manner of speaking
based from previous years in school. when confronted  Frozen or Static
suchexperience, how with various situations At this level, language is
will you write about literally ―frozen‖ in time and
it? form. It does not
 change. This type of
language is often learned and
repeated by rote.
Examples are biblical verse,
Preliminary Activity: prayers, the Pledge of
TASK 1: CONNECTING Allegiance, and others.
LIVES  Formal
Consider this situation: A This style is impersonal and
student received often follows a prescriptive
academic format. The speaker
recognition from the uses complete sentences,
school. How do you think avoids slang and may use
a technical or
supportive parent would academic vocabulary. This is
speak to the child? the register used for most
Would academic and
others, such as a friend scientific publishing. This is
or a teacher, speak to the standard for work, school,
the and business.
child in the same
manner? Copy and use  Consultative
the table This is the register used when
below to create possible consulting an expert such as
dialogues between the a doctor. The
following: student- language used is more
parent, student-friend, precise. The speaker is likely
and studentteacher. to address the expert
Brainstorm on what each by a title such as ―Doctor‖,
one would say to ―Mr.‖ or ―Mrs.‖.
the student. Work with a  Casual
partner. This register is conversational
in tone. It is the language
used among and
.
 between friends. Words are
general, rather than
technical. This register
may include more slang and
colloquialisms.
 Intimate
The language used by lovers.
It is also the language used in
sexual
harassment. This is the most
intimate form of language. It
is best avoided in
public and professional
situations.

B. Establishing a
purpose for the
TASK 1: READING Activity: TASK 2: ACT IT OUT
lesson CORNER In a two-minute role play,
C. Preparing
examples/ instances
Read this paragraph TASK 4: WRITING YOUR present the dialogue you have
of the new lesson and answer the DRAFT written to the class. Decide
questions that follow. Get to know first what a which among the three
narrative paragraph is to situations you will portray: 1)
Questions to Answer: be guided in writing student and parent, 2) student
1. What does the your draft based from and teacher, and 3) student
writer articulate in the story you shared
 the first sentence? earlier. and friend.
2. How does the
writer develop this TASK 4: WRITING YOUR
idea in the sentences DRAFT
that follow? Get to know first what a
3. How does the narrative paragraph is to
paragraph end? What be guided in writing
is signified in the last your draft based from
sentence? the story you shared
4. What are the parts earlier.
of the paragraph?
5. How does the
character in the A narrative paragraph tells a
paragraph manifest story. It shows what happened
greatness? at a
6. Compare this Narrative paragraphs are often
paragraph with the used to describe our routines.
two poems in you  A narrative or story is any
previously studied. report of connected events,
What real or imaginary, presented in
makes it different
a sequence of written or
from the two? Use
spoken words, and/or still or
the table to note
moving images.  Narrative is
your answer.
D. Discussing new a message that tells or
concepts and
practicing new skills Answering/Discussing presents a story.  Narrative
#1
of Motive questions. begins in the mind, as each TASK 4: SCRIPT WRITING
individual conceptualizes their
perception of experience The class will be divided
E. Discussing new
concepts and into five groups. Each
practicing skills #2
F. Developing
group will
mastery (Leads to
formative
assessment 3) be assigned with a
TASK 2: SHARING TASK 5: REVISIT THEN
G. Finding practical
TASK 3: LOOKING language register. They
applications of Work in pair. Share REVISE Have your work be
concepts and skills CLOSER Based from the are to create
in daily living with each other a reviewed by your partner by previous activity, answer
story about your exchanging your drafts. Give the following questions. a script about a
memorable your feedback based from the 1. What is the conversation that depicts
experience so far in guide questions given below degree of
high school. Is the paragraph the language register
formality in each
 interesting? What makes conversation?
it so? Place a check assigned to them.
 Is the topic sentence mark on the
clearly stated at the column which
beginning of the corresponds to
paragraph? If there your answer
is no topic sentence, 2. 2. How does our
suggest one. relationship with
 Do the rest of the others influence
sentences support the the way we
topic sentence? communicate with
 Is there a concluding 3. them?
sentence? If there is
none, suggest one.
 Are adverbs used to
signify time and place? If
there are none, suggest
where
they could be
appropriately incorporat

H. Making
generalizations and
TASK 5: AND ACTION!
abstractions about Greatness Delivered: Abstraction: Present the script you have
the lesson
I. Evaluating
Language register is the crafted. Be guided with the
learning Listen as your teacher level of formality with rubrics
Processing students read the poem. Observe which you below.
answers how facial expression speak. Different
and gestures situations and people
are used to deliver the call for different
lines with impact. registers. These are the
Copy and fill out the different language
table below registers
to record your according to Joo (1967).
observation.

TASK 6: FINAL WRITING

 PHASE Based from the review
you did with your partner in
the previous activity, you are
now ready to write your final
output

J. Additional
activities for
application or
remediation

V. REMARKS

V!. Reflection

9- Maasahan 9- Masinop 9- Matulungin 9-Maasahan

A. No. of learners who

earned 80% in the
evaluation
b. No. of learners
who require
additional activities
for remediation
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?

Prepared by: Checked by: Noted by:

MA. JANICE A. CUBO LEOVINA G. BLAZA ERICKSON C. BARRIOS, EdD

Teacher II! Subject Coordinator School Head