School ARAULLO HIGH SCHOOL Grade Level 9

Teacher Adeline C. Tejada Learning Area English

Module 1-Enhancing the Self DLL #
DAILY LESSON LOG Lesson 5- Quarter First
DAY 5 DAY 5 DAY 1 DAY 2 DAY 3
Dates: July 9, 2018 Monday July 10, 2018 Tuesday July 11, 2018 Wednesday July 12, 2018 Thursday July 13, 2018 Friday
July 9-13, 2018 Dalton, Curie, Amorsolo, Durer Shakespeare, Napier, Amorsolo All sections All sections Shakespeare, Dalton, Napier, Curie,
Durer
I. OBJECTIVES
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,
A. CONTENT STANDARD 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.
B. PERFOMANCE The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery,
STANDARD Facial Expressions, Body Movements/ Gestures and Audience Contact.
C. LEARNING EN9WC-Id-8.1: Examine sample EN9WC-Id-8.1: Examine sample EN9VC-Ie-21: Summarize the EN9SS-Ie-1.5.1: Skim to determine EN9LT-Ie-14: Analyze literature as
COMPETENCIES texts representative of each type. texts representative of each type. contents of the material viewed key ideas and author’s purpose a means of discovering the self
EN9LC-Ic-3.12: Paraphrase the text EN9LT-Ie-2.2.2: Explain the literary
Write an advocacy campaign Write an advocacy campaign listened to devices used
slogan slogan

II. SUBJECT MATTER

Final Task: Writing an Advocacy Final Task: Writing an Advocacy “Psalm of Life” by Henry “Psalm of Life” by Henry “Psalm of Life” by Henry
Campaign slogan Campaign slogan Wordsworth Longfellow Wordsworth Longfellow Wordsworth Longfellow
A. Learning A Journey Through Anglo-American Literature, English 9, pp. 86-90
Resources “Do You Know Where You’re Going To” by Diana Ross
1. Reference “Psalm of Life” by Henry Wordsworth Longfellow
2. Materials/ Powerpoint presentation of images, biography, and vocabulary
Equipment
C. Other Learning Youtube videos
Resources
IV. PROCEDURES/
ACTIVITIES AFTER THE LESSON BEFORE THE LESSON DURING THE LESSON
Task 9. Individual Advocacy
Campaign Slogan
Topic: Coping with challenges Topic: Coping with challenges
Medium: slogan
Materials: bond paper/
cartolina and other art
materials
Pre-Writing:
Study the ff. examples of
slogans (See attachment)
What makes these examples
categorized as slogans?
Task 10. Writing Proper
Task 11. Post Writing: Which do
you think is the most
memorable? the most
emphatic? The most attractive? memorable? the most
Task 9. Individual Advocacy
Campaign Slogan
Medium: slogan
Materials: bond paper/
cartolina and other art
materials
Pre-Writing:
Study the ff. examples of
slogans (see attachment)
What makes these examples
categorized as slogans?
Task 10. Writing Proper
Task 11. Post Writing: Which do Task 3. Listening Activity:
you think is the most
emphatic? The most attractive? where you’re going to” by
Task 1. Motivation Task 5. Motive Question Task 10. Comparing and
What concept these pictures What do you know about living Contrasting (See p. 94)
show us? with a purpose? Compare Mother to Son and
What ideas are related to these Psalm of Life using the chart
pictures? Task 6. First Listening of the with a partner.
Poem
Task 2. Comparing Idea: What is the tone of the poem? Task 11. Final Task -- Poem for
Compare the ideas of the Is it the same as in “Mother to Me
following quotations: Son”? How? - Try to compose a poem
“To be what we are, and to that tells of who you
become what we are capable of Task 6. Vocabulary Study are, what you’re going
becoming, is the only end in Match the images with the through and what your
life.” – Robert Louis Stevenson words from the poem then give future would be like.
“Life is a big sea full of many your own meaning to it. - One stanza with 4-5
fish. I let down my nets and Slumbers, stout, bivouac, lines only.
pull.” – Langston Hughes sublime, forlorn, cattle - Use the following
words (or same
Task 7. Second Listening meaning to these
Listen to the song as you watch What is the tone this time of words) in your poem:
the video of “Do you know the poem when recited? Do Opportunities, heart,
you agree with the feeling Care, goal, challenges
Diana Ross then, answer the conveyed by the speaker? What
following questions: is she trying to say? - Write this in a one half
1. What emotion does crosswise bond paper.
this song evoke? Task 8 (See page 91-92) SGD You may include
2. How does the song’s illustrations if you wish
message relate to your life? Task 9. Presentation of Group
3. What is the best way to Discussion
live life according to the song?
Task 4. Author’s Background
How famous was Longfellow in
America? Is he also famous in
other countries? (Watch the
video of his biography)
V. ASSIGNMENT The best slogans will be What is the meaning of PSALM?
displayed around the classroom

REMARKS/NOTES/ Classes suspended due to If not accomplished, Task 9 will

REFLECTIONS inclement weather brought by be continued tomorrow,
Super Typhoon Gardo except for Amorsolo

Checked: ________________ Date: ____________

Category Poem #1: __________ Poem #2: ___________

__________________ ____________________
Subject
Mood / Tone
Theme or General
Truth