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    BE Lesson Plan Grade 9 DLL 6-20

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    Portia Terado
    The document is a daily lesson log from an English teacher at Sagkahan National High School. It summarizes a lesson on using sequence signals, punctuation marks, and word formation strategies to analyze a poem and participate in a speech choir. Students worked in groups to identify sequence signals and punctuation in a stanza from "Beowulf" and wrote introductions applying what they learned. They were then asked to write sentences describing their school's Brigada Eskwela week using punctuation and will present their work through rapping. The teacher found that integrating multimedia and the community service theme engaged students effectively.

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    © All Rights Reserved
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    BE Lesson Plan Grade 9 DLL 6-20

    Uploaded by

    Portia Terado
    432 views1 page
    The document is a daily lesson log from an English teacher at Sagkahan National High School. It summarizes a lesson on using sequence signals, punctuation marks, and word formation strategies to analyze a poem and participate in a speech choir. Students worked in groups to identify sequence signals and punctuation in a stanza from "Beowulf" and wrote introductions applying what they learned. They were then asked to write sentences describing their school's Brigada Eskwela week using punctuation and will present their work through rapping. The teacher found that integrating multimedia and the community service theme engaged students effectively.

    Original Description:

    Brigada Eskwela

    Original Title

    BE Lesson Plan Grade 9 Dll 6-20

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    The document is a daily lesson log from an English teacher at Sagkahan National High School. It summarizes a lesson on using sequence signals, punctuation marks, and word formation strategies to analyze a poem and participate in a speech choir. Students worked in groups to identify sequence signals and punctuation in a stanza from "Beowulf" and wrote introductions applying what they learned. They were then asked to write sentences describing their school's Brigada Eskwela week using punctuation and will present their work through rapping. The teacher found that integrating multimedia and the community service theme engaged students effectively.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    432 views1 page

    BE Lesson Plan Grade 9 DLL 6-20

    Uploaded by

    Portia Terado
    The document is a daily lesson log from an English teacher at Sagkahan National High School. It summarizes a lesson on using sequence signals, punctuation marks, and word formation strategies to analyze a poem and participate in a speech choir. Students worked in groups to identify sequence signals and punctuation in a stanza from "Beowulf" and wrote introductions applying what they learned. They were then asked to write sentences describing their school's Brigada Eskwela week using punctuation and will present their work through rapping. The teacher found that integrating multimedia and the community service theme engaged students effectively.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 1

    DAILY School: SAGKAHAN NATIONAL HIGH SCHOOL Grade Level: 9

    LESSON Teacher: PORTIA B. TERADO Learning Area: ENGLISH


    LOG #14 Teaching Date: June 20, 2019 Quarter: FIRST

    The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the
    Content Standard self; also how to use processing, 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.
    The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following
    Performance Standard
    criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements / Gestures and Audience Contact.

    I. LEARNING COMPETENCIES / • EN9RC-Id-13.2: Scan sequence signals or connectors to determine patterns of idea development
    OBJECTIVES • EN9G-Id-1.6/1.7: Use appropriate punctuation marks and capitalization to convey meaning
     Sequence Signals
    II. CONTENT
     Punctuation Marks
    III. LEARNING RESOURCES
    A. References
    1. Teacher’s Guide Pages p. 24-26
    2. Learner’s Materials Pages pp.42-48
    3. Textbook Pages
    4. Additional Materials from -
    Learning Resource (LR) portal
    B. Other Learning Resources Audio-Video clips of the punctuation rap, Visual aids, work sheets
    IV. PROCEDURES
    A. Preparation  Let the students recall the discussion on sequence signals and punctuation marks (3 mins.)
     Let them watch and listen to a video about punctuation marks and remind them about their output
    later on.
    B. Developmental Activity (Group work)
    • Have them scan through the poem, “Beowulf” and list down at least 2 the sequence signals they
    can spot. Have them write the function of each in the sentence (5 mins.)
     Call a representative for each group to read their answers. (5 mins.)
     Ask the students how else could they use sequence signals in other situations or learning areas.
     Process their answers.
    C. Enrichment  Draw the students’ attention to the next task on punctuation marks. Have them take note of the
    punctuation marks used in the stanza assigned to them and answer the questions about it. (5 mins.)
     Call a representative for each group to read their answers. (5 mins.)
    • Process students’ answers.
    D. Application (Group work)
     Instruct them to write an information exchange to introduce Beowulf and Grendel using the
    sequence signals, and punctuation marks they have learned. (10 mins.)
     Give them their work sheets.

    (Pair work)
     Let two members of the group read their introduction about the two characters.( 5 mins.)
    E. Assessment (Individual work)
     Have the students recall their participation of the Brigada Eskwela Week.
     Have them write sentences describing what they did during the week, anchored on the theme,
    “Matatag na Bayan Para sa Maunlad na Paaralan
     Remind the class to use the sequence signals and punctuation marks in their sentences.
     Tell that each of them will be presenting his output through rapping.
     Give them some tips on doing the rap. (18 mins.)
    F. Assignment • Ask the class to answer the question: “How would you like to be remembered?” (2 mins.)
    • Have them write it in a ¼ sheet of paper that will serve as their admission slip next meeting.
    V. REMARKS
    VI. REFLECTION
    A. No. of learners who earned 80% in the evaluation 155
    B. No. of learners who require additional activities for remediation 0
    C. Did the remedial lessons work? No. of learners who have caught up with the lesson N/A ; 0
    D. No. of learners who continue to require remediation 0
    Use of multi-media
    E. Which of my teaching strategies work well? Why did these work?
    Integration of Brigada Eskwela theme
    F. What difficulties did I encounter which my principal or supervisor can help me solve? None so far.
    G. What innovations or localized materials did I use/discover which I wish to share with other Use of multi-media in language and
    teachers? literature teaching

    Prepared by : Checked by:

    PORTIA B. TERADO EVELINA A. TEVES


    English Teacher HT-VI, English Department

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