GRADES 1 to GEN.

LICERIO GERONIMO MEMORIAL NHS-

12 School: GULOD ANNEX Grade Level: 9- MORGANITE
DAILY Teacher: PRECIOUS DR. BAUTISTA Learning Area: English
LESSON LOG Teaching Dates and Time: February 5 – 8 , 2024 (Week 1) 6:30 -7:25 am Quarter: 3
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
OBJECTIVES 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 using Formative Assessment 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 Standards: 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 verbal’s for him/her to skillfully perform in a one-act play.

B. Performance Standards: The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning No English Class EN9LC-IVf-13.3 EN9LC-IVf-13.3 EN9LC-IVf-13.3 Holiday
Competencies/Objectives Differentiate biases from Differentiate biases from Differentiate biases from
: prejudices. prejudices. prejudices.
Write the LC Code for Reflecting on the speaker’s Sharing personal opinions Forming decisions based on
each
ideas on the ideas listened to ideas mentioned
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Differentiating Biases from Differentiating Biases Differentiating Biases from
I. CONTENT Prejudices (Part 1) from Prejudices (Part 1) Prejudices (Part 1)
II. LEARNING Lists the materials to be used on different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials
Pages Learner’s Packet Leap Week 1 Learner’s Packet Leap Week Learner’s Packet Leap Week 1
1

3. Textbook Pages

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
PROCEDURES can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Ask students the following
Lesson or Presenting question: "Have you ever seen Review Review
the New Lesson someone judge another person
without knowing them? How do
you think this affects the person
being judged?"
Allow students to briefly discuss
their responses, highlighting the
idea that judgments based on
limited information can lead to
unfair treatment and incorrect
assumptions.
B. Establishing a Purpose The teacher will display Students will bring out their
for the Lesson Read the following comics. Decide two statements on the assignment and analyze its
to which of the characters you board: "Chocolate ice content.
agree with and state your reason. cream is the best flavor"
and "The capital of
France is Paris." The
teacher will ask the
students to discuss with a
partner and decide which
statement is a fact and
which is subjective. After a
brief discussion, the teacher
will solicit answers from a
few students to share their
reasoning.

C. Presenting Students will read an Based on the editorial article that

Examples/Instances of excerpt from President the students analyze in the
the Lesson Manuel L. Quezon’s previous activity, teacher will ask
speech. In your pad paper, questions about the sentences the
write down three (3) students find that is subjective
statements indicating and factual.
factual information and
three (3) statements
expressing subjective
content from the speech.
D. Discussing New Factual information is statements The teacher will provide several
Concepts and that can be verified or proven to be examples of statements and guide
Practicing New Skills true. the students through identifying
#1 Subjective content involves whether each statement is factual
judgment, feeling, opinion, or subjective. The teacher will
intuition, or emotion rather than start with simple examples and
factual information. gradually increase the
complexity. The teacher will ask
students to explain their
reasoning for subjective
statements. To monitor student
performance, the teacher will
circulate the classroom, providing
assistance and checking for
understanding.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New An editorial is a journalistic piece
Concepts and of writing that expresses the
Practicing New Skills
writer’s thoughts and opinions on
#2
a certain issue.
Example: A writer for a school
newspaper might choose to write
an editorial on the new school
dress code. Instead of trying to
criticize everything they don't like
about school, a writer can create
a call-to-action by focusing on
this one topical issue.

F. Developing Mastery Students will work For your task, choose only one
(Leads to Formative individually on a worksheet (1) among the current issues
Assessment 3) where they will read given below and write an
The teacher will provide several statements and determine if editorial article about it.
examples of statements and guide they are factual or Administration of COVID-
the students through identifying subjective. They will also 19 Vaccine
whether each statement is factual or need to justify their Mental Illness Stigma in the
subjective. The teacher will start answers for subjective Philippines
with simple examples and gradually statements by explaining
 Resumption of Face-
increase the complexity. The why they are subjective.
to-Face Classes Your
teacher will ask students to explain The teacher will set clear
behavioral expectations for article should consist of 200-
their reasoning for subjective
statements. To monitor student the work time and 300 words. It should contain at
performance, the teacher will encourage students to ask least two (2) sentences stating
circulate the classroom, providing questions if they need factual information and three
assistance and checking for clarification. (3) sentences expressing
understanding. subjective content. Underline or
highlight these sentences. Write
your article in one whole sheet
of paper.
G. Finding Practical It is equally important to know how It is important to know how There are commonly accepted
Applications of to distinguish factual to subjective to distinguish factual standards and procedures for
Concepts and Skills in information when listening to a judging whether a factual
information from
Daily Living speaker or reading an article when statement is true or untrue.
subjective content when
gathering information. For listening to a speaker or Conversely, a subjective claim is
situations that call for a valuable an expression of belief, opinion,
reading an article when
input from you, it is important that or personal choice rather than a
gathering information. For
you know these two important factual matter.
situations that call for a
concepts so that you may be able to
balance them to form a strong valuable input from you
argument. such as when asked about
your stand on a particular
issue (e.g., writing an
editorial, making a speech),
it is important that you
know these two important
concepts so that you may
be able to balance them to
form a strong argument.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDUR These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
ES you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Generalizing and The teacher will gather the The teacher will ask Factual information is based on
Abstractions about the students' attention and ask them to students to summarize verifiable evidence and can be
Lesson summarize the key differences what they have learned in proven.
between factual and subjective today’s lesson. Subjective information is
information. The teacher can also influenced by personal opinions,
ask a few students to share their emotions, or preferences.
worksheet answers and reasoning.
Finally, the teacher will restate the
objective and its importance in
critical thinking and evaluating
information.
I. Evaluating Learning The teacher will read an article Read the following pairs of Students will be graded based on
about President Obama’s speech sentences. Decide which is the rubric.
and answer the following: a factual and which is
Identify which among the subjective between the two.
statements contain factual Write F for factual and S
information or subjective content. for subjective. Write your
Write F for factual and S for answers in pad paper.
subjective. Write your answers on 1. _____ Catering to more
pad paper.
than 6,000 students, Luis
1. There were no winners in this
Palad Integrated High
government shutdown.
2. At a time when our economy School is the largest school
in the Division of Tayabas
needs more growth and more jobs, City.
the manufactured crises of these _____ It is a privilege to
last few weeks actually harmed finish secondary education
jobs and growth. in Luis Palad Integrated
3. The Senate has already passed a High
bill with strong bipartisan support. School.
4. First, we should sit down and 2. _____ Tayabas City is a
pursue a balanced approach to a home to established
responsible budget, one that grows
Tayabasin artists such as
our economy faster and shrinks our
Manuel Jamilano, Tipin
long-term deficits further.
5. Second, we should finish the job Rosales Eleazar, Delfin
of fixing our broken immigration Antiola, and Jose Romero.
system. There’s _____ I am proud of local
already a broad coalition across artists from my hometown,
America that’s behind this effort, Tayabas City.
from business leaders to faith 3. _____ Online distance
leaders to law enforcement. It learning is more fun than
would grow our economy. modular due to virtual
interaction with teachers
and classmates every now
and then.
_____ Before the
beginning of the school
year, LPIHS conducted a
survey to identify students
who can be subjected under
modular distance learning
and online distance
learning.
4. _____ The aisle of
Basilica Menor de Tayabas
is perfect for the bride’s
most memorable walk in
her life.
______ The Basilica
Menor de Tayabas is
known for having the
longest aisle among the
churches built during the
Spanish colonial era.
5. ______ Malagonlong
Bridge is one among the
Spanish-era bridges in
Tayabas.
______ The thought of
children said to be
kidnapped and their blood
used in the construction of
bridges to make them
strong and stand the test of
time is scary.
J. Additional Activities for Assignment: Bring one example of
Application or Students will find three examples of factual information editorial page whether
Remediation and three examples of subjective information from their printed, cut out or written.
textbooks, news articles, or personal experiences. They can Paste it in your notebook.
write them down and be prepared to discuss their examples
in the next class.

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students
VI. REFLECTION learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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

works well? Why did this work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked by: Noted by:

PRECIOUS DR. BAUTISTA ROSELLE C. CORAÑES Esmalia P. Cabalang,Ed. D.

Teacher I Officer – IN – Charge Principal IV