GRADE 9 School: Parañaque National High School – San Isidro Grade Level: 9

DAILY Teacher: Sheena Mae A. Deliña Learning Area: English

LESSON LOG Teaching Dates and Time: July 29 – August 2, 2024 Quarter: 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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
I. OBJECTIVES
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 enhancing the 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.
B. Performance Standards: The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial
Expressions, Body Movements/ Gestures and Audience Contact.
C. Learning  Build a learning-  Define clear Most Essential Learning Most Essential Learning Most Essential Learning
Competencies/Objectives: centered community expectations and Competency: Express permission, Competency: Express Competency: Express
Write the LC Code for each by getting to know goals for the obligation, and prohibition using permission, obligation, and permission, obligation, and
more about each other, subject, modals. prohibition using modals. prohibition using modals.
and  assess the
 provide guideline for knowledge of the  Define modals,  Define modals,  Determine the correct
proper execution of students in specific  differentiate modal verbs  determine the correct usage of modals,
duties, and for subjects, and from regular verbs, and usage of modals, and  construct sentences
students' academic  give interventions  identify modals of  construct sentences using using modals, and
performance. to those students permission, obligation, modals.  use modals in
who will fail the prohibition. expressing permission,
pre-test. obligation, and
prohibition correctly.

II. CONTENT 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.
Orientation/Modals
Lists the materials to be used in 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
III. LEARNING materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References SDO Parañaque TOS and Matrix English 9 Module English 9 Module English 9 Module
1. Teacher’s Guide Pages SLEM – English 9 – Quarter 1 - SLEM – English 9 – Quarter 1 - SLEM – English 9 – Quarter
Week 1-2 Week 1-2 1 - Week 1-2
2. Learner’s Materials Pages SLEM – English 9 – Quarter 1 - SLEM – English 9 – Quarter 1 - SLEM – English 9 – Quarter
Week 1-2 Week 1-2 1 - Week 1-2
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
Grammarly. (2023). Modal Verbs: Definition & Usage Examples | Grammarly. (2023). Modal Verbs: Definition & Usage Examples | Grammarly. (2023). Modal Verbs: Definition & Usage
B. Other Learning Resources Grammarly Blog. Modal Verbs: Definition & Usage Examples | Grammarly Blog. Modal Verbs: Definition & Usage Examples | Examples | Grammarly Blog. Modal Verbs: Definition &
Grammarly Blog. https://www.grammarly.com/blog/modal-verbs/ Grammarly Blog. https://www.grammarly.com/blog/modal-verbs/ Usage Examples | Grammarly Blog.
https://www.grammarly.com/blog/modal-verbs/
 GRADE 9 School: Parañaque National High School – San Isidro Grade Level: 9
DAILY LESSON Teacher: Sheena Mae A. Deliña Learning Area: English
LOG Teaching Dates and Time: July 29 – August 2, 2024 Quarter: 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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
IV. 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.
Daily routine: Prayer, Daily routine: Prayer, Daily routine: Prayer, Attendance, Daily routine: Prayer, Daily routine: Prayer, Attendance, and Greetings
Attendance, and Greetings Attendance, and Greetings and Greetings Attendance, and Greetings
(Student will lead the prayer. Students will arrange
(Student will lead the prayer. (Student will lead the prayer. (Student will lead the prayer. Students (Student will lead the prayer. their chairs and pick up the trash.)
Students will arrange their chairs Students will arrange their chairs will arrange their chairs and pick up Students will arrange their
and pick up the trash.) and pick up the trash.) the trash.) chairs and pick up the trash.)
A. Reviewing Previous Lesson or SOLO: Multistructural SOLO: Multistructural SOLO: Multistructural SOLO: Unistructural SOLO: Unistructural
Presenting the New Lesson Ask: Ask: Activity #1: The Lifeboat Activity #1: I can! Activity #1: Tell whether each sentence
Have you ever wondered What is the purpose of The students will be presented The teacher will show a expresses permission, obligation, or
what role you play at this asking someone to sign in a with a situation and answer the picture of several prohibition. Be ready to share your answer
point in your life? slam book? following question: talents/skills. The students’ with the class.
What personal morals and values task is to share their abilities
came into play with your by choosing one picture 1. The security guard should stay in
decisions? which is related to their front of the supermarket.
talent/s. 2. Can I just get a piece of paper from
your desk?
3. You have to be ready for the
interview tomorrow.
4. You may now start answering the
questions.
5. You can’t copy my homework.

Answers: obligation; permission;

obligation; permission; prohibition
B. Establishing a Purpose for the Activity #1: Blobs and SOLO: Unistructural SOLO: Multistructural SOLO: Unistructural SOLO: Multistructural
Lesson Lines! Activity #1: Sign me up! The students’ answers will be The students will analyze The students will listen to two songs with
The students will listen to The students will be asked written on the board to be used these sentences: modals. After listening/reading the lines from
their teacher’s prompts to complete a page of a as examples, then, they will be the two songs, the students will answer the
and organize themselves in “slam book” by providing answering the questions below: 1. I can dance following questions:
a line (for example, in their basic information and  What do you notice about 2. You may go.  Can you identify correctly the
alphabetical order of last sharing it with the class. the underlined words? 3. I must follow the rules. modals of permission, obligation and
name) or What do they express? 4. You should drink water prohibition easily or is it hard, and
in blobs according to  When do we usually use instead of soft drinks. why?
something they have in them? What are they 5. He may be at the office.  Do you think learning permission,
common (birth month). called? obligation, and prohibition using
Afterward, the students will modals helps you in daily activities
 be asked the following in life? Why?
questions:
 What do the words
in bold denote?
 What are modals?
C. Presenting Examples/Instances SOLO: Unistructural Activity 2: The students will SOLO: Multistructural SOLO: Multistructural SOLO: Relational
of the Lesson The teacher will show a prepare for the The teacher will ask: In the Activity 2: The teacher Activity 2: Using the appropriate modal,
picture of a slam book to examinations. The teacher story, you are only allowed to will present a picture of create dialogues based on the given situations
the students and will ask will give general save 5 passengers. If you were the school and students below. Be ready to share your answer with
some processing instructions to the students. to plea your position, how are are supposed to the class.
questions. you going to tell the other distinguish which of the
person about your situation? following rules and 1. You are the SSG president and you
regulations are appropriate would like to ask permission from
to the picture. So, what are the school principal to attend the
Sample answer: “You should
the rules and regulations leadership training.
save me because I’m old.”
that we commonly see in 2. You are the class president and you
this vicinity? want a truant classmate to know that
The teacher will underscore it is necessary to come to class on
the word should as one of the time.
modals that could express
major communicative
functions such as permission,
obligation, and prohibition.
D. Discussing New Concepts and SOLO: Unistructural Process of Giving the Test SOLO: Unistructural SOLO: Multistructural The students will recall the different
Practicing New Skills #1 The students will be asked Papers Activity 2: Guess What? The students will answer functions of modals by giving example
to complete a page of slam 1. The test papers will be Guess the words described below. the question: Why do you sentences and explaining it with the class.
book by answering their given by row. Use the boxes as your clue. Write think we must follow the
student profile and/or by 2. No one is allowed to your answer on a separate sheet of rules in the school?
giving the needed write anything on the paper.
information. test questionnaire. The students will recall the
3. Wait for the teacher’s 1. This is a type of modal that definition of modals as
instructions before indicates that something should well as the difference of
starting with the test. not be done or that someone must modals and regular verbs.
4. Do not forget to submit not do something.
the test questionnaire P h i n
once done answering.
E. Discussing New Concepts and SOLO: Multistructural During the Exam: The teacher will help the The teacher will introduce SOLO: Multistructural
Practicing New Skills #2 Activity #2: Find someone 1. Once you have your students to form the following the different functions of Activity #3: Using the appropriate modal,
who questionnaire, eyes on concepts and generalizations: modals through various think of any rules/set up some rules that you
After filling out the needed your paper and answer  Definition of modals examples given by the may apply at home or at school. Be ready to
information, the students quietly.  Function of modal used students in the earlier share your answer with the class.
will engage in a social 2. Avoid looking around activities.
activity by following the while the examination is
instructions that will be ongoing.
3. Any unnecessary
given by the teacher.
movement will be
 considered cheating.
4. Strictly no talking.
5. The students need to keep
quiet during the test.
6. The students will have to
raise their hands should
there be clarifications or
questions about the test.
7. Finish the exam on time.
No extension is allowed.
F. Developing Mastery SOLO: Unistructural After the Exam: SOLO: Multistructural SOLO: Unistructural SOLO: Multistructural
(Leads to Formative Assessment 3) Activity #3: This or that 1. Always double-check Activity #3: Find the The teacher will show a Answer the following questions in the best
The students will move to your answer. difference picture of a sign and the way you can using correct modals.
a particular side of the 2. Submit the questionnaire students will create a  What should people do when they
room to represent their forward to avoid Using the table, the students rule/sentence using the signs feel angry?
opinions on a certain commotion, followed by will differentiate modal verbs given.  What must a student do to maintain
topic. the answer sheet, strictly from regular verbs. They may good grades?
no talking. use the following sentences as  What do you ought to do when you
their guide. vote?

Sentence #1: Loey can climb

the tree.
Sentence #2: Loey climbed the
tree.
 GRADE 9 School: Parañaque National High School – San Isidro Grade Level: 9
DAILY Teacher: Sheena Mae A. Deliña Learning Area: English
LESSON LOG Teaching Dates and July 29 – August 2, 2024 Quarter: 1
Time:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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
IV. PROCEDURES 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.
Make the students realize After answering all the SOLO: Multistructural SOLO: Multistructural SOLO: Unistructural
G. Finding Practical Applications about the significance of exams for the day, the The students will be asked to share The students will be Underline/ pick out the modal verb in each
of Concepts and Skills in Daily sentence, and identify its function as
knowing their role not just in teacher, together with the example sentences using modals. asked to share example
Living permission, prohibition, or obligation. Write
their own lives but to the students, will check and sentences using modals
school, community, and tally the scores. and its different functions. your answer on your answer sheet. (2 points
country. each)

Obligation 1-2. I ought to observe the

warnings.
Prohibition 3-4. You can exit without doing
it dramatically.
Permission 5-6. Parents should respect their
children, too.
Permission 7-8. May we visit you on
Sunday?
Prohibition 9-10. You cannot enter the
campus without your I.D.
H. Making Generalizations and SOLO: Multistructural Using the emoji meter below, the Using the emoji meter SOLO: Multistructural
Abstractions about the Lesson The students will write one students will gauge their level of below, the students will The students will write one or two things
or two things they felt understanding of the topic. Random gauge their level of they felt worked well or not so well for them
worked well or not so well students will be called to explain understanding of the topic. in understanding the lesson, or what
for them on the first day, or their choice of emoji. Random students will be thoughts they want to emphasize from the
what thoughts they want to called to explain their session.
emphasize from the session. choice of emoji.

I. Evaluating Learning The students will recall SOLO: Unistructural SOLO: Unistructural SOLO: Extended Abstract
some key concepts that was Seatwork #1: Complete the Seatwork #2: Select the Group Activity: FOOD FEST
discussed today such as following sentences using appropriate correct modal from the
citing the rules and modal verbs. Choose the correct given choices in the The students will be grouped into three and do
regulations. answer from the box and write your parenthesis. Write the tasks below to give them ample
answer on your notebook. your answer on your opportunities in using the
notebook. modal verbs in expressing permission,
obligation and prohibition.
1. It’s getting late. I
1. When you are a driver, you ________leave 1. Group Siopao: Health and Home Editor
_________ stop on red lights. immediately. (can, may, Dr. Risa Rodriguez wrote that becoming a
2. Children _________ stay in their should) parent is not an easy job. She claims that being
rooms during playtime. 2. She ________eat food protectively caring for the children stems from
3. We _________ be there before the with high calcium content. the intention of the parents to prevent
contest starts or else, we will be (cannot, may not, must dangerous situations that might harm their
disqualified. not) kids. However, when overly done, it deprives
4. I can’t get a connection in my 3. The school, as a second teen-agers the chance to find their significance
phone. _________ I borrow yours? home, in the community and make meaningful
5. The rules state that you _________ ________constantly experiences with their peers.
invite only one guest to the party. nurture and protect the Task: Put your feet on the shoes of your
6. People _________ smoke in public rights of children. (can, parents and prepare a list of activities that your
places. may, must)
future sons and daughters are allowed to do
7. Students _________ manage their 4. ________I talk to you
when they reach junior high school. Use the
time carefully when taking a timed during your free time?
test. (may, must, should) modal verb that express permission in
8. People _________ turn off their 5. Before one talks about making a list.
mobile phones at the movie theater. an issue, he/she
9. Men and women _________ be _______read about it first. 2. Group Kikiam: In a study conducted at the
treated equally. (has to, have to, had to) University of the Philippines in 2019, it is
10. If you are going to drive, you 6. You __________ end found out that the age of information and
_________ consume alcoholic drinks. the meeting at three social media trigger more teen agers to engage
o’clock. (permission) in early romantic relationships. Most of the
Answers: must; musn’t; have to; (must, may, have to, time, separating these teen-age couples leads
Can; have to; musn’t; must; have ought to) to severe misbehavior and suicidal tendencies
to; must; musn’t 7. You among those who cannot emotionally cope up
__________disturb him with the break-up.
during his siesta hours. Task: Perform a skit that will show a scene of
(could not, may not, parents properly explaining to their daughter
would not, have not to) and to her boyfriend the things that they
8. You ____________ not SHOULD NOT DO while still finishing their
go there alone. (can, studies. Stress that these things might
could, may, should) adversely affect their performance in school
9. She ___________ to and hinder them from achieving their dreams
the barangay hall
in life. Use the modal verbs of prohibition in
yesterday. (must go, had
the script.
to go, has to go, have to
go)
10. You ___________visit 3. Group Siomai:
her anytime today. Task: Imagine that you were members of the
(permission) (may, might, high council in an international youth
must, should) organization called World Teenagers
Federation (WTF). You have to issue five
commandments for fathers and mothers to
abide by in becoming good parents to their Gen
Z children. Also, give five commandments that
Gen Z will follow to be considered as good
sons and daughters to their parents. Use the
modal verb of obligation in drafting your work.
 Criteria for Grading:
Content 40%
Presentation 35%
Teamwork 25%
TOTAL 100%
J. Additional Activities for The students will present their outputs before the
Application or Remediation class through oral reports. The showcase of products
will enable the students to link the values and ideas
picked up from the discussion to real life situations.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities
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: Checked by:

Sheena Mae A. Deliña Joana Mae M. Gayacao Aurea C. Salazar

Teacher I Grade Level Coordinator Principal I