SCHOOL SUNRISE INTEGRATED SCHOOL GRADE 9

DAILY TEACHER KAREEN A. ABASCAL SUBJECT ENGLISH

LESSON
LOG DATE February 10-14, 2025 (10:40AM-11:25AM) QUARTER 4 Week 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. 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 guide.
A. Content The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the
Standards world; also, how to use ways of analyzing one-act play and different forms of verbal for him/her to skillfully perform in a one-act play
B. Performance The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources
Standards based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning  Judge the relevance and worth of ideas, soundness of author’s reasoning, and the effectiveness of the presentation (EN9RC-
Competencies IVf-2.22)
with LC code Learning Objectives:
a. Define relevance and truth
b. Recognize the importance of analyzing the information you read and viewed online
c. Judge the relevance of the truthfulness of the ideas listened to.
d. Appreciate the importance of the relevance of the truthfulness of the ideas listened to
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.
II. CONTENT
Relevant vs. Truthful information and Evidences
III. LEARNING 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
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
Teacher’s Guide pages
Learner’s Material pages None
Textbook pages None
Additional Materials English – Grade 9 Alternative Delivery Mode
from learning Resource Quarter 4 – Module 1: Judge the Relevance and Worth of Ideas, Soundness of Author’s Reasoning, and the Effectiveness of the
(LR) portal Presentation
Second Edition, 2021
B. Other Self –Learning Module, PowerPoint Presentation, pictures, Videos
Learning
 Resources
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.
Preliminary Activities
 Prayer
 Greetings
 Arranging of Chairs
 Checking of Attendance
A. Reviewing previous Activity: What I Know  Have a recap on the activities  Have a recap on the activities  Review the >Remedial/
lesson or presenting Read the conversation below: being tackled being tackled previous Enhancement
 Let the students perform the  Let the students perform the discussion Reading
the new lesson recapitulation and share what recapitulation and share what  Let the students schedule
have they learned from the have they learned. perform the >NMP
previous discussion about recapitulation and
share what have
they learned.
Process Questions: Imagine you
overheard the conversation
between the two characters
namely; Maria and Joseph.
1. Which statement is more
convincing? Maria or Joseph?
2. What are the things you
considered in making your
choice?
3. What do you think is the
impact of unconfirmed
information spreading online?
4. What do you suggest to
readers or listeners?

(The teacher will facilitate

students answer)
B. Establishing a (before delving to a new Learning Objectives: Learning Objectives:
purpose for the discussion, the teacher will a. Define relevance and truth a. Define relevance and truth
lesson introduce first the lesson b. Recognize the importance of b. Recognize the importance of analyzing
objectives) analyzing the information you the information you read and viewed
>Presenting Learning read and viewed online online
Objectives c. Judge the relevance of the c. Judge the relevance of the truthfulness
(Unlocking difficulties) truthfulness of the ideas listened of the ideas listened to.
 RELEVANCE- is how to. d. Appreciate the importance of the
appropriate something is to what d. Appreciate the importance of relevance of the truthfulness of the ideas
is being said at a given time. the relevance of the truthfulness listened to
TRUTH- is something that has of the ideas listened to
been proven by facts or sincerity.

C. Presenting >As you go through this lesson, Learning Task.

examples/ Instances you will learn more about the Direction. Listen carefully to the
topic. news clip using the link below
of the new lesson and be ready to answer the
Learning Task 1.
given questions;
>Now that you know the
different tips on how to spot
factual and truthful information,
let us verify your answers on the
first activity. Let’s do the fact
check by accomplishing the table
below. Put a check on the
corresponding item if it was
clearly provided by the speaker.
The person who will get the most
checks is therefore the one who
stated truthful ideas.

(In this activity, the teacher will

ask questions to the students and
facilitate their answers.)
D. Discussing new (The teacher will present and Learning Task
concepts and discuss the lesson through ASSIMILATION
PPT/Visual Aids) >Checking the legitimacy of the
practicing new Lesson proper information will keep us from being a
skills #1 >Relevance and Worthiness victim of fake news or faulty information.
>Soundness While as a receiver of information, we
>Effectiveness need to sharpen our skill in judging the
relevance and worth of one’s ideas, since
we may have to use it as biases of our
personal decisions in some situations.
 Points to consider in evaluating the
truthfulness of information
1. source 4. Supporting sources
2. author 5. date
3. details 6. biases
E. Continuation of ((The teacher will continue to >Let us read the oratorical speech below What’s More
discussion of new discuss lesson through that was written by JL Ecleo and was Read the following
PPT/Visual Aids) performed and won by Rey Chen paragraph. Copy the
concepts leading to Discuss more about of… Bahinting in an inter-high school oratorical paragraph and underline
formative >Relevance and Worthiness contest held at the Luce Auditorium in the sentences that do not
assessment >Soundness Silliman University. connect to the main idea.
>Effectiveness by presenting Read Today, Lead Tomorrow Description of My House
more examples
F. Developing Mastery Learning Task. Direction: Ask this question
(Leads to formative Analyze the following situations >What do you think about the speech?
and decide whether it can help Let’s look at the relevance and worthiness,
Assessment 3) you obtain factual information soundness and effectiveness of it based on
or not. Put a check () if yes the given discussion above.
and a cross (x) if no.

G. Finding practical >Why do some opinions seem >How can misinformation For relevance and worthiness: >With the students’
applications of more convincing than others? influence people’s beliefs and >Does the text for the presentation have a answer in A, provide
actions? clear topic? reasons why the
concepts and skills >Does it have a main idea? underlined statements are
in daily living For Soundness: not relevant to the main
>Is the premise true? idea or to the topic of the
>Are the author’s arguments strong text.
enough to hold to its premise?
For Effectiveness:
>Is the audience considered?
>Does the content have a logical structure?
>Is a material used?
>Is proper spoken English used?
a. Making > What you should do if the Activity: Wrap-up Crossword >In your own words
generalizations information presented by the Puzzle discuss what makes a
writer is valid or not? presentation relevant,
and abstraction worthy, sound, and
about the lesson effective.
b. Evaluating Finally, you were able to deal with the different related activities to sharpen your skills on Judging the relevance and worth of ideas, soundness of
learning author’s reasoning, and the effectiveness of the presentation (. Now, it’s time to evaluate your learning. Ready? Here we go!
A. Identify what is asked in the following.
 1. This pertains that if the premise is true then it should guarantee the truthfulness of the conclusion.
2. This pertains to the content being appropriate or connected to the topic.
3. This pertains to the presentation’s ability to reach its desired result.
4. This pertains to the presentation of being good enough.
5. This is the act of forming opinion or conclusion about something.
B. Write True if the statement is correct or False if not.
6. A presentation is relevant if it is valid.
7. The logical structure of content is not necessary in a presentation.
8. Non-verbal expressions make a presentation more effective.
9. There should be careful consideration about the audience in a presentation.
10. A presentation is more effective when using slang.
A. Additional Assignment
Make a Blog Post!
Activities for
Vlog stands for a video blog or video log, and refers to a type of blog where most or all of the content is in a video format. Vlog posts consist of
application or creating a video of yourself where you talk on a particular subject such as reporting or reviewing a product or an event. Follow the given rubric on
remediation doing your vlog.
V. REMARKS
VI. REFLECTION 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 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
lessons.
D. No. Learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did this work?
F. What difficulties did I encounter which my principal or supervisor can help me
solve?
G. What innovation or localized materials did I used/discover which I wish to
share with other teachers?
Prepared by:
KAREEN A. ABASCAL, T-I
Teacher
Checked by:
GAUDIOSA L. ALKUINO, HT-II
School Head