School: SUAL NATIONAL HIGH SCHOOL Grade Level: 9

DAILY LESSON LOG

Pre-Service Teacher: ERICA JOY BORLAZA Learning Area: ENGLISH
45 MINUTES
Teaching Date: FEBRUARY 20, 2025 Quarter: 4

Objectives must be met throughout 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 to develop content
knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of
I. OBJECTIVES
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.

Section and Time

A. Content Standards: Learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving
unchanging values in a changing world; also, how to use the features of a full-length play, tense consistency, modals, active and
passive constructions plus direct and indirect speech to enable him/her competently performs in a full-length play.
B. Performance Standards: The learner competently performs in a full- length play through applying effective verbal and non-verbal strategies and ICT
resources based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Grade Level Standards: The learner demonstrates communicative competence through his/ her understanding of British American Literature, including
Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
D. Learning a. Define critical thinking and its importance in daily decision-making.
Competencies/Objectives: b. Analyze real-life situations where critical thinking is necessary.
Write the LC Code for each c. Apply critical thinking strategies in evaluating problems and making sound decisions.

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
Value Judgements
Critical Thinking

Lists of the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
III. LEARNING RESOURCES learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning
promotes concept development.

A. References
1. Teacher’s Guide Pages
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 2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resource PowerPoint, Laptop
These steps should be taken throughout 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
IV. PROCEDURES 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 The teacher will review the previous lesson by asking the following questions:
Lesson or Presenting the
New Lesson What is a critical Issue?
Kindly give the 3 types of critical issues?

B. Establishing a Purpose The teacher will ask following questions:

for the Lesson
Have you ever made a decision that you later regretted?
Why do you think that happened?

C. Presenting CRITICAL THINKING

Examples/Instances of the
Lesson is the opposite of regular, everyday thinking. Moment to moment, most thinking happens automatically. When you think critically,
you deliberately employ any of the above intellectual tools to reach more accurate conclusions. We can run into problems when
we let our automatic mental processes govern important decisions.

Examples:
Falling for fake news.
Buying a product because of an advertisement without checking if it’s real.
Choosing between studying or procrastinating.

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 Without critical thinking, it’s easy for people to manipulate us and for all sorts of catastrophes to result. Even day to day, it’s easy
to get caught in pointless arguments or say thoughtless things just because you failed to stop and think deliberately.

D. Discussing New VALUE OF CRITICAL THINKING

Concepts and Practicing 1. It allows you to continue to develop intellectually after you graduate.
New Skills #1 Progress shouldn’t stop after graduation–you should keep learning as much as you can.
When you encounter new information, knowing how to think critically will help you evaluate and use it.

2. It helps you make hard decisions.

Equally important in the decision-making process is the ability to think critically. Critical thinking allows you compare the pros and
cons of your available options, showing that you have more options than you might imagine.

3. People can’t manipulate you.

Just look at ads for the latest fad diet or “miracle” drug–these rely on ignorance and false hope to get people to buy something
that is at best useless and at worst harmful. When you evaluate information critically (especially information meant to sell
something), you can avoid falling prey to unethical companies and people.

4. It makes you more employable (and better paid).

The best employees not only know how to solve existing problems–they also know how to come up with solutions to problems no
one ever imagined. To get a great job after graduating, you need to be one of those employees, and critical thinking is the key
ingredient to solving difficult, novel problems.

E. Discussing New Concepts WAYS TO THINK MORE CRITICALLY

and Practicing New Skills #2
1. Ask Basic Questions.

Sometimes explanation becomes so complex that the original question gets lost. To avoid this, continually go back to the basic
questions you asked when you set out to solve the problem.

2. Question Basic Assumptions.

Things can be a reality if you just question your assumptions and critically evaluate your beliefs about what’s prudent, appropriate,
or possible.

3. Be Aware of Your Mental Processes.

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 Human thought is amazing, but the speed and automation with which it happens can be a disadvantage when we’re trying to think
critically. Our brains naturally use heuristics (mental shortcuts) to explain what’s happening around us.

4. Evaluate Existing Evidence.

When you’re trying to solve a problem, it’s always helpful to look at other work that has been done in the same area. There’s no
reason to start solving a problem from scratch when someone has already laid the groundwork.

5. Understand That No One Thinks Critically 100% of the Time. You can’t think critically all the time, and that’s okay. Critical
thinking is a tool that you should deploy when you need to make important decisions or solve difficult problems, but you don’t need
to think critically about everything.

F. Developing Mastery Activity: "Decision-Making Race"

(Leads to Formative
Assessment 3) Direction:

The class is divided into two teams. The teacher presents a real-life situation and asks, "What is the best decision you can make?"
Each team writes down their best decision and justification within 2 minutes. The teacher evaluates the reasoning of each team.
The team with the best critical thinking approach wins the round. The game continues for multiple rounds with different scenarios.

Questions for the Game:

You lost your wallet. What should you do?

Your friend asks you to lie for them. How will you respond?

You see a classmate being bullied online. What actions will you take?

You are tempted to cheat on an important test. How will you handle this situation?

G. Finding Practical The teacher will ask the following questions that are reflected in their real-life scenarios:
Applications of Concepts
and Skills in Daily Living How can you apply critical thinking in your personal lives?

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 H. Making Generalizations The teacher will ask the following questions.
and Abstractions about the
Lesson Why is critical thinking important?
How can it help you make better choices?

I. Evaluating Learning Activity: “Your Weekend Decision”

Direction: Read the scenario below and choose one option (either Option 1 or Option 2). After you decide, write down why you
think it's the best choice for you. Think about the good and bad sides of your decision and how it will affect your responsibilities,
relaxation, or goals.

Scenario: You and your friends are planning to go to a theme park, but the night before, your teacher tells you there will be a
surprise test tomorrow that is very important for your grade. What will you do?

Option 1: Go to the theme park and enjoy the day.

Option 2: Stay home and study for the test.
J. Additional Activities for
Application or Remediation

V. REMARKS

VI. REFLECTION
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
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?

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G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

Prepared by:
ERICA JOY BORLAZA
Pre-service Teacher
Reviewed and checked by:
LESLIE BETH A. DELOS SANTOS
Cooperating Teacher

Recommending Approval:
SHEILA MARIE R. BIASON, PhD
Head Teacher III - English

Approved:
AMPARO P. RAMOS. EdD
Principal II