GRADES 1 TO 12 School Congressman Ramon A.

Arnaldo High School Grade Level 9

DAILY
Teacher Mrs. Faith C. Morales Learning Area English
LESSON LOG
Date and Time January 3, 2020/10:30 – 11:30 Quarter 3

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 assessed 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.
C. Content Standards The learner demonstrates understanding of how Anglo American literature and other text types serve as
a means of connecting to the world; also how to use ways of analysing one act play and different forms
of verbals for him/her to skilfully perform in a one act play.
B. Performance Standard The learner skilfully performs in a 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 Competencies/Objectives EN9G-IIIa-21: Use Verbals.
Write the LC code for each
Recognize gerunds and its uses.
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.
GERUND
III. LEARNING RESOURCES 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.
A. References
1. Teacher’s Guide pages P 141-152
2. Learner’s Material pages P 255-257
3. Textbook pages P 255-257
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources * https://www.slideshare.net/sarahgunn3367/gerunds-47931765
* https://www.slideshare.net/ningsih_sm/gerund-26775403?qid=2f32df85-3856-4cb0-955c-
5e55516a72dd&v=&b=&from_search=2
* https://www.youtube.com/watch?v=kG2ehi2LDu8

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.
A. Reviewing previous lesson or Review the past lesson about “Ida B. Wells Barnett and her Fight for Justice.”
presenting the new lesson

COT #5 Remind the students to listen to the new lesson and be cooperative and participative
during the group activity.
B. Establishing a purpose for the lesson At the end of the lesson, the students are expected to:
1. Recognize gerunds and its uses.

C. Presenting examples/instances for 4-Pics-n-1-Sentence. The class will be group into four and they will guess the sentence
the new lesson
based on the pictures given to them.
COT #4
Group 1: Group 2:
COT #7

Singing makes Sarah happy. My hobby is gardening.

 Group 3: Group 4:

I like playing cards. She’s good in writing.

 The teacher will explain the sentences from activity 1.

 The teacher will ask the students of the following:
a. What have you notice of the following sentences?
b. What can you say about words with –ing form?

D. Discussing new concepts and practicing

new skills #1
 The teacher will present the definition of gerund.
Gerund is defined as a word ending in –ing that is formed from a verb. In other
words, it is a verb that functions as noun.
COT #8 Examples:
COT #7 a. Exercising is good for our health.
b. Lyka’s favorite exercise is jogging.
c. Merla keeps herself in good shape by dancing.
d. Lexter does boxing in the gym twice a week.

(Every example is provided with pictures presented in each slides.)

E. Discussing new concepts and practicing

new skills #2
 The teacher will present the functions of gerunds.
a. Gerund used as a subject.
COT #2 It is a noun, it can be a subject in the sentence.
Ex. 1.Exercising is good for our health.
COT #5
2. Singing makes Sarah happy.
COT #7 3. Writing is an exchange of ideas.
COT #8
b. Gerund used as a subjective complement.
A subject complement renames a subject, and it is considered as a noun.
Ex. 1.Lyka’s favorite exercise is jogging.
2. My hobby is gardening.
3. What I really like is travelling to other countries.

c. Gerund used as an object of the preposition.

Since a noun can be an object of a preposition, so can a gerund. A
preposition comes before a noun or a pronoun and shows a relationship to
another word in the sentence.
Ex. 1. Merla keeps herself in good shape by dancing.
2. She’s good in writing.
3. We can explore new worlds by reading.

d. Gerund used as direct objects.

Direct object is a type of noun that receives action from the subject. A direct
object always follows a transitive verb.

Ex. 1. Lexter does boxing in the gym twice a week.

2. He likes reading the comic section in the newspaper.
3. Daedalus decided escaping from the Labyrinth.
F. Developing mastery The teacher will play a music video, the students will identify the gerunds used in the
(Leads to Formative Assessment 3)
 lyrics of the music video.
COT #1 Integration of
MAPEH https://www.youtube.com/watch?v=kG2ehi2LDu8
COT #7 Title of the song: Weak
Singer: Michael Pangilinan

"Weak”

I don't know what it is that you've done to me

But it's caused me to act in such a crazy way
Whatever it is that you do when you do what you're doing
It's a feeling that I don't understand

'Cause my heart starts beating triple time

With thoughts of loving you on my mind
I can't figure out just what to do
When the cause and cure is you

I get so weak in the knees, I can hardly speak

I lose all control and something takes over me
In a daze and it's so amazing, it's not a phase
I want you to stay with me, by my side
I swallow my pride, your love is so sweet
It knocks me right off of my feet
Can't explain why your loving makes me weak

Time after time after time I've tried to fight it

But your love is strong it keeps on holding on
Resistance is down when you're around, starts fading
In my condition I don't want to be alone

'Cause my heart starts beating triple time

With thoughts of loving you on my mind
I can't figure out just what to do
When the cause and cure is you, oh

I get so weak in the knees, I can hardly speak

I lose all control and something takes over me
In a daze and it's so amazing, it's not a phase
I want you to stay with me, by my side
I swallow my pride, your love is so sweet
It knocks me right off of my feet
Can't explain why your loving makes me weak.

G. Finding practical applications of The teacher will prepare the following questions in a box. The class will sing “happy
concepts and skills in daily living
birthday” and when it ends, the one who holds the box will pick one question and answer
COT #3 it. (8 mins.)
COT #6 1. What do you usually do upon waking up in the morning?
COT #7 2. What is your favorite exercise?
3. How will you reach the school from your place?
4. What do you do here in school? Give one.
5. In what way will you increase your grades from the previous quarter?
H. Making generalizations and Recap the meaning of gerund and its usage.
abstractions about the lesson

EAT
Eating is fun. Subject
I like eating. Direct Object.
A fun time is eating Subjective Complement
He requested on eating in the mall. Object of Preposition
I. Evaluating learning The teacher will give 5 – item formative assessment. (5 mins.)
COT #7
COT #9 Direction: Underline the gerund in the sentences and identify their functions.

1. Leslie got into trouble for talking to Krista.

2. Marco’s first love was dancing.
3. Mark likes playing with the team.
4. Watching television does not burn calories.
5. His least favorite chore is washing the dishes.
6. Baking Pies is our topic in our TVE class.
7. He apologized for being late.
8. The referee tried stopping the fight but failed.
9. Studying is my top priority.
10. Her passion is writing love stories.

J. Additional activities for application

for remediation Assignment:
-Have an advance reading about participles.
V. REMARKS

VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ 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 who scored
below 80%.
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:

FAITH C. MORALES
Teacher II – English

Checked by: Noted by:

DARREN B. DELMO ANGELITA B. BECARES

MT- I – English and Filipino Coordinator HT III– Head, Related Subjects Department

Approved by:

RODRIGO D. JEREMIAS JR.

Secondary School Principal IV