DAILY LESSON LOG (DLL) in English 9

Grade Level: Grade 9 Module/Quarter: Fourth

Learning Area: ENGLISH 9 Lesson 3 for Day: _______

Section/s: ____________________________________________ Teaching Dates and Time: _______________

I. OBJECTIVES:

A. Content Standards: The 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. Learning Competencies/Objectives: EN9V-IIIc-29: Get familiar with the technical vocabulary for
drama and theatre (like stage directions)
EN9LT-IVb-17.1: Explain how the elements specific to full-length plays build its theme
II. CONTENT (Subject Matter): Elements of a Play

III. LEARNING RESOURCES:

1. K to 12 Curriculum Guide (May, 2016)

2. A Journey Through Anglo-American Literature, Learner‘s Material

3. Online Reference

IV. PROCEDURES:

Daily Routine:
 Prayer
 Checking of the attendance and classroom’s cleanliness.

A. Review of the past lesson or presenting the new lesson

: MIND YOUR WORDS

Here are some terms which you should remember as you prepare for

the staging of a play. Try to find out the meaning of some terms

pertaining to theater. Put a  before if you think the statement is the

right definition of the given terms and  if not. Be ready to support
your answer.

______ 1. Dress rehearsal is a reading of a script done by actors who have not
previously reviewed the play.
______ 2. Cold reading means rehearsals where technical elements such as sound
and lighting are added to the show.
______ 3. Pacing is the final few rehearsals just prior to opening night in which the

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show is run will full technical elements. Full costumes and makeup are worn.
______ 4. Tech rehearsal is the tempo of an entire theatrical performance.
______ 5. Informal theater focuses on public performance in front of an audience and
in which the final production is most important.
______ 6. Formal theater focuses on small presentations, such as one taking place in a
classroom setting. Usually, it is not intended for public view.

B. Establish purpose of the lesson

1. Identify technical vocabulary for drama and theater
2. Be familiar with the elements of a play
3. Recognize the significance of the elements in crafting a play

C. Presenting examples/instances of the new lesson

How plays are written at any given time depends on many factors: the intended audience and purpose;
the playwright‘s current views about the human condition, and how the playwright perceives the truth
around him. A playwright must understand and know the established artistic and theatrical conventions of
the theatre and follow the theories of playwriting and drama – with elements of a drama as the most
significant.
GAME AND PLAY

It’s your lucky day ! You’re given a free ticket to view either Phantom of the Opera or Grease Which would
you watch? Here are the synopsis of this two well – known musical plays to help you decide . Write your
reasons in your notebook.

Based on the Novel Le Fantome de L’Opera by Gaston Leroux. Andrew

Lloyd Webber’s musical depicts a disfigured musical genius who haunts
the catacombs beneath the Paris Opera and exerts strange control over
a lovely young soprano.

Source: https://www.playbillvault.com/show/Detail/7818/The-
Phantom-of-the-Opera

Grease is a 1971 musical by Jim Jacpbs and Warren Casey. The musical is
named for the 1950’s United Sttates working-class youth subculture known
as greasers. The musical, set in 1959 at fictional Rydell High School, follows
ten working-class teenagers as they navigate the complexities of love. The
sccore attempts to recreate the sounds of early rock and roll.

Source: https://www.wikipedia.org/wiki/Grease_(musical)

D. Developing
Mastery
Students will be graded by giving out their reasons.

Guide questions:

 Which play would you watch?

 What was your basis for selecting that play?
Plays like other narratives have elements, too. They make for good and true-to-life situations.

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E. Finding Practical Applications of Concepts and Skills in daily living

ELEMENTS
With GALORE
your group , work on the graphic organizer to show the elements of the play learned from the
previous lesson of the play Death of a Salesman, Act I.
Be prepared to share your group work with the class

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F. Making Generalization and Abstractions about the Lesson

PLOT IT!
Use the graphic organizer below to plot the events in William Shakespeare‘s Romeo and Juliet as to its
exposition, rising action, climax, falling action and resolution.

Climax :

Rising Action:
Falling Action:

Exposition: Resolution:

• In fair Verona… around 16th or 17th century, a pair of star-crossed lovers Romeo and Juliet - meets
amidst the feud of their family.

• Being the only person who knows the whole story, the Friar explains it to the families, who decided
to finally end their grudge.

• Romeo and Juliet fell in love but cannot be together because their families do not like each other.
They decided to get married in secret.

• Juliet‘s father requests that she marries Count Paris. However, to escape a second wedding she and
Friar Lawrence concoct a plan to make it appear as if she dies. By taking a sleeping potion.

• After crashing the Capulet party, Tybalt goes after the Montague crew and kills Mercutio. To avenge
his friend, Romeo duels with and kills Tybalt – Juliet‘s cousin. Romeo is banished, but before he goes
he gives Juliet a proper wedding night.

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Plays like other narratives have elements, too. They make for good and true-to-life situations.

G. Evaluating Learning

Identify the element of the play reflected in each statement.

_____________1. Romeo is the son and heir of Montague and Lady Montague; a
young man of about sixteen, Romeo is handsome, intelligent, and sensitive.

_____________ 2. Destruction is inevitable when ambition goes unchecked by moral

constraints.

_____________3. The events in Romeo and Juliet took place sometime in the sixteenth
century.

_____________4. ―I think not of them: Yet, when we can entreat an hour to serve. We
would spend it in some words upon that business, if you would grant the time.‖

_____________ 5. Macbeth is Thane of Glamis. A superb general, he is a physically

powerful man, able in a fight to eviscerate a man with an upward stroke.

 With your group, create a script of a mini-play that shows the five elements of a play discussed in this
lesson – plot, characters, theme, setting and dialogue  Present your mini-play to the class.

WRITING A SCRIPT RUBRIC

CATEGORY 7 5 3 1

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 DAILY LESSON LOG (DLL) in English 9

Characters The main characters (3- The main characters The main characters are
4)are named and clearly (3-4) are named and named. The
described in reader knows It is hard to tell who the
described. Most
text as well as pictures. very little about the main
readers would have
All characters. There are characters are.
some
readers could describe idea of what less than required There is only 1 main
the characters the characters looked amount of main character.
accurately. like. characters.

Setting Many vivid, descriptive Some vivid, descriptive

words are used to tell The reader can figure
words are used to tell The reader has trouble
the out when
when figuring out when and
and where the story
and where the story audience when where the story took
took
took and where the story place. No introduction
place, but the author
place. Nothing is left to took is
didn't supply much
the place. It is not given, and if there is,
detail. Hard to visualize
imagination for any clear where all scenes specifics are not.
a stage.
act/scene. take place.
Problem/Conflict It is very easy for the It is fairly easy for the It is fairly easy for the
reader reader reader
to understand to understand to understand It is not clear
the problem the main the problem the main the problem the main what problem the main
characters characters characters characters face.
face and why it is a face and why it is a face but it is not clear
problem. problem. why it is a problem.
Solution/Resolution The solution to The solution to
the character's the character's
The solution to No solution is
problem is easy to problem is easy
the character's problem attempted or it is
understand, and is to understand, and is
is a little hard to impossible to
logical. somewhat logical.
understand. understand.
There are no loose
ends.
Dialogue It is usually clear It is usually clear
which which
It is always clear which character is character is
character is speaking. speaking and proper speaking, but Hard to follow
Proper 'print' and 'print' proper 'print' is not characters'
format and format is used dialogue and
used. Dialogue used. Dialogue correctly minimal effort is put
is well is well throughout. into conversations.
developed and varied. developed, but Dialogue is choppy and
could be more varied in not well developed.
structure.
Creativity/Stage directions The story contains The story contains a few
many creative details and/or The story contains a few There is little evidence
creative details and/or descriptions creative details and/or of
descriptions that contribute to the descriptions, but they creativity in the story.
that contribute to the reader's distract from The
reader's enjoyment. The the story. The author does not
enjoyment. The author author has used author has tried to use seem to have used
has his imagination with his much
really used his stage imagination, imagination.
imagination directions, but more but has minimal stage There are no stage
with regards to stage could have been used. directions. directions.
directions.
Organization The story is very well The story is pretty well
organized. organized. One idea or
The story is a little hard
One idea or scene scene Ideas and scenes seem
to follow. The
follows may seem out to be randomly
transitions are
another in a logical of place. Clear arranged.
sequence with clear sometimes not clear.
transitions are used.
transitions.

V. REMARKS:

________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________

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VI. REFLECTION:
A. No. of learners who earned 80% in the evaluation ______________
No. of cases who answered correctly at least ______________
B. No. of learners who require additional activities for remediation who scored below 50%
_______________
C. Did the remedial lesson work? No. of learners who 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?

Pointers why it worked well: _________________________________
_________________________________
_________________________________
Why it did not work? _________________________________
_________________________________
_________________________________
F. What difficulties did I encounter which my principal or supervisor can help me solve?
Assistance from:
Department Head:
Principal:
Supervisor:
G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
Innovation or localized materials used to be shared with other teachers.

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