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School: REGIONAL SCIENCE HIGH SCHOOL III Grade Level: Grade 7

GRADES 1 to 12
DAILY LESSON LOG Teacher: KATHERINE ROMANBAN NUESCA Learning Area: ENGLISH: PHILIPPINE LITERATURE
Teaching Dates and Time: August 28 September 1, 2017 / 7:30 5:00 Quarter: Second Quarter

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 guides.

A. Content Standards: The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purposeful listening
and viewing strategies; difference between literal and figurative language; ways to extract and condense information based on library sources; verbal and non-verbal
cues in oral communication; and types of phrases, clauses, and sentences.
The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources; extracting information
B. Performance Standards: and noting details from texts to write a prcis, summary, or paraphrase; distinguishing between and using literal and figurative language and verbal and non-verbal
cues; use phrases, clauses, and sentences meaningfully and appropriately.
RC1a: Use predictive and
anticipatory devices/tasks to
activate prior knowledge about
the topic of reading/viewing RC1b: Use information
selection. presented in a reading or RC1e: Respond to ideas, issues,
viewing selection to infer, to and concerns presented in a
LC2b: Determine the order of evaluate, and to express critical reading or viewing selection in
significant events in the text ideas. creative forms.
listened to.
C. Learning
RC1e: Respond to ideas, WC2b: Distinguish between and
Competencies/Objectives: GS2a:
RC1a: Use predictive and issues, and concerns among a journal entry, an
Write the LC Code for Use correct determiners.
anticipatory devices/tasks to presented in a reading or anecdote, a travelogue, a
each
activate prior knowledge about viewing selection in creative personal letter, and a
the topic of reading/viewing forms. blog entry.
selection.
VD2b: Identify figures of SS2a: Identify the features of
RC1b: Use information speech that show comparison: primary information sources.
presented in a reading or simile.
viewing selection to infer,
to evaluate, and to express
critical ideas.
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
The Mats
The Mats Features of primary
by Francisco Arcellana Determiners
by Francisco Arcellana information sources.
Simile
Lists the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
III. LEARNING RESOURCES materials. Hands-on learning promotes concept development.
A. References
1. Teachers Guide Pages
9 10 11 11
2. Learners Materials
Pages 7-12 12-13 13-14 14-15

B. Other Learning handouts ( Copies of the


Resources selection) Hand-outs
Tarpapel/ real mat, & Activity sheet
pictures Samples of journals,
handouts ( Copies of the Pictures of a Filipino family
chart/table/diagram ( travelogue, and personal letter
selection)
sociogram)

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 Pre-assessment. Review will focus on characters Simile will be reviewed. Recall previous discussion and
Lesson or Presenting the Word Play: Unlocking of the story and the situation Pre-test: activity.
New Lesson Vocabulary Difficulties (10 they are in to. The learners will give at least
minutes) three examples. (10 minutes)
a. The students will give the
meanings of words through
demonstrations and examples.

B. Establishing a Purpose The learners will be asked to WE ARE FAMILY: In depth TASK 3. CERTAINLY Explain the final task as per
for the Lesson share ideas and observations discussion of the text (15 CERTAIN (15 minutes) reference below.
related to death. minutes) 1. The learners will study the
(5 minutes) 1. Explain the concept of a given phrases and they will
sociogram. answer the questions that
2. Cite example for better follow:
understanding of it. a. What word introduces each
3. Guide them as they make phrase?
the sociogram for the Angeles b. What do these words do to
family. the nouns in the phrases?
C. Presenting TOTAL RECALL: SPOKEN FOR: They will look for other
Examples/Instances of Activating Prior Knowledge (5 COMPARISON AND phrases that are introduced YOUR FINAL TASK
the Lesson minutes) CONTRAST OF DETAILS (15 by the determiners like a, an, Task 1. Nothing But the Truth
d. Ask students their mins) the, that,, his, etc. 1. The learners will identify
experiences regarding a. Recall specific details about library sources used in a
remembering dead loved ones. the mats given by Mr. Angeles research.
e. Have them listen to by completing the table as a 2. With the given list, they will
similarities and differences ofclass. determine the common
their experiences. b. Lead them into constructing characteristic of the sources in
comparison-contrast sentences the first column? in the second
using words like both, and, but column?
etc. 4. The importance of primary
c. Make the class further sources will also be drawn from
practice comparison-contrast this task.
by talking about Filipino 5. They must also determine
practices and beliefs regarding when secondary sources are
death. used?
D. Discussing New Concepts SEE YOUR TEXT: AS YOU LIKE IT: MAKING IT WHOLE: Task 2: Sourcing Information
and Practicing New Skills LISTENING ACTIVITY VOCABULARY Development Unguided Practice (15 1. The learners will locate
#1 a. The class will be divided into (30 minutes) minutes) examples of primary and
10 groups. a. Have the class read the a. Ask the class to read the secondary sources. In particular,
b. The concept of jigsaw phrases with similes. whole passage. they will look for a journal entry,
reading will be discussed and b. Discuss with them the forms b. Throw some an anecdote, a travelogue, a
each group will decide the and functions of similes. comprehension questions personal letter, and a blog entry
parts to read and the order of c. Ask them to make about it. in the library.
reading these parts. comparisons of the given items c. Have them answer the 2. Study them and summarize
d. They need to listen for cues using similes. exercise. your findings in the table.
that will signal transition of Provide examples when d. Process their answers by
paragraphs or ideas. necessary. asking them why they use
e. They must listen for such determiners.
important details about the
narrative. ( 20 minutes)

E. Discussing New Concepts CHECK POINT (20 MINUTES) d. Assign the class to make a SYNTHESIS (15-20 minutes) 3. Choose one from the tasks:
and Practicing New Skills research on Filipinos and other a. The class will describe the a. Assume that you are Mr.
#2 a. Process what the students cultures, burial beliefs and Angeles family. Angeles. Make a travelogue
have listened to by discussing practices. To facilitate the b. Have them cite about your trips in Southern
the following: research, you can assign events/situations in the story Philippines.
specific regions and nations to that support their
descriptions.
i. structure of the jigsaw work on per student and/or c. Make the class see the b. Write a journal entry
reading vis--vis the structure group. social dynamics of a Filipino regarding personal experiences
of the narrative e. Ask them to share their family. of losing a loved one.
ii. importance of cues like research with their group mates d. Highlight the importance of c. Write a personal letter to Mr.
transition devices, repetitions, and have them summarize by the members of the family Angeles expressing your
pronouns and their writing comparison-contrast even the dead ones sympathy and encouragement.
antecedents sentences /paragraphs using d. Write an anecdote on coping
b. The students will answer the similes. with a loss.
comprehension questions f. Have them prepare an oral
regarding the listening text. report for their output.

F. Developing Mastery
(Leads to Formative The learners may create their own travelogue / travel brochure about his/her trips to other places. They will use indigenous materials as primary or secondary
Assessment sources of information. The learners may access the internet for samples and tips on how to make the said tasks. They can work on these in the computer lab.

G. Making Generalizations
Summarize todays
and Abstractions about Summarize todays Summarize todays Summarize todays
discussion.
the Lesson discussion. discussion. discussion.

H. Evaluating Learning

I. Additional Activities for DRAW & TELL. The learners will


Application or be asked to draw a picture that
Remediation depicts/ describes a Filipino
family based on the synthesis
made. This must also include the
characteristics and values/
practices.

( Assignment)

a. 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: Checked by: Submitted to:

KATHERINE R, NUESCA REYNITA B. DADUYA ESPERIDION F. ORDONIO, Ed. D.


Secondary School Teacher I Head Teacher III Principal IV