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GRADES 1 to 12
Teaching Dates and Time: September 4 8, 2017 / 7:30 AM 5:00 PM Quarter: Second Quarter


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 VD2c: Identify figures of WD2e: Compose a
anticipatory devices/tasks to speech that show contrast travelogue. RC1e: Respond to ideas, issues,
activate prior knowledge about (irony, oxymoron, and concerns presented in a
the topic of reading/ viewing and paradox). SS2c: Follow protocols in reading or viewing selection in
selection. electronic search engines to creative forms.
RC1b: Use information limit the information search
OL2e: Talk about why and presented in a reading or process. RC1b: Use information
C. Learning how people react differently to viewing selection to infer, to presented in a reading or viewing
Competencies/Objectives: a text listened to, read, or evaluate, and to express critical OL2e: Talk about why and selection to infer, to evaluate,
Write the LC Code for viewed based on ones ideas. how people react differently and to express critical ideas.
each background knowledge, to a text
purpose, and point of view. RC1c: Determine the listened to, read, or viewed Deviant
relevance and unity of the based on ones background
RC1d: Determine the validity elements of a literary text knowledge,
and unity of the details of a vis--vis its intended purpose purpose, and point of view.
parallel informative text vis-- and production milieu.
vis its intended purpose and GS2c: Use varied verb
production milieu. complementation forms.
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.
Message or tone of the The Wedding Dance Verb Complementation
poem/ song Irony forms
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
17-19 20 21 22
2. Learners Materials
Pages 26-29 30-39 39-42 42-43

B. Other Learning Pictures of some of the

Downloadable Games from
Resources regional dances in the
CD recording of the song or www. AmericanEnglish
the MTV of the song related to SVA
DVD of Regional Dances
Samples of travelogue
Copy of the selection
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 YES, FILIPINOS CAN
Lesson or Presenting the DANCE! (5-10 minutes)
New Lesson See Task 4, Your Discovery
a. The students will be shown
with a picture of a couple who
a. The students will see a video
seem to be saying goodbye to Recall previous discussion
or some more pictures of
each other. and activities.
regional dances which are not
b. They will be asked to
mentioned in the text.
determine the prevailing
b. They will discuss the cultural
emotions in the picture and will
aspect of the dances.
ponder upon these emotions.
B. Establishing a Purpose SIT BACK, RELAX, AND RELISH THE MUSIC (10 minutes)
for the Lesson See Task 1 Your Initial Tasks.
1. The students will listen to a song.
2. As they listen to the song, they need to
a. take down words that catch their attention;
b. draw images which you could associate with the song;
c. should write big words which may represent the emotion
caught; and
d. enumerate as many feelings that the song may draw out from
you; and,
e. write your responses in your notebook.
3. Let them work on the activity: individual and pair work.
i. Allow them to share their insights about the song with their
Examples/Instances of ON THE OTHER SIDE (20 minutes)
the Lesson See Task 2 Your Initial Tasks.
a. A volunteer student maybe asked to read aloud the poem, I
Watch You Go.
(If possible set the song used in Task 1 as background music
while the song is read aloud.) YOU CAN DANCE! (20 minutes)
b. They need to answer the questions that follow. See Task 4, Your Discovery Tasks.
c. They need to work with a seatmate on the second part of the 1.The students will visualize creatively the story
activity. 2. They will draw out inspiration from the song they listened to,
d. They have to share reasons for their agreement or the poem they read aloud, and the heartbreak of Awiyao and
disagreement. Lumnay.
e. The poem will be read aloud for the second time after the pair 3. In groups of ten members, they need to plan and prepare for
work. the
FACE-TO-FACE (25 minutes) activity:
See Task 3 Your Initial Tasks. a.They will choose a good song according to how they have
DIFFERING VIEWS Awiyao and Lumnays separation
In preparation for the informal debate b. They have to prepare the set-up of their presentation, in
which is set on Day 4, the students must have grouped into 4 pairs or a group divided, to represent respectively Awiyao and
sets and have chosen/ planned for the following: Lumnay.
1. Reasons why a person has to let go of somebody he or she c. They will create a defining conclusion in their dance to
loves; represent
2. Side of the issue; their interpretation of the end of the story.
3. Narrowing down of the chosen issue; 4. Running time for the presentation will be set. Possibly a
3. Argument; minimum of two to
4. Support; and, a maximum of three minutes.
5. Questions for their opponent. 5.They have to be committed to their rehearsal.
After the students have planned and collaborated, they should:
1. Submit a report about their specific tasks for the informal
2. Include in their report the topic they are going to argue about;
3. Gather materials for support.
D. Discussing New Concepts EXTENDED GRAMMAR
and Practicing New Skills HOW IRONIC! (10 minutes) PRACTICE (10 minutes)
#1 See Task 1 Your Discovery Tasks WATCH OUT! a. They will perform another
1. The students will be guided in understanding and appreciating See Task 5, Your Discovery exercise covering the four
this literary technique. Tasks. subject-verb
2. They will determine whether the given statements are ironic or agreement rules discussed.
not, with an explanation. b. Their answers will be
See Task 2, Your Discovery Tasks.
a. The students have to accomplish the task in pairs.
b. Some students will be called on to prove the correctness of
their responses.
c. For statements 1, 2, 4, 6, 9, and 10--probe into students value
concerning the issues they represent.

E. Discussing New Concepts

and Practicing New Skills THE DANCE IN THE STORY (20 minutes)
#2 See Task 3, Your Discovery Tasks. A TRIP TO THE
a. Assigned pair will demonstrate simple dance steps. COUNTRYSIDE (20 minutes)
b. Music will be provided. CONTROLLED GRAMMAR See Task 7, Your Discovery
c. They need to draw out the basic elements of dance, i.e., PRACTICE (10 minutes) Tasks.
forward and a. The students have to 1. An assigned student will read
backward steps. perform Task 3 in Your aloud the last three paragraphs
d. They will work in pairs. Discovery Tasks. of the story.
e. They will collaborate as they look and verify their answers from b. Their answers will be 2. The class will be asked to
the processed mention a place which they
paragraphs in the text. believe would be closest to the
f. Allow them to discuss their ideas before they write down their description.
final answer.
g. They will explore on the big question below.

F. Developing Mastery 3. They will visualize the scenery

(Leads to Formative or the place by creating a
Assessment travelogue.
IT WASNT MEANT TO BE Materials for the travelogue:
See Task 6, Your Discovery 4. They will choose the size of
Tasks. their creation.
5. They should be resourceful.
6. The will refer to the rubrics on
page 42 of the LM.
G. Making Generalizations
and Abstractions about The learners will write a
the Lesson summary of the selection. They
will have it in their notebook.
They should highlight the
customary laws of marriage
among indigenous people in the
H. Evaluating Learning YOUR FINAL TASK

The students will perform a

creative take on the literary
piece, The Wedding Dance,
through Face-to-Face! (the
informal debate) challenge and
small steps in the You Can
Dance! Challenge (the
interpretative dance).
In the Face-to-Face challenge,
they are required to follow the
rubrics/ guidelines that will be
reviewed prior to the actual

I. Additional Activities for

Application or READING HOMEWORK The learners may come up with
Remediation See Your Text. or create a comic strip wherein
a. Assign the reading they can will make their own
selection, Wedding Dance by ending of the story.
Amador Daguio for home
reading. In lined with research, they can
b. Tell students to work on research other customary laws in
Task 4 before reading the marriage among other
selection. indigenous people in the country.

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

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

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

Prepared by: Checked by: Submitted to:


Secondary School Teacher I Head Teacher III Principal IV