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WEEK 6 ENGLISH 9 AND 7 VERY FINAL.docx

  1. GRADES 7 to 10 DAILY LESSON LOG School: BIANGAN INTEGRATED SCHOOL Grade Level: 9 & 7 Teacher: CRISTY G. SUMPAY Learning Area: ENGLISH Teaching Dates and Time: JANUARY 16-20, 2023 8:15-3:00 Quarter: 2nd QUARTER MONDAY ENGLISH 9 TUESDAY ENGLISH 7 WEDNESDAY ENGLISH 9 THURSDAY ENGLISH 7 FRIDAY ENGLISH 9 and 7 I OBJECTIVES A. Content Standard The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people; also how to use processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation. 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 demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people; also how to use processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation. The learner demonstrates understanding of: Philippine literatu various purposeful listening and viewing strategies; difference information based on library sources; verbal and non-verbal cu Conduct summative test. B. Performance Standard The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures. The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources; extracting information and noting details from texts to write a précis, 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. The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures. The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources; extracting information and noting details from texts to write a précis, 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. C. Learning Make connections - Use listening strategies based on - Make connections between texts to Use listening strategies
  2. Competency/s: between texts to particular social issues, concerns, or dispositions in real life purpose, familiarity with the topic and levels of difficulty of short texts listened to - Use a search engine to conduct a guided search on a given topic particular social issues, concerns, or dispositions in real life - Analyze literature as a means of understanding unchanging values in the VUCA (volatile, uncertain, complex, ambiguous) world based on purpose, familiarity with the topic and levels of difficulty of short texts listened to II CONTENT Lesson 6: Overcoming Indifference Symbols Figures of speech Lesson 6: Overcoming Indifference Kernel Sentences III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages P124-128 26-31 32 P124-128 P124-128 32-33 2. Learner’s Materials pages P 185 62-66 66-69 P 186-190 P 190 – 191 69-70 3. Text book pages P 185 P 186-190 P 190- 191 4. Additional Materials from Learning Resources B. Other Learning Resources None – Textbook only Bottle ( realia) Pictures of different kinds of bottles fulfilling different purposes . CD recording of listening inputs 2. Equipment c. Audio CD player d. Projector (if digital pictures will be used) None – Textbook only Textbook and activity sheets Samples of letters ( realia) Activity sheets IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Ask: Work on Task 2 Use the song “Imagine” by John Lennon Task 1. Bottled up (10 minutes) On a half-sheet of paper, the students will determine the meaning of the following idioms that use the word, bottle. They may use a dictionary. 1. bottled-up emotions 2. bottle something up 3. hit the bottle 4. cork high and bottle deep 5. the genie is out of the bottle Ask: How do you contribute to an equitable, respectful, and just society for everyone? Discuss the different literary devices cited in this lesson. Discuss each one.
  3. B. Establishing a purpose for the lesson Find the reflection of the song into our world, our community. Task 2. Get Bottled? (15 minutes) 1.The class will be divided into 5 groups. 2. They will think of several things that get put in a bottle. 3.They will draw these things inside a bottle and will complete a list that presents the reasons for bottling-up the things that you enumerated. Value a just and humane world for us. Identify the literary devices found in the speech I Have a Dream”. C. Presenting Examples/instances of new lesson Provide the copy of the song “Imagine” Play the song and let the students sing with the lyrics. Task 3. What’s in a Title? (10 minutes) 1. The students will make associations with the title of the featured text. 2. They will give three guesses about what the text could be based on what the title ―The Baby in the Bottle‖ presents. 3. These will be written on a half-sheet of paper. What forms of social injustice have you known or observed? Provide several examples for each of the literary device. D. Discussing new concepts and practicing new skills #1 Identify the persona of the song. What group of people does he represent? READING OF THE TEXT (15 minutes) See ‘Your Text’. a. The students have to keep their dictionaries handy in case they have to look up a difficult word from the selection. However, they can also rely on context clues. b. The students will read the text silently. Presentation a. The class will be divide the class into Gather background of the life of the writer, Martin Luther King, Jr. Students give their own examples on the literary devices discussed in the class.
  4. five groups and have them do Tasks 1-5 (Creating Symbols, Explaining Divisions, Giving Assumptions and Predictions, Part 1 and 2, Analyzing Emotions, and Reading Emotions). b. They will be assigned the same preparation time for all groups. They have to choose members who can act as facilitators and secretaries. c. They have to agree on the dynamics for presentation. Determine the sequence of the presentations. You may deviate from the one presented here. d. Have the groups accomplish their different tasks. Go around and check the progress of every group. Give guidance as needed. e. Each group will present their outputs. They are required to support their answers or explain the process that they did to accomplish their task. Invite students to ask questions or react to the presentation. E. Discussing new concepts and practicing new skills #2 What was the message of the song? Is the message of the song still relevant to our society today? Share your opinion. Enrichment PREDICTING POPULATION TRENDS (Pre- assigned Work) 1. The students will study the handout of search protocols. 2. They have to follow this as they research on the following: population rate and fertility rate of the Philippines and three other Asian countries in the last five years. 3. They need to Deduce his arguments on his dream to have a just and humane society for everyone. Be able to identify the literary devices in the selection “: I Have a Dream”.
  5. review their data and derive implications from them. 4. Data collected will be shared in the class. F. Developing mastery (Leads to Formative Assessment) Find similarities of the message of the song to what is happening to our society today. ANALYZING SITUATIONS (20 minutes) a. The class will be given definitions of paradox, irony, and oxymoron. Several other examples will also be presented. b. The students will read again the selection and will cite instances in the text that correspond to the paradox and irony. They have to create an oxymoron for some given examples of paradox. c. They have to share about the data they have gathered for their homework, Task 6 (Predicting Population Trends). D. They have to identify any paradox or irony in the data they have. GIVING ASSUMPTIONS AND PREDICTIONs, Part 2 (20 minutes) 1. The students will listen twice to a recorded text– World Population Nears 7 Billion: Can We Handle it? By David Crary 2. They have to list down assumptions and predictions with supporting details. 3. They are given a five minute-gap between the two to allow students to write their answers using the table given. 4. They have to their answers and selected responses will be processed. The focus will be on how the students arrived at their predictions and assumptions List all his arguments, his call for change, and his dream for the future. Work on Task 5.1 A Task 5.1 B G. Finding Practical applications of concepts and skills Songs like any other genre of literature are vehicles of important message to the world. It is a very useful skill to know about the life of the authors. We will have a wider understanding of his works. Literary devices help the readers to understand the author’s message fast. Expansion IDENTIFYING KERNELS (20 minutes) a. The students will give the meaning of kernel and will discuss its characteristics. of kernels. Examples will be explained and the students have to give own examples, too. b.Sample sentences that are not kernels will be presented and the students will transform the sample sentences into their kernel
  6. counterparts. c. The answers of students will be processed. CONTROLLED GRAMMAR PRACTICE (15 minutes) a. The students will perform Exercise 9.1.b. The answers of the students will be processed. EXTENDED GRAMMAR PRACTICE (10minutes) a. Still on kernel sentences, they have to do Exercise 9. 2. b. Process the answers of the students. GROUP WORK (25MINUTES) The class will be divided into 5 groups. They will review the materials they have about coping with loss. They have to come up with a 5-7-item list that addresses one of the topics below. They have to keep your tips clear and simple by using kernels. They have to give a 2-3-sentence explanation for every tip. Keep these simple too. Teener‘s Guide to : Coping with heartbreaks Coping with the death of a loved one Coping with depression ( ASSIGNMENT) LETTER WRITING (30 minutes) 1. Based on the discussion for this lesson, the students will write a letter inspired by any of the situations given. 2. Their letter can be based on the outputs they have produced for the past tasks. 3.They will write their on a sheet of paper. 4.Commendable letters of the class will be posted on bulletin board. H. Making generalizations and abstractions about the lesson Martin Luther King Jr.’s dream is also my _______ _________________ ____ I am sad with what I saw in the world today, like _____ _________________ _____. Ask: Why do authors make use of the literary devices in conveying their message to the world?
  7. I. Evaluating Learning ½ crosswise What can you contribute for us to have a respectful community? Teacher may use teacher-made quiz in making the students identify literary devices in the sentences or lines of a selection. J. Additional activities for application or remediation R E A D I N G H O M E . V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment 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 worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor
  8. 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: Approved: CRISTY G. SUMPAY JOHN JERSON P. CONSTANTINO RUDILLA N. BANDALA Teacher I Academic Head School Principal
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