The document outlines the weekly objectives, standards, and procedures for an English lesson on Philippine literature and Manila Bay. The objectives are to analyze literary works examining conflicts and distinguish between literal and figurative language. Students will write summaries and blog entries. The procedures spread activities across the week and include reviewing concepts, presenting examples, discussing new skills, finding applications, and evaluating learning through a blog. Students are assessed formatively and additional activities are provided for remediation.
1. I. OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectivesmustbe metoverthe weekandconnectedtothe curriculumstandards.Tomeetthe objectives,necessaryprocedures mustbe followedandif
needed,additionallessons,exercisesandremedialactivitiesmaybe done fordevelopingcontentknowledgeandcompetencies.Theseare usingFormative
Assessmentstrategies.Valuingobjectivessupportthe learningof contentandcompetenciesandenable childrentofindsignificanceandjoyinlearningthe
lessons.Weeklyobjectivesshallbe derivedfromthe curriculumguides.
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.
B. Performance Standards:
The learner transfers learning by:resolving conflicts presented in literaryselections;using tools and mechanisms in locati ng libraryresources;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 meaningfullyand appropriately.
C. Learning
Competencies/Objectives
:
Write the LC Code for
each
RC1a: Use predictive and anticipatory
Devices /tasks to activate prior know ledge
about the topic of reading /view ing
selection.
RC1b: Use information presented in a
reading or view ing selection to infer,
to evaluate, and to express criticalideas.
LC1a: Recognize differencesin voice
levels and speech patterns.
RC1b: Use information presented in
a reading or view ing selection to
infer, to evaluate, and to express
criticalideas.
VD2d: Identify figures of speech that
show emphasis (hyperbole and
litotes).
SS2d: Distinguish betw een credible
and incredible electronic information
sources.
GS2e: Formulate embedded
sentences.
LC2h: (Homew ork)
Infer appropriate responses to
listening guide questions.
OL2g: Present points of view and
opinions concerning the message
of a selection in creative oralmeans.
RC1b: Use information presented in
a reading or view ing selection to
infer, to evaluate, and to express
criticalideas.
WC2g: Compose and upload a blog
entry based on a particular personal
topic of interest.
II. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims toteach. In the CG, the content can be tackledin a week or two.
Collocates Embedded sentences
Hyperbole
Litotes
Inferring
Use of graphic organizers
Blog enty using
Figures of Speech & Embedded
Sentences
III. LEARNING
RESOURCES
Lists the materials tobe usedin different days. Variedsources of materials sustainchildren’s interest inthe lessonand in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-onlearning promotes concept development.
A. References
1. Teacher’s Guide Pages 34-36 36-38 38-39 39
2. Learner’s Materials
Pages
72-73 73-77 77-78 78
3. Textbook Pages
4. Additional Materials
GRADES 1 to 12
DAILY LESSON
LOG
School: SBCSMI Grade Level: 7
Teacher: MARIE STELLA A. GENTAPA Learning Area: ENGLISH
Teaching Dates andTime: OCTOBER 15 -19, 2018 3:10-4:10 Quarter: Second
2. from Learning Resource
(LR) portal
B. Other Learning Resources a. CDrecording oflistening inputs
b. Pictures ofManila Bay
c. Sound ofwaves
d. dictionary
Audio CD player
b. Projector (if digital pictures
will be used)
Copy of activity
Venn diagram
Facebook Accounts
Google accounts
Samples of blog
IV. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriatelyso that students will learnwell. Always be guided by demonstrationof learning by the students which you can
infer from formative assessment activities. Sustainlearning systematicallybyproviding students with multiple ways to learn new things, practice their learning, questiontheir learning processes, and
draw conclusions about what they learnedin relationto their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous
Lesson or Presenting the
New Lesson
YOUR INITIAL TASKS (10 minutes)
Task 1. Defining ‘Beauty’
1.The students will reflect on what makes
something or someone beautiful.
2.They will complete the statements below to
clarify your beliefs about this idea and the
answers will be written on a sheet of paper.
B. Establishing a Purpose for
the Lesson
MEET YOUR MATCH (5 minutes)
See Task 2 ‘Your Initial Tasks’.
a. The class will discuss and will name
examples of collocates.
b. They have to present the pair: Beauty +
History
d. The students will react on the pair and will
give examples of people, places, and things
that show beauty and history in the
Philippines.
e. Manila Bay will be introduced and the
students have to give good example of a
place that shows beauty and history.
C. Presenting
Examples/Instances of
the Lesson
LOOK IT UP (15 minutes)
See Task 3 ‘Your Initial Tasks’.
a. Using the dictionary, the students will
search for the meaning of words listed. ( LM,
page 73)
b. They will use these words in sentences
about beauty and Manila Bay.
D. Discussing New Concepts
and Practicing New Skills
#1
Presentation
READING ( 30 minutes)
See ‘Your Text’.
a. The students will listen to teacher reading
the text thrice with a background music.
b. They have to prepare the necessary
equipment for the activity.
3. c. They will be guided by the questions that
will be answered and discussed after the
third reading so they can arrive at a
conclusion.
d. The students will review their answers.
e. Pictures of a serene Manila Bay and a
picture of it during the battle will be shown.
f. They have to check if the text‘s descriptions
are consistent with what they
are seeing in the picture.
g. The students’ answers will be probed.
IV. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriatelyso that students will learnwell. Always be guided by demonstrationof learning by the students which you can
infer from formative assessment activities. Sustain learning systematicallybyproviding students with multiple ways to learn new things, practice their learning, questiontheir learning processes,
and draw conclusions about what they learnedin relationto their life experiences andprevious knowledge. Indicate the time allotment for eachstep.
E. Discussing New Concepts
and Practicing New Skills
#2
Enrichment
PROMOTE MANILA BAY,Home work,(10
minutes)
See Task 1, ‘Your Discovery Tasks’.
a. The students have to discuss the
definition of hyperboles and litotes with
examples.
b.They will research important details
as their bases in making own examples
of litotes and hyperbole that express
the beauty of Manila Bay.
c. The deadline must be set.
4. Expansion
IDENTIFYINGEMBEDDEDCLAUSES (30
minutes)
See Task 2, ‘Your Discovery Tasks’.
a. The students will review kernels will
make associations between kernels and
the lesson to be presented.
b. They will zoom in to what embedded
clauses are. How the
sentence samples manifest the features
of embedded clauses will be discussed.
c. They will also do Exercise2.1, 2.2.
and 2.3. (20 minutes)
(Controlled GrammarPractice)
F. Developing Mastery
(Leads to Formative
Assessment 3)
Task 3. Listen up (25
minutes)(assignment)
1.The students to the historical
background of Manila Bay read by the
teacher.
2.They will take down helpful notes to
help them confirm the discussion of the
4. following statements in the read text.
3. They will put a check mark ( ) for an
information that is presented by the
text, and put a cross mark ( ) for an
information that is not discussed.
4. They will review answers after the
second reading of the text and their
answers will be discussed.
G. Finding Practical
Applications of Concepts
and Skills in Daily Living
Task 4. Hurrah for Manila Bay! (45
minutes)
a. Divide the class into groups.
b. Each group will use the descriptions
in composing a ‗hurrah chants that will
promote Manila Bay.
c. They will play with repetitions,
rhymes, and spell-outs (e.g. Giveme an
M-A-N-I-L-A, go Manila!).
d. They have to practice reciting this
chant with the appropriate energy and
gestures. They can identify lines that
could be chanted as a group or by
selected individuals in the group.
e. Date of the presentation must be set.
V. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriatelyso that students will learnwell. Always be guided by demonstrationof learning by the students which you can
infer from formative assessment activities. Sustainlearning systematicallybyproviding students with multiple ways to learn new things, practice their learning, questiontheir learning processes,
and draw conclusions about what they learnedin relationto their life experiences andprevious knowledge. Indicate the time allotment for eachstep.
H. Making Generalizations
and Abstractions about the
Lesson
Task 5. Beauty + History ( 15 minutes)
1. The students will recall insights you
have gained in the past discussions.
2. They have to create a venn diagram
that will present their ideas about the
three topics.
3.They have to consider carefully the
overlap that between or among the
circles in your diagram.
4.They will write insights about beauty,
history, and Manila Bay in the circles
that represent them. A model will be
provided and the volunteers may share
outputs on the board.
I. Evaluating Learning BLOG FOR MANILA (45 minutes)
a. The students will upload a blog
that will inform tourists about the
beauty and history of the place.
b. This will be based on their
research for the home work they did
for Discovery Task #1.
b. They will choose one from their
list of places that possess both
history and beauty.
c. They have to write a 3-paragraph
5. blog entry that features the
following about the place that they
have chosen:
- Vivid description of the place
- Clear
instructions/descriptions of its
location
- short historical background
- activities to do in the place
- Attractions in the place
d. They will underline the embedded
sentences and the figures of speech
used.
J. Additional Activities for
Application or
Remediation
.
VI. REMARKS
VII.REFLECTION
Reflect on your teaching andassess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done tohelp the students learn?
Identify what help your instructional supervisors canprovide for you so when you meet them, youcan ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
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 work well? Why did
these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovations or localized
