DAILY KAUNLARAN HIGH SCHOOL Grade Level: Seven 7

LEARNING Phase I, Kaunlaran Village North Bay Learning Area: English 7

PLAN Boulevard South City of Navotas
(DLP) Grading: Second Grading

Miss Maria May N. Sevilla

TEACHER:
DATE DAY SECTION/S TIME
Matapat (2) 12:30-1:30
Mapagbigay (18) 2:50-3:50
November
Masayahin (8) 3:50-4:50
Masigasig (10) 4:50-5:50
Module 3: Blending Well in a Diverse Society
Lesson 2: Setting Aside Differences
I-OBJECTIVES
A. Relate experiences to better understand the text
B. Show understanding of the text through answering comprehension questions
C. Relate with the character(s)of the text

The learner demonstrate understanding of how Philippine Literature under the Period of
Emergence and other text types through using different reading, listening, and viewing
strategies, word relationships and associations, direct and reported speech,
D. Content
passive/active voice, simple past and past perfect tenses, and sentence connectors;
Standards
employing the appropriate oral language and stance in informative speech forms to
express ideas, opinions, feelings, and emotions, serve as tools to assert one’s identity in
a diverse society.
E. Performance
The learner proficiently participates in a simple debate about identity in a diverse society.
Standards

F. Learning
EN7RC-III-a-8: Use one’s schema to better understand a text.
Competencies

II-CONTENT

A. Topic Where is the Patis?

B. Level Product
C. Domain Listening, Writing
D. Learning
Textbook
Resources
1. References Grade 7 Learner’s Material p. 322-325
2. Other Learning
Resources
III-PROCEDURE
A. Routine Prayer, Checking of Attendance/ Cleanliness of the room

B. Recalling previous 1. What are the foods that we had during our listening task?
Learning 2. What are the different kinds of sauce that go well to these foods?
C. Establishing a As a resident of Navotas where there is a local production of patis, ask students
purpose for the what are their favorite food partnered with it.
lesson
The Catch: Pick random names of students and let them “catch” one question
from a box. Have them answer the questions out loud.
D. Presenting the new
lesson
 If you would be visiting a country abroad which would it be and why?
 What food of another country would you want to try?
  If you would be living in another country for many years, choose one
Filipino food that you will surely miss.
 What Filipino food would you likely to avoid eating?
 In your opinion, aside from his family, what is the first thing that a
Filipino will miss if he goes abroad?

Directions: Fill in the blanks the correct word to complete the sentences.
1. Filipinos decide to _____ abroad to experience different foods.
a. arise b. come c. go
2. It is difficult to _____ a choice about the food that they will eat.
a. create b. do c. make
3. Sometimes, they like to eat _____- done steaks from a restaurant.
E. Discussing new
a. fine b. sound c. well
concepts and
practicing new skills 4. In the end, they will _____ a decision to eat in a Filipino-themed restaurant.
a. do b. make c. vary
5. They keep on ______ for a restaurant to satisfy their hunger.
a. finding b. looking c. seeing
6. Finally, they arrived at a restaurant ____-stocked with a lot of patis, daing,
and all their favourite Filipino food.
a. fir b. healthy c. well
The Round: Each group will be given questions to read. They will be given five
(5) minutes to find the answer on the text and put their answers on a paper.
When the time is up, each group will chose two representatives to present their
answers to their group mates and to each of the other group to make a round.
When all the groups, had the answers to all the four groups, the teacher will
F. Developing address all the questions to the class to initiate the discussion of the text.
mastery
Group 1: What are the foreign countries mentioned in the essay?
Group 2: Why do you think “the pinoy” will still love to eat and yearn for Filipino
food even when he is served with other delicious foreign delicacies?
Group 3: Aside from sinigang and patis, what other food does “the pinoy” look
for?
Group 4: What food does “the pinoy” will think be closest to Filipino food?
F. Making
generalizations and What does the question Where is the Patis would like to emphasize when a
abstractions about the Filipino goes abroad?
lesson
Directions: Write YES I AM if the statement reflects the pinoy mentioned in the
text and NO I AM NOT if the statement does not reflect the pinoy mentioned in
the text.

1. The pinoy would not miss anything about the Philippines except for food when
G. Evaluation he goes to another country.
2. He would try to eat new foods of another country, but still he would yearn for
simple foods that he had in the Philippines.
3. He would never miss sinigang and adobo, two of the Filipinos’ favorite dishes.
4. The pinoy can easily adapt on a new country because he is resilient.
5. The pinoy can miss easily the local food in the Philippines.
IV. A. AGREEMENT
ASSIGNMENT: What are the elements of a narrative text?
V. REMARKS
VI. REFLECTION
SECTION/S
 MATIYAGA MAAASAHAN MAUNAWAIN MAPANALIG

Attendance: Attendance: Attendance: Attendance:

A. No. of learners who 5- _____
earned a score of 1 to 5 in 5- _____ 5- _____ 5- _____
4- _____
the evaluation? 4- _____ 4- _____ 4- _____
3- _____
3- _____ 3- _____ 3- _____
2- _____
2- _____ 2- _____ 2- _____
1- _____
1- _____ 1- _____ 1- _____
0- _____
0- _____ 0- _____ 0- _____
B. No. of learners who require additional activities for
remediation
C. Did the remedial lesson 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
this 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?

MARIA WELMA B. SONGALING

Checked by:
English Department Head
Date: ____________