Week 2 - Oral Language Fluency Quarter 3 Josenia

Grade 1 to 12 DAILY School Butansapa NHS Grade Level 7
LESSON LOG Teacher Josenia P. Constantino Subject English

Date/Time Quarter 3 (Week 2)
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: Philippine literature in the Period of
Emergence as a tool to assert one’s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships and associations;
informative speech forms; and use of directed/reported speech, passive / active voice,
simple past and perfect tenses, and sentence connectors.
B. Performance Standards The learner transfers learning by: showing ways of asserting one’s identity;
comprehending informative and narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas, opinions, and feelings through
various formats; and enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past and past perfect tenses and
connectors correctly and appropriately
C. Learning Competencies EN7OL-III-b-3: Employ the appropriate oral language and stance in an interview,
a panel discussion, in a forum and in a debate
II. CONTENT The Interview (Types, Techniques, and Body Language)

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Not Applicable
2. Learner’s Material pages Not Applicable
3. Textbook pages English for the 21st Century Learners pp. 215-216
4. Additional Materials from
Learning Resources (LR)
Portal
A. Other Learning Resources https://www.youtube.com/watch?v=Y3uPhEee-F8
https://www.youtube.com/watch?v=_6AvYC5v3vc
https://www.youtube.com/watch?v=guUOmfq303s
https://www.youtube.com/watch?v=PCWVi5pAa30
https://www.kent.ac.uk/careers/interviews/nvc.htm
Body Language Interview
IV. PROCEDURES
A. Reviewing previous lesson or Pair off with a classmate. Interview each other about any of the following:
presenting the new lesson  Modest or Liberated Filipina
 Resiliency of Filipino people
B. Establishing a purpose for After conducting the interview, reflect on the interview process.
the lesson Describe how you felt while interview was going.
Did you feel nervous? Did you run out of your words?
C. Presenting The Interview
examples/instances of the An interview is a formal meeting in which one or more persons’
new lesson questions, consult, or evaluate another person. In order for both the
interviewer and interviewee to have a successful interview, both must
observe some communication strategies.
D. Discussion new concepts and Types of Interview
practicing new skills #1 Techniques for a Successful Interview
 Before the interview session, preparation is key.
 For the interviewer, he or she should have prepared a list of
questions to make the most of the interview.
 On the part of the interviewee, he or she should be mentally
and emotionally prepared to handle the questions.
 Establishing rapport between the interviewer and interviewee
establishes a genuine connection, which results into a more
authentic communication encounter.
 Rapport is defined as a harmonious or sympathetic relation.
 It is easier to establish rapport when one speaks naturally the
interview.
Practicing Skill # 1: Showing a sample of an interview and have
the students identify the techniques employed.
Job Interview
E. Discussing new concepts and Body Language during Interview:
practicing new skills # 2  Another thing to consider during interviews is body language.
Individuals usually spend much time preparing what to say in
an interview and fail that body language plays a role in the
interview.
 Here are some things to keep in mind during an interview.
1. During an interview, be sure to sit up straight and slightly
learn forward. This shows that you are interested and
engaged.
2. Exhibit enthusiasm by nodding moderately.
3. Be certain that there is ample distance between you and
the interviewer. The interviewer and interviewee must
neither each other’s space because such will foster an
uncomfortable feeling.
4. Make and maintain eye contact with the interviewer from
time to time. This action shows that you are sincere with
what is being said.
5. Do not sit across your arms rub and touch your nose.
Having your arms cross signifies that you are unfriendly
and disengaged while touching your nose signals that you
are not completely being honest. Furthermore, it is not
visually pleasing to cross your legs and visually shake it.
Such a form of body language shows how uncomfortable
you are.
Practicing Skill #2. Showing the different body languages and
posture during an interview. Have the students recognize each.
F. Developing mastery (Leads Group Work: Focus Group Interview
to Formative Assessment 3) Form 5 groups. Conduct an interview or panel discussion applying
the techniques and body language and stance during an interview in
any topics that presents the Filipinos identity.
Rubrics grading the interview:
10- If all techniques, body language, and stance were followed.
7- If 1 technique was not applied and 1 improper body language was
applied;
5- If 1 technique was not applied and 2 improper body languages
were applied.
3- If 2 techniques were not applied and 2 improper body languages
were applied;
1- If all the techniques were not applied; and had shown all the
improper body languages.
G. Finding practical applications Suppose your family has been chosen as one the contestants in the
of concepts and skills in daily search for “Ulirang Pantawid Pamilyang Filipino Award” in your
living municipality. You were told that there will be a panel interview for all
the contestants, how will you prepare for this?
H. Making generalizations and What are the techniques to keep in mind when conducting an
abstractions about the lesson interview?
What are the proper and improper body language (or posture)?
Why is it important to know the techniques and proper body language
during an interview?
I. Evaluating Learning Body Language in Interviews (Online quiz) This shall be shown
during the quiz. The teacher has to connect this to this to the internet
because it cannot be downloaded.
J. Additional activities for Have the students draw or illustrate on a bond paper the body
application or remediation language during an interview.
V. REMARKS
VI. REFLECTIONS
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 innovations or localized
materials did I use/discover
which I wish to share with other
teachers?
Date/Time December 5, 2017- Tuesday Quarter 3
I. OBJECTIVES
C. Learning Competencies EN7OL-III-d-3: Employ the appropriate oral language and stance (body language
& posture) in an interview, a panel discussion, in a forum and in a debate (page
160 in CG)
II. CONTENT The Interview (Types, Techniques, and Body Language)

A. References
4. Additional Materials
from Learning Resources
(LR) Portal
B. Other Learning Resources https://www.youtube.com/watch?v=Y3uPhEee-F8
IV. PROCEDURES
A. Reviewing previous lesson or Pair off with a classmate. Interview each other about an instance in which
presenting the new lesson the two of you did not follow the advice of your parents.
B. Establishing a purpose for After conducting the interview, reflect on the interview process.
the lesson Describe how you felt while interview was going.
Did you feel nervous? Did you run out of your words?
C. Presenting The Interview
examples/instances of the An interview is a formal meeting in which one or more persons’
new lesson questions, consult, or evaluate another person. In order for both the
interviewer and interviewee to have a successful interview, both must
observe some communication strategies.
D. Discussion new concepts and Types of Interview
practicing new skills #1 Techniques for a Successful Interview
 Before the interview session, preparation is key.
 For the interviewer, he or she should have prepared a list of
questions to make the most of the interview.
 On the part of the interviewee, he or she should be mentally
and emotionally prepared to handle the questions.
 Establishing rapport between the interviewer and interviewee
establishes a genuine connection, which results into a more
authentic communication encounter.
 Rapport is defined as a harmonious or sympathetic relation.
 It is easier to establish rapport when one speaks naturally the
interview.
Practicing Skill # 1: Showing a sample of an interview and have
the students identify the techniques employed.
Job Interview
E. Discussing new concepts and Body Language during Interview:
practicing new skills # 2  Another thing to consider during interviews is body language.
Individuals usually spend much time preparing what to say in
an interview and fail that body language plays a role in the
interview.
 Here are some things to keep in mind during an interview.
6. During an interview, be sure to sit up straight and slightly
learn forward. This shows that you are interested and
engaged.
7. Exhibit enthusiasm by nodding moderately.
8. Be certain that there is ample distance between you and
the interviewer. The interviewer and interviewee must
neither each other’s space because such will foster an
uncomfortable feeling.
9. Make and maintain eye contact with the interviewer from
time to time. This action shows that you are sincere with
what is being said.
10. Do not sit across your arms rub and touch your nose.
Having your arms cross signifies that you are unfriendly
and disengaged while touching your nose signals that you
are not completely being honest. Furthermore, it is not
visually pleasing to cross your legs and visually shake it.
Such a form of body language shows how uncomfortable
you are.
Practicing Skill #2. Showing the different body languages and
posture during an interview. Have the students recognize each.
F. Developing mastery (Leads Call some students to demonstrate the proper body language during
to Formative Assessment 3) interview.
G. Finding practical applications Group Work: Focus Group Interview
of concepts and skills in daily Form 5 groups. Conduct an interview applying the techniques and
living body language and stance during an interview in any of the following
situations:
1. Causes of family conflict
2. Cause and effect of early marriage.
3. Cause and effect of not following the advices of parents.
4. The importance of guiding children as they grow old.
5. The importance of parenting and child rearing.

applied;
were applied.
were applied;
H. Making generalizations and What the techniques to keep in mind when conducting an interview?
abstractions about the lesson What are the proper and improper body language (or posture)?
I. Evaluating Learning Identify whether each phrase is a positive body language to adopt or
negative body language to avoid during an interview. Write on the
blank PBL for positive body language or NBL for negative body
language.
______ 1. Shaking hands firmly

______ 2. Holding your hands and palms
______ 3. Making an eye contact
______ 4. Slouching in your seat
______ 5. Crossing your arms and legs
______ 6. Keeping your hands out of pocket
______ 7. Rubbing your nose
______ 8. Relaxed posture
______ 9. Looking at your watch
______ 10. Looking at the interviewer
V. REMARKS
VI. REFLECTIONS

below 80%
lesson?
did these work?

encounter which my
help me solve?
teachers?
Noted/Observed/Inspected
__________________
Date/Time December 6, 2017 Wednesday Quarter 3
I. OBJECTIVES
C. Learning Competencies EN7OL-III-d-3: Employ the appropriate oral language and stance (body language
& posture) in an interview, a panel discussion, in a forum and in a debate (page
160 in CG)
II. CONTENT The Interview (Techniques and Body Language)

A. References
(LR) Portal
B. Other Learning Resources https://www.youtube.com/watch?v=Y3uPhEee-F8
IV. PROCEDURES
A. Reviewing previous lesson or Recall what is an interview and the body language and posture during an
presenting the new lesson interview.
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussion new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical applications Group Work: Focus Group Interview
of concepts and skills in daily Form 5 groups. Conduct an interview applying the techniques and
living body language and stance during an interview in any of the following
situations:
1. Causes of family conflict

2. Cause and effect of early marriage.
3. Cause and effect of not following the advices of parents.
4. The importance of guiding children as they grow old.
5. The importance of parenting and child rearing.

applied;
were applied.
were applied;
H. Making generalizations and What the techniques to keep in mind when conducting an interview?
abstractions about the lesson What are the proper and improper body language (or posture)?
I. Evaluating Learning Identify whether each phrase is a positive body language to adopt or
negative body language to avoid during an interview. Write on the
blank PBL for positive body language or NBL for negative body
language.
______ 1. Shaking hands firmly

______ 2. Holding your hands and palms
______ 3. Making an eye contact
______ 4. Slouching in your seat
______ 5. Crossing your arms and legs
______ 6. Keeping your hands out of pocket
______ 7. Rubbing your nose
______ 8. Relaxed posture
______ 9. Looking at your watch
______ 10. Looking at the interviewer
V. REMARKS
VI. REFLECTIONS
below 80%
lesson?
did these work?
encounter which my
help me solve?
teachers?
__________________
Date/Time December 7, 2017 Thursday Quarter 3
I. OBJECTIVES
C. Learning Competencies EN7V-III-d-13.8: Determine words or expressions with genus-species
(hyponymous) relations in a selection (page 160 in CG)
EN7LT-III-d-5: Discover literature as a tool to assert one’s unique identity and to

better understand other people (page 160 in CG)
EN7LT-III-d-2.2.2: Explain literary devices used (page 160 in CG)
II. CONTENT Hyponyms

Footnote to Youth by Jose Garcia Villa (Literary Selection)
Explaining characters in fiction (literary device)
A. References
(LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Recall about hyponym. The following words are taken from the
or presenting the new lesson selection “Footnote to Youth” which are going to read this morning.
Give at least three hyponyms for each word.
B. Establishing a purpose for Do you listen and follow your parents’ advices? Why it is important
the lesson to listen to your parents’ advices?
C. Presenting Jose Garcia Villa’s “Footnote to Youth” shows the agony of young
examples/instances of the adults who cease to listen and follow the advice of their’ parents or
new lesson guardians. Isn’t ironic that good advices are always given but some
people fail to take it? Such a predicament can be seen in the narrative
that you will read today.
D. Discussion new concepts and Read the narrative “Footnote to Youth.”
practicing new skills #1 Answering the comprehension questions:
1. What, according to the selection, are the qualities of a man?
2. Do you think that Dodong at the start of the story is already a
man? If yes, why? If no, why not?
3. What does the line “Afterward Dodong himself thought that if
he had a decayed tooth he would be afraid to go to the dentist;
he would not be any holder than his father” say about
Dodong’s personality and state of being a man?
4. What are some indicators of Dodong’s naivete?
5. At what point in the narrative does Dodong and Teang regret
their decision to wed early?
6. Do you think the line “History repeats itself? Is seen in the
narrative?
7. If Dodong and Teang did not marry early; would they early
have a better life? What do you say so?
8. What do you think are others way where DOdong can make
Blas realize that marrying early is not advisable?
9. After 10 years of being married, how do you think Dodong
and Teang felt about their partnership?
10. What does the line “Youth must triumph…now. Love must
truimp…now Afterwards… it will belief” signify?
11. What can you learn from the plight of Dodong and Teang?
12. What advice can you give to Blas so as not to repeat errors of
their parents?
E. Discussing new concepts and Characters in Fiction
practicing new skills # 2  One of the features of short stories is the character.
 Characters in literature are people or animals in the short
story.
 There are different types of characters such as dynamic, static,
round, and flat.
 Dynamic character is a character who changes over time. It
triggered by the conflict present in the story.
 Static character is a character who remains unchanged through
the course of time.
 Round character possesses a complex personality.
 Flat character is the opposite of the round character as he or
she is characterized by one of personality only.
The table below shows a summary of the different types of characters.
Type of Character Description Examples
Dynamic A dynamic character Nemo (from Finding
is a person who Nemo)
changes over time,
usually as a result of
resolving a central
conflict or facing a
major crisis.
Static A static character is Daisy (from The
someone who does Great Gatsby)
not change over
time, usually as a
result of resolving a
central conflict or
facing a major crisis.
F. Developing mastery (Leads

to Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTIONS
below 80%
lesson?
did these work?
encounter which my
help me solve?
teachers?
__________________
Date/Time December 8, 2017 Friday Quarter 3
I. OBJECTIVES
C. Learning Competencies EN7LT-III-d-2.2.2: Explain literary devices used (page 160 in CG)
II. CONTENT Types of characters in fiction (literary device)

A. References
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Recall the details of the selection.
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussion new concepts and
practicing new skills #1
E. Discussing new concepts and Characters in Fiction
practicing new skills # 2  One of the features of short stories is the character.
 Characters in literature are people or animals in the short
story.
 There are different types of characters such as dynamic, static,
round, and flat.
 Dynamic character is a character who changes over time. It
triggered by the conflict present in the story.
 Static character is a character who remains unchanged through
the course of time.
 Round character possesses a complex personality.
 Flat character is the opposite of the round character as he or
she is characterized by one of personality only.
The table below shows a summary of the different types of characters.
Type of Character Description Examples
Dynamic A dynamic character Nemo (from Finding
is a person who Nemo)
changes over time,
usually as a result of
resolving a central
conflict or facing a
major crisis.
Static A static character is Daisy (from The
someone who does Great Gatsby)
not change over
time, usually as a
result of resolving a
central conflict or
facing a major crisis.
Round A rounded character Frodo Baggins from
is anyone who has a The Lord of the
complex personality; Rings
he or she if often
portrayed as a
conflicted and
contradictory
person.
Flat A flat character is Bruce from Finding
the opposite of a Nemo
round character.
This literary
personality is
notable for one kind
of personality trait
or characteristic.
F. Developing mastery (Leads Classify the following characters of “Footnote to Youth” as dynamic,
to Formative Assessment 3) static, round, or flat. Explain your classification briefly.
G. Finding practical applications Group Work

of concepts and skills in daily Make a list of characters of your favorite movies or teleserye. Use the
living chart below.
Characters Type of Character Explanation

H. Making generalizations and Complete the paragraph below:
abstractions about the lesson
I have learned that there are ________________________.
These are ___________________. Each one is different from each
other. _____________ is a character that _________________,
_________________ is a character that __________________,
_________________ is a character that __________________, and is
a character that _________________.
It is _____________ to know them because ____________.
I. Evaluating Learning The following are characters from our previous selections.
Characters Type of Character Explanation

Mr. Libre from
the Baby in the
Battle
Mrs. Libre from
the Baby in the
Battle
Rica from The
Sadness
Collector
Rica’s father
from The
Sadness
Collector
The boy from
the Bread of Salt
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTIONS
below 80%
lesson?
did these work?
encounter which my
help me solve?
teachers?
__________________

Week 2 - Oral Language Fluency Quarter 3 Josenia

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Grade 1 to 12 DAILY School Butansapa NHS Grade Level 7

LESSON LOG Teacher Josenia P. Constantino Subject English

II. CONTENT The Interview (Types, Techniques, and Body Language)

B. No. of learners who require

II. CONTENT The Interview (Types, Techniques, and Body Language)

Rubrics grading the interview:

______ 1. Shaking hands firmly

B. No. of learners who require

F. What difficulties did I

II. CONTENT The Interview (Techniques and Body Language)

1. Causes of family conflict

Rubrics grading the interview:

______ 1. Shaking hands firmly

EN7LT-III-d-5: Discover literature as a tool to assert one’s unique identity and to

EN7LT-III-d-2.2.2: Explain literary devices used (page 160 in CG)

II. CONTENT Hyponyms

F. Developing mastery (Leads

II. CONTENT Types of characters in fiction (literary device)

G. Finding practical applications Group Work

Characters Type of Character Explanation

Characters Type of Character Explanation

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