THE COLLEGE OF MAASIN

“Nisi Dominus Frustra”

Maasin City

JUNIOR HIGH SCHOOL DEPARTMENT

WEEKLY LESSON LOG

LEARNING AREA: English GRADE LEVEL: 7 TEACHER: Elma M. Dayola

QUARTER: 2nd WEEK NO. 11 DATE: Sept. 09, 2019

STAGE I: DESIRED RESULTS

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;
Content Standard
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 and noting details from texts to write a précis,
Performance Standard 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.

 Selective listening enables us to recall specific information

Essential Understanding
 Using appropriate mechanism/tools in the library for locating
resources
 Correct pronunciation of sounds can affect meaning
 Correct subject-verb agreement is important to achieve coherence for
better understanding
 The voice and the mood of the verb establish the focus of the
sentence
 Description allows us to give our perspective on people, places, things
and ideas
 Spelling words correctly increases one’s vocabulary
 Organizing an outline facilitates the writing process
 Letters/writing letters is an effective way to relay information and
express one’s thoughts

 Filipino poetry is a unique in its own composition. Despite having been

colonized for a hundred of years by different countries, the Philippines
has set itself apart with its own unique brand of poetry that may
tackle themes ranging from love, to isolation, racial prejudices, one’s
close relationship with God, natural disasters, and many more. There
are ways to interpret poetry such as discussing different elements that
are present. These elements include word choice, form, imagery. You
may also look at its organic unity to see how a poem’s interdependent
parts work together to create a beautiful piece of art. The best way to
understand a poem, however, is to read it out loud with proper
pronunciation, enunciation, and feelings. Poems are always meant to
be read out loud, even in the modern times. More importantly, this
 sampling of Filipino poetry has made you realize that on global scale,
Filipino writers can stand on their own.

 Why is it important to make the subject of the sentence agree with its
verb?
 Why do we need to carefully choose the information that we hear?
Essential Question(s)
 How can we recall information quickly?
 How does correct pronunciation of sounds affect meaning?

 Expressing appreciation for sensory images, local color, figurative

language used in a songs (EN7LT-I.c-2.2.1)
 Recognizing sentence pattern (ECAS7G-I-I.6)
 Using appropriate mechanisms/tools in the library resources (EN7SS-
II-a-1)
 Observing the correct production of vowels and consonant sounds,
diphthongs, blends, glides, etc. (EN7F-I-a-3.11)
 Discriminating literal and figurative language
 Practice selective listening to recall details
 Noting sensory details and mood (EN7LT-I-c-2.2.1)
 Noting details, sequence and relationship of ideas and events (EN7C-
Learning Competencies II-b-1.2)
 Understanding count nouns and mass nouns (ECAS7G-II-1.2)
 Gathering current information from newspaper and other print and
non-print media (EN7SS-II-g-i-2.1)
 Identifying and using indefinite pronouns (ECAS7G-II-1.3)
 Identifying the distinguishing features of poems and short stories
(EN7LT-II-0-4.2)
 Discovering the conflicts presented in literary selections and the need
to resolve those conflicts in nonviolent ways (EN7LT-II-a-i-4)
 Noting details, sequence, and relationships of ideas and events
(EN7VC-II-a-1/2)

STAGE ASSESSMENT EVIDENCE

II:

 As a writer for popular magazine, part of your job is to translate

popular poems into your regional language. Your editor has given you
two poems to translate into your regional language and has asked you
Performance Task
to choose one. You must try to make your translation accurate,
understandable, and unified, for his will be sent to the author and will
be published in a special issue.

Quizzes, Exercises, Assignments

Other Evidences

STAGE LEARNING PLAN

III:

CONTENT/TOPIC
 Recognizing sentences in the S-IV, S-TV-O, S-LV-C, S-TV-IO-O, and S-TV-O-OC
pattern
 Recognizing sentences in the S-IV S-TV-O, S-LV-C, S-TV-IO-O, and S-TV-
O-OC pattern
 Name the parts of the S-IV, S-TV-O, S-LV-C, S-TV-IO-O, and S-TV-O-OC
pattern
SPECIFIC LEARNING
 Define intransitive verb from transitive verb, direct object from
COMPETENCIES
indirect object
 Write sentences using S-IV, S-TV-O, S-LV-C, S-TV-IO-O, and S-TV-O-OC
pattern

PROCEDURES

Prayer
Greetings
A. Preliminary
Checking of Attendance
Activity
Classroom Management
Reviewing of the past lessons (Subject-Verb Agreement, Rules of Grammar)

 A. Motivation: Play “What are the parts, that’s the pattern”

*Each part is covered with envelope where numbers were
written outside of it.
S= is covered with #12
TV= is covered with #8
DO= is covered with # 11
OC= is covered with # 37

*To reveal the hidden parts, do the following steps:

1st Choose a number one-by-one by asking the following questions. (It
depends on you what to ask first, second, third, and fourth.)
For 12: What day of June is Independence Day being celebrated?
8: What is the atomic number of oxygen?
11: How many sides does an undecagon object have?
37: What is our body’s normal temperature?

B. Activity 2nd After they answered correctly that number, get the question
inside the envelope and ask it again to the students. The question
inside the envelope having the number:
12 is: Cutting of tress increase the problem on Global Warming. In this
sentence, what is the part or role of the word “cutting”?
8 is: It is a verb that passes an action to the receiver.
11 is: If the part of the word mother in the sentence (We give mother
a presence for her birthday.) is direct object, what then is the part of
the word presence?
27 is: it is a noun or pronoun that renames or identifies the subject or
it is an adjective that completes the verb and modifies the subject.

3rd Call for a student to answer the question, then after that; remove
the envelope to reveal the part that is covered by it. (This is an indirect
way of checking the student’s answer to the question.)

4th Uncover the pattern (S-TV-O-OC pattern).

C. Analysis
 How did you find the activity?
  Was it hard for you to guess the words? Yes or No? Why or why not?
 What have you noticed on your answers on your activity?

 Teacher point out that sentences follow certain patterns. Then, direct
student’s attention to recognizing sentences in the S-IV, S-TV-O, S-LV-
D. Abstraction
C, S-TV-IO-O, and S-TV-O-OC pattern found in their worktext.
 Ask additional sample sentences from the students.

Activity 1:
 Divide the class into 5 groups.

a. Group 1 – S-IV pattern

b. Group 2 - S-TV-O pattern
c. Group 3 - S-LV-C pattern
d. Group 4 – S-TV-IO-O pattern
e. Group 5 – S-TV-O-OC pattern

 Let each group construct their own sentences using the given pattern.
E. Application Then, let the other group evaluate if the constructed sentences belong
to the said pattern and if it belongs, then the 2nd group will assign
one to identify where are the subject, the direct object, the verb and
the objective complement in the constructed sentence.
 Repeat the process until all groups can give their constructed
sentences. Teacher will facilitate the class.

Activity 2:
 To practice what they learned lead the students answer Exercise 3,
Exercise 4A and Exercise 5 of their worktext. Check answers as a class.

The students will be able to:

 to appreciate the importance in recognizing basic sentence pattern
 recognizing sentence pattern help students widen their grammar in
F. Values Integration
constructions sentences through written communication

 (Copy and answer in a 1 whole sheet of paper)

Write below the underlined word/s their uses in the sentence. Write
S for subject, TV for transitive verb and IV for intransitive verb and LV
for linking verb, DO for direct object and IO for indirect object, and
OC for objective complement. And then on the provided space
before the number, identify whether the sentence is made up of S-IV,
S-TV-O, S-LV-C, S-TV-IO-O or S-TV-O-OC pattern.

_______________1. Great men never talked about their needs.

EVALUATION
_______________2. Our geometry teacher makes the difficult task a
pleasure.
_______________3. Anne shared her experiences during the summer
vacation.
_______________4. They have considered my older brother a very honest
_______________5. The oil in the pan has become hot.
_______________6. It can be very dangerous to all of us.
 _______________7. Philippines celebrates Independence Day every 12th day
of June.
_______________8. Filipinos give Jose Rizal a day of commemoration.
_______________9. The doctor diagnosed her acidic.
_______________10. The juniors feel excitement to take their chosen field in
T.L.E. _______________11. Does the principal know your father?
_______________12. Mr. Dominguez will teach his students the perspective
drawing.
_______________13. Ideas are worthless unless followed by action.
_______________14. The commandant has chosen the most responsible
trained student the CAT-Corps Commander.
_______________15. Their parents think them too young for a lover
relationship.

 In a short bond paper, draw anything that would interest you. From
your
ASSIGNMENT drawing, construct sentences using the 5 Basic sentence patterns. (2
sentences in each pattern)
 Relate it what they have learned to their everyday life.

REMARKS

Prepared by: Checked:

ELMA M. DAYOLA, LPT ESTRELLA E.

GENERAN
Teacher JHS Coordinator

STAGE LEARNING PLAN

III:

Appreciating Local Color, Figurative language, and Sensory Images in a Songs

CONTENT/TOPIC
 Perceiving the Tone and the Mood in a Song (ECAS, pages 86)

 Define tone and mood as it applies to literature

SPECIFIC LEARNING  Determine the tone and mode in a song
COMPETENCIES  Identify examples of tone and mood in a work of literature
 Perform a traditional song through group presentation

PROCEDURES

A. Preliminary Prayer
Activity Greetings
Checking of Attendance
 Classroom Management

 The teacher presents different traditional and local songs to the class.
B. Activity
Let the students analyze and observe the literary piece.

 Ask students what emotions were depicted by each song.

C. Analysis

 Direct the students to the in Perceiving the Tone in a Song in their

worktext. Instruct them to read the paragraph silently. (ECAS. Page
87)

 Ask them what they know about “Tone and Mood in Literature”

 Focus their attention on the first two sentences on the introductory

paragraph. Then revert to EU2: The manner of projecting our voice is
vital in expressing thought. Find common ground between tone and
D. Abstraction emotions.

 Emphasize that tone is suggested by words, their arrangement of

rhythm, and the music itself. Therefore, listeners are lured to feel the
same emotions as the composers.

 Afterwards, present the questions that follow as a guide for

discussion. Allot time for the discussion.

 Direct them to study the lyrics of Paru-Parung Bukid.

 Instruct the students to answer the side bar questions as assessment

E. Application of their comprehension of the song.

 Afterwards, let the students identify the tone and mood of the given
piece.

 Our history as a nation and our stories as individuals make us proud to

be a Filipino.
F. Values Integration

 Divide the students into groups to present their task for EXERCISE 1.
(ECAS, page 88)
 Instruct them to choose one song to sing as a group. They may choose
EVALUATION a song from the list in their worktext or any folk song they want.
 Teacher will facilitate the activity and evaluate each group’s
performance.

 Research on the history of the famous Filipino folk song “Sitsiritsit”

ASSIGNMENT
and “Manang Biday”

REMARKS
Prepared by: Checked:

ELMA M. DAYOLA, LPT ESTRELLA E.

GENERAN
Teacher JHS Coordinator
STAGE LEARNING PLAN
III:

CONTENT/TOPIC  Using the Library Resources

SPECIFIC LEARNING 
COMPETENCIES
PROCEDURES

Prayer
Greetings
A. Preliminary
Checking of Attendance
Activity
Classroom Management
Reviewing of the past lessons

B. Activity

C. Analysis


D. Abstraction

E. Application
A.


F. Values Integration

EVALUATION A.
ASSIGNMENT
A.

REMARKS

Prepared by: Checked:

ELMA M. DAYOLA, LPT ESTRELLA E.

GENERAN
Teacher JHS Coordinator

STAGE LEARNING PLAN

III:

CONTENT/TOPIC Recognizing sentences in the S-IV, S-TV-O, S-LV-C, S-TV-IO-O, and S-TV-O-OC
pattern
 Recognizing sentences in the S-IV S-TV-O, S-LV-C, S-TV-IO-O, and S-TV-
O-OC pattern
SPECIFIC LEARNING  Name the parts of the S-IV, S-TV-O, S-LV-C, S-TV-IO-O, and S-TV-O-OC
COMPETENCIES pattern
 Define intransitive verb from transitive verb, direct object from
indirect object
  Write sentences using S-IV, S-TV-O, S-LV-C, S-TV-IO-O, and S-TV-O-OC
pattern

PROCEDURES

Prayer
Greetings
A. Preliminary
Checking of Attendance
Activity
Classroom Management
Reviewing of the past lessons (Subject-Verb Agreement, Rules of Grammar)

 A. Motivation: Play “What are the parts, that’s the pattern”

*Each part is covered with envelope where numbers were
written outside of it.
S= is covered with #12
TV= is covered with #8
DO= is covered with # 11
OC= is covered with # 37

*To reveal the hidden parts, do the following steps:

1st Choose a number one-by-one by asking the following questions. (It
depends on you what to ask first, second, third, and fourth.)
For 12: What day of June is Independence Day being celebrated?
8: What is the atomic number of oxygen?
11: How many sides does an undecagon object have?
37: What is our body’s normal temperature?

B. Activity 2nd After they answered correctly that number, get the question
inside the envelope and ask it again to the students. The question
inside the envelope having the number:
12 is: Cutting of tress increase the problem on Global Warming. In this
sentence, what is the part or role of the word “cutting”?
8 is: It is a verb that passes an action to the receiver.
11 is: If the part of the word mother in the sentence (We give mother
a presence for her birthday.) is direct object, what then is the part of
the word presence?
27 is: it is a noun or pronoun that renames or identifies the subject or
it is an adjective that completes the verb and modifies the subject.

3rd Call for a student to answer the question, then after that; remove
the envelope to reveal the part that is covered by it. (This is an indirect
way of checking the student’s answer to the question.)

4th Uncover the pattern (S-TV-O-OC pattern).

 How did you find the activity?

C. Analysis  Was it hard for you to guess the words? Yes or No? Why or why not?
 What have you noticed on your answers on your activity?

 Teacher point out that sentences follow certain patterns. Then, direct
D. Abstraction student’s attention to recognizing sentences in the S-IV, S-TV-O, S-LV-
C, S-TV-IO-O, and S-TV-O-OC pattern found in their worktext.
 Ask additional sample sentences from the students.
 Activity 1:
 Divide the class into 5 groups.

f. Group 1 – S-IV pattern

g. Group 2 - S-TV-O pattern
h. Group 3 - S-LV-C pattern
i. Group 4 – S-TV-IO-O pattern
j. Group 5 – S-TV-O-OC pattern

 Let each group construct their own sentences using the given pattern.
E. Application Then, let the other group evaluate if the constructed sentences belong
to the said pattern and if it belongs, then the 2nd group will assign
one to identify where are the subject, the direct object, the verb and
the objective complement in the constructed sentence.
 Repeat the process until all groups can give their constructed
sentences. Teacher will facilitate the class.

Activity 2:
 To practice what they learned lead the students answer Exercise 3,
Exercise 4A and Exercise 5 of their worktext. Check answers as a class.

The students will be able to:

 to appreciate the importance in recognizing basic sentence pattern
 recognizing sentence pattern help students widen their grammar in
F. Values Integration
constructions sentences through written communication

 (Copy and answer in a 1 whole sheet of paper)

Write below the underlined word/s their uses in the sentence. Write
S for subject, TV for transitive verb and IV for intransitive verb and LV
for linking verb, DO for direct object and IO for indirect object, and
OC for objective complement. And then on the provided space
before the number, identify whether the sentence is made up of S-IV,
S-TV-O, S-LV-C, S-TV-IO-O or S-TV-O-OC pattern.

_______________1. Great men never talked about their needs.

_______________2. Our geometry teacher makes the difficult task a

pleasure.
_______________3. Anne shared her experiences during the summer
EVALUATION vacation.
_______________4. They have considered my older brother a very honest
_______________5. The oil in the pan has become hot.
_______________6. It can be very dangerous to all of us.
_______________7. Philippines celebrates Independence Day every 12th day
of June.
_______________8. Filipinos give Jose Rizal a day of commemoration.
_______________9. The doctor diagnosed her acidic.
_______________10. The juniors feel excitement to take their chosen field in
T.L.E. _______________11. Does the principal know your father?
_______________12. Mr. Dominguez will teach his students the perspective
drawing.
 _______________13. Ideas are worthless unless followed by action.
_______________14. The commandant has chosen the most responsible
trained student the CAT-Corps Commander.
_______________15. Their parents think them too young for a lover
relationship.

 In a short bond paper, draw anything that would interest you. From
your
ASSIGNMENT drawing, construct sentences using the 5 Basic sentence patterns. (2
sentences in each pattern)
 Relate it what they have learned to their everyday life.

REMARKS

Prepared by: Checked:

ELMA M. DAYOLA, LPT ESTRELLA E.

GENERAN
Teacher JHS Coordinator

LEARNING AREA: English GRADE LEVEL: 7 TEACHER: Elma M. Dayola

QUARTER: 2nd WEEK NO. 13 DATE: Sept. 24-27, 2019

STAGE LEARNING PLAN

III:

 Interrogative Pronouns
CONTENT/TOPIC
 1896 (poem by Aurelio S. Alvero)

 Identify and use interrogative pronouns

SPECIFIC LEARNING  Change statements into questions using interrogative pronouns
COMPETENCIES  Differentiate graphic from nonlinear texts
 Analyze and interpret the poem using KWL chart
PROCEDURES

Prayer
Greetings
A. Preliminary
Checking of Attendance
Activity
Classroom Management
Reviewing of the past lessons

Activity 1:
 Start with the lesson with a motivational activity where students will
B. Activity discover their personality type according to the Myers-Briggs
Personality Test. After taking the test, harness understanding and
appreciation of their personalities by discussing each type.

A. Direct students to the chart (KWL chart) in their worktext. Let them fill
C. Analysis
each column with answers from their past research work.
B. Project or post a graphic organizer with the questions:
 Who are the founders of the personality test you took?
  What personality type are you? Do you agree?
 Which personality types do you think are compatible with each other?
Why?

C. Answer I as a class. Then, let students fill in the graphic organizer by

rows. Ask them what words are used to cue in the questioning. Lead
them to realize the meaning of interrogative pronouns.

A. Explain to them that KWL Chart is an example of graphic organizer

used to express ideas on research. Differentiate graphic from
nonlinear text by eliciting answers from students’ schema. Let them
write their answer on the board. With the KWL chart as springboard,
direct students to read “1896” in their worktext. Zero in the concept
of freedom when the teacher discusses about the poem, elicit
students’ insights on the term and let them show how it is shown in
D. Abstraction
the poem.

B. Let the students encircle the interrogative pronouns. Ask another set
of students to show the class when each pronoun is used. Discussion
of Interrogative Pronouns: and its Function will follow.

A. Let students answer the sidebar questions of the poem “1986”

E. Application B. Lead students as they apply their knowledge and skills, they learned
by answering Exercise 8 on their worktext. Briefly explain that there
are more interrogative pronouns possible for use. Check and discuss
answers as class to enhance students understanding.

 Emphasize that freedom demands responsibility and accountability.

F. Values Integration

A. The teacher conducts a long quiz.

EVALUATION

A. English notebook
1. Discuss: Freedom does not mean doing anything you want. What
is the difference between freedom and license? Give examples of
license?
ASSIGNMENT
2. Should freedom be won by bloodshed? Or are there other means
of achieving it? What recent event in our history shows that
violence can be prevented while trying to win freedom? What
means did the people use?

REMARKS

Prepared by: Checked:

ELMA M. DAYOLA, LPT ESTRELLA E.

GENERAN
Teacher JHS Coordinator
LEARNING AREA: English GRADE LEVEL: 7 TEACHER: Elma M. Dayola
QUARTER: 2nd WEEK NO. 18 DATE: Oct. 14-18, 2019

STAGE LEARNING PLAN

III:

CONTENT/TOPIC  Count Nouns and Mass Nouns

SPECIFIC LEARNING  Identify between count nouns and mass nouns

COMPETENCIES  Use count nouns and mass nouns in writing sentences
PROCEDURES

Prayer
Greetings
A. Preliminary
Checking of Attendance
Activity
Classroom Management
Reviewing of the past lessons
  Divide the class into two teams. Both teams have to name ten
countable and ten uncountable nouns. If any team names a wrong
noun, the point will be given to the other team. The team which
scores more points will win.
 Presents objects as tools for the topic. Let students study the objects
B. Activity
and call on a few of them to do the following:
a. (label as A) Scoop two spoonful of salt/sugar unto the jar or glass.
b. (label as B) Separate the candles according to corresponding
colors.
c. (label as C) group the books and notebooks according as subject

 Process the activity by asking students to analyze how each object is

group or measured. Elicit answers from the students to the following
questions:
a. Did you find it easy to group/measure the objects? Why or Why
C. Analysis not?
b. Which objects were easier to measure/group or count? Explain
your answer.
c. Which objects were difficult to measure/group or count? Explain
your answer.

 Lead students to answer that objects B and D signify countable

objects, called count nouns. Review the counterpart, mass nouns, by
making them realize that objects A and C are the things that cannot be
counted.
 Direct students to the pages on their worktext where the discussion of
D. Abstraction Count Nouns and Mass Nouns are written.
 Let student give more specific examples about count nouns and mass
nouns.
 To further elaborate the topic by letting the students watch a short
video clip about nouns. Teacher will provide follow-up questions to
help the students understand the topic.

 Help the students deepen the knowledge by directing them to work

E. Application on Exercise 5 and 6 on their worktext. Allot time for checking answer
as a class.

 Maintain discipline during the activity.

F. Values Integration

A. The teacher conducts a quiz.

B. Group students into triads to work on a graphic organizer given by the
teacher. Teacher will give the instructions and question for the given
EVALUATION
activity.

ASSIGNMENT  Tell the students to write down at least 15 countable and 15

uncountable nouns in their notebooks which they can see at their
homes or in surroundings.
REMARKS

Prepared by: Checked:

ELMA M. DAYOLA, LPT ESTRELLA E.

GENERAN
Teacher JHS Coordinator
LEARNING AREA: English GRADE LEVEL: 7 TEACHER: Elma M. Dayola
QUARTER: 2nd WEEK NO. 18 DATE: Oct. 14-18, 2019

STAGE LEARNING PLAN

III:

CONTENT/TOPIC Elements of a Short Story

 Differentiate the literary elements used to understand and interpret

SPECIFIC LEARNING
literary texts
COMPETENCIES
 Analyze a literary text using literary elements
PROCEDURES

Prayer
Greetings
A. Preliminary
Checking of Attendance
Activity
Classroom Management
Reviewing of the past lessons

 Watch a music video and give comments on the song entitled

B. Activity
“Bohemian Rhapsody”

 The following questions are asked”

a. What is the title of the song?
b. Describe the characters and the scene illustrated in the song?
C. Analysis
c. What do you think are the distinct features are present in the
song?
d. Why is it necessary for the writer of the song to include distinct
features of the song?

 Discussion of the video with the use of S.O.S (Game) with

comprehension Questions given by the teacher. Guide them as to how
to understand the and master the Literary Elements.
a. Character
b. Setting
c. Plot
D. Abstraction
d. Theme
e. Conflict
f. Point of View
 To further elaborate the topic, direct students’ attention by explaining
to the class that each element is vital to unraveling the theme of the
selection, fiction or non-fiction.

 Let the students watch another

 Using a Manila Paper, students must produce a creative graphic
E. Application
presentation illustrating their synthesized analysis of the song by
group that manifests the literary elements used.

 Maintain discipline and teamwork during the activity.

F. Values Integration

EVALUATION
  Reading of text and discussion of the texts (How My Brother Leon
Brought
Home a Wife).
 Answer the questions given the group discussion and do a sharing per
group through an oral presentation. Divide the class into 6 groups.
Each group must answer one question with explanation based on the
functions of the literary elements.
1. Who are the characters of the story?
2. What is the issue of the story?
3. When and where did the story happen?
4. What are the chronological events in the story?
5. What is the story trying to imply?
6. Who is the speaker of the story and what is his/its significance?

Based on the story “How My Brother Leon Brought Home a Wife:”

Answer the following questions: (English Notebook)

ASSIGNMENT
 How do the Literary Elements convey the message of the text?
 What is the effect using the Literary Elements in writing a literary
piece based on your observation when you read the text?

REMARKS

CALENDAR OF ACTIVITEIES:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Count Nouns and Long Quiz and

Mass Nouns Review

Prepared by: Checked:

ELMA M. DAYOLA, LPT ESTRELLA E.

GENERAN
Teacher JHS Coordinator
 THE COLLEGE OF MAASIN
“Nisi Dominus Frustra”
Maasin City

JUNIOR HIGH SCHOOL DEPARTMENT

WEEKLY LESSON LOG

LEARNING AREA: English GRADE LEVEL: 7 TEACHER: Elma M. Dayola

QUARTER: 3rd WEEK NO. DATE: Nov. 11-15, 2019

STAGE I: DESIRED RESULTS

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
Content Standard
associations; informative speech forms; and use of direct/reported speech,
passive/ active voice, simple past and past perfect tenses, and sentence
connectors.

The learner transfers learning by: showing ways of asserting one’s identity;
comprehending informative and short narrative texts using schema and
appropriate listening and viewing strategies; expressing ideas, opinions, and
Performance Standard 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.

 Acceptance of differences and the recognition and wise use of

individual strengths could contribute to a unified nation.
Essential Understanding  Embracing and respecting everyone’s uniqueness is a weapon against
discrimination

a. How can diversity build and unify a nation?

b. Why is it important to be proud of one’s individuality?
Essential Question(s)
c. How can patriotism help shape a country’s future?
d. How can the youth of the land be a manifestation of hope?
  Discover literature as a tool to assert one’s unique identity and to
better understand other people EN7LT-III-a-5
 Using the universe of the text to active schema EN7RC-III-a-8
 Link sentences using logical connectors that signal chronological and
logical sequence and summation EN7G-III-a-1
Learning Competencies  Using lexical and context clues in understanding unfamiliar words and
expressions
 Making a stand on a Material viewed EN7VC-III-e-i-14
 Identify features of narrative writing EN7WC-III-a-2.2.12

STAGE ASSESSMENT EVIDENCE

II:

A. You are a of consultant of a television company in the Philippines

the board of directors has tasked you to come up with an
evaluation paper of one of its programs in order to determine the
strengths and weaknesses of the show. Your paper will help the
network improve the program to attract more viewers. The board
Performance Task has asked you to evaluate the program’s various aspect, like
content, language, stage setup, and quality and audio of the video.
The paper will be judged based on the following: 1. Completeness,
2. Insightfulness, 3. Manner of evaluating, 4. Organization, and 5.
Grammatical awareness

Quizzes, Exercises, Assignments

Other Evidences

STAGE III: LEARNING PLAN

I am A Filipino
CONTENT/TOPIC
 Appreciating our Identity and Heritage

 Discover literature as a tool to assert one’s unique identity and to

better understand other people EN7LT-III-a-5
SPECIFIC LEARNING
 Link sentences using logical connectors that signal chronological and
COMPETENCIES
logical sequence and summation EN7G-III-a-1

PROCEDURES

Prayer
Greetings
A. Preliminary
Checking of Attendance
Activity
Classroom Management
Reviewing of the past lessons

 To start the lesson with a group activity to reveal the diversity of

B. Activity personalities among the students. Use the following mechanics:
a. Let the students count off from 1 to 5, then ask them to sit in a
circle with their groupmates
 b. Provide questions to unravel the students’ interests, beliefs,
principle, etc. Teacher may use the following questions as guide:
i. What s your dream profession then and now? Has it
changed and why?
ii. How do you spend your leisure time? Why?
iii. Do you prefer fiction or non-fiction books? Explain your
answer.
c. Allot time for group discussion, asking a member for each group to
take note of the answers. Then let him/her summarize the
questions that were most and least answered. Allot time for bigger
group discussion as a class.

 Process the activity by reverting on the EQ1 (Essential Question 1). Let
students ponder on this and keep their insight in mind for sharing and
C. Analysis
discussion of response later in the discussion.

 Let students read the poem “I am a Filipino” by Carlos P. Romulo.

Teacher gives the background of the author.
 To better understand the poem, direct students for the discussion of
D. Abstraction
“Linking sentences and Logical Connections” on their worktext.
Students will be asked to give more sample connectors.
 Expand discussion by recurring the essential questions.

E. Application  Direct students to answer exercise 1 on their worktext.

 Maintain discipline and teamwork during the activity.

 Appreciating one’s identity and local heritage through reading and
F. Values Integration expanding the essence of the poem.

 Students will be paired up by two. They will be given another poem

entitled “Laughter” by Manining Miclat.
EVALUATION
 Teacher will give the directions and instructions on the activity.

 Assign students to answer Exercise 3A and B to be checked next

ASSIGNMENT
meeting.

REMARKS
STAGE III: LEARNING PLAN

 Context Clues
CONTENT/TOPIC
 Making a Stand on a Material Viewed

 Using lexical and context clues in understanding unfamiliar words and

SPECIFIC LEARNING expressions
COMPETENCIES  Making a stand on a Material viewed EN7VC-III-e-i-14

PROCEDURES

Prayer
Greetings
A. Preliminary Checking of Attendance
Activity Classroom Management
Reviewing of the past lessons

 Start with a session with a motivational activity on context clues.

 Explain to students that today they will be reading a short nonfiction
B. Activity
text and highlighting out all the difficult words they read. Then, let the
students write on an extra paper the highlighted words.

C. Analysis  There are ways to find the meaning of the words. Authors sometimes
uses clues called context clues.

 Explain that context clues are words that come before or after the
new word and that there are several different kinds of context clues
1. Synonym
2. Antonym
3. Explanation
4. Example
D. Abstraction
5. Definition
 Elicit examples from the students.

 Let students choose one TV program. Allow them to state their

reasons. Explain that there are good and bad kinds of programs.
Directs students’ attention to the discussion on Making a Stand on the
Material Viewed.

A. Write these sentences on the board, asks students to identify the

meaning of the underlined word
1. The joey, which is a baby kangaroo, peeked out of his mother’s
E. Application pocket. And tell which kind of context clue the author used to
unlock the word’s meaning.
2. The beach was covered with debris like paper and cans, and
the children picked out all the trash.
 B. Let students answer exercise 4 to develop their skills in note-
taking. Check answers as a class.

F. Values Integration

A. The teacher conducts a quiz (Context Clues)

B. You are a student reporter in your school and you are tasked
to interview a famous person who made a difference by
EVALUATION
serving others. You are going to do an oral report and submit
the script of the interview.

ASSIGNMENT

REMARKS

Prepared by: Checked:

ELMA M. DAYOLA, LPT ESTRELLA E. GENERAN

Teacher JHS Coordinator

CALENDAR OF ACTIVITIES:

NOV. 10 - I AM A FILIPINO
NOV. 11 - EVALUATING OF THE POEM (cont. QUIZ)
NOV. 12 - CONNECTORS (DISCUSSION)
NOV. 13 - CONNECTORS (cont. SPELLING, CHECKING OF ASSIGNMENTQUIZ)
NOV. 14 - CONTEXT CLUES (MOTIVATION, DISCUSSION, ACTIVITY)
NOV. 15 - NO CLASS (MATH MONTH)

NOV. 18 - cont. (LONG QUIZ about CONTEXT CLUES)

NOV. 19 - STARTING OF THE NEW TOPIC (MAKING A STAND ON THE MATERIAL VIEWED)
NOV. 20 - SPECIAL SESSION WITH THE GUIDANCE COUNSELOR (ALL GRADE 7 – MABINI)
 THE COLLEGE OF MAASIN
“Nisi Dominus Frustra”
Maasin City

JUNIOR HIGH SCHOOL DEPARTMENT

WEEKLY LESSON LOG

LEARNING AREA: English GRADE LEVEL: 7 TEACHER: Elma M. Dayola

QUARTER: 3rd WEEK NO. DATE: Dec. 9-13, 2019

STAGE I: DESIRED RESULTS

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
Content Standard
associations; informative speech forms; and use of direct/reported speech,
passive/ active voice, simple past and past perfect tenses, and sentence
connectors.

The learner transfers learning by: showing ways of asserting one’s identity;
comprehending informative and short narrative texts using schema and
appropriate listening and viewing strategies; expressing ideas, opinions, and
Performance Standard 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.

 The citizen’s love for the country will sustain a nation through rough
Essential Understanding
times.

Essential Question(s)  How can patriotism help shape a country’s future?

 Discover literature as a tool to assert one’s unique identity and to

better understand other people EN7LT-III-a-5
Learning Competencies  Understanding and using verbals correctly
 Using active and passive voice meaningfully in varied contexts

STAGE ASSESSMENT EVIDENCE

II:

 You are a famous Manga artist of one of the Comic and Doodle
Company in the Philippines and the readers has asked you to create
something valuable to the Filipinos. As part of your work you are
tasked to create and draw a scenario of a Filipino citizen who made
Performance Task
significant contribution in the Philippines (might it be in the field of
sports, music, dance, visual arts, and the like) using either passive or
active voice to bring humor or make a point. The heads, co-workers
and the readers are the one who will evaluate your output.

Quizzes, Exercises, Assignments

Other Evidences
STAGE III: LEARNING PLAN

CONTENT/TOPIC Filipinas by Jose Palma

 Discover literature as a tool to assert one’s unique identity and to

SPECIFIC LEARNING
better understand other people EN7LT-III-a-5
COMPETENCIES
PROCEDURES

Prayer
Greetings
A. Preliminary
Checking of Attendance
Activity
Classroom Management
Reviewing of the past lessons

 Direct student’s attention to the introductory question of

“patriotism” elicit answers as a springboard for reading and
B. Activity
discussion of the piece by Jose Palma entitled “Filipinas”

C. Analysis  Ask students to answer the sidebar questions of the poem.

 Discuss the following questions with the poem “Filipina”:

a. Do you pause whenever you hear the Philippine National Anthem?
Why or Why not?
b. Describe how you feel whenever you sing it. Why do you feel that
D. Abstraction
way?
c. What is your opinion on excluding the country’s flag in cultural
events like concerts? Explain.

 Pair up students and ask them to write a skit that shows love and
respect of one’s country. Allot time for presentation and processing
E. Application
activity.

 Deepen appreciation of the central theme of Jose Palma’s

F. Values Integration masterpiece. Let students ponder on the theme.

 Ask the students to draw an object that symbolizes patriotism. Ask

them to write a one-stanza poem to express this. Allot time for
EVALUATION
sharing the artworks.

ASSIGNMENT  Read and study in advance “Verbals” on their worktext

REMARKS
STAGE III: LEARNING PLAN

CONTENT/TOPIC Verbals

SPECIFIC LEARNING
 Understanding and using verbals correctly
COMPETENCIES
PROCEDURES

Prayer
Greetings
A. Preliminary
Checking of Attendance
Activity
Classroom Management
Reviewing of the past lessons

 Start the session with motivational activity where students need to

B. Activity notice the sentences used in a video or a song you will present. Use
this to introduce the lesson on verbals.

C. Analysis  Use this to introduce the lesson on verbals.

 Direct the student’s attention to the table that differentiate the

verbals: participle, gerund and infinitives in their work text. After
D. Abstraction
every verbal, elicit additional knowledge with sample sentences.

 Let the students apply their knowledge and skill acquired by asking
E. Application
them to work on Exercise 1A and B.
F. Values Integration

 Harness their knowledge by asking the students to answer Exercise 1C

EVALUATION to E. Check and discuss answers as a class.

 DIRECTIONS: Underline the verbal phrases in each sentence. On the

line, write whether it is a gerund (g), a participle (p), or an infinitive (I).

__________1. The running girl fell down.

__________2. Ellie has a tendency to sleep late.
__________3. The whining dog gets on my nerves.
ASSIGNMENT __________4. Talking without permission is not allowed.
__________5. Jen has a new biking helmet.
__________6. Eating as all that she could think about.
__________7. The chirping bird sat on our windowsill.
__________8. Hank wants to help everyone he meets.
__________9. My cooking skills leave a lot to be desired.
__________ 10. Succeeding is not enough. Others must fail.

REMARKS
STAGE III: LEARNING PLAN

CONTENT/TOPIC Active and Passive Voice

 Differentiate active and passive voice

 Construct sentences using active and passive voice
SPECIFIC LEARNING
 Identify the voice of the verb in each sentence
COMPETENCIES
 Rewrite the sentence changing the voice from active to passive voice,
then passive to active voice.

PROCEDURES

Prayer
Greetings
A. Preliminary
Checking of Attendance
Activity
Classroom Management
Reviewing of the past lessons

 Bounce a ball on the floor. Then ask students to describe what

happened. Tell them to start the sentence with your name (e.g.,
“Ma’am Dayola Jones bounced a ball.”) Write the sentence on the
board. Then have students identify the subject (Ma’am Dayola) and
the verb (bounced). Now, bounce the ball again, but this time, ask
B. Activity
students to describe what happened starting with “The ball…”.
Students should say, “The ball was bounced by Ma’am Dayola.” Write
this sentence on the board and ask them to identify the subject in this
sentence (the ball) and the verb (was bounced).

 Ask them to identify the subject and the verb on the sentences
written on the board.
C. Analysis
 Notice on the sentences on the board. Analyze its difference. It tells
whether it is in the form of active or passive voice.

 Discussion:
 Voice is the quality of a verb that shows whether the subjects
is the doer or receiver of the action

a. The Active Voice

Active voice is used to indicate that the subject of the sentence is
D. Abstraction
the doer of the action

b. The Passive Voice

The passive voice is created when the subjects is acted upon

 Teacher will show more examples about passive and active voice.
Then let the students identify the sentence whether it is in the active
or passive voice.

Activity 1:
E. Application  Identify the voice of the verb in each sentence.
1. Raul presented an interesting report.
2. Baseball was played by Joseph.
 3. Martin removed the old paint.
4. The national budget was approved by congress.
5. She cooked the breakfast.

Activity 2:
 Change the sentences below to the active voice.
1. I was taught by my brother the principles of barbecuing.
2. My father was given the title by the former head chief.
3. The house was wrecked by the party and the cat was let loose by the
guests.
4. The house is a mess, the cat is lost, and the car has been stolen by Justin.
5. Unfortunately, my plan was ruined by Gerald, the building superintendent.

Activity 3:
 Lead students in answering Exercise 2A and B on their worktext.

(FACILITE, CHECK AND DISCUSS ANSWERS AS A CLASS)

 Appreciate the lesson by showing active participation of the students

F. Values Integration
towards the lesson.

 A. Write A in the blanks before the number if the sentence is active

and P if passive.
______1. Rommel presented an interesting report.
______2. He submitted the annual report of the organization.
______3. The town was destroyed by fire.
______4. That skyscraper was built in 1934
______5. The new product design has been finished.

 B. Rewrite each sentence changing the verb from active to passive

then from passive to active. Use the T-graph below.

Active Voice Passive Voice

1. He wrote a novel.
2. Ninoy Aquino was admired
by many
EVALUATION
3. He repaired the dripping
faucet
4. The doctor examined the
patient.
5. She sponsored the
education of many students
6. The decision was made by
my Boss yesterday.
7. The change was
proposed(by us) Last week.
8. John delivered the message.
9. Doug coordinated the
meeting in Paul’s absence
10. The shells was collected by
James.

 Encourage students to find examples of active and passive voice in

ASSIGNMENT different types of publications, such as newspapers, magazines, web
sites, text books, novels, non-fiction, etc. Have them compare and
contrast their findings.
REMARKS

Prepared by: Checked:

ELMA M. DAYOLA, LPT ESTRELLA E. GENERAN

Teacher JHS Coordinator