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DLL - 2nd Quarter - wk4
DLL - 2nd Quarter - wk4
C. Learning RC1a: Use predictive and anticipatory VD2c: Identify figures of speech that WD2e: Compose a travelogue.
devices/tasks to activate prior show contrast (irony, oxymoron, SS2c: Follow protocols in electronic RC1e: Respond to ideas, issues,
Competencies/Objecti knowledge about the topic of and paradox). search engines to limit the and concerns presented in a reading
ves: reading/ viewing selection. information search process. or viewing selection in creative
OL2e: Talk about why and how people RC1b: Use information presented in forms.
Write the LC Code for react differently to a text listened to, a reading or viewing selection to OL2e: Talk about why and how
each read, or viewed based on one’s infer, to evaluate, and to express people react differently to a text RC1b: Use information presented in
background knowledge, purpose, and critical ideas. listened to, read, or viewed based on a reading or viewing selection to
point of view. one’s background knowledge, infer, to evaluate, and to express
RC1d: Determine the validity and unity RC1c: Determine the relevance and purpose, and point of view. critical ideas.
of the details of a parallel informative unity of the elements of a literary text
text vis-à-vis its intended purpose and vis-à-vis its intended purpose and GS2c: Use varied verb
production milieu. production milieu. complementation forms.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can
be tackled in a week or two.
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning
CD recording of the song or the MTV Pictures of some of the regional dances Downloadable Games
Resources
of the song in the Philippines from www.
DVD of Regional Dances AmericanEnglish related to
SVA
Copy of the selection
Samples of travelogue
DIFFERING VIEWS
In preparation for the informal debate
which is set on Day 4, the students must
have grouped into 4 sets and have
chosen/ planned for the following:
1. Reasons why a person has to let
go of somebody he or she loves;
2. Side of the issue;
3. Narrowing down of the chosen
issue;
3. Argument;
4. Support; and,
5. Questions for their opponent.
After the students have planned and
collaborated, they should:
1. Submit a report about their
specific tasks for the informal
debate;
2. Include in their report the topic
they are going to argue about;
and,
3. Gather materials for support.
D.Discussing New HOW IRONIC! (10 minutes)
See Task 1 ‘Your Discovery Tasks’
Concepts and 1. The students will be guided in
Practicing New Skills understanding and appreciating this
#1 literary technique.
2. They will determine whether the
given statements are ironic or not, with
an explanation.
J. Additional Activities
for Application or READING HOMEWORK The learners may come up with or
See ‘Your Text’. create a comic strip wherein they can
Remediation will make their own ending of the story.
a. Assign the reading selection,
Wedding Dance by Amador Daguio for
home In lined with research, they can
reading. research other customary laws in
b. Tell students to work on Task 4 marriage among other indigenous
people in the country.
before reading the selection.
VI. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What
works? What else needs to be done to help the students learn?
VII. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.
A. No. of learners who earned
80% in the evaluation
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 materials did I
use/discover which I wish to
share with other teachers?