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B. Performance Standards: The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on the
following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
C. Learning EN9RC-IIa-3.2.7: Compare EN9VC-IIa-1.4: Establish EN9LT-IIa-15: Analyze EN9OL-IIa-3.7: Employ Remedial/Enhancement Reading
Competencies/Objectives: and contrast similar connections of events and literature as a means of varied verbal and non- Schedule/ICL
Write the LC Code for each information presented in how these lead to the ending valuing other people and verbal strategies to create
different texts. of a material.
their various circumstances impact on the audience
EN9LC-IIa-11: Shift from one EN9V-IIa-27: Give the
in life. while delivering lines in a
listening strategy to another appropriate communicative
based on topic, purpose, and styles for various situations EN9LT-IIa-15.1: Identify Readers Theatre or in a
level of difficulty of the (intimate, casual, the distinguishing features Chamber Theatre.
argumentative or persuasive conversational, consultative, of notable
text. frozen).
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.
Page 1 of 136
School: Grade Level: 9
Teacher: Learning Area: English
B. Establishing a Purpose for the Sharing of observation Ask: Sharing of ideas about Ask the students to read
Lesson and discussion of the Who do you consider the text by compare and the excerpt about
quote. truly great in your life? contrast. greatness through the life
of Martin Luther King Jr.
considering the proper
gestures.
C. Presenting Examples/Instances Sharing of thoughts Instruct them to write Do task 3: Finding Discuss:
of the Lesson related to greatness their answers. similarities and Give a mini-lecture on the
differences on p123 of importance of using facial
the LM. expression and gestures
to convey the meaning of
the excerpt about
greatness
D. Discussing New Concepts and Do task 2. Connecting Reading text 2 on p122 0f Sharing of answers in Brainstorming of the
Practicing New Skills #1 Lives on pp119-120 of the LM. pairs on the task 3 given. excerpt by group.
the LM.
Page 2 of 136
School: Grade Level: 9
Teacher: Learning Area: English
F. Developing Mastery Choral reading text 1 on Ask the processing What is the importance of finding Discussion on
(Leads to Formative Assessment 3) pp120-121 of the LM. questions on p122 of the similarities and differences of adverbs.
LM. ideas?
G. Finding Practical Applications of Sharing of ideas about the Call two pairs to do the Draw out insights from the class Do task 7:
Concepts and Skills in Daily reading text sharing. like: comparing and contrasting Controlled
Living about greatness. practice on p126
of the LM.
Page 3 of 136
School: Grade Level: 9
Teacher: Learning Area: English
I. Evaluating Learning How would communicate Note the significant Ask a students to compare and Teacher-made quiz on
others of their responses of the contrast each of the messages. adverbs
experiences on students about
greatness? greatness.
J. Additional Activities for Application or Share own experiences Journal writing: Do the sharing of answers to Complete the
Remediation on greatness and how Write your experiences the class. sentence:
would you share it to on how you show I realized that
others. appreciation of others “greatness”…
of their greatness.
V. REMARKS
B. Performance Standards: The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on
the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
C. Learning EN9RC-IIb-19: Get information EN9VC-IIb-21: Summarize the EN9LT-IIb-15: Analyze EN9OL-IIb-3.7: Employ Remedial/Enhancement
Competencies/Objectives: from various print media like information contained in the literature as a means of varied verbal and non- Reading Schedule/ICL
Write the LC Code for each brochures, pamphlets, material viewed. valuing other people and verbal strategies to create
periodicals, and audio-video EN9V-IIb-27: Give the their various circumstances impact on the audience
recordings. appropriate communicative in life. while delivering lines in a
EN9LC-IIb-11.1: Listen to get styles for various situations EN9LT-II0-14.2: Explain
important information from (intimate, casual, Readers Theatre or in a
how the elements specific to Chamber Theatre.
argumentative/ persuasive conversational, consultative,
a selection build its theme.
texts. frozen).
EN9LC-IIb-2.8: Make
inferences from what was said.
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.
II. CONTENT Lesson 2: Observing Others’ Circumstances
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P86-89 P86-89 P86-89 P86-89
2. Learner’s Materials Pages P133-143 P133-143 P133-143 P133-143
3. Textbook Pages P133-143 P133-143 P133-143 P133-143
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Pictures None – textbook only None- textbook only None- textbook only
Page 6 of 136
School: Grade Level: 9
Teacher: Learning Area: English
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates and Time: August 29 – September 2, 2016 (week 2) Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Post pictures on the board Share your responses on Let the students read the Discuss: Remedial/Enhancement
Presenting the New Lesson the additional task given. poem on p137 of the LM. Adverb of manner Reading Schedule/ICL
silently.
B. Establishing a Purpose for the Share your observations on Let the students read the Motive question: Cite examples on adverb on
Lesson the pictures. poem on pp135-136 of the “How does the persona deal manner.
LM. with the circumstance he is
in?”
D. Discussing New Concepts and Call two pairs to share their Discuss: Let the students pick lines Do task 6: Controlled
Practicing New Skills #1 answers. List of difficult words from from the poem that captures practice on p141 of the LM.
the poem. their attention.
F. Developing Mastery Call the two pairs to present Engage the students in the Discuss: Sharing of answers to the
(Leads to Formative Assessment 3) their output in class. discussion by processing What do those lines mean class.
the questions from p137 of to you?
the LM.
G. Finding Practical Applications of Ask: Sharing of answers in pairs. Share answers with What is the importance of
Concepts and Skills in Daily Living What have you learned from partner. adverb of manner in English
the dialogue that you have grammar?
created?
Page 8 of 136
Teacher: Learning Area: English
I. Evaluating Learning Ask: Call any pairs to present Group activity: Teacher-made test about
How do you view other their answers in class. Present answers through adverb in manner.
people’s circumstances? news report.
J. Additional Activities for Rethink their responses on Read in advance the poem Group activity: Giving of output satisfaction
Application or Remediation the said question. “Sonnet 29” on p137 of the Present answers through worksheet.
LM. news report.
VI. REMARKS
Page 9 of 136
Teacher: Learning Area: English
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
Page 10 of 136
Teacher: Learning Area: English
B. Establishing a Purpose for the Ask: Practice the role play. Discuss: Discuss:
Lesson Based on the picture tell Difficult words found in the Sensory Images
briefly what you think the story, “The Lottery”.
story is all about.
C. Presenting Examples/Instances of Write five sentences based Present the rubrics of the Group activity: Small groups, identify the
the Lesson on the picture of “The role play. Discuss your mental sensory images in the story,
Hunger Games”. pictures of the story. The Lottery.
D. Discussing New Concepts and Do task 3: Piece by Piece Present the role play. Discuss: Ask:
Practicing New Skills #1 on pp146-147 of the LM. Describe the setting, Explain how these images
characters, and the help make the story
important events in the realistic.
story.
F. Developing Mastery Divide the class into five Ask them follow-up Let the students explain Each group in the class will
(Leads to Formative Assessment 3) groups and discuss the questions to draw out ideas. their drawing in the group. justify their answers.
important events in the
story.
G. Finding Practical Applications of Present the output of the Complete the sentence: Write important points Ask:
Concepts and Skills in Daily Living group to the class. From the role play, I have from the drawing. What images do you see,
learned that… hear, feel, taste, and smell
in the story?
Page 13 of 136
Teaching Dates and
Time: September 5-9, 2016 Quarter: 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and Ask: Each group must write the Ask: Complete the sentence: Remedial/Enhancement
Abstractions about the Lesson What is the message of the significant event from the What have you learned from I have learned that… Reading Schedule/ICL
movie? role play. the interpretation of the
story?
I. Evaluating Learning Create a role play about the Do the group sharing Present your output. Do the group sharing.
message of the movie.
J. Additional Activities for Make a script. Checking of answers about Reflect: Reflect:
Application or Remediation the significant events in the From the story, I learned From the story, I learned
role play. that… that…
V. REMARKS
Page 14 of 136
Teacher: Learning Area: English
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?
VI.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
Page 15 of 136
Teacher: Learning Area: English
B. Performance Standards: The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on
the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
C. Learning EN9RC-IId-19: EN9VC-IId-22: Agree or EN9LT-IId-15: Analyze EN9F-IId-3.11.1: Use the Remedial/Enhancement
Competencies/Objectives: Get information from various disagree with the ideas literature as a means of valuing correct production of Reading Schedule/ICL
Write the LC Code for each print media like brochures, presented in the material other people and their various English sounds: vowels
pamphlets, periodicals, and viewed. circumstances in life.
sounds, consonant sounds,
audio-video recordings. EN9V-IId-27: EN9LT-IId-2.2.1: Express
diphthongs, etc.
EN9LC-IId-11.2: Anticipate the Give the appropriate appreciation for sensory
points that will be made based communicative styles a images used. EN9G-IId-19: Use adverbs
on the speaker’s purpose. situation (intimate, casual, in narration.
conversational, consultative,
frozen).
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.
II. CONTENT Lesson 4:Supporting Other’s Advocacies
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages P103-111 P103-111 P103-111 P103-111
2. Learner’s Materials Pages P169-183 P169-183 P169-183 P169-183
3. Textbook Pages P169-183 P169-183 P169-183 P169-183
4. Additional Materials from
Learning Resource (LR) portal
E. Other Learning Resources Copy of the text Task sheet Copy of the text PowerPoint presentation
Page 16 of 136
School: Grade Level: 10
Teacher: Learning Area: English
B. Establishing a Purpose for the Ask the students to share Read the selection about Discuss: Do the group sharing about
Lesson with the class their personal Ida B. Wells - Barnett and Use conditionals in the task given
opinion about the ideas Her Passion for Justice on expressing arguments and
presented in the video clip pages 173 -175 of the LM fallacies
C. Presenting Examples/Instances of Provide worksheets and Do task 5 Crafting a Read the essay about Create any discourse.(role
the Lesson Work on the concept of Timeline on page 176 of the helping others-”The time to play, panel discussion or
justice (to be written LM help is now” on page 178- story telling) about asking
vertically down the side of a 179 of the LM any support for a certain
page) advocacy.
D. Discussing New Concepts and Let the students read the Discuss: Ask? Give time to master their
Practicing New Skills #1 quotation on the board. piece.
( “Silence speaks louder Different types of short What is the essay all about?
than words.”) prose How did the writer develop
her main point?
Page 17 of 136
School: Grade Level: 9
Teacher: Learning Area: English
F. Developing Mastery Discuss: Let the students justify their Make a news report about Give them follow up
(Leads to Formative Assessment 3) answers the message based on the questions for better
The importance of pausing essay. understanding about their
or timing in speaking work
G. Finding Practical Applications of Post varied quotations Group activity: Group sharing about the Present the rubrics for their
Concepts and Skills in Daily Living about supporting or helping Ask the students to said topic output.
others scrutinize the message of
. the selection.
Page 18 of 136
Teacher: Learning Area: English
I. Evaluating Learning Incorporate what they have By group: read parts in the Let the students have their Today, I have learned that
learned in the previous script according to group practice about their _________________.
lessons about stress and characters. presentation
intonation.
J. Additional Activities for Make your own quotation Finalize your advertisement Presentation of the group. Summarize all of the
Application or Remediation about justice. about the message of the important concepts and
selection. facts learned in the lesson.
V. 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?
VI. 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
B. Performance Standards: The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on
the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
C. Learning Express opinions through EN9LT-IIIa-16: Analyze EN9RC-IIg-5: Interpret Compose an essay. Remedial/Enhancement
Competencies/Objectives: extemporaneous speaking literature as a means of information found in non- Reading Schedule/ICL
Write the LC Code for each activity connecting to the world. linear texts such as
IIIa-6.1: Extract important diagrams, maps, charts,
information from
etc.
argumentative/ persuasive
texts
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.
II. CONTENT
Lesson 5 : Seeking Justice for Others
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P112-122 P112-122 P112-122 P112-122
Page 21 of 136
School: Grade Level: 9
Teacher: Learning Area: English
C. Presenting Examples/Instances of
the Lesson Give example on an Enumerate examples on Discuss the different kinds What have you known of
extemporaneous speaking movies that have themes pf graphs/ charts. organizations who extended
activity, ex. Beauty pageant about discrimination. Venn diagram help to others? What
question and answer… programs have they
conducted?
D. Discussing New Concepts and
Practicing New Skills #1 Give them techniques on Craft a timeline of the Interpret tables. Read and note important
organizing their ideas. important events in the Read the data presented on details.
Explain how present their story. the table on page 176-177.
ideas.
Show/ illustrate an example.
F. Developing Mastery
(Leads to Formative Assessment 3) Perform sample The teacher may present Study the table and talk Students point out the
extemporaneous. the list of events in the about the column on storm. author’s experience on
story. Students will arrange Which storms do the helping others. What were
them accordingly. students remember? his personal experiences?
Why?
G. Finding Practical Applications of
Concepts and Skills in Daily Living Extemporaneous speaking Noting details and Interpreting graphs and Noting details and
activity skill is very useful in arrangement of events charts is an important skill. arrangement of events
any job interview or project according to the story are It is even part of according to the story are
proposal, defense of relevant skills in any reading achievement tests. relevant skills in any reading
investigatory project… activity. activity.
V. REMARKS
Page 25 of 136
Teacher: Learning Area: English
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.
II. CONTENT Lesson 6: Overcoming Indifference
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P124-128 P124-128 P124-128 P124-128
2. Learner’s Materials Pages P 185 P 186-190 P 190 – 191 P 192
3. Textbook Pages P 185 P 186-190 P 190- 191 P 192
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources None – Textbook only None – Textbook only Textbook and activity Textbook and activity
sheets sheets
C. Presenting Examples/Instances of
the Lesson Provide the copy of the What forms of social Provide several examples Provide examples and drills
song “Imagine” injustice have you known or for each of the literary on the verb forms to use for
observed? device. each type.
Play the song and let the
students sing with the lyrics.
D. Discussing New Concepts and
Practicing New Skills #1 Identify the persona of the Gather background of the Students give their own Give the formula of forming
song. life of the writer, Martin examples on the literary present real conditional
What group of people does Luther King, Jr. devices discussed in the statements.
he represent? class. Give fill-in the blanks drill.
Page 27 of 136
Teacher: Learning Area: English
F. Developing Mastery
(Leads to Formative Assessment 3) Find similarities of the List all his arguments, his Work on Task 5.1 A Give sentence drill
message of the song to call for change, and his Task 5.1 B combining the present real
what is happening to our dream for the future. and present unreal
society today. conditional statements.
I. Evaluating Learning
Give the same song. ½ crosswise Teacher may use teacher- Use teacher-made quiz on
Ask: made quiz in making the the use of Present real
Write your response to the What can you contribute for students identify literary conditional statements, and
message of the song. us to have a respectful devices in the sentences or the present unreal
You can express agreement community? lines of a selection. conditions.
or disagreement to his
message.
V. REMARKS
B. Establishing a Purpose for the Students study the graph Ask: Students share their ideas Teacher posts sample
Lesson Would you like to ride in a pictures on real-life
rocket ship? situations
C. Presenting Examples/Instances of Teacher facilitates Teacher facilitates reading Teachers process answers Teacher asks the class
the Lesson discussion on the graph of Task 1 what they would normally
presented do on given situations
D. Discussing New Concepts and Teacher gives brief Teacher emphasizes on Class brainstorm answers Teacher conducts a short
Practicing New Skills #1 definition on graphs unfamiliar words for for Task 4 Vocabulary lecture on past conditionals
vocabulary enhancement Development
Page 32 of 136
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and
Time: October 3-7,2016 (week 7) Quarter: 2nd
F. Developing Mastery Students study and discuss Students reflect on their Students read the text Students do Task 8 What if
(Leads to Formative Assessment 3) the graphs decisions silently
G. Finding Practical Applications of Students study and discuss Let students answer why Process comprehension Teacher processes their
Concepts and Skills in Daily Living the graphs they would take the six through guide questions answers
I. Evaluating Learning Students answer guide Process students’ answers Students do Task 6 In Line Students complete the
questions for better with the Text phrases
understanding
V. REMARKS
Page 34 of 136
Time:
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?
VI. 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
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
Page 36 of 136
Time:
B. Establishing a Purpose for the Students read the comic Teacher posts a sample Ask: Ask:
Lesson strip new article. What are the things to What can you say about the
consider when making hard students’ performance?
decisions?
C. Presenting Examples/Instances of Students give insights Brainstorming of the Establish understanding in Teacher posts brief
the Lesson regarding the comic features of news articles good decision-making definition of a Reader’s
Theater or Chamber
Theater
D. Discussing New Concepts and Teacher posts sample Teacher gives vocabulary Teacher gives brief Teacher facilitates brief
Practicing New Skills #1 sentences using past drills explanation of the pictures discussion on the
conditionals presented on LM, pp. 212- Suprasegmentals on LM, p
214
213
F. Developing Mastery Students (dyads) do Task Reading of the news article Groups do Task 15 Case Teacher gives copies of the
(Leads to Formative Assessment 3) 11 and Task 11.2 Much Closed literary piece for Reader’s
Ado about What to Do Theater/ Chamber Theater.
Students work in groups.
G. Finding Practical Applications of Each pair shares their Teacher facilitates Teacher facilitates the Groups discuss the delivery
Concepts and Skills in Daily Living output with other pair discussion of the text group activity of the piece
through guide questions
I. Evaluating Learning Sharing of outputs Students do Task 14 Mix Representatives from the Reader’s Theater/Chamber
and Match groups present their output Theater group presentations
to the class
V. REMARKS
Page 39 of 136
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?
VIII. 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
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
Page 41 of 136
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Re-reading of the poem Teacher posts a clip/trailer Post a picture of a cake Ask: Remedial/Enhancement
Presenting the New Lesson “If” by Rudyard Kipling on of the video Happy Feet Are you familiar with foreign Reading Schedule/ICL
Module 1 Lesson 6 animated movies?
What are your favorite
foreign animated films?
B. Establishing a Purpose for the Brainstorming of the Ask: Ask: Post posters on 3 animated
Lesson message of the poem What materials/ingredients movies: Up, Harry Potter,
What animal is featured in do you use to bake a cake? Epic
the video clip? Establish the relevance of
these to the elements of a
story.
C. Presenting Examples/Instances of Teacher posts sample Ask: Ask: Let students do Task 13
the Lesson sentences using present What makes up a story? Post It
and past conditional What can you say about the
sentences character?
D. Discussing New Concepts and Facilitate discussion on the Teacher gives vocabulary Post a chart found in Task 2 Class views on video
Practicing New Skills #1 given sentences drills Elementals, LM p. 228 clips/trailers of the 3 foreign
films
Page 42 of 136
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and In pairs, students work on Students create own Teacher facilitates Teacher gives a brief Remedial/Enhancement
Practicing New Skills #2 one sentence sentences using words discussion on the elements overview on animation Reading Schedule/ICL
discussed
F. Developing Mastery Let some pairs write their Students read the text In groups, students Let students do Task 13.2
(Leads to Formative Assessment 3) sentences on the board Happy Feet by George complete the chart by Organize information about
Miller identifying the elements of the movies mentioned
the text Happy Feet
G. Finding Practical Applications of Reading of sentences Let students share their Review on groups’ work
Concepts and Skills in Daily Living understanding with a
partner
Page 43 of 136
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and Teacher evaluate students’ Teacher facilitates Groups post their outputs to Presentation of students’ Remedial/Enhancement
Abstractions about the Lesson answers comprehension of the text the class outputs Reading Schedule/ICL
I. Evaluating Learning Students do Task 10 Students answer guide Representatives from the Brainstorming of students’
Conditional Logic questions on LM, p. 227- group present their charts outputs
228 to the class
V. REMARKS
Page 44 of 136
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
VI. REFLECTION students learn?
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
B. Performance Standards: The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9G-IIIa-21: Use verbal. EN9WC-IIIa-9: Compose Remedial/Enhancement
Competencies/Objectives: forms of literary writing Reading Schedule/ICL
Write the LC Code for each EN9WC-IIIa-9.4: Identify
types and features of a play
synopsis.
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.
II. CONTENT
Lesson 1: Through technology
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 134- 140 P 134- 140
Work on Task 5
F. Developing Mastery
(Leads to Formative Assessment 3) Make a big concept map Review the unlocking of
using Telephone as the difficult words to give the
main idea. class and the groups clearer
understanding of the poem.
Page 48 of 136
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
H. Making Generalizations and Remedial/Enhancement
Abstractions about the Lesson Cellphones are ________ Telephone here In the poem Reading Schedule/ICL
_____________________. is a __________________
_____________________
I. Evaluating Learning
Write a short essay about Their group report will be
cellphones. graded according to the
Include the advantages and rubrics.
disadvantages of this
gadget.
II. 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
III. REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Page 49 of 136
A. No. of learners who earned
80% in the evaluation
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LT-IIIa-16: Analyze EN9LC-IIIa-6: Employ EN9G-IIIa-21: Use Verbals. EN9WC-IIIa-9: Compose Remedial/Enhancement
Competencies/Objectives: literature as a means of appropriate listening strategies forms of literary writing Reading Schedule/ICL
Write the LC Code for each connecting to the world. suited to type of text. EN9WC-IIIa-9.4: Identify
IIIa-6.1: Extract important
types and features of a play
information from Sounding the words
argumentative/ persuasive correctly
synopsis.
texts
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.
II. CONTENT Lesson 2:Making a Difference
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 141-152 P 141-152 P 141-152 P 141-152
B. Establishing a Purpose for the Do Task 1 on page 235 of Read a script ( literary text) Be able to identify gerunds. Ask:
Lesson your LM. “Sorry Wrong Number”
What are the guidelines in
writing a good plot
summary?
C. Presenting Examples/Instances Solicit students’ answers on Work on Task 7 – Getting Use teacher-made activity
of the Lesson their ways of responding to the chill sheets on gerunds. Discuss each of the
emergency. guidelines.
Page 52 of 136
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
E. Discussing New Concepts and The class will read the Task 10- Delving deeper Group Activity: Remedial/Enhancement
Practicing New Skills #2 poem “The Telephone” by Arrange the events that Task 14-15. Reading Schedule/ICL
Edward Field happened according to the Task 13 D – Converting
story. verbs to gerunds and use
Work on Task 5. them in sentences.
Page 53 of 136
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
H. Making Generalizations and Ask: How can an emergency Remedial/Enhancement
Abstractions about the Lesson hotline should be used Complete the sentence, Today, I learned that writing Reading Schedule/ICL
Enumerate instances where properly? summary_____________
a telephone helps a lot in Today, I learned that verbs
times of emergency. How should telephone ____________________.
operators behave in
handling emergency calls?
I. Evaluating Learning
½ crosswise: By pair: read parts in the Teacher prepares 5 Give a short selection to the
script according to gerunds on the board, and class, and ask them to
Do you approve of the characters. ask the students to use make a summary or
school policy not allowing them in the paragraph. synopsis out of it.
students to bring cellphones
in the school?
J. Additional Activities for
Application or Remediation Reading of difficult words/ Make summary about some
phrases familiar legends or
fairytales.
II. 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
III. REFLECTION students learn?
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
Page 54 of 136
80% in the evaluation
Page 55 of 136
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to
use ways of analysing one-act play and different forms of verbals for him/her to skilfully perform in a one-act play.
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LT-IIIg-2.11: Determine EN9F-IIIb-3.11: Produce the EN9G-IIIb-21: Use verbals. Remedial/Enhancement
Competencies/Objectives: EN9LT-IIIb-16: Analyze tone, mood, technique, and English sounds correctly Reading Schedule/ICL
Write the LC Code for each literature as a means of purpose of the author and effectively when ( possessive form of nouns
connecting to the world delivering lines in a one-act and pronouns)
play.
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.
II. CONTENT
Lesson 3: Making A Difference
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References
5. Teacher’s Guide Pages P153-165 P153-165 P153-165 P153-165
Page 57 of 136
allotment for each step.
E. Discussing New Concepts and Remedial/Enhancement
Practicing New Skills #2 Be able to note important Identify the author’s Work on Task 13, 2. Read Discuss these possessive Reading Schedule/ICL
details on what these purpose. the sentences with words forms of nouns and
accomplished people did used in the drill. pronouns thoroughly.
that make them popular. Identify the tone of the
selection. How does the
author feel toward his topic?
Notice the words he used in
the selection.
F. Developing Mastery
(Leads to Formative Assessment 3) Point out their advocacies in Read the selection once Ask the students to perform Make a short dialog making
life that created impact in again, and call other a dialog, or reading of a use of these 2 kinds of
the other people’s lives. students to identify the point tongue twister sentence drill possessive forms.
of view, the purpose of the with the words found in the
selection and the tone of the list.
author.
Work on Task 7
Page 58 of 136
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
H. Making Generalizations and Ask: Ask: Remedial/Enhancement
Abstractions about the Lesson Today, I realized that in Possessive form of nouns is Reading Schedule/ICL
What is common among the order to communicate well, Why is there a need to _____________________,
listed personalities in their the authors used _______ pronounce the words possessive form of
concept about serving ______________________. correctly? pronouns ______________
others? ______________________
I. Evaluating Learning
Write a short essay about a The teacher may use a Graded script reading of the Use teacher- made quiz on
relative who made an teacher-made quiz with the radio play. Focus on the the correct use of
impact in your life. similar selection where production of vowel sounds. possessive nouns and
students identify the pronouns.
purpose, the point of view, ( Correcting mistakes of
and the tone of the author. possessive forms)
II. 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
III. REFLECTION students learn?
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
Page 59 of 136
80% in the evaluation
Page 60 of 136
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to
use ways of analyzing one-act play and different forms of verbal for him/her to skillfully perform in a one-act play.
B. Performance Standards: The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LC-IIId-6.5: Recognize EN9OL-IIId-5: Use the Remedial/Enhancement
Competencies/Objectives: faulty logic, unsupported facts, appropriate prosodic features Use of literary devices in the Verbal - Infinitives Reading Schedule/ICL
Write the LC Code for each and emotional appeal of speech when delivering lines selections
in a one-act play.
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.
II. CONTENT
Lesson 3: Despite Differences in Point of View
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 153 – 159 P 153 – 159 P 153 – 159 P 153 – 159
2. Learner’s Materials Pages P 282- 283 P 286- 291 P 293- 295 P 295- 296
Page 61 of 136
allotment for each step.
A. Reviewing Previous Lesson or Ask : Remedial/Enhancement
Presenting the New Lesson Read a background of the Discuss the Literary Review gerunds and gerund Reading Schedule/ICL
Do you usually believe in story Romeo and Juliet. Devices used in the phrase.
everything that the selections, found in pages Discuss Infinitives, infinitive
computer showed you? Show them the prepared 293- 295. phrase, function in the
Advertisements on tv? scripts on page 286-291 sentence.
F. Developing Mastery
(Leads to Formative Assessment 3) Work on Task 4-5- Identify Pairs practice their delivery Continue the activity in part Use teacher-made activity
the theater terms as of their lines taking into using the songs. sheets on identifying
described in the given consideration their infinitives.
sentences characterization or roles in
the script.
Page 63 of 136
H. Making Generalizations and Remedial/Enhancement
Abstractions about the Lesson Ask: Ask: Ask: Nouns come in different Reading Schedule/ICL
forms. They can be gerunds
Of all the products we used Is it easy or difficult acting How important is the and infinitives in the
at home, are we wise out the roles of the employment of literary sentences.
enough in choosing our characters in the play devices in the selections?
products? “Romeo and Juliet”? Why?
Do they make difference in
the development of idea?
How?
I. Evaluating Learning
Answer teacher-made Presentation or The teacher may use Teacher may use teacher-
activity sheets on products performance of the script teacher-made test on made activity sheets in
found in the markets today. prepared in the book. identifying literary devices identifying infinitives and in
How do we choose used in the lines found in using infinitives in
products? Establish the rubrics for poems or songs. constructing sentences.
grading.
V. 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
VI. REFLECTION students learn?
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
Page 64 of 136
B. No. of learners who require
additional activities for
remediation
Page 65 of 136
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to
use ways of analyzing one-act play and different forms of verbals for him/her to skillfully perform in a one-act play.
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9RC-IIId-20: Analyze a one- Appreciate the balcony scene Figures of speech Intonation Remedial/Enhancement
Competencies/Objectives: act play in Romeo and Juliet in comic Reading Schedule/ICL
Write the LC Code for each EN9LT-IIId-2.1.5: Express strips.
appreciation for sensory
images used
EN9LT-IIId-20.2: Explain the
literary devices used
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.
II. CONTENT
Lesson 4 : With Fortitude and Determination
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P159- 165 P159- 165 P159- 165 P159- 165
2. Learner’s Materials Pages P 304 - 305 P 307 - 308 P 312 - 313 P 314 - 318
3. Textbook Pages P 304- 305 P 307- 308 P 313- 313 P 314 - 318
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Textbook only textbook only Textbook and activity Textbook and other IMs
sheets
C. Presenting Examples/Instances
of the Lesson React to the dialogs taken Go over the comic strip Work on Task 5-B. Read the sample script and
from the play Romeo and slowly reading the dialogs, Imagery, Figures of Speech guide students to create the
Juliet. and looking at the pictures. intonation pattern in their
The teacher may provide dialog.
these lines.
Page 67 of 136
allotment for each step.
E. Discussing New Concepts and Remedial/Enhancement
Practicing New Skills #2 Group students into 3 and Compare and contrast the Present a poem or lines of a Aside from intonation, Reading Schedule/ICL
tell them to work on Task 2 presentation of the story in song where students correct pronunciation of
– Audience point of view. paragraphs and in comic identify the figurative words must also be
strips. Which one gives language used. checked.
Task 2, A. clearer picture? Why?
F. Developing Mastery
(Leads to Formative Assessment 3) Task 2 – Past Sustain the activity. Make use of activity sheets Point out words that the
or games identifying figures class needs to be sure of
of speech. their pronunciation.
Page 68 of 136
allotment for each step.
H. Making Generalizations and Remedial/Enhancement
Abstractions about the Lesson Stories follow order of Compare and contrast Complete the sentence: Acting out roles are just as Reading Schedule/ICL
events. Chronological order understanding of the story important as performing our
is the most commonly used in paragraph form vs comic Today, I learned that roles I life. They should be
by the writers. Is it also strip. Figurative language done ________________.
followed in the story Romeo ______________________
and Juliet? _____________________.
I. Evaluating Learning
Students present to class Present a short narration of The teacher may use her Graded reading of the
their answers in Task 2. a story, then ask the teacher-made test on dialogs in the story. This
The group will report on the students to convert it into identifying figurative includes the intonation,
sequence of the pictures comic strip. It can be in stick language used. proper pronunciation of
according to events in the figures. words.
story, then retell the story.
V. 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
VI. REFLECTION students learn?
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
Page 69 of 136
80% in the evaluation
Page 70 of 136
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to
use ways of analyzing one-act play and different forms of verbals for him/her to skillfully perform in a one-act play.
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9RC-IIId-20: Analyze a one- Develop a speech citing Identify other functions of an Identify my set of values Remedial/Enhancement
Competencies/Objectives: act play reasons why some students Infinitive in the sentences. Reading Schedule/ICL
Write the LC Code for each EN9LT-IIId-2.1.5: Express resort to commit suicide.
appreciation for sensory
images used
EN9LT-IIId-20.2: Explain the
literary devices used
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.
II. CONTENT Lesson 5: Across Time
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 166- 173 P 166- 173 P 166- 173 P 166- 173
F. Developing Mastery
(Leads to Formative Assessment 3) Work on Act 3, scene 2 Write drafts to be checked Work on more examples At a random, ask students
by the teacher. to arrange set of values
according to his priority.
Explain his arrangement.
Page 73 of 136
Abstractions about the Lesson Today, I realized that The story/ play Romeo and Infinitives are __________ Ask: Reading Schedule/ICL
figures of speech are _____ Juliet is actually a story of _____________________
_____________________ _____________________ Why do we need to identify
______________________. _____________________. our personal set of values?
What good do we get from
cultivating a set of values?
V. REMARKS
Page 4 of 5
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
VI. REFLECTION students learn?
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
Page 75 of 136
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning Remedial/Enhancement
Competencies/Objectives: Appreciate the famous people EN9RC-IIId-20: Analyze a one- Recognize the literary Identify Participles Reading Schedule/ICL
Write the LC Code for each that touched / influenced the act play device of characterization Write a character sketch.
lives of others. EN9LT-IIId-2.1.5: Express
appreciation for sensory
images used
EN9LT-IIId-20.2: Explain the
literary devices used
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.
II. CONTENT
Lesson 6: Despite Differences in Social Class
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 174- 184) P 174- 184 P 174- 184 P 174- 184
C. Presenting Examples/Instances
of the Lesson Go over the important Actual reading of the play, Give examples for each of Provide several examples,
personalities and allow “While the Auto Waits”. the literary device used in esp. combining examples of
students to describe them Identify the characters. developing characters. Take gerunds and infinitives.
based on their research. Describe the characters one at a time.
according to their behavior
in the story.
F. Developing Mastery
(Leads to Formative Assessment 3) Practice the speech delivery In a group of 3, students Sustain the activity Work on Task 9 and 10 on
with the copy of the speech. identify the sequence of page 364.
Teacher may advice or events and how the
guide the student’s choice, character reveal
or may present standard themselves.
speech for everyone to use.
Page 78 of 136
speech of ____________ Waits” showed me that stories taken up in the class actually coming from _____
________________makes there are people ______ are generally developed ______________________
me feel _______________ ____________________ through _______________ My sentences now are more
_____________________. ____________________. _____________________. _____________________.
I. Evaluating Learning
Actual speech delivery is Reading of the play by pair. ½ Crosswise Teacher may use her
graded. It can be any of the parts of Answer Task 7 page 361. teacher-made quiz on
the play. Intonation, identifying the participles
pronunciation and the and also pointing out the
volume of the voice will be nouns or words that they
part of the rubrics of the modify.
grade.
V. 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
VI. REFLECTION students learn?
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
Page 79 of 136
additional activities for
remediation
Page 80 of 136
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LT-IIIh-16: Analyze Remedial/Enhancement
Competencies/Objectives: EN9V-IIIh-29: Get familiar literature as a means of Reading Schedule/ICL
Write the LC Code for each Appreciating New Year, New Appreciating New Year, New with the technical connecting to the world
Life Life vocabulary for drama and EN9LT-IIIh-3: Explain how
theatre (like stage a selection may be
directions) influenced by culture,
history, environment, or
other factors
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.
II. CONTENT
Lesson 7: Despite Racial Differences
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
Page 83 of 136
important? observable in Filipino to develop between a driver Miss Daisy, reminds me of
families? and his master could be _____________________
_____________________ _____________________.
_____________________.
VIII. 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
IX.REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
H. No. of learners who earned
80% in the evaluation
B. Performance Standards: The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following
Page 85 of 136
criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning EN9LT-IIIh-16: Analyze EN9WC-IIIi-9: Compose EN9G-IIIh-21: Use verbals. Remedial/Enhancement
Competencies/Objectives: literature as a means of Perform a dialogue with a forms of literary writing Reading Schedule/ICL
Write the LC Code for each connecting to the world partner making use of real-life EN9WC-IIIi-9.5: Use literary
believable conversation. devices and techniques to
EN9LT-IIIh-3: Explain how
a selection may be craft a play synopsis
influenced by culture,
history, environment, or
other factors
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.
II. CONTENT
Lesson 8: Transcending Differences
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P 194-208 P 194-208 P 194-208 P 194-208
2. Learner’s Materials Pages P 398- 399 P 398 - 399 P 406 - 407 P 410 - 412
3. Textbook Pages P 398 - 399 P 398 - 399 P 406 - 407 P 410 - 412
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources textbook textbook textbook Textbook and activity
sheets
.
B. Establishing a Purpose for the
Lesson Assign groups of students Refer to page 399. Discuss Write or compose a good Show the different forms of
to do the Group the tips on how to improve synopsis of a play. participles.
differentiated Tasks in writing dialogues.
Tasks 12
C. Presenting Examples/Instances
of the Lesson Assist every group’s Review the play. Take the Discuss the parts of the Refer to page 410 for
performance output so they dialogues as examples of synopsis. The sequence of discussion and examples.
understand their the discussion. events must be clearly
assignment well. observed.
F. Developing Mastery
(Leads to Formative Assessment 3) Allow the groups to practice Allow the students to Write the first draft of the Try to answer Task 7 B and
their performance or polish practice. synopsis. Partners must C on page 412.
their outputs. help each other come up
with a satisfactory
composition.
Page 88 of 136
of ___________________ casual daily affair is a very _____________________. phrases. With this lesson, I
_____________________ good way of ___________ will be able to __________
_____________________. ______________________.
I. Evaluating Learning
The presentation of the The presentation of the Submission of the draft of Make use of teacher-made
Differentiated Group Tasks conversation will be graded the synopsis of the play, activity sheets on identifying
are graded. according to the rubrics. “While the Auto Waits”. participial phrases, and
Rubrics already given to correcting dangling
class. participial phrases.
V. 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
VI. REFLECTION students learn?
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
Page 90 of 136
B. Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning EN9LC-IVa-13: EN9VC-IVa-10: EN9LT-IV-a-17: EN9OL-IVa-3.7: Remedial/Enhancement
Competencies/Objectives: Listen to lay value judgment on Determine the relevance and Analyze literature as a means Use varied verbal and non- Reading Schedule/ICL
Write the LC Code for each critical issues that demand the truthfulness of the ideas of understanding unchanging verbal communication
sound analysis and call for presented in the material values in a changing world
EN9LT-IVa-17.1:
strategies when performing
prompt actions viewed
Explain how the elements in a full-length play
EN9RC-IVa-2.18: EN9V-IVa-29:
specific to full-length plays EN9F-IVa-3.11:
Relate text content to Get familiar with the technical
build its theme Produce sounds of English
particular social issues, vocabulary for drama and
effectively when delivering
concerns, or dispositions in real theater (like stage directions)
lines in a full-length play
life
EN9G-IVa-22:
Use active and passive
constructions
EN9WC-IVa-11:
Compose a play review
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.
II. CONTENT Lesson 1: HOLDING ON TO A DREAM IN A CHANGING WORLD
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp.209-212 pp.209-212 pp.209-212 pp.209-212
2. Learner’s Materials Pages p. 424-430 p. 424-430 p. 424-430 p. 424-430
3. Textbook Pages p.424-430 p. 424-430 p. 424-430 p. 424-430
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Mp3 player, picture, copy of Mp3 player, picture, copy of Copy of the reading text Projector, CD Recording of
the song the song Listening outputs
Page 91 of 136
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
IV.PROCEDURES
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Post varied pictures Share your realizations on Share your sentences Share individual dreams Remedial/Enhancement
Presenting the New Lesson depicting social issues and social issues discussed Reading Schedule/ICL
concerns in the society previously
B. Establishing a Purpose for the Sharing of observations and Recall one significant issue Ask the students to read the Task 6: Instruct students to
Lesson discussion of the picture in your life. Share it with a poem, “Dreams Deferred” analyze the picture and
partner. by Langston Hughes predict what could be the
dream of the people in the
picture.
C. Presenting Examples/Instances of Listening to a song Call two pairs to do the Ask them to associate the Task 7. Let students read
the Lesson sharing. poem to the story and analyze the dialogue
D. Discussing New Concepts and While listening to the song, Analyze the pictures posted Introduce the text. ( Tell Task 8. Discussion on
Practicing New Skills #1 students predict words or on the board. something about the author passive and active voice.
phrases that they expect to any back-ground of the
hear from the song through story.
its title
Page 92 of 136
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
IV. PROCEDURES
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Elicit responses of the Answer questions based on Work on Task 5 on page Task 10. Instruct students to Remedial/Enhancement
Practicing New Skills #2 social issues found in the the pictures presented 435 of the LM write their own sentences in Reading Schedule/ICL
song active and passive voice.
F. Developing Mastery Small group sharing Accomplish the chart with Brainstorming by group. Task 11. Design a board
(Leads to Formative Assessment 3) forms of social injustice as game that presents a real-
depicted by the pictures life journey.
G. Finding Practical Applications of Ask: Ask: Note the significant Illustrate the game board
Concepts and Skills in Daily Living 1. Among the issues, Give one resolution that will responses of the students with pictures appropriate to
what do you think minimize discrimination. and process it. the journey being chosen.
he values the most”
Why do you say so?
Page 93 of 136
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
IV. PROCEDURES
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and Explain what is emphasized Accomplish the puzzle on Work on task 6. Predict a Let students answer the Remedial/Enhancement
Abstractions about the Lesson in the song page 431. Dream question; Reading Schedule/ICL
What is the relevance in
learning active and passive
voice?
I. Evaluating Learning Present a news report about Checking of answers Instruct them to write their Task 15. Choose a part of a
social issues answers. story or a play. Dramatize it
by exchanging dialogues.
J. Additional Activities for Journal writing: Select 5 words from the Reflect: Journal writing:
Application or Remediation Complete the sentence: activity and use them in a From the poem: I learned Complete the sentence:
Today, I realized that…. sentence. that... I believe I can realize my
dream because...
V. REMARKS
Page 94 of 136
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?
VI.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
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?
Page 95 of 136
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
I. OBJECTIVES
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect
speech to enable him/her competently performs in a full-length play.
B. Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning EN9RC-1Vb-2.18: EN9VC-IVb-10: EN9LT-IVb-17: EN9F-IVb3.11: EN9WC-IVb-11:
Competencies/Objectives: Relate text content to Determine the relevance and Analyze literature as a means produce the sounds of English Compose a play review
Write the LC Code for each particular social issues, the truthfulness of the ideas of understanding unchanging effectively when delivering EN9G-IVb-22:
concerns, or dispositions in real presented in the material values in a changing world lines in a full - length play
Use active and passive
life viewed EN9LT-IVb-17.1:
constructions
EN9LC-IVb-13.1: EN9V-IVb-29: Explain how the elements
Get the different sides social, Get familiar with the technical specific to full length
moral and economic issues vocabulary for drama and
affecting the nation theater(like stage directions)
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.
II. CONTENT ENSURING FAMILY SECURITY
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References
1. Teacher’s Guide Pages P 213-217 P 217-223 P 217-223 P 217-223
2. Learner’s Materials Pages P 448-451 P 452-490 P 452-490 P 452-490
3. Textbook Pages P 448-451 P 452-490 P 452-490 P 452-490
4. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources Projector, audio&video Textbook ,laptop Textbook,laptop PowerPoint presentation
system
B. Establishing a Purpose for the Let them watch a video Do task 2 take a stand on Do task 4 World of words on Ask:
Lesson about a father and a page 450 of the LM page 451 of the LM From among the characters,
daughter. who do you like best?
C. Presenting Examples/Instances of Ask the students to reflect Ask: Ask the students to predict Ask:
the Lesson on the video Why is it important to what this play is all about What values does she/he
analyze the stand of a based on its title (Death of a have drawn you to him/her?
speaker or a group of salesman)
people?
D. Discussing New Concepts and Answer the Task 1 on page Work on task 3 with a Pick difficult words from the Ask the students to work the
Practicing New Skills #1 449 of the LM partner on page 450 of the play task 7 by group on page
LM 491 of the LM.
F. Developing Mastery Discuss: Ask them to pay particular Ask the students to use the Internalize the lines by
(Leads to Formative Assessment 3) If you were to give an attention to the message of difficult words in a sentence feeling for the characters.
ending to the video, how the ad.
would you do it?
G. Finding Practical Applications of Instruct them to highlight Discuss: Group activity: Ask:
Concepts and Skills in Daily Living important points they
discovered while watching What is the stand of the Work on task 5 Lit to What real life experience
the video speaker in the ad? Read on pages 453-490 you have that is similar to
any of the characters in the
of the LM
play?
I. Evaluating Learning Write down what they think Call two pairs to do the Checking of answers Do task 15 Review Take
is the most important point sharing about their stand on Two on page 499 of the LM
of the video. the issue presented by the
ad.
J. Additional Activities for Let them present their Ask the students to connect Provide follow up questions Reflect:
Application or Remediation version of the video’s the video about campaign so students would get to From the play: I learned
ending. ad to the political ad in the know the characters better. that...
Philippines
V. REMARKS
Page 99 of 136
GRADES 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and
Time: January 30 – February 3, 2017 (week 2) Quarter: 4th
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?
VI.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
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
B. Establishing a Purpose for the Ask: Ask them about important Do the task 7 Play vs. Short Do task 10 Mind the issues
Lesson Can you predict what each learning about the play story with a partner on page on pages 511 -513
video is all about? 507 of the LM
C. Presenting Examples/Instances of Ask the students to give Cite examples on the Tell the students to continue Elaborating the given
the Lesson their recipe for success. journey towards a better work on task 8 Decipher the answers
understanding of the play symbols on page 508 of the
LM
D. Discussing New Concepts and Show the class the three Discuss: Discuss: Discuss on identifying the
Practicing New Skills #1 video clips and let them Can you name any object , cause and effect.
write important points about What are the elements of a idea, or place that
the video clips short story or play? symbolizes an unforgettable
event in your life? What
does it mean to you?
F. Developing Mastery Draw out insights from the Group activity: Group Activity: Form groups and do the
(Leads to Formative Assessment 3) class like: comparing and activity on page 514 of the
contrasting Do task 6 on page 506 of Do task 9 Go “Less with LM
the LM Words” on pages 509-511
of the LM
G. Finding Practical Applications of Let them write down the Ask them follow up Group Activity: Let the students copy the
Concepts and Skills in Daily Living strong and weak points of questions to draw out ideas cause-effect chart
each message. Do task 9 Go “Less with
Words” on pages 509-511
of the LM
I. Evaluating Learning Do the sharing of answers Let the students share their Presentation of the group Complete the sentence:
to the class answers. activity To be ready for an
economic crisis,
I can...
J. Additional Activities for Journal writing: Ask: Reading homework: This week,
Application or Remediation
Today, I realized that....... What do you think are the Read the Worst depression I learned that...
similarities and differences of Modern HIstory
between short stories and
plays?
V. 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?
VI.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
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
C. Presenting Examples/Instances of Each group in the class will Do task 3 Speak with Discuss: Let the students write five
the Lesson justify their answers. feelings on page 524 of the sentences with use of
LM Post examples of direct and adverbs.
indirect sentences on the
board.
D. Discussing New Concepts and Tell the class on what are Ask the class to arrange the Do task 9 practice the Direct Checking of sentences
Practicing New Skills #1 their ideas on facts and events in a play. and indirect ways on page
opinions.. 532 of the LM.
F. Developing Mastery Ask the students to discern Read a video transcript of Checking their answers With a partner:
(Leads to Formative Assessment 3) facts from opinion America’s President Barack Create a short dialogue
Obama about life challenges
considering the use of
adverb
G. Finding Practical Applications of Read a political campaign Let the students identify Do comparing and Present your work to the
Concepts and Skills in Daily Living advertisement and tell the which among the contrasting the following class.
class to listen for facts and statements contain factual statements
determine the biases by the information or subjective
ads content
I. Evaluating Learning Graded group presentation Use teacher made quiz on Use teacher- made quiz on Use teacher- made quiz on
on the chart about facts and identifying between factual changing the direct adverbs
opinion. or subjective information statement to indirect
statement or vice versa
J. Additional Activities for Each group will present Copy at least five examples Let the students write their Journal writing:
Application or Remediation their answer infront of the of direct quotation from own example on the direct Write an essay about their
class famous personality. and indirect statement ambition in life considering
the proper use of adverb.
V. 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?
VI.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
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
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.
B. Establishing a Purpose for the Let students share their Facilitate reading on the Ask: Assign groupings for the
Lesson feelings/insights regarding Guidelines for Conducting a What are expressions? How reading of the Death of the
the issues raised Panel Discussion will you interpret them? Salesman
C. Presenting Examples/Instances of Let students study the ads Let students form groups Let students do Task 5 Reading of the text
the Lesson found in the textbook following the guidelines for Twisting the Meaning
panel discussion (Dyads)
D. Discussing New Concepts and Let students decide whether Let students discuss Give meanings to unfamiliar Reading of the text
Practicing New Skills #1 in favor or against a issues stated in Task 2 words raised by students
particular issue raised
F. Developing Mastery Use Task 2 Relating the Presentations of panel Facilitate comprehension of Discussion on Task 8
(Leads to Formative Assessment 3) Truth discussion the text Firming One’s Act
Let students listen to a
recorded article and take
important details
G. Finding Practical Applications of Let students fill out the Let students do Task 4 Reading of the text Discussion on Task 8
Concepts and Skills in Daily Living table of the facts Critiquing One’s Style Firming One’s Act
mentioned in the text
I. Evaluating Learning Process the answers Let students answer Task 8 Let students do Task 9
Firming One’s Act Determining the Tone,
Mood, and the Author’s
Technique
J. Additional Activities for Do advance reading on Journal writing: Homework oral reading of Homework:
Application or Remediation guidelines for Conducting a How will you address the the text Do Your Final Task
Panel Discussion suggestions of your
classmates regarding your
performance?
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?
VI. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
B. Establishing a Purpose for the Sharing of observations and Ask the students this Ask the students to read Brainstorming on the
Lesson discussion of the picture question; again the text REQUIEM elements of stage play
How prepared are you to presentation
face the failure in life?
C. Presenting Examples/Instances of Watch a video clip Let students read the Review of the text for Let students read the texts
the Lesson pertaining to a value system text “Requiem ( Death of additional comprehension on Medical Overtreatment
a Salesman)” and Death with Dignity
G. Finding Practical Applications of Task 2 Charading a Word Group activity: Group presentations of the Presentations of answers
I. Evaluating Learning Make a sketch or illustration Feed backing of answers/ Let students do Task 10 Let students do Task 14 by
on values learned from the sharing of ideas Seeing the Other Side of a group
material viewed. Character
J. Additional Activities for Journal writing: Journal writing: Journal writing: Group writing:
Application or Remediation What are the positive values Complete the sentence: Answer the question; Compose a play review
I must remember in making To avoid conflicts in the How prepared are you to
V. 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?
VI.REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
B. Establishing a Purpose for the Ask: Ask: Let students share their Ask:
Lesson How do you accept How close are you with your experiences
challenges that you will family and friends? What makes a good
encounter in your life? play?
C. Presenting Examples/Instances of Post pictures that imply Ask: Facilitate discussion on Discuss Intonation,
addiction Have you extended help values extracted from Juncture, stress and pitch
Page 122 of 136
the Lesson from a relative or someone students’ experiences
close to you?
D. Discussing New Concepts and Let students analyze each Class do Task 2 Who’s In, Write unfamiliar words for Give practical examples of
Practicing New Skills #1 picture who’s Out vocabulary enhancement phrases or sentences that
would differ in meaning
when said differently
F. Developing Mastery Let students share output Groups continue the activity Discussion on the meaning Form groups and do the
(Leads to Formative Assessment 3) with partner until all groups have of unfamiliar words teacher-made activities
participated
G. Finding Practical Applications of Call some students to do Pair-Share Activity: Let students read the text of Form groups and do the
H. Making Generalizations and Facilitate discussion in Brainstorm on the pair- Let students read the text of Why are intonation, Remedial/Enhancement
Abstractions about the Lesson standing up for a reason in share activity Eric Cantor’s Policy Speech juncture, stress, and pitch Reading Schedule/ICL
times of life’s challenges on ‘Shared Vision” important?
I. Evaluating Learning Write down what they think Choose one picture and Give guide questions for Groups make a dialogue
is the most important value create a story related to it comprehension with direct and indirect
they learned speech
V. 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?
VI.REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
C. Presenting Examples/Instances of Let students share their Ask: Post pictures of stage Ask:
the Lesson answers directors, stage designers, What are the stage
Page 127 of 136
How will you conquer the and props designers directions?
world of a stage play?
D. Discussing New Concepts and Facilitate comprehension of Tell the class that they will Ask the class what Ask:
Practicing New Skills #1 the text through questions read a selection on stage particular roles do each What is the advantage of
directions perform having varied personalities
as the composition of a
stage play production?
F. Developing Mastery Let students share Read the text Discussion of the text by Discussion of answers
(Leads to Formative Assessment 3) important points from the group
text
I. Evaluating Learning Group presentations of Group presentations of Sketch stage directions Discussion of student’s
outputs
Page 129 of 136
outputs answers/opinions
J. Additional Activities for Let students do Task 6 Reflect: Answer: Group writing:
Application or Remediation What Influences a Text? What role of the play would How important is stage Compose a play review
you rather choose? directions in a play?
V. 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?
VI.REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
B. Performance Standards: The learner competently performs in a full-length play through applying effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery and Dramatic Conventions.
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.
LESSON 7:
II. CONTENT
UNCHANGING VALUES IN A CHANGING WORLD
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp.286-289 pp.286-289 pp.286-289 pp.286-289
2. Learner’s Materials Pages pp. 649-650 P651-652 p. 650 pp.651-652
3. Textbook Pages pp. 649-650 P651-652 p. 650 pp.651-652
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Task sheet Task sheet Copy of the text Copy of the reading text
B. Establishing a Purpose for the Prepare strips of paper with Do drills on tense Ask: Brief discussion of answers
Lesson varied scenarios consistency How will you adjust on your
Page 132 of 136
weaknesses?
C. Presenting Examples/Instances of By pairs, students pick out a Brainstorm the rules for Students perform Task 11 Students watch the video of
the Lesson strip of paper tense consistency Mirroring Myself the “Death of a Salesman”
D. Discussing New Concepts and Pairs read and understand Students do board Students review the result Groups take note of the
Practicing New Skills #1 what is written on the strips exercises on tense of their personal dialogues, delivery, the
consistency assessment blockings, the setting, the
props and sets, the
costume, the audio, the
lighting, and the stage
directions
G. Finding Practical Applications of Pairs present their scenes Story analysis: Supply the Students form groups Teacher presents rubrics for
Concepts and Skills in Daily Living with appropriate dialog, verb observing tense stage play production
gestures and facial consistency
expressions
J. Additional Activities for Journal writing: Review script observing Review the respective Compose a play review
Application or Remediation Rate your own tense consistency responsibilities of crew in a
performance. How will you stage play production.
improve?
V. 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?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
O. No. of learners who earned
80% in the evaluation
P. No. of learners who require
additional activities for remediation
Q. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
Page 135 of 136
R. No. of learners who continue to
require remediation
S. Which of my teaching strategies
work well? Why did these work?
Page 5 of 5