DLL Co2 Edz

F.
Finding Practical applications of concepts and skills in

daily living/ Evaluating learning (Application)
 The students present their answers

Time Section Room Date Criteria:
1:30- 8- Rm. June Creativity: 4
2:30 21, Content: 4
2018 Neatness: 2
3:30- 8- Rm. TOTAL 10
4:30
G. Additional Activities or Remediation (Homework)
CONTENT STANDARDS: The learner demonstrates
understanding of: African literature as a means of
V. REMARKS
exploring forces that human beings contend with; various
reading style vis- a vis purposes of reading; prosodic
VI. REFLECTION
features that serve as carriers of meaning; ways by which
a) No. of learners earned 80% in evaluation-
information may be organized, related, and delivered
orally; and parallel structures and cohesive devises in b) No. of Learners who require additional activities for
presenting information. remediation who scored below 80%-
c) Did the remedial lessons work? No. of learners who
PERFORMANCE STANDARDS: The learner transfers caught up with the lesson.
learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind d) No. of learners who continue to require
the proper and effective use of parallel structures and remediation.
cohesive devices and appropriate prosodic features, stance e) Which of my teaching strategies worked well? Why
and behavior. did these work?
OBJECTIVES: f) What difficulties did I encounter which my principal

a) Elicit prior knowledge about the traits, values and or supervisor can help me solve?
traditions of Africa.Answer the KWL chart
b) Discuss the house rules g) What innovation or localized material did I use/
c) Requirements and grading system discover which I wish to share with other teacher?
A. LEARNING COMPETENCIES/ OBJECTIVES
EN8LT- Id
II. CONTENT : “KWL chart
House rules, requirements and
grading system
III. LEARNING RESOURCES

A. Reference:
B. Teachers Guide Pages
C. Learners materials pages
D. Textbook pages
E. Additional materials from Learning Resource portal
Other learning resource Activity sheets lecture
IV. PROCEDURES
A. Review of the previous lesson or presenting the new

lesson(motivation)
 Giving of house rules
 Requirements and grading system
B. Establishing purpose of the lesson

(motive question)
 Ask: What do you know aboAfrican Culture?
C. Presenting examples/instances of the new lesson
( Activity)
 Let the students answer the Kwl chart in 1
whole sheet of paper
 For the next activity, you will be grouped into
five with the following roles: 1. facilitator 2.
recorder 3. time keeper 4. reporter/s 5.
materials manager
D. Discussing new concepts and practicing new skills #1 &

2 (Analysis)
 Let the students go to their proper groups
then discuss their answers
E. Developing Mastery & making generalizations and
Answer the flow chart
Discussion of the answers
Tim Section Room Date

e Directions: Retell the story of each character using the
1:30- 8- Rm. June informational frames.
2:30 22,
2018  Teacher
3:30- 8- Rm.  Father Cristiano
4:30  Dona Dores
 Senhor Antunes
CONTENT STANDARDS: The learner demonstrates  Senhor Frias
understanding of: African literature as a means of  Dona Estifana
exploring forces that human beings contend with; various  Mother
reading style vis- a vis purposes of reading; prosodic G. Additional Activities or Remediation (Homework)
information may be organized, related, and delivered V. REMARKS
orally; and parallel structures and cohesive devises in
presenting information. VI. REFLECTION
h) No. of learners earned 80% in evaluation-
PERFORMANCE STANDARDS: The learner transfers i) No. of Learners who require additional activities for
learning by composing and delivering an informative remediation who scored below 80%-
speech based on a specific topic of interest keeping in mind j) Did the remedial lessons work? No. of learners who
the proper and effective use of parallel structures and caught up with the lesson.
cohesive devices and appropriate prosodic features, stance
and behavior.
k) No. of learners who continue to require
remediation.
OBJECTIVES: l) Which of my teaching strategies worked well? Why
1. Identify the characters of the story.
did these work?
2. Determine the tone, mood, technique, and
purpose of the author by telling
m) What difficulties did I encounter which my principal
different stories of each character.
or supervisor can help me solve?
3. Express appreciation on how God created us
human.
n) What innovation or localized material did I use/
discover which I wish to share with other teacher?
 EN8LT- Id EN7VC-I-b-8
II. CONTENT : Hands of the Blacks by Luis
Bernardo Honwana
A. Reference:
D. Textbook pages
Other learning resource Activity sheets lecture video
clips
IV. PROCEDURES

lesson(motivation)
 Recall the story read
(motive question)
Ask: GUESS WHAT?
The students will be asked about their
palms being lighter than the rest of
their body.

( Activity)
 Let the students view the clips the story
hands of the black

2 (Analysis)
Processing and sharing of insights based from the
following questions..
 1. Who are the characters in the story?
 2. Describe each character and their
stories about the hands of the black.
 3. What does the story would like to tell
us?
Abstractions Tim Section Room Date
e
Discussion of the answers story
1:30- 8- Rm. June
2:30 25,
F. Finding Practical applications of concepts and skills in 2018
daily living/ Evaluating learning (Application) 3:30- 8- Rm.
4:30
CONTENT STANDARDS: The learner demonstrates V. REMARKS
exploring forces that human beings contend with; various VI. REFLECTION
reading style vis- a vis purposes of reading; prosodic o) No. of learners earned 80% in evaluation-
features that serve as carriers of meaning; ways by which p) No. of Learners who require additional activities for
information may be organized, related, and delivered remediation who scored below 80%-
orally; and parallel structures and cohesive devises in q) Did the remedial lessons work? No. of learners who
presenting information. caught up with the lesson.
PERFORMANCE STANDARDS: The learner transfers r) No. of learners who continue to require
learning by composing and delivering an informative remediation.
speech based on a specific topic of interest keeping in mind s) Which of my teaching strategies worked well? Why
the proper and effective use of parallel structures and did these work?
and behavior.
t) What difficulties did I encounter which my principal
OBJECTIVES:
1. Identify the characters of the story. u) What innovation or localized material did I use/
2. Determine the tone, mood, technique, and discover which I wish to share with other teacher?
human.
Bernardo Honwana
A. Reference:
D. Textbook pages
clips
IV. PROCEDURES

lesson(motivation)
(motive question)

( Activity)
Directions: Retell the story of each character using the
informational frames Draw your expalantion.
 Teacher
 Father Cristiano
 Dona Dores
 Senhor Antunes
 Senhor Frias
 Dona Estifana
 Mother
 Presentation of students answers.

2 (Analysis)
 1. Who are the characters in the story?
 2. Describe each character and their Tim Section Room Date
stories about the hands of the black. e
1:30- 8- Rm. June
 3. What does the story would like to tell
2:30 26,
us? 2018
E. Developing Mastery & making generalizations and 3:30- 8- Rm.
Abstractions 4:30
F. Finding Practical applications of concepts and skills in understanding of: African literature as a means of
daily living/ Evaluating learning (Application) exploring forces that human beings contend with; various
Pen and paper quiz. reading style vis- a vis purposes of reading; prosodic
G. Additional Activities or Remediation (Homework) features that serve as carriers of meaning; ways by which
information may be organized, related, and delivered z) Which of my teaching strategies worked well? Why
orally; and parallel structures and cohesive devises in did these work?
presenting information.
aa) What difficulties did I encounter which my principal
PERFORMANCE STANDARDS: The learner transfers or supervisor can help me solve?
speech based on a specific topic of interest keeping in mind bb) What innovation or localized material did I use/
the proper and effective use of parallel structures and discover which I wish to share with other teacher?
and behavior.
OBJECTIVES:
1. Identify the characters of the story.
2. Determine the tone, mood, technique, and
human.
Bernardo Honwana
A. Reference:
D. Textbook pages
clips
IV. PROCEDURES

lesson(motivation)
(motive question)

( Activity)
Pen and paper quiz

2 (Analysis)
Processing and of insights based from the
following questions. (See attached)
Abstractions
Checking of papers
F. Finding Practical applications of concepts and skills in

Pen and paper quiz.

e
1:30- 8- Rm. June
2:30 28,
2018
3:30- 8- Rm.
4:30
V. REMARKS
VI. REFLECTION understanding of: African literature as a means of
v) No. of learners earned 80% in evaluation- exploring forces that human beings contend with; various
w) No. of Learners who require additional activities for reading style vis- a vis purposes of reading; prosodic
remediation who scored below 80%- features that serve as carriers of meaning; ways by which
x) Did the remedial lessons work? No. of learners who information may be organized, related, and delivered
caught up with the lesson. orally; and parallel structures and cohesive devises in
y) No. of learners who continue to require
remediation. PERFORMANCE STANDARDS: The learner transfers
speech based on a specific topic of interest keeping in mind gg) Which of my teaching strategies worked well? Why
the proper and effective use of parallel structures and did these work?
and behavior. hh) What difficulties did I encounter which my principal
OBJECTIVES:
1. Organize information based on the video clips ii) What innovation or localized material did I use/
2. Identify the traits, values and cultures of Africa discover which I wish to share with other teacher?
3. Elicit prior knowledge about the traits, values and
traditions of Africa.
II. CONTENT :African Traits, Values and Cultures
A. Reference:
D. Textbook pages
clips
IV. PROCEDURES

lesson(motivation)
. Energize me
Listening to the song, Waka-waka by Shakira.
 Playing the game. Distribute questions
about different cultures and traditions of
Afro-Asian countries Recall the story read
(motive question)

( Activity)
Eliciting of the students’ knowledge about the traits,
values and cultures of Africa through the video clips.

2 (Analysis)
What are the traits, values and traditions of African
people which were revealed in the videos?
How will you describe the traditions and customs of
Africa?
Are these traditions and customs similar to ours? Why
yes or why no?
Abstractions
Generalizing of the students’ answers about the
traits, values and traditions of Africa.
F. Finding Practical applications of concepts and skills in e
daily living/ Evaluating learning (Application) 1:30- 8- Rm. June
Presentation of each group’s output. 2:30 29,
2018
G. Additional Activities or Remediation (Homework) 3:30- 8- Rm.
Study more about African cultures. 4:30

V. REMARKS reading style vis- a vis purposes of reading; prosodic
VI. REFLECTION information may be organized, related, and delivered
cc) No. of learners earned 80% in evaluation- orally; and parallel structures and cohesive devises in
dd) No. of Learners who require additional activities for presenting information.
remediation who scored below 80%-
ee) Did the remedial lessons work? No. of learners who PERFORMANCE STANDARDS: The learner transfers
caught up with the lesson. learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind
ff) No. of learners who continue to require the proper and effective use of parallel structures and
remediation. cohesive devices and appropriate prosodic features, stance
and behavior.
OBJECTIVES: pp) What innovation or localized material did I use/
1. Organize information based on the video clips discover which I wish to share with other teacher?
2. Identify the traits, values and cultures of Africa
A. Reference:
D. Textbook pages
clips
IV. PROCEDURES

lesson(motivation)
. A1. Recalling of the previously accomplished task.
A2. Presenting of the other group’s output.
(motive question)

( Activity)

2 (Analysis)
What are the traits, values and traditions of African
Africa?
yes or why no?
Abstractions
traits, values and traditions of Africa.
Tim Section Roo Date
e m
F. Finding Practical applications of concepts and skills in 1:30- 8- Rm. July 2,
daily living/ Evaluating learning (Application) 2:30 MULAWI 2018
Pen and Paper Test N
Give at least three traits or traditions of Africans which 3:30- 8- Rm. Monda
you find alike to ours and explain why do you think 4:30 Tanguile y
those have similarities to our own cultures.
Study more about African cultures. exploring forces that human beings contend with; various
V. REMARKS orally; and parallel structures and cohesive devises in
VI. REFLECTION
jj) No. of learners earned 80% in evaluation- PERFORMANCE STANDARDS: The learner transfers
kk) No. of Learners who require additional activities for learning by composing and delivering an informative
remediation who scored below 80%- speech based on a specific topic of interest keeping in mind
ll) Did the remedial lessons work? No. of learners who the proper and effective use of parallel structures and
caught up with the lesson. cohesive devices and appropriate prosodic features, stance
and behavior.
mm) No. of learners who continue to require
remediation. OBJECTIVES:
nn) Which of my teaching strategies worked well? Why 1. Organize information based on the video clips
did these work? 2. Identify the traits, values and cultures of Africa
oo) What difficulties did I encounter which my principal
Hands of the black long quiz
A. Reference:
D. Textbook pages
clips
IV. PROCEDURES

lesson(motivation)
Review for 10 minutes

(motive question)

( Activity)
Let the students answer the long test
2 (Analysis)
Processing thier answers based from the following
questions..
Abstractions
traits, values and traditions of Africa and the story
hands of the black
Pen and Paper Test
Checking of papers
Study more about Context clues
July 3 English Faculty meeting

e
V. REMARKS
1:30- 8- Rm. July
2:30 Mulawin 5,
VI. REFLECTION
2018
qq) No. of learners earned 80% in evaluation-
3:30- 8- Rm. Thurs
rr) No. of Learners who require additional activities for 4:30 Tanguile
ss) Did the remedial lessons work? No. of learners who CONTENT STANDARDS: The learner demonstrates
caught up with the lesson. understanding of: African literature as a means of
tt) No. of learners who continue to require reading style vis- a vis purposes of reading; prosodic
remediation. features that serve as carriers of meaning; ways by which
uu) Which of my teaching strategies worked well? Why information may be organized, related, and delivered
did these work? orally; and parallel structures and cohesive devises in
vv) What difficulties did I encounter which my principal
or supervisor can help me solve? PERFORMANCE STANDARDS: The learner transfers
ww) What innovation or localized material did I speech based on a specific topic of interest keeping in mind
use/ discover which I wish to share with other the proper and effective use of parallel structures and
teacher? cohesive devices and appropriate prosodic features, stance
and behavior.
OBJECTIVES:
1. Use appropriate strategies in unlocking the meaning
of unfamiliar words.
2. Determine the meaning of unfamiliar words.
3. . Use appropriate strategies in unlocking the meaning
 EN8V-Ie-4:
II. CONTENT Unlocking of Difficulties
III. LEARNING RESOURCES 9. She always carries along with her a portable computer. a.
A. Reference: can be operated c. can be sold b. can be
B. Teachers Guide Pages carried easily d. most up- to- date
D. Textbook pages 10. The kidnap victim belongs to a prominent family in
E. Additional materials from Learning Resource portal Manila. a. rich b. political c. popular d.
Other learning resource Activity sheets lecture laptop notorious
IV. PROCEDURES
A. Review of the previous lesson or presenting the new 2 (Analysis)
lesson(motivation) Processing and sharing of insights based from the
. A1. what do you do in order to improve your following questions..
Vocabulary? What are the types if context clues?
B. Establishing purpose of the lesson E. Developing Mastery & making generalizations and
(motive question) Abstractions
C. Presenting examples/instances of the new lesson types of Context clues
( Activity)
Strategies in Unlocking Unfamiliar Words
Unscramble Game
The teacher will post scrambled letters on the board. The
UnScramble is a popular and fun game type.
students (by groups) will arrange the letters to form a word, UnScramble
right after the teacher gave its meaning. is similar to other word games that ask the player to
find words in several letters that have been scrambled
( o c a s h ) – complete disorder and confusion up on a game board.
chaos Context clues
are hints that an author gives to help define a difficult
( t x a y n i e ) – a painful or apprehensive uneasiness of mind or unusual word. The clue may appear within the same
anxiety sentence as the word to which it refers, or it may follow
in a preceding sentence.
( s a g r i n h ) – to decorate a dish or a food Most people know how to use a dictionary to look up a
garnish word's meaning. Here are some pointers on how to do
this as a part of a vocabulary-building program:
( p n t o p e n o ) - a person you are playing or fighting against
Have your own dictionary: Keep it where you usually do
in a game or a competition opponent
your reading at home. You are more likely to use it if
( g f l e a r i )- easily broken or damaged
you do not have to get it from another room. At work,
fragile there may be a good dictionary available for your use.
At home, most people do not have a big, unabridged
Task 1: Contextual Clues Encircle the letter of the group of dictionary; however, one of the smaller collegiate
words that can replace the word in bold in each sentence. dictionaries. would be fine to start with.
1. The elderly are advice to avoid strenuous exercises. a.

complex b. easy c. expensive d. time- consuming F. Finding Practical applications of concepts and skills in
2. The criminal shows no repentance even though he was Pen and Paper Test
convicted of the crime. a. feeling of regret b. gratefulness . Application/Assessment:
c. fearfulness d. worry Unscramble the jumbled letters to form an appropriate
word that will complete the sentence.
3. She felt remorse over the death of her pet that she left
when she had her summer vacation. a. sad b. happy
1. In the past, knowledge was often passed down from
c. angry d. a feeling of being sorry
one generation to another by word of ____________.
4. This imitated bag resembles the original one I saw I the ( o m u h t ) 2. If you are tied to your mother‟s apron
department store. a. looks like c. looks strings, it means that you are being ____________ and
different b. has the same price d. made from influenced by her. ( o o c d e r t l l n ) 3. Children should
the same company be taught life ______________ so that they will be able
We are an emerging division where excellence is a habit and to earn a living in the future. ( i s l l s k ) 4. In Japan,
allegiance for quality is a pledge. certain days have been _______________ for children
to show how important they are to the adults. ( t s e a
5. Do you know where the rumors originated? a. came e i d s ) 5. All children have the right to
from c. were first taught b. were first ______________. They should learn how to read and
popularized d. were first documented
write. ( I o n c h s o l g )
6. The computer key- board must be covered after use so that
dust will not accumulate. a. gradually increased
c. greatly increase b. unlawfully acquired d.
secretly saved
Study more about Context clues
7. I feel nauseous every time I pass by the pile of garbage

dumped on the sidewalk. a. like drinking
V. REMARKS
c. like vomiting b. like eating d. like
sleeping 8. The sudden tremor brought the moviegoers in
VI. REFLECTION
chaos. a. fire b. sudden dizziness c. strong waving
xx) No. of learners earned 80% in evaluation-
d. slight shaking
yy) No. of Learners who require additional activities for
zz) Did the remedial lessons work? No. of learners who
caught up with the lesson.
aaa)No. of learners who continue to require

remediation.
bbb) Which of my teaching strategies worked
well? Why did these work?
ccc) What difficulties did I encounter which my principal

ddd) What innovation or localized material did I

use/ discover which I wish to share with other
teacher?

e
1:30- 8- Rm. July
2:30 Mulawin 6,
2018
3:30- 8- Rm. Fri
4:30 Tanguile

PERFORMANCE STANDARDS: The learner transfers

the proper and effective use of parallel structures and
and behavior.
OBJECTIVES:
1. Use appropriate strategies in unlocking the meaning
2. Determine the meaning of unfamiliar words.
3. . Use appropriate strategies in unlocking the meaning
 EN8V-Ie-4:
II. CONTENT Unlocking of Difficulties
A. Reference:
C. Learners materials pages G. Additional Activities or Remediation (Homework)
D. Textbook pages Study more about African cultures.
Other learning resource Activity sheets lecture laptop
IV. PROCEDURES
V. REMARKS
lesson(motivation) VI. REFLECTION
. A1. Review about the types of context clues eee) No. of learners earned 80% in evaluation-
B. Establishing purpose of the lesson fff) No. of Learners who require additional activities for
(motive question) remediation who scored below 80%-
ggg)Did the remedial lessons work? No. of learners who
C. Presenting examples/instances of the new lesson caught up with the lesson.
( Activity)
Using dictionary let the students look for 10 unfamilar words hhh) No. of learners who continue to require
give the meaning and use in a sentence. remediation.
iii) Which of my teaching strategies worked well? Why
D. Discussing new concepts and practicing new skills #1 & did these work?
2 (Analysis)
Processing and sharing of insights based from the jjj) What difficulties did I encounter which my principal
What are the types if context clues? kkk)What innovation or localized material did I use/
E. Developing Mastery & making generalizations and discover which I wish to share with other teacher?
Abstractions
types of Context clues
Strategies in Unlocking Unfamiliar Words
UnScramble is a popular and fun game type.
UnScramble
is similar to other word games that ask the player to
find words in several letters that have been scrambled
up on a game board.
Context clues
are hints that an author gives to help define a difficult
or unusual word. The clue may appear within the same Tim Section Room Date
e
sentence as the word to which it refers, or it may follow 1:30- 8- Rm. July 10,
in a preceding sentence. 2:30 Mulawin 2018
Most people know how to use a dictionary to look up a 3:30- 8- Rm. Tuesday
word's meaning. Here are some pointers on how to do 4:30
this as a part of a vocabulary-building program:
Have your own dictionary: CONTENT STANDARDS: The learner demonstrates
Keep it where you usually do your reading at home. You
are more likely to use it if you do not have to get it from reading style vis- a vis purposes of reading; prosodic
another room. At work, there may be a good dictionary features that serve as carriers of meaning; ways by which
available for your use. At home, most people do not information may be organized, related, and delivered
have a big, unabridged dictionary; however, one of the orally; and parallel structures and cohesive devises in
smaller collegiate dictionaries. would be fine to start presenting information.
with.
F. Finding Practical applications of concepts and skills in the proper and effective use of parallel structures and
daily living/ Evaluating learning (Application) cohesive devices and appropriate prosodic features, stance
Pen and Paper Test and behavior.
. Application/Assessment:
Unscramble the jumbled letters to form an appropriate OBJECTIVES:
word that will complete the sentence. 1. Organize information based on the video clips
2. Identify the traits, values and cultures of China
1. In the past, knowledge was often passed down from 3. Elicit prior knowledge about the traits, values and
one generation to another by word of ____________. traditions of China.
( o m u h t ) 2. If you are tied to your mother‟s apron A. LEARNING COMPETENCIES/ OBJECTIVES
strings, it means that you are being ____________ and  EN8LT- Id EN7VC-I-b-8
influenced by her. ( o o c d e r t l l n ) 3. Children should II. CONTENT : ChinaTraits, Values and Cultures
be taught life ______________ so that they will be able III. LEARNING RESOURCES
A. Reference:
to earn a living in the future. ( i s l l s k ) 4. In Japan,
certain days have been _______________ for children C. Learners materials pages
to show how important they are to the adults. ( t s e a D. Textbook pages
e i d s ) 5. All children have the right to E. Additional materials from Learning Resource portal
______________. They should learn how to read and Other learning resource Activity sheets lecture video
write. ( I o n c h s o l g ) clips
IV. PROCEDURES
lesson(motivation)
. Energize me

(motive question)

( Activity)

2 (Analysis)
What are the traits, values and traditions of Chinese
China?
yes or why no?
Abstractions
traits, values and traditions of China.

Presentation of each group’s output.
G. Additional Activities or Remediation (Homework) e
Study more about Chinese Cultures. 1:30- 8- Rm. July 9,
2:30 2018
3:30- 8- Rm. Monday
4:30 Tanguile
V. REMARKS
VI. REFLECTION understanding of: African literature as a means of
lll) No. of learners earned 80% in evaluation- exploring forces that human beings contend with; various
mmm) No. of Learners who require additional reading style vis- a vis purposes of reading; prosodic
activities for remediation who scored below 80%- features that serve as carriers of meaning; ways by which
nnn) Did the remedial lessons work? No. of information may be organized, related, and delivered
learners who caught up with the lesson. orally; and parallel structures and cohesive devises in
ooo) No. of learners who continue to require
remediation. PERFORMANCE STANDARDS: The learner transfers
ppp) Which of my teaching strategies worked learning by composing and delivering an informative
well? Why did these work? speech based on a specific topic of interest keeping in mind
qqq) What difficulties did I encounter which my cohesive devices and appropriate prosodic features, stance
and behavior.
principal or supervisor can help me solve?
rrr) What innovation or localized material did I use/ OBJECTIVES:

discover which I wish to share with other teacher? 1. Organize information based on the video clips
traditions of China.
II. CONTENT : ChinaTraits, Values and Cultures
A. Reference:
D. Textbook pages
clips
IV. PROCEDURES

lesson(motivation)
. Energize me
(motive question)

( Activity)

2 (Analysis)
China?
yes or why no?
Abstractions

e
Study more about Chinese Cultures. 1:30- 8- Rm. July 10,
2:30 2018
3:30- 8- Rm. Tuesday
4:30 Tanguile
V. REMARKS
8- Mulawin class did not attend due to Holy Mass CONTENT STANDARDS: The learner demonstrates
VI. REFLECTION exploring forces that human beings contend with; various
sss) No. of learners earned 80% in evaluation- reading style vis- a vis purposes of reading; prosodic
ttt) No. of Learners who require additional activities for features that serve as carriers of meaning; ways by which
remediation who scored below 80%- information may be organized, related, and delivered
uuu) Did the remedial lessons work? No. of orally; and parallel structures and cohesive devises in
learners who caught up with the lesson. presenting information.
vvv)No. of learners who continue to require PERFORMANCE STANDARDS: The learner transfers
remediation. learning by composing and delivering an informative
www) Which of my teaching strategies worked speech based on a specific topic of interest keeping in mind
well? Why did these work? the proper and effective use of parallel structures and
xxx) What difficulties did I encounter which my principal and behavior.
OBJECTIVES:
yyy)What innovation or localized material did I use/ 1. Organize information based on the video clips
discover which I wish to share with other teacher? 2. Identify the traits, values and cultures of China
II. CONTENT : China Traits, Values and Cultures
A. Reference:
D. Textbook pages
clips
IV. PROCEDURES

lesson(motivation)
(motive question)
( Activity)

2 (Analysis)
China?
yes or why no?
Abstractions
F. Finding Practical applications of concepts and skills in Tim Section Room Date
daily living/ Evaluating learning (Application) e
Pen and Paper Test 1:30- 8- Rm. July 12,
Give at least three traits or traditions of China which 2:30 2018
you find alike to ours and explain why do you think 3:30- 8- Rm. Thursday
those have similarities to our own cultures. 4:30 Tanguile
Study more about Chinese cultures. CONTENT STANDARDS: The learner demonstrates
V. REMARKS information may be organized, related, and delivered
VI. REFLECTION presenting information.
zzz) No. of learners earned 80% in evaluation-
aaaa) No. of Learners who require additional PERFORMANCE STANDARDS: The learner transfers
activities for remediation who scored below 80%- learning by composing and delivering an informative
bbbb) Did the remedial lessons work? No. of speech based on a specific topic of interest keeping in mind
learners who caught up with the lesson. the proper and effective use of parallel structures and
cccc) No. of learners who continue to require and behavior.
remediation.
dddd) Which of my teaching strategies worked OBJECTIVES:
well? Why did these work? 1. Organize information based on the video clips
eeee) What difficulties did I encounter which my
ffff) What innovation or localized material did I use/ A. LEARNING COMPETENCIES/ OBJECTIVES
discover which I wish to share with other teacher?  EN8LT- Id EN7VC-I-b-8
A. Reference:
D. Textbook pages
clips
IV. PROCEDURES

lesson(motivation)
(motive question)

( Activity)
2 (Analysis)
China?
yes or why no?
Abstractions

Pen and Paper Test Tim Section Room Date
e
Give at least three traits or traditions of China which
1:30- 8- Rm. July
you find alike to ours and explain why do you think 2:30 Mulawin 13,
those have similarities to our own cultures. 2018
G. Additional Activities or Remediation (Homework) 3:30- 8- Rm. Friday
Study more about Chinese cultures. 4:30

V. REMARKS exploring forces that human beings contend with; various
Continuation for discusion reading style vis- a vis purposes of reading; prosodic
VI. REFLECTION features that serve as carriers of meaning; ways by which
gggg) No. of learners earned 80% in evaluation- information may be organized, related, and delivered
hhhh) No. of Learners who require additional orally; and parallel structures and cohesive devises in
activities for remediation who scored below 80%- presenting information.
iiii) Did the remedial lessons work? No. of learners who
caught up with the lesson. PERFORMANCE STANDARDS: The learner transfers
jjjj) No. of learners who continue to require speech based on a specific topic of interest keeping in mind
remediation. the proper and effective use of parallel structures and
kkkk) Which of my teaching strategies worked cohesive devices and appropriate prosodic features, stance
and behavior.
llll) What difficulties did I encounter which my principal OBJECTIVES:

or supervisor can help me solve? 1. Organize information based on the video clips
mmmm) What innovation or localized material did I 3. Elicit prior knowledge about the traits, values and
use/ discover which I wish to share with other traditions of China.
teacher? A. LEARNING COMPETENCIES/ OBJECTIVES
A. Reference:
D. Textbook pages
clips
IV. PROCEDURES

lesson(motivation)
(motive question)

( Activity)

2 (Analysis)
China?
yes or why no?
Abstractions
e
F. Finding Practical applications of concepts and skills in 1:30- 8- Rm. July
daily living/ Evaluating learning (Application) 2:30 13,
Pen and Paper Test 2018
Give at least three traits or traditions of China which 3:30- 8- Rm. Friday
you find alike to ours and explain why do you think 4:30 Tanguile
those have similarities to our own cultures. CONTENT STANDARDS: The learner demonstrates
G. Additional Activities or Remediation (Homework) understanding of: African literature as a means of
Study more about Chinese cultures. exploring forces that human beings contend with; various
V. REMARKS orally; and parallel structures and cohesive devises in
Continuation for discusion presenting information.
VI. REFLECTION
nnnn) No. of learners earned 80% in evaluation- PERFORMANCE STANDARDS: The learner transfers
oooo) No. of Learners who require additional learning by composing and delivering an informative
activities for remediation who scored below 80%- speech based on a specific topic of interest keeping in mind
pppp) Did the remedial lessons work? No. of the proper and effective use of parallel structures and
learners who caught up with the lesson. cohesive devices and appropriate prosodic features, stance
and behavior.
qqqq) No. of learners who continue to require
remediation. OBJECTIVES:
rrrr)Which of my teaching strategies worked well? Why 1. Explain how a selection may be influenced by culture,
did these work? history, environment, or other factors.
2. Predict the gist of the material viewed based on the
ssss) What difficulties did I encounter which my title, pictures, and excerpts
principal or supervisor can help me solve? 3. Unlock unfamiliar words encounter in the selection
4. Read the selection silently
tttt) What innovation or localized material did I use/
discover which I wish to share with other teacher? A. LEARNING COMPETENCIES/ OBJECTIVES
 EN8LT-Ih-3: EN8VC-IIe-1.3:
II. CONTENT : “The Soul of the Great Bell”
A. Reference:
D. Textbook pages
clips
IV. PROCEDURES

lesson(motivation)
1. What can you say about this statement?

2. For you, what is sacrifice?
3. Are you willing to sacrifice just for the
people you love?
(motive question)
You are asked to close your eyes and be silent while you are
listening to a recording of bell sounds.
After listening, you will answer the following questions:
1. Describe the kind of sound a bell makes based from what
you have listened to. (sound of bell as ringing, melodious, and
sometimes deep, in the case of big bells, such as church bells)
2. What do you feel or what are you reminded of when you
hear the bell sounds?
( Activity)
Vocabulary Overload! F. Finding Practical applications of concepts and skills in
This time, be ready to read a folktale from China. In reading daily living/ Evaluating learning (Application)
the Soul of the Great Bell, you will surely meet some Final Task: Different Acts For Different Folks!
unfamiliar words which may cause you to stop and analyze Students will be grouped into five. Each group will be given a
the meaning of each to understand the details of the story. specific task.
Directions: Go over the following terms or expressions taken
from the Soul of the Great Bell. Read them to yourself and
figure out the meaning of each italicized word using context Group 1:
clues. Circle the letter of your chosen answer. Task: PAINT ME A PICTURE
The students will draw something that shows their sacrifice
In the Tower of the Great Bell: now the (1) mallet is lifted to and love for parents.
(2) smite the lips of the metal monster—the vast lips Group 2:
inscribed with Buddhist texts. Task: ROLL VTR!
The students will conduct an interview about what and how
A mallet is _______ a. a hammer b. an axe c. a saw
will they sacrifice their happiness just for the love of parents.
To smite is to _______ a. hit b. touch c. caress All the little
Group 3:
dragons on the high-tilted eaves of the green roofs Task: LETTER FROM THE HEART!
(3) shiver to the tips of their gilded tails under that deep wave The students will create a short letter addressed to their
of sound. Shiver means to _______ a. fall on one‗s knees parents expressing how grateful they are for having them.
b. tremble at the loud sound c. be destroyed by the gilded Group 4:
tails All the green-and-gold tiles of the temple are vibrating; Task: SING ME A SONG!
the wooden goldfish above them are The students will choose a song that best interprets the
(4) writhing against the sky. writhing means ________ a. message of the story and sing it to the class.
twisting b. pointing c. leading Group 5: Task: PLAY ME A ROLE!
Therefore, the worthy mandarin Kouan-Yu assembled the The students will role play the scene that they like best in
master-molders and the renowned bell smiths of the empire, the story. Use the words you have learned from the story.
and all men of great repute and (5) cunning in (6) foundry Highlight Chinese traditions by using traditional Chinese
work. clothes. Use some background music from the collection of
cunning means _______ a. innocent b. expert c. skillful ancient Chinese songs.
foundry means _______ a. act, process, art of making plastic Here are some suggested scenes but you may come up with
b. act, process, art of casting metals c. act, process, art of other scenes in the story:
painting metals envelope from the Mighty Emperor
iron
Therefore, the molds had to be once more prepared, and the
fires (7) rekindled, and the metal remelted, and all the work
tediously and (8) toilsomely repeated. G. Additional Activities or Remediation (Homework)
rekindled means _____ a. lighted again b. set on fire again
V. REMARKS
c. stopped the fire
Contiunation for the discussion of the story
toilsomely means _____ a. with difficulty b. lightly c.
VI. REFLECTION
unmindfully
uuuu) No. of learners earned 80% in evaluation-
(9) Gold and brass will never meet in wedlock, silver and iron
vvvv) No. of Learners who require additional
never will embrace, until the flesh of a maiden be melted in
activities for remediation who scored below 80%-
the crucible; until the blood of a virgin be mixed with the
wwww) Did the remedial lessons work? No. of
metals in their fusion. What does this mean? a. Gold, brass,
learners who caught up with the lesson.
silver and iron will never be fused together by a virgin maiden
b. The blood of a virgin maiden mixed with gold, brass, silver
xxxx) No. of learners who continue to require
and iron c. Gold, brass, silver and iron will fuse when mixed
remediation.
with the blood of a virgin
yyyy) Which of my teaching strategies worked
We are an emerging division where excellence is a habit and
allegiance for quality is a pledge.
And even as she cried, she (10) leaped into the white flood of zzzz) What difficulties did I encounter which my
metal. Leaped means to _____ a. squat b. jump c. run principal or supervisor can help me solve?
(11) And still, between each mighty stroke there is a long low
moaning heard; and ever the moaning ends with a sound of aaaaa) What innovation or localized material did I
sobbing and of complaining, as though a weeping woman use/ discover which I wish to share with other
should murmur, ―Hiai! There are words with similar meaning teacher?
in the given statement. What are they? a. Between, low, end,
stroke, ever b. Moaning, sobbing, complaining, weeping,
murmuring c. Stroke, long, low, murmur, sound
 You will have a silent reading first of the
folktale and for further understanding you
will watch a video presentation of ―The Soul
of the Great Bell
2 (Analysis)
Spin a Story Wheel! Did you have fun reading the ―Soul
of the Great Bell‖? In a group of five, answer the
questions in the story wheel to get to know more about
the folktale. Share your answers with the class. Happy
spinning!

Abstractions
e
1:30- 8- Rm. July 16,
2:30 2018
3:30- 8- Rm. Monday
4:30 Tanguile


and behavior.
OBJECTIVES:
1. Explain how a selection may be influenced by culture,
history, environment, or other factors.
2. Predict the gist of the material viewed based on the
title, pictures, and excerpts
3. Unlock unfamiliar words encounter in the selection
4. Read the selection silently

 EN8LT-Ih-3: EN8VC-IIe-1.3:
II. CONTENT : “The Soul of the Great Bell”
A. Reference:
D. Textbook pages
clips
IV. PROCEDURES

lesson(motivation)
Recall the story read
(motive question)

( Activity)
Viewing of the story
Abstractions

Final Task: Different Acts For Different Folks!
Students will be grouped into five. Each group will be given a
specific task.
Group 1:
Task: PAINT ME A PICTURE
and love for parents.
Group 2:
Task: ROLL VTR!
Group 3:
Task: LETTER FROM THE HEART!
The students will create a short letter addressed to their
parents expressing how grateful they are for having them.
Group 4:
Task: SING ME A SONG!
The students will choose a song that best interprets the CONTENT STANDARDS: The learner demonstrates
message of the story and sing it to the class. understanding of: African literature as a means of
Group 5: Task: PLAY ME A ROLE! exploring forces that human beings contend with; various
The students will role play the scene that they like best in reading style vis- a vis purposes of reading; prosodic
the story. Use the words you have learned from the story. features that serve as carriers of meaning; ways by which
Highlight Chinese traditions by using traditional Chinese information may be organized, related, and delivered
clothes. Use some background music from the collection of orally; and parallel structures and cohesive devises in
ancient Chinese songs. presenting information.
Here are some suggested scenes but you may come up with
other scenes in the story: PERFORMANCE STANDARDS: The learner transfers
envelope from the Mighty Emperor learning by composing and delivering an informative
iron speech based on a specific topic of interest keeping in mind
G. Additional Activities or Remediation (Homework) cohesive devices and appropriate prosodic features, stance
and behavior.
V. REMARKS
Contiunation for the discussion of the story OBJECTIVES:
VI. REFLECTION 1. Explain how a selection may be influenced by culture,
bbbbb) No. of learners earned 80% in evaluation- history, environment, or other factors.
ccccc) No. of Learners who require additional 2. Predict the gist of the material viewed based on the
activities for remediation who scored below 80%- title, pictures, and excerpts
ddddd) Did the remedial lessons work? No. of 3. Unlock unfamiliar words encounter in the selection
learners who caught up with the lesson. 4. Read the selection silently
eeeee) No. of learners who continue to require A. LEARNING COMPETENCIES/ OBJECTIVES

remediation.  EN8LT-Ih-3: EN8VC-IIe-1.3:
fffff) Which of my teaching strategies worked II. CONTENT : “The Soul of the Great Bell”
well? Why did these work? III. LEARNING RESOURCES
A. Reference:
ggggg) What difficulties did I encounter which my B. Teachers Guide Pages
principal or supervisor can help me solve? C. Learners materials pages
D. Textbook pages
hhhhh) What innovation or localized material did I E. Additional materials from Learning Resource portal
use/ discover which I wish to share with other Other learning resource Activity sheets lecture video
teacher? clips
IV. PROCEDURES

lesson(motivation)
1. What can you say about this statement?

2. For you, what is sacrifice?
3. Are you willing to sacrifice just for the
people you love?
(motive question)
You are asked to close your eyes and be silent while you are
listening to a recording of bell sounds.
After listening, you will answer the following questions:
1. Describe the kind of sound a bell makes based from what
you have listened to. (sound of bell as ringing, melodious, and
sometimes deep, in the case of big bells, such as church bells)
2. What do you feel or what are you reminded of when you
hear the bell sounds?
( Activity)
Vocabulary Overload!
This time, be ready to read a folktale from China. In reading
the Soul of the Great Bell, you will surely meet some
unfamiliar words which may cause you to stop and analyze
the meaning of each to understand the details of the story.
Directions: Go over the following terms or expressions taken
from the Soul of the Great Bell. Read them to yourself and
figure out the meaning of each italicized word using context
clues. Circle the letter of your chosen answer.
In the Tower of the Great Bell: now the (1) mallet is lifted to
(2) smite the lips of the metal monster—the vast lips
inscribed with Buddhist texts.
A mallet is _______ a. a hammer b. an axe c. a saw
To smite is to _______ a. hit b. touch c. caress All the little
dragons on the high-tilted eaves of the green roofs
Time Section Room Date
(3) shiver to the tips of their gilded tails under that deep wave
1:30- 8- Rm. July 16,
of sound. Shiver means to _______ a. fall on one‗s knees
2:30 Mulawin 2018
3:30- 8- Rm. Monday b. tremble at the loud sound c. be destroyed by the gilded
4:30 tails All the green-and-gold tiles of the temple are vibrating;
the wooden goldfish above them are
(4) writhing against the sky. writhing means ________ a. The students will create a short letter addressed to their
twisting b. pointing c. leading parents expressing how grateful they are for having them.
Therefore, the worthy mandarin Kouan-Yu assembled the Group 4:
master-molders and the renowned bell smiths of the empire, Task: SING ME A SONG!
and all men of great repute and (5) cunning in (6) foundry The students will choose a song that best interprets the
work. message of the story and sing it to the class.
cunning means _______ a. innocent b. expert c. skillful Group 5: Task: PLAY ME A ROLE!
foundry means _______ a. act, process, art of making plastic The students will role play the scene that they like best in
the story. Use the words you have learned from the story.
b. act, process, art of casting metals c. act, process, art of
Highlight Chinese traditions by using traditional Chinese
painting metals
clothes. Use some background music from the collection of
Therefore, the molds had to be once more prepared, and the ancient Chinese songs.
fires (7) rekindled, and the metal remelted, and all the work Here are some suggested scenes but you may come up with
tediously and (8) toilsomely repeated. other scenes in the story:
rekindled means _____ a. lighted again b. set on fire again envelope from the Mighty Emperor
c. stopped the fire iron
toilsomely means _____ a. with difficulty b. lightly c.
unmindfully V. REMARKS
(9) Gold and brass will never meet in wedlock, silver and iron
never will embrace, until the flesh of a maiden be melted in VI. REFLECTION
the crucible; until the blood of a virgin be mixed with the iiiii) No. of learners earned 80% in evaluation-
metals in their fusion. What does this mean? a. Gold, brass, jjjjj) No. of Learners who require additional activities for
silver and iron will never be fused together by a virgin maiden remediation who scored below 80%-
b. The blood of a virgin maiden mixed with gold, brass, silver kkkkk) Did the remedial lessons work? No. of
and iron c. Gold, brass, silver and iron will fuse when mixed learners who caught up with the lesson.
with the blood of a virgin
We are an emerging division where excellence is a habit and lllll) No. of learners who continue to require
allegiance for quality is a pledge. remediation.
And even as she cried, she (10) leaped into the white flood of mmmmm) Which of my teaching strategies worked
metal. Leaped means to _____ a. squat b. jump c. run well? Why did these work?
(11) And still, between each mighty stroke there is a long low
moaning heard; and ever the moaning ends with a sound of nnnnn) What difficulties did I encounter which my
sobbing and of complaining, as though a weeping woman principal or supervisor can help me solve?
should murmur, ―Hiai! There are words with similar meaning
in the given statement. What are they? a. Between, low, end, ooooo) What innovation or localized material did I
stroke, ever b. Moaning, sobbing, complaining, weeping, use/ discover which I wish to share with other
murmuring c. Stroke, long, low, murmur, sound teacher?
 You will have a silent reading first of the
folktale and for further understanding you
will watch a video presentation of ―The Soul
of the Great Bell
2 (Analysis)
Spin a Story Wheel! Did you have fun reading the ―Soul
of the Great Bell‖? In a group of five, answer the
questions in the story wheel to get to know more about
the folktale. Share your answers with the class. Happy
spinning!

Abstractions

Final Task: Different Acts For Different Folks!
Students will be grouped into five. Each group will be given a
specific task.
Group 1:
Task: PAINT ME A PICTURE
and love for parents.
Group 2:
Task: ROLL VTR!
Group 3:
Task: LETTER FROM THE HEART!
and behavior.
OBJECTIVES:
1. Organize information based on the video clips
2. Identify the traits, values and cultures of Japan
traditions of Japan.
II. CONTENT : Japan traits, Values and Cultures
A. Reference:
D. Textbook pages
clips
IV. PROCEDURES

lesson(motivation)
. Energize me pictures

(motive question)

( Activity)
values and cultures of Japan through the video clips.

2 (Analysis)
What are the traits, values and traditions of Japanese
Japan?
yes or why no?
Abstractions
traits, values and traditions of Japan.


Study more about Japanese Cultures.
e
1:30- 8- Rm. July 17,
2:30 Mulawin 2018 V. REMARKS
4:30 VI. REFLECTION
ppppp) No. of learners earned 80% in evaluation-
CONTENT STANDARDS: The learner demonstrates qqqqq) No. of Learners who require additional
understanding of: African literature as a means of activities for remediation who scored below 80%-
exploring forces that human beings contend with; various rrrrr) Did the remedial lessons work? No. of
orally; and parallel structures and cohesive devises in sssss) No. of learners who continue to require
presenting information. remediation.
ttttt) Which of my teaching strategies worked
uuuuu) What difficulties did I encounter which my

vvvvv) What innovation or localized material did I

teacher?
July 19-20
July23-24
July 26-27
July 3—31
Aug 2-3
Aug 6-7 longtest
Aug 8,9,10 1st pt
Aug 13 classess suspended
Aug 14 correct response
Aug 16
Aug 17 portfolio
learning by composing and delivering a brief and creative
entertainment speech featuring a variety of effective
paragraphs, appropriate grammatical signals or
expressions in topic development, and appropriate
prosodic features, stance, and behavior.
OBJECTIVES:
2. Identify the traits, values and cultures of Korea
traditions of Korea.
II. CONTENT : Korea traits, Values and Cultures
A. Reference:
D. Textbook pages
clips
IV. PROCEDURES

lesson(motivation)

(motive question)

( Activity)
values and cultures of Korea through the video clips.

2 (Analysis)
What are the traits, values and traditions of Korean
Korea?
yes or why no?
Abstractions
traits, values and traditions of Korea.


1:30- 8- Rm. Aug 20, G. Additional Activities or Remediation (Homework)
2:30 Mulawin 2018 Study more about Korean Cultures.
3:30- 8- Rm. Monday
4:30

understanding of: East Asian literature as an art form
inspired and influenced by nature; relationship of visual, VI. REFLECTION
sensory, and verbal signals in both literary and expository wwwww) No. of learners earned 80% in evaluation-
texts; strategies in listening to long descriptive and
xxxxx) No. of Learners who require additional
narrative texts; value of literal and figurative language;
and appropriate grammatical signals or expressions
suitable to patterns of idea development. yyyyy) Did the remedial lessons work? No. of
zzzzz) No. of learners who continue to require paragraphs, appropriate grammatical signals or
remediation. expressions in topic development, and appropriate
aaaaaa) Which of my teaching strategies worked prosodic features, stance, and behavior.
OBJECTIVES:
bbbbbb) What difficulties did I encounter which my 1. Organize information based on the video clips
principal or supervisor can help me solve? 2. Identify the traits, values and cultures of Korea
cccccc) What innovation or localized material did I traditions of Korea.
use/ discover which I wish to share with other A. LEARNING COMPETENCIES/ OBJECTIVES
teacher?  EN8LT- Id EN7VC-I-b-8
II. CONTENT : Korea traits, Values and Cultures
A. Reference:
D. Textbook pages
clips
IV. PROCEDURES

lesson(motivation)
. Review about the video clips

(motive question)

( Activity)
Presentation of students answers by gruop

2 (Analysis)
What are the traits, values and traditions of Korean
Korea?
yes or why no?
Abstractions
traits, values and traditions of Korea.

Pen and paper qiuz about Korea

Study more about Korean Cultures.
e
1:30- 8- Rm. Aug
2:30 Mulawin 24, V. REMARKS
2018 No classes Aug 21 Ninoy Aquino day
3:30- 8- Rm. Friday VI. REFLECTION
4:30 dddddd) No. of learners earned 80% in evaluation-
eeeeee) No. of Learners who require additional
CONTENT STANDARDS: The learner demonstrates activities for remediation who scored below 80%-
understanding of: East Asian literature as an art form ffffff) Did the remedial lessons work? No. of
inspired and influenced by nature; relationship of visual, learners who caught up with the lesson.
sensory, and verbal signals in both literary and expository
texts; strategies in listening to long descriptive and gggggg) No. of learners who continue to require
narrative texts; value of literal and figurative language; remediation.
and appropriate grammatical signals or expressions hhhhhh) Which of my teaching strategies worked
suitable to patterns of idea development. well? Why did these work?
iiiiii)What difficulties did I encounter which my principal
jjjjjj)  EN8LT- Id EN7VC-I-b-8
kkkkkk) What innovation or localized material did I II. CONTENT : Classroom elimination on Spelling
teacher? III. LEARNING RESOURCES
A. Reference:
D. Textbook pages
Other learning resource
IV. PROCEDURES

lesson(motivation)

(motive question)

( Activity)
Spelling
2 (Analysis)
Giving of Directions Instructions

Abstractions
Write the correct spelling in their paper

Checking of papers
Announcing of winners
H. Additional Activities for application or remediation

(Homework) Study about Korea
V.REMARKS
Other activity: Giving of Certificates to the top 10
in class
VI. REFLECTIONS
A. No. of learners earned 80% in evaluation.
B. No. of learners who require additional activities for

remediation who scored below 80%.
C. Did the remedial lessons work? No. of learners who

D. No. of learners who continue to require remediation.

e
1:30- 8- Rm. Aug 23, E. Which of my teaching strategies worked well? Why did
2:30 Mulawin 2018 these work?
3:30- 8- Rm. Thursday
4:30
F. What difficulties did I encounter which my principal or
CONTENT STANDARDS:
supervisor can help me solve?
The learner demonstrates understanding of: East Asian
literature as an art form inspired and influenced by
nature; relationship of visual, sensory, and verbal signals G. What innovation or localized material did I use/
in both literary and expository texts; strategies in listening discover which I wish to share with other teachers?
to long descriptive and narrative texts; value of literal and
figurative language; and appropriate grammatical signals
or expressions suitable to patterns of idea development.

OBJECTIVES:
1. Spell the words correctly

D. Textbook pages
IV. PROCEDURES

lesson(motivation)
Review about Korea
(motive question)

( Activity)
The students will answer the long test quietly
2 (Analysis)

Abstractions

Checking of papers

(Homework) Study about the tale of the wood cutter
V.REMARKS
VI. REFLECTIONS



e
1:30- 8- Rm. Aug 28, E. Which of my teaching strategies worked well? Why did
2:30 Mulawin 2018 these work?
4:30
CONTENT STANDARDS: supervisor can help me solve?
literature as an art form inspired and influenced by G. What innovation or localized material did I use/
nature; relationship of visual, sensory, and verbal signals discover which I wish to share with other teachers?
in both literary and expository texts; strategies in listening

OBJECTIVES:
1. Spell the words correctly

II. CONTENT : Long test no. 1

A. Reference:
Other learning resource Copy of the reading text
IV. PROCEDURES

lesson(motivation)
The teacher will play two songs entitled Roar‖.
1. What is the song about?

(motive question)
Picture talk
1. what do you think is the story based from the
picture?

( Activity)
The students will read the story silently
2 (Analysis)
Answer the guide questions
1. Who are the characters?
2. What was the prpblem of the wood cutter in the
beginning of the story?
3. How will you describe the wood cutter?
4. How did the tiger respond to the wood cutter?
Tim Section Room Date 5. Describe the tiger respond to the wood cutter?
e 6. What traits of the Koreans are reflectedin the
1:30- 8- Rm. Aug 30, story? Give one and explain.
2:30 Mulawin 2018
3:30- 8- Rm. Thursday E. Developing Mastery & making generalizations and
4:30 Abstractions
Discussions of the story
CONTENT STANDARDS:
literature as an art form inspired and influenced by F. Finding Practical applications of concepts and skills in
nature; relationship of visual, sensory, and verbal signals daily living/ Evaluating learning (Application)
in both literary and expository texts; strategies in listening Pen and paper
to long descriptive and narrative texts; value of literal and Let the students do the story map
figurative language; and appropriate grammatical signals And character sketch
PERFORMANCE STANDARDS: The learner transfers H. Additional Activities for application or remediation
learning by composing and delivering a brief and creative (Homework)
entertainment speech featuring a variety of effective V.REMARKS
expressions in topic development, and appropriate VI. REFLECTIONS
prosodic features, stance, and behavior. A. No. of learners earned 80% in evaluation.
OBJECTIVES: B. No. of learners who require additional activities for

Evaluate the personal significance of a literary text. remediation who scored below 80%.
Relate content or theme to previous experiences and
background knowledge. C. Did the remedial lessons work? No. of learners who
Answer the Story map and character sketch caught up with the lesson.
Spell the words correctly
A. LEARNING COMPETENCIES/ OBJECTIVES D. No. of learners who continue to require remediation.

 . EN8RC-IIa-2.22: EN8RC-IIa-2.18:
II. CONTENT : The Tale of the Woodcutter and the Tiger
E. Which of my teaching strategies worked well? Why did
( Korean Folklore )
these work?
A. Reference:
D. Textbook pages
G. What innovation or localized material did I use/ B. Establishing purpose of the lesson
discover which I wish to share with other teachers? (motive question

( Activity)
Pen and paper
Answer the story map and character sketch
2 (Analysis)
Abstractions
Checking of papers
Story map
And character sketch

(Homework) study about cause and effect
V.REMARKS
VI. REFLECTIONS


e
1:30- 8- Rm. Aug D. No. of learners who continue to require remediation.
2:30 Mulawin 31,
2018
3:30- 8- Rm. Friday E. Which of my teaching strategies worked well? Why did
4:30 these work?
CONTENT STANDARDS:
The learner demonstrates understanding of: East Asian F. What difficulties did I encounter which my principal or
literature as an art form inspired and influenced by supervisor can help me solve?
nature; relationship of visual, sensory, and verbal signals
in both literary and expository texts; strategies in listening G. What innovation or localized material did I use/
to long descriptive and narrative texts; value of literal and discover which I wish to share with other teachers?

OBJECTIVES:
Evaluate the personal significance of a literary text.
Answer the story map and character sketch

 . EN8RC-IIa-2.22: EN8RC-IIa-2.18:
II. CONTENT : The Tale of the Woodcutter and the Tiger
( Korean Folklore )

A. Reference:
D. Textbook pages
Other learning resource Copy of the reading text
IV. PROCEDURES

lesson(motivation)
Recall about the story
( Activity)
The teacher will ask you to have four volunteers
from each group. You will be given a card with phrases
written on it. You will find the missing words/ phrases to
complete the thought of the sentence. The task is for two
minutes.
Since the refrigerator was practically empty
It had begun to rain so
Chelsea got an A on her Science test because
Mia got her heart broken because
Mike spent all day in the kitchen because
As a result of the strong typhoon,
Since the car was making a strange noise,
The trip to the beach was cancelled because
Powerful winds blew the roof off the house, and as a result,
I drove to school very early so that
Aiden was not able to go to soccer today because

2 (Analysis)
Answer the guide questions
1. How did you come up with your answers?
Tim Section Room Date 2. What do you think are the keywords used for you
e to get the perfect match to complete the thought of
1:30- 8- Rm. September the sentence?
2:30 Mulawin 3, 2018 3. What is your own definition of cause? effect?
3:30- 8- Rm. Monday
4:30
CONTENT STANDARDS:
Abstractions

OBJECTIVES:
Use appropriate grammatical signals or expressions
suitable to each pattern of idea development:
Define cause and effect.
Show awareness on the issues and problems
encountered by Filipinos

 . EN8G-IIg-9:
II. CONTENT : Cause and Effect Relationship

A. Reference:
D. Textbook pages
Other learning resource C Pictures Metacards Activity
sheets
IV. PROCEDURES

lesson(motivation)
Your teacher will show you different pictures. Each
group will be given a picture and will describe them in
front of the class
(motive question)
Pen and paper
Quiz about cause and effect

(Homework)
V.REMARKS
VI. REFLECTIONS



these work?

G. What innovation or localized material did I use/

discover which I wish to share with other teachers?
Abstractions

e
1:30- 8- Rm. September
2:30 Mulawin 4, 2018
3:30- 8- Rm. Monday
4:30
CONTENT STANDARDS:

OBJECTIVES:
Use appropriate grammatical signals or expressions
suitable to each pattern of idea development:
Define cause and effect.
Show awareness on the issues and problems
encountered by Filipinos

 . EN8G-IIg-9:
II. CONTENT : Cause and Effect Relationship

A. Reference:
D. Textbook pages
Other learning resource C Pictures Metacards Activity
sheets
IV. PROCEDURES

lesson(motivation)
Review about cause and effect
(motive question)

( Activity)
Presentation of grp answers
2 (Analysis)
Discussion of their answers
(Homework)
V.REMARKS
VI. REFLECTIONS



these work?



Pen and paper
Quiz about cause and effect
e
1:30- 8- Rm. Sept
2:30 Mulawin 7,
2018 Based on the pictures. Ask How does the sun
3:30- 8- Rm. Friday affects our bodies?
4:30 C. Presenting examples/instances of the new lesson
( Activity)
CONTENT STANDARDS: A. Voca dev ( Puzzle)
The learner demonstrates understanding of: East Asian Look for the words in the word search
literature as an art form inspired and influenced by Corresponds to the words are the meanings.
in both literary and expository texts; strategies in listening KIRRDWEWOZDP
ULTRAVIOLE T B
or expressions suitable to patterns of idea development. XKIDGSWEJAGS
MsunburnWRSK
PERFORMANCE STANDARDS: The learner transfers NEDLADEPMJLi
learning by composing and delivering a brief and creative JXBPLGZLLYXn
entertainment speech featuring a variety of effective ULTRAVIOLET c
RZSUNLIGHTW a
prosodic features, stance, and behavior. TQVHXEKKANQN
SUgEhpavxREc
OBJECTIVES: RWYGMJEVFAVe
1. Determine the problem and the solution in the ATELOIVARTLUr
selection Ultra Violet A - UVA
2. Look for the words in the words search rays are the cause of visible signs of aging such as wrinkles
3. Write the problem and solution based on the given and sun spots.
situation Ultra Violet B - UVB
4. Identify the steps in solving problem These rays penetrate the upper layers of the skin known as
5. Performed differentiated activities the epidermis and cause the skin to burn.
Sunlight
A. LEARNING COMPETENCIES/ OBJECTIVES light from the sun.
 . EN8G-IIa-9: SKIN CANCER
II. CONTENT : “Sun and health” the abnormal growth of skin cells.
Problem solution SUNBURN- Short-term overexposure to sun can cause
burning.
ULTRAVIOLET-pertaining to, or producing radiation of such
A. Reference: 1. K-12 Curriculum Guide pp. 177 2.
wavelengths
http://www.studyzone.org/testprep/ela4/a/problemsolutionl
B. Group activity (Show me the Problem)
.cfm
The leaflets will distribute to the group then look for the
http://learning.blogs.nytimes.com/2011/12/12/compare-
problem and solution on the assigned paragraph.Then they
contrast-cause-effectproblem-solution-common-text-types-
will do the different tasks
in-the-times/?_r=0
Group 1 .O shopping
Group 2 Doctor patient
Group 3 Poster/ drawing
D. Textbook pages
Group 4 Newscasting
Group 5 Role playing
Other learning resource Copy of the reading text,
pictures and visual aids,
2 (Analysis)
IV. PROCEDURES The students will present their answers.
Daily Routine Problem solution in the assigned paragraph
A. Prayer
B. Greetings E. Developing Mastery & making generalizations and
C. Cleanliness Abstractions
A. Review of the previous lesson or presenting the new Discussions of example answers and
lesson(motivation)
Picture talk
 Present the pictures
 1. what are those pictures?

(motive question)
A. She asks if she can use her mom's umbrella to stay dry on
his way to the store.
B. Her mother drive it to school.
C. Her mom said she would cut her apple in small pieces so
she could still eat it.
D. She went to the bike shop with the flat tire and had it
repaired.
E. She went to the library in school and took out some
books on stars.

(Homework)
Give some possible solutions on the ff.
1. Peer Pressure on smoking
2. Playing violent video games
3. Over use of cellphone and social media
V.REMARKS
VI. REFLECTIONS



these work?


A problem is something that causes trouble for the
character in a story or sentence.
The solution is how that character solves, or fixes the
problem.

Pen and paper
Direction: Choose the solution for each of the following
problems below. Choose from the options inside the box.
Write the letter of the correct answer on the space before the
number.
PROBLEM
______1. Sue loves to eat apples, but lost her two front
teeth.
______2. Kylie wanted to ride her bike, but when she went
to get on it there was a flat tire
. ______3.Rose was going on a field trip to the planetarium,
but didn't know anything about the stars.
______4. Kate needs to go to the store for milk, but it is
raining.
______5. Megan forgot her lunch at home.

1:30- 8- Rm. Sept
2:30 Mulawin 10, G. Additional Activities or Remediation (Homework)
2018 Study more about Thailand Cultures.
3:30- 8- Rm. Monday
4:30

inspired and influenced by nature; relationship of visual, VI. REFLECTION
llllll)No. of learners earned 80% in evaluation-
mmmmmm) No. of Learners who require additional
and appropriate grammatical signals or expressions activities for remediation who scored below 80%-
suitable to patterns of idea development. nnnnnn) Did the remedial lessons work? No. of
PERFORMANCE STANDARDS: The learner transfers oooooo) No. of learners who continue to require
learning by composing and delivering a brief and creative remediation.
entertainment speech featuring a variety of effective pppppp) Which of my teaching strategies worked
paragraphs, appropriate grammatical signals or well? Why did these work?
prosodic features, stance, and behavior. qqqqqq) What difficulties did I encounter which my
rrrrrr) What innovation or localized material did I

OBJECTIVES:
teacher?
2. Identify the traits, values and cultures of Thailand
traditions of Thailand.
II. CONTENT : Thailand traits, Values and Cultures
A. Reference:
D. Textbook pages
clips
IV. PROCEDURES

lesson(motivation)

(motive question)

( Activity)
values and cultures of Thailand through the video clips.

2 (Analysis)
What are the traits, values and traditions of Thailand
Thailand?
yes or why no?
Abstractions

traits, values and traditions of Thailand.
e
1:30- 8- Rm. Sept 11,
F. Finding Practical applications of concepts and skills in 2:30 Mulawin 2018
3:30- 8- Rm. Tuesday ssssss) No. of learners earned 80% in evaluation-
4:30 tttttt) No. of Learners who require additional
CONTENT STANDARDS: The learner demonstrates uuuuuu) Did the remedial lessons work? No. of
understanding of: East Asian literature as an art form learners who caught up with the lesson.
inspired and influenced by nature; relationship of visual,
sensory, and verbal signals in both literary and expository vvvvvv) No. of learners who continue to require
texts; strategies in listening to long descriptive and remediation.
narrative texts; value of literal and figurative language; wwwwww) Which of my teaching strategies worked
suitable to patterns of idea development.
xxxxxx) What difficulties did I encounter which my
paragraphs, appropriate grammatical signals or yyyyyy)
expressions in topic development, and appropriate zzzzzz) What innovation or localized material did I
prosodic features, stance, and behavior. use/ discover which I wish to share with other
teacher?
OBJECTIVES:
A. Reference:
D. Textbook pages
clips
IV. PROCEDURES

lesson(motivation)

(motive question)

( Activity)

2 (Analysis)
Thailand?
yes or why no?
Abstractions

Pen and paper qiuz about Thailand
G. Additional Activities or Remediation (Homework) Tim Section Room Date

Study more about Thailand Cultures. e
1:30- 8- Rm. Sept 13,
2:30 Mulawin 2018
4:30
V. REMARKS
No classes Aug 21 Ninoy Aquino day
VI. REFLECTION
sensory, and verbal signals in both literary and expository ddddddd) No. of learners who continue to require
texts; strategies in listening to long descriptive and remediation.
narrative texts; value of literal and figurative language; eeeeeee) Which of my teaching strategies worked
and appropriate grammatical signals or expressions well? Why did these work?
fffffff) What difficulties did I encounter which my
PERFORMANCE STANDARDS: The learner transfers principal or supervisor can help me solve?
entertainment speech featuring a variety of effective ggggggg)
hhhhhhh) What innovation or localized material did I
teacher?
OBJECTIVES:
A. Reference:
D. Textbook pages
clips
IV. PROCEDURES

lesson(motivation)

(motive question)

( Activity)

2 (Analysis)
Thailand?
yes or why no?
Abstractions

G. Additional Activities or Remediation (Homework) e
1:30- 8- Rm. Sept
Study more about Thailand Cultures.
2:30 Mulawin 14,
2018
3:30- 8- Rm. Friday
4:30
V. REMARKS
VI. REFLECTION understanding of: East Asian literature as an art form
aaaaaaa) No. of learners earned 80% in evaluation- inspired and influenced by nature; relationship of visual,
bbbbbbb) No. of Learners who require additional sensory, and verbal signals in both literary and expository
activities for remediation who scored below 80%- texts; strategies in listening to long descriptive and
ccccccc) Did the remedial lessons work? No. of narrative texts; value of literal and figurative language;
and appropriate grammatical signals or expressions ppppppp) What innovation or localized material did I
suitable to patterns of idea development. use/ discover which I wish to share with other
teacher?
OBJECTIVES:
A. Reference:
D. Textbook pages
clips
IV. PROCEDURES

lesson(motivation)
. Review about the Thailand

(motive question)

( Activity)
The students will answer the test silently

2 (Analysis)
Processing of insights based from the following
questions..
Abstractions


Study about graphs.
Sept. 14-21
V. REMARKS Sept. 24-28
No classes due to typhoon
Sept 17,2018 Monday
VI. REFLECTION
iiiiiii) No. of learners earned 80% in evaluation-
jjjjjjj) No. of Learners who require additional
activities for remediation who scored below 80%- Date: Sept. 8, 2016
kkkkkkk) Did the remedial lessons work? No. of Tim Section Room Tim Sectio Room
learners who caught up with the lesson. e e n
6:00 8- DPW 7:40 8- Admi
lllllll) No. of learners who continue to require - Mangrov H - Lauan n Rm.
remediation. 6:50 e Rm. 8:30 202
mmmmmmm) Which of my teaching strategies 101
worked well? Why did these work? 6:50 8- DPW
- Mulberry H Rm.
nnnnnnn) What difficulties did I encounter which my 7:40 201
ooooooo) understanding of: East Asian literature as an art form
inspired and influenced by nature; relationship of visual, Predictions discussion
sensory, and verbal signals in both literary and expository i. Evaluating Learning
texts; strategies in listening to long descriptive and Presentations of group answers
narrative texts; value of literal and figurative language; j. Additional Activities or Remediation
and appropriate grammatical signals or expressions Pen and paper
suitable to patterns of idea development. The students will give their predictions on the given
PERFORMANCE STANDARDS: The learner transfers situations.
learning by composing and delivering a brief and creative V. REMARKS
paragraphs, appropriate grammatical signals or VI. REFLECTION
expressions in topic development, and appropriate a) No. of learners earned 80% in evaluation-
prosodic features, stance, and behavior. b) No. of Learners who require additional activities for
I. OBJECTIVES: remediation who scored below 80%-
A. LEARNING COMPETENCIES/ OBJECTIVES c) Did the remedial lessons work? No. of learners who
II. CONTENT :
A. REFERENCES
d) No. of learners who continue to require
1. Teachers Guide Pages: (No Existing
remediation.
Material)
e) Which of my teaching strategies worked well? Why
2. Learners Materials Pages: (No Existing
did these work?
Material)
3. Textbook pages:
f) What difficulties did I encounter which my principal
B. OTHER LEARNING RESOURCES: Internet
research selections and pictures
IV. PROCEDURES
g) What innovation or localized material did I use/
a. Presenting New Lesson:
discover which I wish to share with other teacher?
b. Establishing a purpose for the lesson:
c. Presenting examples/ instances from the lesson
Ask: What do we know before reading?
1. What will the leaflets be about?
d. Discussing new concepts and practicing new skills
#1
e. Discussing new concepts and practicing new skills #
2
The teacher will give a copy for each group
and ask them to read it aloud.
f. Developing Mastery
The teacher will ask the following questions.
1. What are the main types of damaging ultraviolet?
2. Who is at risk from the sun?
3. What are the possible problems from the sun?
Predicting outcomes video clips meaning and
examples
g. Finding Practical Applications of concepts and skills
in daily living
Ask students to do the differentiated group task
The students will be given different pictures with
situations. They will be giving their predictions.

Groups 1 and 4 Role play your predictions e
Groups 2 and 5 Let us Draw 1:30- 8- Rm. Oct 11,
Draw what you think would happen next. 2:30 Mulawin 2018
Group 3 and 6 Write it Down 3:30- 8- Rm. Thursday
Write two possible events in the selections. 4:30

Criteria: PERFORMANCE STANDARDS: The learner transfers

Creativity: 4
Content: 4
Participation and presentation: 2 expressions in topic development, and appropriate
TOTAL 10 prosodic features, stance, and behavior.
h. Making Generalization and abstraction about the OBJECTIVES:

lesson 1. Organize information based on the video clips
A. LEARNING COMPTENCIES
Upon completion of this lesson, students will be able to:
 Identifying the features and kinds of a paragraph
 Recognizing parts of a simple paragraph
 View examples of paragraph
 Furnish copy of the lecture
EN8WCIee4.3-: EN8WCIf2.8.1
II. CONTENT
Paragraph and kinds

A. Reference:
D. Textbook pages
F. Other learning resource pictures, video clips cartolina
strips https://www
IV. PROCEDURES

lesson(motivation)

(motive question)
C. Presenting examples/instances of the new lesson E. Developing Mastery & making generalizations and
( Activity) abstractions about the lesson (abstraction)
Viewing the examples of paragraph Discussion of the given examples

D. Discussing new concepts and practicing new skills #1 daily living/ Evaluating learning (Application)
& 2 (Analysis) Pen and paper
Let the students cite the given examples in the
G. Additional Activities for application or remediation
clip
(Homework)
V.REMARKS
VI. REFLECTIONS
A. . No. of learners earned 80% in evaluation.


D. No. of learners who continue to require

remediation.
E. Which of my teaching strategies worked well? Why

did these work?
F. What difficulties did I encounter which my principal

H. What innovation or localized material did I use/

e
1:30- 8- Rm. Oct
2:30 Mulawin 12,
2018
3:30- 8- Rm. Friday
4:30


OBJECTIVES:
B. LEARNING COMPTENCIES
 Identifying the features and kinds of a paragraph
 Recognizing parts of a simple paragraph
 View examples of paragraph
 Furnish copy of the lecture
EN8WCIee4.3-: EN8WCIf2.8.1
II. CONTENT
Paragraph and kinds

G. Reference:
H. Teachers Guide Pages
I. Learners materials pages
J. Textbook pages
K. Additional materials from Learning Resource portal
L. Other learning resource pictures, video clips cartolina
strips https://www
IV. PROCEDURES
H. Review of the previous lesson or presenting the new

lesson(motivation)
Review about the kinds of paragraph
I. Establishing purpose of the lesson
(motive question)
J. Presenting examples/instances of the new lesson L. Developing Mastery & making generalizations and
( Activity) abstractions about the lesson (abstraction)
Discussions Discussion of the given examples
K. Discussing new concepts and practicing new skills #1 M. Finding Practical applications of concepts and skills in
& 2 (Analysis) daily living/ Evaluating learning (Application)
Let the students cite the given examples in the Pen and paper
clip
N. Additional Activities for application or remediation
(Homework)
Be ready for the long test on Monday
V.REMARKS
VI. REFLECTIONS
G. . No. of learners earned 80% in evaluation.
H. No. of learners who require additional activities for

I. Did the remedial lessons work? No. of learners who

J. No. of learners who continue to require

remediation.
K. Which of my teaching strategies worked well? Why

did these work?
L. What difficulties did I encounter which my principal

H. What innovation or localized material did I use/

e
1:30- 8- Rm. Oct 9,
2:30 Mulawin 2018
4:30


Transcode information from linear ( Graphs and Tables ) to
non-linear texts and viceversa.
 EN8RC-IIf-11:
II. CONTENT E. Which of my teaching strategies worked well? Why
Tables and Graphs did these work?
A. Reference:
B. Teachers Guide Pages F. What difficulties did I encounter which my principal or
C. Learners materials pages m, supervisor can help me solve?
D. Textbook pages
E. Additional materials from Learning Resource portal G. What innovation or localized material did I use/
Other learning resource discover which I wish to share with other teachers?
IV. PROCEDURES

lesson(motivation)

(motive question)

( Activity)
Presentation of students answer

. 1:30- 8- Rm. Oct 8,
2:30 Mulawin 2018
3:30- 8- Rm. Monday
4:30


Transcode information from linear ( Graphs and Tables ) to
non-linear texts and viceversa.
2 (Analysis)
Sharing insights
E. Developing Mastery & making generalizations
and abstractions about the lesson (abstraction)  EN8RC-IIf-11:
Let the students write the best answers
II. CONTENT
Tables and Graphs
A. Reference:
Presentation of answers B. Teachers Guide Pages
C. Learners materials pages m,
G. Additional Activities for application or remediation D. Textbook pages
(Homework) E. Additional materials from Learning Resource portal
V.REMARKS
IV. PROCEDURES
VI. REFLECTIONS A. Review of the previous lesson or presenting the new

a. . No. of learners earned 80% in evaluation. lesson(motivation)
B. No. of learners who require additional activities for B. Establishing purpose of the lesson
remediation who scored below 80%. (motive question)
C. Did the remedial lessons work? No. of learners who C. Presenting examples/instances of the new lesson
caught up with the lesson. ( Activity)
Presentation of students answer

. 1:30- 8- Rm. Oct 1,
2:30 Mulawin 2018
3:30- 8- Rm. Monday
4:30


2 (Analysis) II. LEARNING CONTENT
Sharing insights Discriminate between literal and figurative language
E. Developing Mastery & making generalizations Objectives:
and abstractions about the lesson (abstraction) 1. Define literal and figurative language
Let the students write the best answers 2. Discriminate between literal and figurative language in
the sentences
F. Finding Practical applications of concepts and skills in 3. Show appreciation on how literal and figurative
language are used in communication
Presentation of answers  EN8V-IIe-24:
G. Additional Activities for application or remediation II. CONTENT

(Homework) Literal and Figurative Language Materials:
V.REMARKS A. Reference:
VI. REFLECTIONS C. Learners materials pages m,
b. . No. of learners earned 80% in evaluation. D. Textbook pages
B. No. of learners who require additional activities for Other learning resource 1. Pictures
remediation who scored below 80%. 2. Activity sheets
C. Did the remedial lessons work? No. of learners who IV. PROCEDURES
lesson(motivation)
(motive question)
did these work? C. Presenting examples/instances of the new lesson
( Activity)
Viewing of Literal and Figurative videos
F. What difficulties did I encounter which my principal or D. Discussing new concepts and practicing new skills #1 &
supervisor can help me solve? 2 (Analysis)
Literal language is used to mean exactly what is written.
G. What innovation or localized material did I use/ It is simply stating the facts as they are. For example: ―It
discover which I wish to share with other teachers? was raining a lot, so I rode the bus.‖ In this example of
literal language, the writer means to explain exactly what
is written: that he or she chose to ride the bus because of
the heavy rai
Figurative language is used to mean something other

than what is written, something symbolic, suggested, or
implied. It uses words or expressions with a meaning that
is different from the literal interpretation.Examples are
the idioms or idiomatic expressions and the different
figures of speech such as simile, metaphor, hyperbole,
personification, synecdoche and metonymy. For B. No. of learners who require additional activities for
example: It was raining cats and dogs, so I rode the bus. remediation who scored below 80%.
In this example of figurative language, there were not
actually cats and dogs falling from rain clouds,instead, C. Did the remedial lessons work? No. of learners who
the rain felt so heavy and large that it was almost as if caught up with the lesson.
small animals were falling from the sky!
1. Simile- is a comparison of two unlike things D. No. of learners who continue to require remediation.
using ―as or like‖. Example: Jamie runs as fast as
the wind. Her cheeks are red like a
rose. 2. Metaphor- is an implied comparison of E. Which of my teaching strategies worked well? Why
two unlike things without the use of ―as or did these work?
like‖. Example: Her voice is music to his ears.
Her eyes were fireflies. 3. Hyperbole - is a figure of
speech (a form of irony) in which exaggeration F. What difficulties did I encounter which my principal or
is used for emphasis or effect; an extravagant supervisor can help me solve?
statement. Example: I am so hungry I could eat a
horse. Her brain is the size of a pea. G. What innovation or localized material did I use/
4. Personification - is a figure of speech where human discover which I wish to share with other teachers?
qualities are given to animals, objects or ideas
Example: The flame of the candle danced in the dark.
The sun smiled and chased away the angry clouds.
5. Synecdoche - a figure of speech in which a part is used
for the whole or the whole for a part, the special
for the general or the general for the special
Example: He will bring his wheels to the outing on
Saturday. The hired hands were doing
their best to please their boss. 6. Metonymy -is a
word or phrase that is used to stand in for another
word. Example: We must wait to hear from the
crown until we make any further
decisions. ( crown - in place of a royal person )
If we do not fill out the forms properly, the suits will be
after us shortly. ( the suits - in place of business
people ) 7. Idiom-(also called idiomatic expression)
is an expression, word, or phrase that has a
figurative meaning. Example: spill the beans - tell a
secret. ―My three-year-old spilled the
beans about the surprise birthday party we
were planning.‖ break a leg- something
you say to someone you want to wish luck
on. ―Is tonight your big performance?
Break a leg!‖
Sharing insights
and abstractions about the lesson (abstraction)

Pen and paper
Application: Tell whether the underlined phrase in each
number used literal or figurative language. Write L on the
space before the number if literal and F if figurative.
_______1.Cathy‘s favorite snack is bread and butter.

_______2. I worked as a bartender for a year, and it was the
tips that were my bread and butter. _______3.This
assignment is a piece of cake. _______4.I saw him
yesterday because we rode in the same boat. _______5.She's
always complaining that she doesn't have enough money,
but we're all in the same boat. _______6. Her eyes are as
blue as the sky. _______7. The sky is blue for the weather is
fine. _______8. The young lady is beautiful like a fairy.
_______9. The baby slept in lap of its mother. _______10. I
looked for Mary and Samantha at the bus station.

(Homework)
V.REMARKS
VI. REFLECTIONS
c. . No. of learners earned 80% in evaluation.
4:30


II. LEARNING CONTENT

Discriminate between literal and figurative language
Objectives:
1. Define literal and figurative language
2. Discriminate between literal and figurative language in
the sentences
3. Show appreciation on how literal and figurative
language are used in communication
 EN8V-IIe-24:
II. CONTENT
Literal and Figurative Language Materials:
A. Reference:
C. Learners materials pages m,
D. Textbook pages
Other learning resource Activity sheets
IV. PROCEDURES

lesson(motivation)

(motive question)

( Activity)
Viewing of Literal and Figurative videos
2 (Analysis)
Literal language is used to mean exactly what is written.
It is simply stating the facts as they are. For example: ―It
was raining a lot, so I rode the bus.‖ In this example of
literal language, the writer means to explain exactly what
is written: that he or she chose to ride the bus because of
the heavy rai
Figurative language is used to mean something other

than what is written, something symbolic, suggested, or
implied. It uses words or expressions with a meaning that
is different from the literal interpretation.Examples are
the idioms or idiomatic expressions and the different
figures of speech such as simile, metaphor, hyperbole,
personification, synecdoche and metonymy. For
example: It was raining cats and dogs, so I rode the bus.
In this example of figurative language, there were not
actually cats and dogs falling from rain clouds,instead,
the rain felt so heavy and large that it was almost as if
small animals were falling from the sky!
e 1. Simile- is a comparison of two unlike things
1:30- 8- Rm. Oct 2, using ―as or like‖. Example: Jamie runs as fast as
2:30 Mulawin 2018 the wind. Her cheeks are red like a
3:30- 8- Rm. Tuesday rose. 2. Metaphor- is an implied comparison of
two unlike things without the use of ―as or E. Which of my teaching strategies worked well? Why
like‖. Example: Her voice is music to his ears. did these work?
Her eyes were fireflies. 3. Hyperbole - is a figure of
speech (a form of irony) in which exaggeration
is used for emphasis or effect; an extravagant F. What difficulties did I encounter which my principal or
statement. Example: I am so hungry I could eat a supervisor can help me solve?
horse. Her brain is the size of a pea.
4. Personification - is a figure of speech where human G. What innovation or localized material did I use/
qualities are given to animals, objects or ideas discover which I wish to share with other teachers?
Example: The flame of the candle danced in the dark.
The sun smiled and chased away the angry clouds.
5. Synecdoche - a figure of speech in which a part is used
for the whole or the whole for a part, the special
for the general or the general for the special
Example: He will bring his wheels to the outing on
Saturday. The hired hands were doing
their best to please their boss. 6. Metonymy -is a
word or phrase that is used to stand in for another
word. Example: We must wait to hear from the
crown until we make any further
decisions. ( crown - in place of a royal person )
If we do not fill out the forms properly, the suits will be
after us shortly. ( the suits - in place of business
people ) 7. Idiom-(also called idiomatic expression)
is an expression, word, or phrase that has a
figurative meaning. Example: spill the beans - tell a
secret. ―My three-year-old spilled the
beans about the surprise birthday party we
were planning.‖ break a leg- something
you say to someone you want to wish luck
on. ―Is tonight your big performance?
Break a leg!‖
Sharing insights

Pen and paper
Application: Tell whether the underlined phrase in each
number used literal or figurative language. Write L on the
space before the number if literal and F if figurative.
_______1.Cathy‘s favorite snack is bread and butter.

_______2. I worked as a bartender for a year, and it was the
tips that were my bread and butter. _______3.This
assignment is a piece of cake. _______4.I saw him
yesterday because we rode in the same boat. _______5.She's
always complaining that she doesn't have enough money,
but we're all in the same boat. _______6. Her eyes are as
blue as the sky. _______7. The sky is blue for the weather is
fine. _______8. The young lady is beautiful like a fairy.
_______9. The baby slept in lap of its mother. _______10. I
looked for Mary and Samantha at the bus station.

(Homework)
V.REMARKS
VI. REFLECTIONS
d. . No. of learners earned 80% in evaluation.




C. LEARNING COMPTENCIES
 Answer the long test correctly
EN7VC-III-a-13: EN7OL-III-c-1.3:
II. CONTENT
Long Quiz
A. Reference:
D. Textbook pages
Other learning resource Activity sheets Pen and paper,
visual aids Video clips.
IV. PROCEDURES

lesson(motivation)
(motive question)

( Activity)
Review

2 (Analysis)
F. Developing Mastery & making generalizations and

abstractions about the lesson (abstraction)
Answer the test properly
G. Finding Practical applications of concepts and skills in
Checking of papers

(Homework)
V.REMARKS
Continuation on next meeting
VI. REFLECTIONS

Time Section Room Date C. Did the remedial lessons work? No. of learners who
1:30- 8- Rm. Oct 15, caught up with the lesson.
2:30 Mulawin 2018
3:30- 8- Rm. Monday
4:30 D. No. of learners who continue to require remediation.
these work?
F. What difficulties did I encounter which my principal or expressions in topic development, and appropriate
supervisor can help me solve? prosodic features, stance, and behavior.
G. What innovation or localized material did I use/ C. LEARNING COMPTENCIES

discover which I wish to share with other teachers? Upon completion of this lesson, students will be able to:
 Answer the long test correctly
II. CONTENT
Long Quiz
A. Reference:
D. Textbook pages
Other learning resource Activity sheets Pen and paper,
visual aids Video clips.
IV. PROCEDURES

lesson(motivation)
(motive question)

( Activity)
Review

2 (Analysis)

Answer the test properly
Checking of papers

(Homework)
V.REMARKS
VI. REFLECTIONS

e
1:30- 8- Rm. Oct 16,
2:30 Mulawin 2018 caught up with the lesson.
4:30
inspired and influenced by nature; relationship of visual, E. Which of my teaching strategies worked well? Why did
sensory, and verbal signals in both literary and expository these work?
and appropriate grammatical signals or expressions F. What difficulties did I encounter which my principal or
suitable to patterns of idea development. supervisor can help me solve?
PERFORMANCE STANDARDS: The learner transfers G. What innovation or localized material did I use/
learning by composing and delivering a brief and creative discover which I wish to share with other teachers?
II. CONTENT
Least Mastered skills
A. Reference:
D. Textbook pages
Other learning resource Answer sheests
IV. PROCEDURES

lesson(motivation)
(motive question)

( Activity)
Distribution of papers

2 (Analysis)

Checking of papers
Getting the correct response

(Homework)
V.REMARKS
VI. REFLECTIONS


1:30- 8- Rm. Oct 29,
2:30 Mulawin 2018 D. No. of learners who continue to require remediation.
3:30- 8- Rm. Monday
4:30 Tanguile
CONTENT STANDARDS: The learner demonstrates these work?
sensory, and verbal signals in both literary and expository F. What difficulties did I encounter which my principal or
texts; strategies in listening to long descriptive and supervisor can help me solve?
 Check the papers correctly

D. Textbook pages
Other learning resource Video clips.
IV. PROCEDURES

lesson(motivation)
Viewing of the example of declamation
(motive question)

( Activity)
Let the students present their ouput

2 (Analysis)
Giving of comments and recommendations


Presentation of the piece

(Homework)
V.REMARKS
VI. REFLECTIONS

1:30- 8- Rm. Nov 5, C. Did the remedial lessons work? No. of learners who
2:30 Mulawin 2018 caught up with the lesson.
3:30- 8- Rm. Monday
4:30 Tanguile
these work?
suitable to patterns of idea development. F. What difficulties did I encounter which my principal or
learning by composing and delivering a brief and creative G. What innovation or localized material did I use/
entertainment speech featuring a variety of effective discover which I wish to share with other teachers?
 Presentation of the Declamation Piece

Am I to be blamed
II. CONTENT
Am I to be blamed
A. Reference:
( Activity)
Let the students present their ouput

2 (Analysis)
Giving of comments and recommendations


Presentation of the piece
(Homework)
Study about Fact and Opinions
V.REMARKS
VI. REFLECTIONS

Time Section Room Date remediation who scored below 80%.
1:30- 8- Rm. Nov 6,
2:30 Mulawin 2018 C. Did the remedial lessons work? No. of learners who
3:30- 8- Rm. Monday caught up with the lesson.
4:30 Tanguile
CONTENT STANDARDS: The learner demonstrates D. No. of learners who continue to require remediation.
sensory, and verbal signals in both literary and expository E. Which of my teaching strategies worked well? Why did
texts; strategies in listening to long descriptive and these work?
suitable to patterns of idea development. F. What difficulties did I encounter which my principal or
 Presentation of the Declamation Piece

Am I to be blamed
II. CONTENT
Am I to be blamed
A. Reference:
D. Textbook pages
Other learning resource Video clips.
IV. PROCEDURES

lesson(motivation)

(motive question)
e
1:30- 8- Rm. Nov 8,
2:30 Mulawin 2018
4:30 Tanguile

understanding of: Southeast Asian literature as mirror to a
shared heritage ; coping strategies in processing textual
information; strategies in examining features of a listening
and viewing material; structural analysis of words and
propaganda techniques; and grammatical signals for
opinion- making, persuasion, and emphasis.

learning by composing and delivering a persuasive speech
based on an informative essay featuring use of properly
acknowledged information sources, grammatical signals
for opinion-making , persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.
 Differentiate facts from opinions

EN8RC-IIIc-2.13: G. Finding Practical applications of concepts and skills in
Pen and paper
II. CONTENT H. Additional Activities for application or remediation
Fact and Opinion (Homework)
A. Reference: Give examples of Facts and Opinions
C. Learners materials pages V.REMARKS
D. Textbook pages
Other learning resource Video clips. Audio-visual VI. REFLECTIONS
materials Activity Sheets A. No. of learners earned 80% in evaluation.
IV. PROCEDURES B. No. of learners who require additional activities for

lesson(motivation) C. Did the remedial lessons work? No. of learners who
(motive question)
( Activity)
Let the students view the video clips E. Which of my teaching strategies worked well? Why did
these work?
2 (Analysis)
Write the important details from the clips F. What difficulties did I encounter which my principal or
F. Developing Mastery & making generalizations and G. What innovation or localized material did I use/
abstractions about the lesson (abstraction) discover which I wish to share with other teachers?
e
1:30- 8- Rm. Nov
2:30 Mulawin 9,
2018
3:30- 8- Rm. Friday
4:30 Tanguile


 Differentiate facts from opinions

EN8RC-IIIc-2.13:
II. CONTENT
Fact and Opinion
A. Reference:
B. Teachers Guide Pages H. Additional Activities for application or remediation
C. Learners materials pages (Homework)
D. Textbook pages
E. Additional materials from Learning Resource portal Study about cultures of Singapore
Other learning resource Video clips. Audio-visual
materials Activity Sheets V.REMARKS
IV. PROCEDURES VI. REFLECTIONS

lesson(motivation) B. No. of learners who require additional activities for
Review about facts and opinions remediation who scored below 80%.
(motive question) C. Did the remedial lessons work? No. of learners who
( Activity)
Checking of Assignments D. No. of learners who continue to require remediation.
Answer the long test about Facts and Opinions
D. Discussing new concepts and practicing new skills #1 & E. Which of my teaching strategies worked well? Why did
2 (Analysis) these work?
Giving of instructions and Directions
F. Developing Mastery & making generalizations and F. What difficulties did I encounter which my principal or
abstractions about the lesson (abstraction) supervisor can help me solve?
G. Finding Practical applications of concepts and skills in G. What innovation or localized material did I use/
daily living/ Evaluating learning (Application) discover which I wish to share with other teachers?
Pen and paper
1:30- 8- Rm. Nov 12,
2:30 Mulawin 2018
3:30- 8- Rm. Monday G. Finding Practical applications of concepts and skills in
4:30 Tanguile daily living/ Evaluating learning (Application)
understanding of: Southeast Asian literature as mirror to a H. Additional Activities for application or remediation
shared heritage ; coping strategies in processing textual (Homework)
Study about cultures of Singapore
V.REMARKS
learning by composing and delivering a persuasive speech VI. REFLECTIONS
based on an informative essay featuring use of properly A. No. of learners earned 80% in evaluation.
for opinion-making , persuasion, and emphasis, and B. No. of learners who require additional activities for
appropriate prosodic features, stance, and behavior. remediation who scored below 80%.
C. LEARNING COMPTENCIES C. Did the remedial lessons work? No. of learners who
Upon completion of this lesson, students will be able to: caught up with the lesson.
OBJECTIVES:
1. Organize information based on the video clips D. No. of learners who continue to require remediation.
2. Identify the traits, values and cultures of
Singapore
3. Elicit prior knowledge about the traits, values
these work?
and traditions of Singapore
EN8RC-IIIc-2.13:
II. CONTENT
Singapore cultures and traditions G. What innovation or localized material did I use/
III. LEARNING RESOURCES discover which I wish to share with other teachers?
A. Reference:
D. Textbook pages
materials Activity Sheets
IV. PROCEDURES

lesson(motivation)

(motive question)

( Activity)
values and cultures of Singapore through the video
clips.

2 (Analysis)
1. What are the traits, values and traditions of
Singapore people which were revealed in the videos?
How will you describe the traditions and customs of Tim Section Room Date
Sinagpore? e
3. Are these traditions and customs similar to ours? 1:30- 8- Rm. Nov 13,
Why yes or why no? 2:30 Mulawin 2018
4:30 Tanguile
Generalizing of the students’ answers about the shared heritage ; coping strategies in processing textual
traits, values and traditions of Singapore information; strategies in examining features of a listening
opinion- making, persuasion, and emphasis. VI. REFLECTIONS
learning by composing and delivering a persuasive speech B. No. of learners who require additional activities for
based on an informative essay featuring use of properly remediation who scored below 80%.
OBJECTIVES:
1. Organize information based on the video clips E. Which of my teaching strategies worked well? Why did
2. Identify the traits, values and cultures of these work?
Singapore
and traditions of Singapore F. What difficulties did I encounter which my principal or
EN8RC-IIIc-2.13: supervisor can help me solve?

II. CONTENT
Singapore cultures and traditions
A. Reference:
D. Textbook pages
IV. PROCEDURES

lesson(motivation)
. Review about Singapore

(motive question)

( Activity)
Presentation of students answers

2 (Analysis)
Sinagpore?
3. Are these traditions and customs similar to ours?
Why yes or why no? e
1:30- 8- Rm. Nov 15,
F. Developing Mastery & making generalizations and 2:30 Mulawin 2018
abstractions about the lesson (abstraction) 3:30- 8- Rm. Thursday
4:30 Tanguile
traits, values and traditions of Singapore CONTENT STANDARDS: The learner demonstrates
Presentation of each group’s output. opinion- making, persuasion, and emphasis.
H. Additional Activities for application or remediation PERFORMANCE STANDARDS: The learner transfers
(Homework) learning by composing and delivering a persuasive speech
Study about the Singa acknowledged information sources, grammatical signals
V.REMARKS appropriate prosodic features, stance, and behavior.
C. LEARNING COMPTENCIES caught up with the lesson.
OBJECTIVES: D. No. of learners who continue to require remediation.

Singapore
these work?
and traditions of Singapore
EN8RC-IIIc-2.13: F. What difficulties did I encounter which my principal or
II. CONTENT G. What innovation or localized material did I use/

Singapore cultures and traditions discover which I wish to share with other teachers?
A. Reference:
D. Textbook pages
materials Powerpoint presentation
IV. PROCEDURES

lesson(motivation)

(motive question)

( Activity)
Discussion of Singapore

2 (Analysis)
Sinagpore?
Why yes or why no?
F. Developing Mastery & making generalizations and e
abstractions about the lesson (abstraction) 1:30- 8- Rm. Nov
2:30 Mulawin 16,
2018
Generalizing of the students’ answers about the 3:30- 8- Rm. Friday
traits, values and traditions of Singapore 4:30 Tanguile

G. Finding Practical applications of concepts and skills in understanding of: Southeast Asian literature as mirror to a
daily living/ Evaluating learning (Application) shared heritage ; coping strategies in processing textual
Pen paper quiz no. 1 information; strategies in examining features of a listening
H. Additional Activities for application or remediation propaganda techniques; and grammatical signals for
(Homework) opinion- making, persuasion, and emphasis.

Study about the elements of story
V.REMARKS acknowledged information sources, grammatical signals
VI. REFLECTIONS appropriate prosodic features, stance, and behavior.
B. No. of learners who require additional activities for Upon completion of this lesson, students will be able to:
OBJECTIVES:
1. Define the elements of short story
EN8RC-IIIc-2.13:
V.REMARKS
II. CONTENT VI. REFLECTIONS

Elements of short Story A. No. of learners earned 80% in evaluation.
A. Reference: B. No. of learners who require additional activities for
B. Teachers Guide Pages remediation who scored below 80%.
D. Textbook pages C. Did the remedial lessons work? No. of learners who
E. Additional materials from Learning Resource portal caught up with the lesson.
materials Activity sheets
IV. PROCEDURES
A. Review of the previous lesson or presenting the new E. Which of my teaching strategies worked well? Why did
lesson(motivation) these work?
(motive question)
( Activity)
Let the students view the clips about elements of short
story

2 (Analysis)
clips.


Elements of short story Time Section Room Date
discussion 1:30- 8- Rm. Nov 19,
2:30 Mulawin 2018
3:30- 8- Rm. Monday
4:30 Tanguile


OBJECTIVES:
1. Define the elements of short story
EN8RC-IIIc-2.13:
II. CONTENT
Elements of short Story
G. Finding Practical applications of concepts and skills in III. LEARNING RESOURCES
daily living/ Evaluating learning (Application) A. Reference:
Pen paper quiz no. 2 B. Teachers Guide Pages
H. Additional Activities for application or remediation D. Textbook pages
(Homework) E. Additional materials from Learning Resource portal
Study about the singa materials Activity sheets
IV. PROCEDURES
these work?
lesson(motivation)
. Review about elements
B. Establishing purpose of the lesson supervisor can help me solve?
(motive question)
C. Presenting examples/instances of the new lesson discover which I wish to share with other teachers?
( Activity)
Discussions about Elements of short story
2 (Analysis)
students answers


Elements of short story
discussion Tim Section Room Date
e
1:30- 8- Rm. Nov 22,
2:30 Mulawin 2018
4:30 Tanguile


OBJECTIVES:
Explain the meaning of a word through
structural analysis (prefixes, roots, suffixes
Use the appropriate affixes and suffixes to
complete the idea.
Express enjoyment in playing the interactive
game about Affixes.
Pen paper quiz no. 2
. EN8V-IIIa-15.3:
(Homework)
Study about the singa II. CONTENT

Affixes
V.REMARKS III. LEARNING RESOURCES
Dry run The Singa Novenber 20, 2018 A. Reference:
VI. REFLECTIONS C. Learners materials pages
A. No. of learners earned 80% in evaluation. D. Textbook pages
B. No. of learners who require additional activities for Other learning resource Video clips. Audio-visual
remediation who scored below 80%. materials Activity sheets Copy of the word hunt search
activity and other paper-and-pencil- activities
caught up with the lesson. IV. PROCEDURES
lesson(motivation) G. What innovation or localized material did I use/
. Review about Singa discover which I wish to share with other teachers?

(motive question)

( Activity)
Let the students view the clips about affixes

2 (Analysis)
clips.

e
Generalizing of the students’ answers about the 1:30- 8- Rm. Nov
Presentation of students answers 2:30 Mulawin 23,
2018
G. Finding Practical applications of concepts and skills in 3:30- 8- Rm. Friday
daily living/ Evaluating learning (Application) 4:30 Tanguile
Word Hunt Search Activity Look for the affixes
and suffixes in the pool of letters. Encircle them. CONTENT STANDARDS: The learner demonstrates
BDIBOVFKYIXXFMVXBLXC JYUCGNIKILOEU shared heritage ; coping strategies in processing textual
HSKAGPZ ESHZAIDMLNSRLRAIQAQT LAUTO information; strategies in examining features of a listening
LVGZSITNECPOLYS BKRSXPIEMHLWMAPZN and viewing material; structural analysis of words and
PBO ANVDREDNUYPEGUGGPIRP PBDFIDKV propaganda techniques; and grammatical signals for
OPTKSBYEHHEB LIIXFSENMEWRMSAEMSPS opinion- making, persuasion, and emphasis.
MMTYPLOUJRAMAMILLIUZ UCXJVMLNORP
OFNWCRESA TNDWMTTTKIKDPQSSHBZP G
NUWIKSFPADWIDEAEUWD ANTEETIERIOUS
PHEAUMP BCORQMNTEJJSYOFFDFAM PEPN acknowledged information sources, grammatical signals
CNXEDRIRVELEGKAS EJNNLEERMRZEYPPJN for opinion-making , persuasion, and emphasis, and
XTX JOIUALBAOQRORDGTZXFG NVOVYIKLX appropriate prosodic features, stance, and behavior.
FWAINHABUSL XDGJSXJPILSSENVJYAIS QB
ZRHVQAPCOEJDNIFAVT C. LEARNING COMPTENCIES
ABLE ANTE AUTO CENTI DIS DOM EER ESS EXTRA FUL HYPER OBJECTIVES:
ICAL ING IOUS ISM IST IVE KILO LESS MEGA MENT MID Explain the meaning of a word through
MILLI MONO MULTI NESS NON OVER POLY POST PRE PRO structural analysis (prefixes, roots, suffixes
SHIP SUB SUPER TRANS UNDER
Use the appropriate affixes and suffixes to
complete the idea.
H. Additional Activities for application or remediation game about Affixes.
(Homework) . EN8V-IIIa-15.3:
Give examples of affixes
V.REMARKS II. CONTENT

Affixes
VI. REFLECTIONS III. LEARNING RESOURCES
A. No. of learners earned 80% in evaluation. A. Reference:
B. No. of learners who require additional activities for C. Learners materials pages
remediation who scored below 80%. D. Textbook pages
C. Did the remedial lessons work? No. of learners who Other learning resource Video clips. Audio-visual
caught up with the lesson. materials Activity sheets Copy of the word hunt search
activity and other paper-and-pencil- activities

IV. PROCEDURES

lesson(motivation)
these work?
. Review about Affixes
F. What difficulties did I encounter which my principal or B. Establishing purpose of the lesson
supervisor can help me solve? (motive question)
( Activity)

2 (Analysis)
Processing and sharing of insights based from
students answers

abstractions about the lesson (abstraction) Time Section Room Date
Discussion of Affixes 1:30- 8- Rm. Nov 26,
Powerpoint presentation 2:30 Mulawin 2018
3:30- 8- Rm. Monday
G. Finding Practical applications of concepts and skills in 4:30 Tanguile
Word Hunt Search Activity Look for the affixes CONTENT STANDARDS: The learner demonstrates
and suffixes in the pool of letters. Encircle them. understanding of: Southeast Asian literature as mirror to a
BDIBOVFKYIXXFMVXBLXC JYUCGNIKILOEU information; strategies in examining features of a listening
HSKAGPZ ESHZAIDMLNSRLRAIQAQT LAUTO and viewing material; structural analysis of words and
LVGZSITNECPOLYS BKRSXPIEMHLWMAPZN
PBO ANVDREDNUYPEGUGGPIRP PBDFIDKV
OPTKSBYEHHEB LIIXFSENMEWRMSAEMSPS PERFORMANCE STANDARDS: The learner transfers
MMTYPLOUJRAMAMILLIUZ UCXJVMLNORP learning by composing and delivering a persuasive speech
OFNWCRESA TNDWMTTTKIKDPQSSHBZP G based on an informative essay featuring use of properly
NUWIKSFPADWIDEAEUWD ANTEETIERIOUS acknowledged information sources, grammatical signals
PHEAUMP BCORQMNTEJJSYOFFDFAM PEPN for opinion-making , persuasion, and emphasis, and
CNXEDRIRVELEGKAS EJNNLEERMRZEYPPJN appropriate prosodic features, stance, and behavior.
XTX JOIUALBAOQRORDGTZXFG NVOVYIKLX
FWAINHABUSL XDGJSXJPILSSENVJYAIS QB C. LEARNING COMPTENCIES
ZRHVQAPCOEJDNIFAVT Upon completion of this lesson, students will be able to:
OBJECTIVES:
ABLE ANTE AUTO CENTI DIS DOM EER ESS EXTRA FUL HYPER Explain the meaning of a word through
ICAL ING IOUS ISM IST IVE KILO LESS MEGA MENT MID structural analysis (prefixes, roots, suffixes
MILLI MONO MULTI NESS NON OVER POLY POST PRE PRO Use the appropriate affixes and suffixes to
SHIP SUB SUPER TRANS UNDER
complete the idea.
game about Affixes.
H. Additional Activities for application or remediation . EN8V-IIIa-15.3:
(Homework)
Give examples of affixes

II. CONTENT
V.REMARKS Affixes
VI. REFLECTIONS A. Reference:
A. No. of learners earned 80% in evaluation. B. Teachers Guide Pages
B. No. of learners who require additional activities for D. Textbook pages
remediation who scored below 80%. E. Additional materials from Learning Resource portal
C. Did the remedial lessons work? No. of learners who materials Activity sheets Copy of the word hunt search
caught up with the lesson. activity and other paper-and-pencil- activities
IV. PROCEDURES
lesson(motivation)
E. Which of my teaching strategies worked well? Why did . Review about Affixes
these work?
(motive question)
( Activity)
Let the students answer the long test on Affixes
2 (Analysis)
Discussions
F. Developing Mastery & making generalizations and tells you that her house was empty that weekend. B) It
abstractions about the lesson (abstraction) tells you that her house was a mess that weekend. C) It
tells you that she had lots of people staying in her house
Generalizing of the students’ answers about the that weekend.
A. Form new words by joining two or more words C. Prefix - Root Word - Suffix Prefix - Root Word - Suffix
below. Write your answer in 1 whole sheet of paper. ____cover____ ____predict____
Write as many as you can. ____like____ ____proper____
im mark polite marine ____agree____ ____success____
ed possible less ly care ____logic____ ____comfort____
way re use sub ____order____ ____equal____
start standard ____expected____ ____construct____
B. 1. What is the meaning of the word prefix? A) a word ____act____ ____reason____
within a word B) a group of letters put before a root ____luck____ ____honor____
word which changes its meaning C) a group of letters ____trust____ ____usual____
put at the end of a root word which changes its ____connect____ ____new____
meaning
2. What does the word unhurt mean? A) hurt badly H. Additional Activities for application or remediation
B) hurt C) not hurt (Homework)
3. If you take away the prefix from disagree, the root
word is agree. A) True B) False Study Egypt cultures
We are an emerging division where excellence is a habit

V.REMARKS
and allegiance for quality is a pledge.
VI. REFLECTIONS
4. If you add the prefix ‘un’ to the word wrap, what is A. No. of learners earned 80% in evaluation.
the correct spelling of the new word? A) unwrap
B) unrap C) unwrap B. No. of learners who require additional activities for
5. What do you do if you reread a book? A) don't read it remediation who scored below 80%.
B) read it again C) read it for the first time
6. A suffix is a group of letters that you add to the start C. Did the remedial lessons work? No. of learners who
of a root word A) True B) False caught up with the lesson.
7. Which of the following is a suffix? A) pre B) un C) ed
8. Which of the following is not a suffix? A) ful B) ing D. No. of learners who continue to require remediation.
C) re
9. Which suffix can you add to the end of cook to make
a new word? A) ing B) ful C) est E. Which of my teaching strategies worked well? Why did
10. Which suffix can you add to the word peace to these work?
make a new word? A) ing B) ful C) est
11. What prefix would you add to the word 'finished' to
show that there is still some work to be done? A) un B) F. What difficulties did I encounter which my principal or
dis C) mis supervisor can help me solve?
12. What suffix would you add to the word 'air' to show
that a room is very stuffy? A) ed B) ful C) less discover which I wish to share with other teachers?
13. What prefix would you add to the word 'view' to
indicate that you see something before other people
do? A) re B) pre C) dis
14. What suffix would you add to the word 'blame' to
show you have done nothing wrong? A) ness B) less C)
ed
15. Which two suffixes have the same meaning? A) ful
and less B) less and ness C) s and es
16. Which of these words cannot be made into another
word by adding the prefix 'sub'? A) way B) marine C)
book
17. Which of these prefixes means below? A) under B)
pre C) over
18. What does the prefix do to the word 'cooked' in this
sentence? “The pies were precooked.” A) It tells you
you need to cook the pies. B) It tells you the pies need
cooking again. C) It tells you the pies have already been
cooked.
19. What does the prefix 'dis' do to the word appeared
in this sentence? “The cat disappeared before her very
eyes.” A) It tells you that the cat appeared bigger than
before. B) It tells you that the cat vanished. C) It tells
you that the act appeared to be further away.
20. What does the suffix 'ful' do to the word house in
this sentence? “She had a houseful that weekend.” A) It
4:30 Tanguile


OBJECTIVES:
Egypt
and traditions of Egypt
EN8RC-IIIc-2.13:
II. CONTENT
Egypt cultures and traditions
A. Reference:
D. Textbook pages
IV. PROCEDURES

lesson(motivation)

(motive question)

( Activity)
values and cultures of Egypt through the video clips.

2 (Analysis)
Egypt?
Why yes or why no?


Tim Section Room Date traits, values and traditions of Egypt
e
1:30- 8- Rm. Nov 27,
2:30 Mulawin 2018
G. Finding Practical applications of concepts and skills in and viewing material; structural analysis of words and
daily living/ Evaluating learning (Application) propaganda techniques; and grammatical signals for
Presentation of each group’s output. opinion- making, persuasion, and emphasis.
H. Additional Activities for application or remediation PERFORMANCE STANDARDS: The learner transfers
(Homework) learning by composing and delivering a persuasive speech
Study about cultures of Egypt
V.REMARKS
VI. REFLECTIONS Upon completion of this lesson, students will be able to:
OBJECTIVES:
C. Did the remedial lessons work? No. of learners who Singapore
caught up with the lesson. 3. Elicit prior knowledge about the traits, values
EN8RC-IIIc-2.13:
II. CONTENT
E. Which of my teaching strategies worked well? Why did Egypt cultures and traditions
these work? III. LEARNING RESOURCES
A. Reference:
F. What difficulties did I encounter which my principal or C. Learners materials pages
supervisor can help me solve? D. Textbook pages
G. What innovation or localized material did I use/ Other learning resource Video clips. Audio-visual
discover which I wish to share with other teachers? materials Activity Sheets
IV. PROCEDURES

lesson(motivation)
. Review about Egypt

(motive question)

( Activity)

2 (Analysis)
Egypt?
Why yes or why no?


traits, values and traditions of Singapore
e
1:30- 8- Rm. Nov 29, G. Finding Practical applications of concepts and skills in
2:30 Mulawin 2018 daily living/ Evaluating learning (Application)
3:30- 8- Rm. Thursday Presentation of each group’s output.
4:30 Tanguile
CONTENT STANDARDS: The learner demonstrates (Homework)
shared heritage ; coping strategies in processing textual Study about cultures of egypt
V.REMARKS
VI. REFLECTIONS Upon completion of this lesson, students will be able to:
OBJECTIVES:
B. No. of learners who require additional activities for 1. Organize information based on the video clips
remediation who scored below 80%. 2. Identify the traits, values and cultures of
Egypt
EN8RC-IIIc-2.13:
II. CONTENT
E. Which of my teaching strategies worked well? Why did Egypt cultures and traditions
these work? III. LEARNING RESOURCES
A. Reference:
F. What difficulties did I encounter which my principal or C. Learners materials pages
supervisor can help me solve? D. Textbook pages
G. What innovation or localized material did I use/ Other learning resource Video clips. Audio-visual
discover which I wish to share with other teachers? materials Powerpoint presentation
IV. PROCEDURES

lesson(motivation)

(motive question)

( Activity)
Discussion of Egypt

2 (Analysis)
1. What are the traits, values and traditions of Egypt
Egypt?
Why yes or why no?


traits, values and traditions of Egypt

1:30- 8- Rm. Dec 3,
2:30 Mulawin 2018 daily living/ Evaluating learning (Application)
3:30- 8- Rm. Monday Pen paper quiz no. 5
4:30 Tanguile
CONTENT STANDARDS: The learner demonstrates (Homework)
shared heritage ; coping strategies in processing textual Review for a quiz
and viewing material; structural analysis of words and V.REMARKS
opinion- making, persuasion, and emphasis. VI. REFLECTIONS
learning by composing and delivering a persuasive speech B. No. of learners who require additional activities for
C. Did the remedial lessons work? No. of learners who 2. Identify the traits, values and cultures of
caught up with the lesson. Egypt
EN8RC-IIIc-2.13:

these work? II. CONTENT
Egypt cultures and traditions
Longtest
A. Reference:
D. Textbook pages
Other learning resource test questions
IV. PROCEDURES

lesson(motivation)

(motive question)

( Activity)
Giving of Directions instructions

2 (Analysis)
following questions. (see attached)


traits, values and traditions of Egypt

Pen paper quiz no. 5
Tim Section Room Date H. Additional Activities for application or remediation

e (Homework)
1:30- 8- Rm. Dec 4,
2:30 Mulawin 2018 Study about propaganda techniques
4:30 Tanguile V.REMARKS
CONTENT STANDARDS: The learner demonstrates VI. REFLECTIONS

understanding of: Southeast Asian literature as mirror to a A. No. of learners earned 80% in evaluation.
information; strategies in examining features of a listening B. No. of learners who require additional activities for
PERFORMANCE STANDARDS: The learner transfers caught up with the lesson.
acknowledged information sources, grammatical signals D. No. of learners who continue to require remediation.
C. LEARNING COMPTENCIES these work?
OBJECTIVES: F. What difficulties did I encounter which my principal or

1. Organize information based on the video clips supervisor can help me solve?
G. What innovation or localized material did I use/ A. Reference:
discover which I wish to share with other teachers? B. Teachers Guide Pages
D. Textbook pages
Other learning resource Pictures, Videoclips, visual aids,
Audio clips,
IV. PROCEDURES
Daily Routine
A. Prayer
B. Greetings
C. Cleanliness

lesson(motivation)
Picture talk
What is the picture about?

Ask sttudents. What is your favorite commercial in
television? Why?
B. Presenting examples/instances of the new lesson

( Activity)
A. Name the tagline
The class will be divided into 6 groups. Each group will
receive an whiteboard and marker. The task of the group is
Time Section Room Date to guess the name of the television commercial based on
10:20 8- Rm. Nov. 21, the “tagline” that will be post on the board.
-11:20 Cacao 2019 Mechanics:
11:20 8 -Narra Rm. Thursday a. The teacher will read the tagline twice.
- b. When the students hear the word “go”, they will start
12:20 their brainstorming.
c. They will be given 10 seconds to think and write their
answer.
shared heritage ; coping strategies in processing textual d. When they hear the word “stop and raise your board”,
information; strategies in examining features of a listening they will raise their board.
and viewing material; structural analysis of words and e. The highest pointer will be declared as winner.
opinion- making, persuasion, and emphasis. 1.Banco de Oro (BDO) – “We find ways.”
2. Bonakid - Batang May Laban
PERFORMANCE STANDARDS: The learner transfers 3.Jolibee -Beeda ang sarap
learning by composing and delivering a persuasive speech 4.Surf – 14days of haba-habaaango
based on an informative essay featuring use of properly 5.Mang Tomas Siga and Spicy- Macho Ganado
6..Bear Brand- Dapat ang tibay always present
7.Dolfenal - Para Laging Good Vibes
8.Fudgee Barr- O’ Barr sa Sarap
C. LEARNING COMPTENCIES 9. Cherifer- Tangkad Sagad
Upon completion of this lesson, students will be able to: 10Domex- Patay ang all known germs
11Centrum -Balanced and the most complete from A to Zinc
12.Chooks to go -Masarap kahit walang sauce
OBJECTIVES:
13.Nestea ice tea -Push mo yan tea
1. Arrange the jumbled letters to form a word 14. Mcdo- Paparapapa love ko to
2. Recognize propaganda techniques used in a 15.KFC-It’s Finger Lickin Good
given commercial 16.Ariel- Better Stain Removal in 1 Wash
3. Apply the different propaganda devices in 17.Joy- Isang patak bisang katutak
promoting a product
EN8RC-IIIa-12.1: EN8VC-IIIc-18:
II. CONTENT
Propaganda Devices
mxVc3kfHq67yEEs_ffoVZuVCtimCSXSTI8qj
fQU7omA – Bearbrand
D. Discussing new concepts and practicing new skills #1 & 2

(Analysis)
A. View me
The students will watch the different commercials presenting
B. Reveal Me on social issues. After that, they will answer the checklist
Students will view 4 different commercials and will about the commercial. Describing the video using the
be given different propaganda techniques they will checklist. Write their answers on their notebook.
rearrange the jumbled letters with pictures revealing
the four different basic propaganda techniques. Presenting videos/commercials on social issues
1. Persuading consumers by telling them https://youtu.be/1ZJbML2hfm4 Breeze
that others are https://youtu.be/P2zEJgA7j7k (Nescafe-Teacher)
doing the same https://www.youtube.com/watch?
v=pikth_UkVYs&feature=share&fbclid=IwAR3v48
thing.
tTS9Q5YGCOi2gYu6vUi6ivjrzT8afMm4NdenqC_
AGONDWAB JMKqrgvKdJ2sXw – ABS-CBN Anti-Drug
Campaign
https://youtu.be/WlKk0HNm-aM - Maxx https://www.youtube.com/watch?v=ViaVm-
42PWw&feature=share&fbclid=IwAR1JrK38qqBx
menthol
mK9I-J-
wfnEE9WZqQvEUn_dQmxYHYvK0cDQAHxvjSz
2. The act of JaDPI – Biogesic
referring to
Directions: Put a check at the opposite of the
possible characteristics of the commercial below.
words or ideas Characteristic Disagree
that evoke a Agree
1.gives us enough information about the product
positive
2.teaches about the human values
emotional 3. very entertaining
response from 4. maximizes the time
an audience.
Virtue words are often used. IGRTGELRIN F. Developing Mastery & making generalizations and
RIGNEATEIELS The students will answer the following questions orally.
https://youtu.be/tz14_MBfIv0 - Myra-E 1. What did you observe in the presented commercials?
2. What are the social issues presented in the commercials?
3. Do the commercials affect you in different ways?
4. Which among the four commercials do you like the most?
Why?
5. Did the commercials persuade/ encourage you to buy or
patronize them product?
3. When a
product is sold by daily living/ Evaluating learning (Application)
using words from The class will be given 4 different tasks. Each paper has
famous people or the name of the propaganda strategy.
Create an advertisement using the assigned propaganda
authority figures.
techniques
ESTTINIALSOM
https://www.youtube.com/watch? Group 1 Bandwagon (Role playing)
v=PTUkF2cSGW0&feature=share&fbclid=I Group 2 Plain folks (Poster)
Goup 3 Testimonial (song and dance)
wAR2Tj34yWoWfj5CNNuw37M5YLMWN Group 4 Glittering Generalities (Tagline)
q0v7hwWNcpp4tZtfxPiGxZyKzM-akK8-
Nescafe Daniel Assessment
Task 1: Where do I Belong?
Direction: The teacher will present 10 propagandas.
4. The The students will identify the device used in each of the
use of propaganda. The answers will be written in ¼ sheet of
paper. The propagandas are the following:
1.Advil - https://youtu.be/sgOR2SY2sGU
2. Camella bulilit -
https://youtu.be/mFDGPu0hosk?
list=PLC1C5hxn_j98zPhWW3y4TDymjOX_lxEpI
everyday /ordinary people to sell a 3. TGP- https://youtu.be/TF3eXcrvpS0
product or service. 4.Maxs –https://youtu.be/xDBu6qkoY60
5.Mcdo-https://youtu.be/Br0s7GB_dms
NPALI OFKSL 6.Jollibee- https://youtu.be/SOA-kr2-GkQ
https://www.youtube.com/watch?v=EjJ- 7. Surf- https://youtu.be/xkLRcd5RhkE
wCqUo6g&fbclid=IwAR3e8d8bH6QqnNVC 8. TM- https://youtu.be/VNI5eMF4wn8
9.Sunsilk - https://youtu.be/OXd2D6e2ejI
10.Tresemme- https://youtu.be/N3kVb1bBH_s  Understand symbolism
 Explain how symbolism is used in their daily
H. Additional Activities for application or remediation lives
(Homework)
 Apply symbolism in the différentiâted activities
Study about Saudi culture and traditions.
II. CONTENT
Symbolism
V.REMARKS
A. Reference:
VI. REFLECTIONS
D. Textbook pages
Other learning resource Activity sheets, pictures, lecture
C. Did the remedial lessons work? No. of learners who IV. PROCEDURES
Daily Routine
A. Prayer
D. No. of learners who continue to require remediation. B. Greetings
C. Cleanliness
E. Which of my teaching strategies worked well? Why did A. Review of the previous lesson or presenting the new
these work? lesson(motivation)
(motivation)
F. What difficulties did I encounter which my principal or Picture Talk


10:20 8- Rm. Feb 10,
-11:20 Cacao 2019
11:20 8 Narra Rm. Monday
-
12:20 What are the words associate with the picture?
I.OBJECTIVES ( Activity)
A. CONTENT STANDARD A. Reveal Me
Content Standard: The learner demonstrates The class will be divided into 6 groups. Each group will
understanding of: South and West Asian literature as an receive an whiteboard and marker. The task of the group is
expression of philosophical and religious beliefs; information to give the literal and guess what the picture symbolize.
flow in various text types; reality, fantasy, and opinion in Mechanics:
listening and viewing materials; word decoding strategies;
a. The teacher will post the picture
and use of information sources, active/passive constructions,
direct/reported speech, perfect tenses, and logical b. When the students hear the word “go”, they will start
connectors in journalistic writing. their brainstorming.
. c. They will be given 10 seconds to think and write their
answer.
B. PERFORMANCE STANDARD d. When they hear the word “stop and raise your board”,
The learner transfers learning by composing a variety they will raise their board.
of journalistic texts, the contents of which may be used in e. 1 point for object name and 1 point for symbolical
composing and delivering a memorized oral speech featuring e. The highest pointer will be declared as winner.
use of properly acknowledged information sources,
grammatical signals for opinion-making, persuasion, and
emphasis, and appropriate prosodic features, stance,
behavior.
• EN8LT-IVd-2.2.2
may stand as a symbol for a connection between the
heaven and the earth.
A broken mirror
B. Imagine Me
may symbolize separation.
Imagine you were burying a time capsule that may Red : blood, emotion, danger
only be found in thousands of years’ time. The
people who find it may not understand English and
you are going to have to use signs or symbols to
represent yourself.
Discuss with in the group the best answers.
Design your own personal shield showing the Yellow : rotting, heat, decay,
person you are.
1. Draw a shield.
2. Split the shield into quarters.
3. Top left – draw a symbol to show your nature.
E.g.: Heart = loving
4. Top right – draw a symbol to show what you Pink : femininity
enjoy. E.g.: TV = love watching television
Hamburger = you love food
5. Bottom left – symbolic representation of what

you want to be in the future. E.g.: Computer =
computer expert Tiny stick people = mom or Purple : royalty
dad
6. Bottom right – symbolic representation of your
home. E.g.: smiley face = happy family
Presentation of answers.
Other examples
Throughout history, certain things have been given symbolic

meaning. The same is true of literature, which often relies on
symbolism to convey important thematic concerns.
Some examples:
A Crown
- signifies authority and leadership.

A Dove with an olive branch -

2 (Analysis)
sign of peace Guide question:
A ladder 1. Which of the symbols are you familiar with?
2. Why is symbolism is used?
3. Give another example of Symbols.
for taking care of me and me. I
promise to and make you proud.
1. Think of an object that symbolizes you as a student/
son /daughter.

The class will be given 4 different tasks.
Rhebecca
Group 1 Collage
Artist group
Think of a person that means something to you then
(Homework)
draw an object to represent that person. Make a collage
Cut five different pictures in a long bond paper, stick
from the different symbols the group made.
these pictures and provide captions describing what they
symbolize
Picture 1: ______________ Caption: ___________________
Group 2 Create a Mind Map Symbolize: _________________
Present your answer through an interview
Rubric:
Each panel should include:
 A title
 A detailed description that explains how the symbol
is important in your life
 An appropriate illustration
Group 3 Draw the song
Write the illustrations of the lines in the song, then sing

the lines of the song.
V.REMARKS
Singers group VI. REFLECTIONS
e. . No. of learners earned 80% in evaluation.



Group 4 Draw your letter did these work?
Write a short letter to your love one telling how

much you love them. supervisor can help me solve?
Use different symbols in your letter.
Writers group G. What innovation or localized material did I use/
Dear Mom, discover which I wish to share with other teachers?
e
1:30- 8- Rm. March
2:30 Mulawin 14, 2019
4:30 Tanguile
I.OBJECTIVES
A. CONTENT STANDARD
Content Standard: The learner demonstrates
understanding of: South and West Asian literature as an
expression of philosophical and religious beliefs; information
flow in various text types; reality, fantasy, and opinion in
and use of information sources, active/passive constructions,
direct/reported speech, perfect tenses, and logical
connectors in journalistic writing.
.
B. PERFORMANCE STANDARD
The learner transfers learning by composing a variety
of journalistic texts, the contents of which may be used in
composing and delivering a memorized oral speech featuring
use of properly acknowledged information sources,
emphasis, and appropriate prosodic features, stance,
behavior.
 Differentiating reality, fantasy,

thriller/suspense, and sci fi
 Identify how the elements specific to a genre
contribute to the theme of a particular literary
story
 Predict the gist of the material viewed based on
the title, pictures or excerpts
 Perform different activities using genres in
Movies
 EN8VC-IIa-1-3.: EN8LT-IVb-2.2:
II. CONTENT
Genre in Movies/Stories
A. Reference:
D. Textbook pages
Other learning resource Activity sheets, pictures, lecture,
video clips movie trailer
IV. PROCEDURES
Daily Routine
A. Prayer
B. Greetings
C. Cleanliness
lesson(motivation)

(motivation) Example
Picture Talk
Spider man
What are the words associate with the picture?
( Activity)
A. Reveal Me
The class will be divided into 4 groups. Each group will
receive an whiteboard and marker. The task of the group is
to guess what are the different title of the movies.
Mechanics:
a. The teacher will post the picture and read some
descriptions about the movie.
b. When the students hear the word “go”, they will start
their brainstorming.
c. They will be given 10 seconds to think and write their
answer.
d. When they hear the word “stop and raise your board”,
they will raise their board.
e. The highest pointer will be declared as winner.
Example
B. Four Pics One Word

The students will play the four pics one word
Setting
-Future
-Time travel
-Outer space
Characters Design / make a poster of a movie that your group like
-Aliens most. Then make a caption and invite the audience to
-Human Robots
watch the film.
Example
Group 2 Singers group (Fantasy)
Make a theme song of any movie that your group like
most then sing in front of the class.
Group 3 Actors and Actresses (Reality)
Roleplay any movie that your group like most to invite
the viewers to watch the film.
Group 4 Dancers group (Sci Fi)
Make a dance step about the movies theme then perform
your dance in front of the class.
Assessment
The students will view the movie trailer, write the title of the
different trailer. Give the genre.
Movie trailer Title Genre
1.
2.
Example 3.
4.
5.
C. Guess me.
Let the students view trailers and identify the genre
Trailer no. 1 Trailer no. 2
(Homework)
escribe a movie that is interesting to you. You have
to say something about:
-what movie genre it is
-who are in the movie
-how you enjoy it
Trailer no. 3 Trailer no. 4
Rubric:

2 (Analysis)
Guide question:
1. Which of the following movies are you familiar with?
2. What is unique or specific to each film?
3. Give another example of movies with its genre.

1. Among all the four genres which of them do you like
most? Why?
2. What is the worst movie you have ever seen? Why?

The class will be given 4 different tasks. V.REMARKS
Group 1 Artist group (Thriller/Suspense) VI. REFLECTIONS
f. . No. of learners earned 80% in evaluation.

did these work?


OBJECTIVES:
A. Reference:
D. Textbook pages
clips
IV. PROCEDURES

lesson(motivation)

(motive question)

( Activity)
values and cultures of Thailand through the video clips.

2 (Analysis)
Thailand?
yes or why no?
Abstractions



1:30- 8- Rm. Sept
2:30 Mulawin 10,
2018
3:30- 8- Rm. Monday
4:30
CONTENT STANDARDS: The learner demonstrates Study more about Thailand Cultures.
texts; strategies in listening to long descriptive and V. REMARKS
and appropriate grammatical signals or expressions VI. REFLECTION
suitable to patterns of idea development. qqqqqqq) No. of learners earned 80% in evaluation-
rrrrrrr) No. of Learners who require additional
sssssss) Did the remedial lessons work? No. of
ttttttt) No. of learners who continue to require

remediation.
uuuuuuu) Which of my teaching strategies worked
vvvvvvv) What difficulties did I encounter which my

wwwwwww) What innovation or localized

material did I use/ discover which I wish to share
with other teacher?
4. 5.

(motivation)
10:20 8- Rm. March “Cracking codes”
-11:20 Cacao 2, 2019 Choose your partner from your
11:20 8 Narra Rm. Monday group.Decode each letter by solving the
-
following simple mathematical problems,
12:20
and then convert what is its corresponding
I.OBJECTIVES letter on our table. The first students to get
A. CONTENT STANDARD the correct answer for each problem will
Content Standard: The learner demonstrates have 3 points.
understanding of: South and West Asian literature as an A B C D E F G H I J K L M N O P
expression of philosophical and religious beliefs; information 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
flow in various text types; reality, fantasy, and opinion in
Q R S T U V W X Y Z
and use of information sources, active/passive constructions, 16 17 18 19 20 21 22 23 24 25
direct/reported speech, perfect tenses, and logical
connectors in journalistic writing. 1. 5x3=p
. 105 x 2 – 190 = u
5+8-12 = b
B. PERFORMANCE STANDARD
22/2= l
The learner transfers learning by composing a variety
of journalistic texts, the contents of which may be used in 2+2+2+2=i
composing and delivering a memorized oral speech featuring √4 =c
use of properly acknowledged information sources, Answer: PUBLIC
emphasis, and appropriate prosodic features, stance, 2. 10+20-12= s
behavior.
5x2-2= i
√36 =g
Upon completion of this lesson, students will be able to: 10+3=n
3x0 = a
• EN7VC –I-C-3.1.3: 3x2=g
Give the meaning of the given signs and symbols (road signs, 10+12-18=e
prohibited signs, etc.) 9/3+15= s
1. Familiarize themselves with the signs and symbols
Answer: SIGNAGES
2. Give the meaning of the given signs and symbols
3. 85/5= r
3. Reflect on the importance of signs and symbols
181-167 = o
II. CONTENT 435 (0) = a
Public signages (Road & Warning Signs) 13-10= d
III. LEARNING RESOURCES Answer: ROAD
A. Reference: 4. √484 = w
500/20-25=a
68/2-17=r
D. Textbook pages
E. Additional materials from Learning Resource portal 8x3-11= n
Other learning resource Activity sheets, pictures, lecture 8(1)= i
IV. PROCEDURES 10x3-17= n
2x3= g
Daily Routine Answer: WARNING
A. Prayer 5 92/2-28=s
B. Greetings 10-2=i
C. Cleanliness
6-0=g
A. Review of the previous lesson or presenting the new 16-3= n
lesson (motivation/ pre test) 9(2)= s
Give the meaning of the following signage Answer: SIGNS

( Activity)
The Signs Sound Familiar!
1, 2. 3. Directions: each group will think of other examples of signs

and symbols that you can see around you. Draw five signs and
afterwards, present your samples to the class while
answering the questions below:
1. What does this sign/symbol indicate?
2. Where do you usually see this sign?
1. 2. 3.
A. Reveal Me
4. 5.
Signage-graphic designs, as symbols, emblems, or words,
used especially for identification or as a means of giving
directions or warning. G. Additional Activities for application or remediation
(Homework)
Look around the campus. What are the different
signs did you see. Draw the signs in colored paper.
V.REMARKS
VI. REFLECTIONS
g. . No. of learners earned 80% in evaluation.



did these work?


Additional examples from video clips

2 (Analysis)
Guide question:
1. Which of the symbols are you familiar with?
2. When you see signages like them, what is the first
thing that comes into your mind?
3. Do you follow what is written on the signage?

3. What will you do if you see someone who is not

following the signage?
4. Do you think you can help you community by following
simple signages?

Give the meaning of the following signage
opinion-making, persuasion, and emphasis.
.
B. GRADE STANDARD
The learner demonstrates communicative competence

through his/ her understanding of Afro-Asian
Literature and other texts types for a deeper
appreciation of Philippine Culture and those of other
countries
 Differentiating Movie trailer, Weather report,

News Flash, Documentary and Internet based-
program
 Compare and contrast the presentation of
the same topic in different viewing genres
 EN8VC-IIa-1-3.: EN8LT-IVb-2.2:
II. CONTENT
Viewing Genres
A. Reference:
C. Learners materials pages PIVOT 4A
CALABARZON English G8 19-23
D. Textbook pages
Other learning resource ppt, pictures, lecture, video
clips movie trailer
IV. PROCEDURES
lesson(motivation)

(motivation)
Let the students play the 4 pics 1 word
W E A T H E R
R E P O R T
E E E T T H R
R R P O A W X
I.OBJECTIVES
A. CONTENT STANDARD
The learner demonstrates understanding of: Southeast

Asian literature as a mirror to a shared heritage;
coping strategies in processing textual information;
strategies in examining features of a listening and
viewing material; structural analysis of words and
1. 1x3=D
105 x 2 – 196 = O
5+8-11 = C
40/2= U
6 x2 = M
8-4= E
9+2+2 = N
100-81= T
25x 0= A
17-0 = R
20+2+2=Y
L A N G U A G E Answer: DOCUMENTARY
E G A U G N A L 2.10+1 =L
10+12-18= E
10+3= N
√36 = G
100-80-1 = T
2(6)-5 = H
Answer: LENGTH
3. 36/6= G
√16 = E
13-0= N
1+16= R
4 x 1= E
Answer: GENRE
4. (12)2 x2 = M
181-167 = O
N E W S 7(3) =V
F L A S H 5x2-2= I
13-9= E
S S F L A 9/3+16= T
H E W N O
68/2-17= R
500/20-25= A
8(1)= I
16-5= L
2x2= E
10+20-13= R
Answer: MOVIE TRAILER

5. 8x3-9= P
92/2-28= O
10-2= I
10x3-17= N
9(2)+ 1= T
14x 1 = O
25/5 = F
40-19 = V
M O O D
4x4- 8 = I
1x4 = E
D O O M S A
√484 = W
C. Presenting examples/instances of the new lesson Answer: POINT OF VIEW
( Activity)
B. View Me
A. Reveal Me
The students will view the examples of viewing genres
“Cracking codes”
1. Movie Trailers- short clips of movies or any short
Decode each letter by solving the following
videos used in advertising them in advance
simple mathematical problems, and then
convert what is its corresponding letter on - Through night and day
our table.
A B C D E F G H I J K L M N O P
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Q R S T U V W X Y Z
16 17 18 19 20 21 22 23 24 25
2. Documentary- movies/television programs that
provide factual record of report on various issues
Learning Task : Identify the BEST GENRE of

viewing materials to watch given the following
situations. Write your answers in your
notebook.
1. To save time, your friend wants to

check the best film to watch before
heading to the mall.
2. Andrew is a Science Teacher. He wants
to improve his knowledge and skills in
using an editing software like
Photoshop. Getting a teacher for face-
3. Weather Report - a subprogram that tells and to-face tutoring is not ideal nowadays.
foretells weather condition So, he wants to do it online.
3. Cassandra, a party planner, wants to
know if the chosen day of her client for
a garden birthday party will have a fine
weather condition.
4. Lola Amy’s grandson is working in
Quezon City. She is worried about his
safety due to COVID-19. She wants to
know the current updates regarding the
situation.
5. Caridad watches a program that
features collections of different stories
of COVID-19 heroes in various
countries.
B. Viewing Materials Elements

Point of View (POV)
4. News Flash- an item of important news that is This is the perspective of a narrative. Who is
separately broadcasted and often interrupts programs telling the story or delivering the message? It
could be any of the following:
A. First person point of view is used when

the main character is telling the story. It uses
the "I" narrator.
B. Second person point of view is generally

used in instructional writing. It uses the "you"
perspective.
C. Third person point of view is used when

your narrator is not a character in the story.
This category uses the "he/she/it" narrator. It
is the most commonly used POV .
Length
5. Internet- based program - online learning videos,
activities or programs which can be assessed
The duration of a viewing material usually
through the Internet varies depending on its purpose and form. A
movie clip, which usually runs in an average
of almost two minutes, is relatively shorter
than a full episode of an instructional video in
YouTube which could run up to an hour.
Language
viewing materials that you have watched
Whether the language used is conversational, before. You may also use the ones available
formal, informal, or animated, it has a online. Using the Venn diagram below,
relevant impact as to how viewers will process illustrate the similarities and differences
information being presented in a viewing between the two viewing materials. Do this in
material. your notebook.
Mood
Video 1 Video 2
This is the element that evokes certain
feelings or vibes through sounds, music,
color, and even voice. It is referred to as the
atmosphere as it creates an emotional setting
surrounding the audience.

2 (Analysis)
Learning Task : View the two viewing

materials. Then, analyze them in terms of
their point of view, language, length, and
mood. Use the given table below.
Material number 1.
Material number 2

(Homework)
V.REMARKS
VI. REFLECTIONS
h. . No. of learners earned 80% in evaluation.

Elements Material 1
Material 2
Title
Point of
E. Developing Mastery & making generalizations View
and abstractions about the lesson (abstraction) Language
1. Among all the four genres which of them do you like
most? Why? Length
Mood
F. Finding Practical applications of concepts and skills in remediation who scored below 80%.
Assessment caught up with the lesson.
Learning Task : Find two viewing materials did these work?
that discuss/deal with the same subject
matter or topic. You may recall and use



OBJECTIVES:
MELC 12: Analyze intention of words or

expressions used in propaganda techniques
1. Arrange the jumbled letters to form a word
2. Recognize propaganda techniques used in a given
commercial
3. Apply the different propaganda devices in promoting a
product
II. CONTENT
Propaganda Devices
A. Reference:
C. Learners materials pages LEAP Quarter 3 W2
D. Textbook pages
Audio clips,
IV. PROCEDURES
Daily Routine
A. Prayer
B. Greetings

lesson(motivation)
Picture talk
https://youtu.be/WlKk0HNm-aM - Maxx
menthol
2. The act of
referring to
words or ideas
that evoke a
positive
emotional
response from
an audience.
Virtue words are often used. IGRTGELRIN
RIGNEATEIELS
https://youtu.be/tz14_MBfIv0 - Myra-E
3. When a
product is sold by
using words from
famous people or
authority figures.
ESTTINIALSOM
https://www.youtube.com/watch?
v=PTUkF2cSGW0&feature=share&fbclid=I
wAR2Tj34yWoWfj5CNNuw37M5YLMWN
q0v7hwWNcpp4tZtfxPiGxZyKzM-akK8-
See the pictures above and differentiate how the two Nescafe Daniel
countries promote their place. Write 5 sentences on
their differences in your notebook. 4. The
use of
( Activity)
A. Name the tagline
Guess the name of the product/ service based on the
given tagline.
everyday /ordinary people to sell a
Mechanics: product or service.
a. The teacher will read the tagline twice. NPALI OFKSL
b. They will be given 10 seconds to think and write their https://www.youtube.com/watch?v=EjJ-
answer. wCqUo6g&fbclid=IwAR3e8d8bH6QqnNVC
c. When they hear the word “stop and raise your board”, mxVc3kfHq67yEEs_ffoVZuVCtimCSXSTI8qj
fQU7omA – Bearbrand
e. The highest pointer will be declared as winner.
1.Banco de Oro (BDO) – “We find ways.”

2. Bonakid - Batang May Laban
3.Jolibee -Beeda ang saya
4.Surf – 14days of haba-habaaango
5.Mang Tomas Siga and Spicy- Macho Ganado
6..Bear Brand- Dapat ang tibay always present
7.Dolfenal - Para Laging Good Vibes
9. Cherifer- Tangkad Sagad
10. Domex- Patay ang all known germs
(Analysis)
12.. Mcdo- Paparapapa love ko to
A. View me
B. Reveal Me The students will watch the different commercials presenting
Students will view 4 different commercials. on social issues. After that, they will answer the checklist
Rearrange the jumbled letters with pictures about the commercial. Describing the video using the
revealing the four different basic propaganda checklist. Write their answers on their notebook.
techniques.
1. Persuading consumers by telling them Learning Task 2: Identify what propaganda strategy
is used in the following advertisements.
that others are
doing the same Presenting videos/commercials on social issues
thing. https://www.youtube.com/watch?v=5ruNCIwyBOk
AGONDWAB Bida solusyon
https://youtu.be/P2zEJgA7j7k (Nescafe-Teacher)
v=pikth_UkVYs&feature=share&fbclid=IwAR3v48 D. No. of learners who continue to require remediation.
JMKqrgvKdJ2sXw – ABS-CBN Anti-Drug E. Which of my teaching strategies worked well? Why did
Campaign these work?

Directions: Put a check at the opposite of the supervisor can help me solve?
Characteristic Disagree Agree
1.gives us enough information about
the product
3. very entertaining

The students will answer the following questions orally.
1. What did you observe in the presented commercials?
5. What is your favorite commercial in television? Why?

techniques
Learning Task 3: Poster-making Based on the
propaganda strategies presented, create a poster that
will convince everyone to be cautious with Covid-
19. It will be graded based on the poster below.
Group 1 Bandwagon/ Testimonial

Group 2 Plain folks / Glittering Generalities
Assessment
The students will identify the device used in each of the
propaganda. The answers will be written in ¼ sheet of
3. TGP- https://youtu.be/TF3eXcrvpS0
4.Maxs –https://youtu.be/xDBu6qkoY60

(Homework)
Study about cause and effect
V.REMARKS
VI. REFLECTIONS



OBJECTIVES:
MELC 10: Recognize positive and negative messages conveyed in a text
1. 1: Identify the kind message that each statement conveys. Write

POSITIVE if t=it conveys a positive message or NEGATIVE if it conveys a
negative one.
Arrange the jumbled letters to form a word
2. commercial
product
II. CONTENT
Propaganda Devices
A. Reference:
D. Textbook pages
Audio clips,
IV. PROCEDURES
Daily Routine
A. Prayer
B. Greetings

lesson(motivation)
Let us examine the images below. Can you guess the
messages and/or
emotions embedded in each image? Is it positive or
negative? Explain your
answers.
Picture talk
1.
2.

( Activity)
Give your reactions on the given post from the different social
media
A. My Reactions
Mechanics:
a. The teacher will post the puctures/videos
b. They will be given 10 seconds to think and choose
emotions.
c. When they hear the word “stop and raise your board”,
e. The highest pointer will be declared as winner. 3.
Angry wla pa
4.
7.
B. Reveal Me
Students will view 4 different videos. Rearrange the
jumbled letters with pictures revealing the emotions
conveyed
CONGRATULATIONS
5. https://fb.watch/8MDIQ0RQ3e/
6.
MOTIVATION
https://www.youtube.com/watch?v=kGusd0HKvtY
Positive messages are a type of

communication that provides good news,
acceptance or congratulations in the
workplace.
Messages that show thanks, provide
recommendations, motivation or
encouragement are examples of positive
messages.
7. Every step, little as it may be, is progress.
Learning Task 2
B. LISTEN TO me?????
The students will listen to the dialog then answer the given
questions. Write their answers on their notebook.
ANGER
https://fb.watch/8MDpH-hLdc/

1. What is your reaction on the conversation between Martha
and John?
2. Who conveyed a positive messages? Why did you say so?
3. Who conveyed a negative messages? Why did you say so?
Learning task 3
Identify whether the following headlines are Bad news or
Good News.
UPSET
NEGATIVE MESSAGES- conveys negative

or unpleasant information—information that
is likely to disappoint, upset, or even anger a
reader.

(Analysis)
A. Learning Task 1: In your

notebook, identify the kind of
message that each statement
conveys. Write POSITIVE if it
conveys a positive message or
NEGATIVE if it conveys a negative
one.
1. Congratulations you passed the exams.

2. I think I am not doing
enough.
3. Leave I don’t want to see your
face.
4. If you want to change the
world, you have to take the
leap.
5. Almost 11,000 Filipinos died in Covid 19.
6. We can do this.

Assessment
The students will identify the device used in each of the
propaganda. The answers will be written in ¼ sheet of
G. Finding Practical applications of concepts and skills in 2. Camella bulilit -
daily living/ Evaluating learning (Application) https://youtu.be/mFDGPu0hosk?
Create a poster based on the given situation list=PLC1C5hxn_j98zPhWW3y4TDymjOX_lxEpI

(Homework)
Study about cause and effect
V.REMARKS
VI. REFLECTIONS



these work?


The thoughts that you have when you’re angry can

determine how you end up handling the situation! Positive
thoughts are ones that help you calm down and cope in a
way that works out for you. Negative thoughts only make
you angrier and can cause you to say or do something
hurtful. What are some negative thoughts that you have
when you get angry? What are positive thoughts you can
have instead?
Thank you. Now it is clear po that PLP is for Talented
and Gifted Learners while the Individual Learning
Monitoring Plan that we are currently using in the field is
for learners in a regular class.

OBJECTIVES:
MELC 12: Analyze intention of words or

expressions used in propaganda techniques
1. Arrange the jumbled letters to form a word
2. Recognize propaganda techniques used in a given
commercial
product
EN8RC-IIIa-12.1: EN8VC-IIIc-18: A. Name the tagline
Guess the name of the product/ service based on the
II. CONTENT given tagline.
Propaganda Devices
Mechanics:
A. Reference:
a. The teacher will read the tagline twice.
C. Learners materials pages LEAP Quarter 3 W2 b. They will be given 10 seconds to think and write their
D. Textbook pages answer.
E. Additional materials from Learning Resource portal c. When they hear the word “stop and raise your board”,
Other learning resource Pictures, Videoclips, visual aids, they will raise their board.
Audio clips, e. The highest pointer will be declared as winner.
IV. PROCEDURES
Daily Routine 1.Banco de Oro (BDO) – “We find ways.”
A. Prayer 2. Bonakid - Batang May Laban
B. Greetings 3.Jolibee -Beeda ang saya
4.Surf – 14days of haba-habaaango
A. Review of the previous lesson or presenting the new 5.Mang Tomas Siga and Spicy- Macho Ganado
lesson(motivation) 6..Bear Brand- Dapat ang tibay always present
Picture talk 7.Dolfenal - Para Laging Good Vibes
9. Cherifer- Tangkad Sagad
10. Domex- Patay ang all known germs
12.. Mcdo- Paparapapa love ko to
B. Reveal Me
Students will view 4 different commercials.
Rearrange the jumbled letters with pictures
revealing the four different basic propaganda
techniques.
1. Persuading consumers by telling them
that others are
doing the same
thing.
AGONDWAB
https://youtu.be/WlKk0HNm-aM - Maxx
menthol
2. The act of
referring to
words or ideas
that evoke a
positive
emotional
response from
an audience.
Virtue words are often used. IGRTGELRIN
RIGNEATEIELS
https://youtu.be/tz14_MBfIv0 - Myra-E
3. When a
product is sold by
using words from
famous people or
authority figures.
ESTTINIALSOM
v=PTUkF2cSGW0&feature=share&fbclid=I
Guide Questions:
wAR2Tj34yWoWfj5CNNuw37M5YLMWN
1. Have you made your best choice based on the
given choices? q0v7hwWNcpp4tZtfxPiGxZyKzM-akK8-
2. How have you pick those? Nescafe Daniel

( Activity)
4. The daily living/ Evaluating learning (Application)
use of techniques
everyday /ordinary people to sell a
product or service.
NPALI OFKSL
https://www.youtube.com/watch?v=EjJ- Assessment
wCqUo6g&fbclid=IwAR3e8d8bH6QqnNVC Task 1: Where do I Belong?
mxVc3kfHq67yEEs_ffoVZuVCtimCSXSTI8qj The students will identify the device used in each of the
fQU7omA – Bearbrand propaganda. The answers will be written in ¼ sheet of
D. Discussing new concepts and practicing new skills #1 & 2 H. Additional Activities for application or remediation
(Analysis) (Homework)
A. View me Study about cause and effect

The students will watch the different commercials presenting
on social issues. After that, they will answer the checklist
about the commercial. Describing the video using the V.REMARKS
checklist. Write their answers on their notebook.
VI. REFLECTIONS
Learning Task 2: Identify what propaganda strategy A. No. of learners earned 80% in evaluation.
is used in the following advertisements.
Presenting videos/commercials on social issues remediation who scored below 80%.
https://www.youtube.com/watch?v=5ruNCIwyBOk
Bida solusyon C. Did the remedial lessons work? No. of learners who
https://youtu.be/P2zEJgA7j7k (Nescafe-Teacher) caught up with the lesson.
v=pikth_UkVYs&feature=share&fbclid=IwAR3v48 D. No. of learners who continue to require remediation.
JMKqrgvKdJ2sXw – ABS-CBN Anti-Drug
Campaign E. Which of my teaching strategies worked well? Why did
these work?

Directions: Put a check at the opposite of the supervisor can help me solve?
Characteristic Disagree Agree discover which I wish to share with other teachers?
1.gives us enough information about
the product
3. very entertaining

1. What did you observe in the presented commercials?
5. What is your favorite commercial in television? Why?

1. What issue is reflected in the picture?
C. LEARNING COMPTENCIES 2. What do you think are some of the reasons why such
Upon completion of this lesson, students will be able to: issue exists?
3. Aside from the issue presented in the picture, what
OBJECTIVES: other social and economic problems have you heard,
seen, or experienced?
MELC 13: Determine various social, moral, and
economic issues discussed in the text
listened/watched to . (EN8LC-III-7.4) B. Presenting examples/instances of the new lesson
( Activity)
1. Arrange the jumbled letters to form a word Let the students play the 4 pics 1 word
2. Identify the various social, moral, and economic
issues discussed in video clips ;
2. Analyze the causes and effects of the various issues;
3. Express opinions on social, moral, and economic
issues discussed in the clips ;
4. Suggest possible solutions to the social issues
presented; and
5. Relate personal experiences pertaining to the issues
discussed.
II. CONTENT

A. Reference:
D. Textbook pages
E. Additional materials from Learning Resource
portal
Audio clips,
IV. PROCEDURES
Daily Routine
A. Prayer
B. Greetings
A. Review of the previous lesson or presenting the

new lesson(motivation)
Picture talk
Directions: Identify the issue shown in the pictures
B. Reveal Me
Students will view 4 different issues. Rearrange the
jumbled letters with pictures revealing the four
different issues
1. _______ issues are problems that influence many

citizens within a society. It is a common problem in
present-day society and one that many people strive to
solve
LIACOS
1. What are the social issues presented ?
2. Were you able to give words or phrases that relate to
social, moral, and economic issues?
3. Have you observed this issue or problem in your
community? How serious is it in your area?
4. As a student what are the ways that you will do to
https://www.youtube.com/watch?v=ydLiHNeSPos stop some issues in your community?
2________ issues are those actions which have the G. Finding Practical applications of concepts and
potential to help or harm others or ourselves. Notice skills in daily living/ Evaluating learning (Application)
that if we have an issue of moral concern, it might Taking Action
involve something good or evil. LAROM Directions:
The issues you have watched to in this affect many
people. Inspire others to positively address the issues
through the following activities
Grp.1 Poster
https://www.youtube.com/watch?v=Z-h77gSHWLs Grp. 2 Slogan
Grp. 3 Letter to your community
3. _________are situations that reflect the scarcity of
resources which are deemed insufficient to satisfy
human wants and needs.
It involves inflation or the increase of price of basic Assessment
commodities and services affecting a large number of Directions: Read all the items carefully, and then write
people. the letter of the correct answer on a separate sheet of
paper.
1. A survey reveals that 53% of the country's population
is unemployed. This is an example of ___________.
A. Social issues C. Moral issues B. Economic issues
2. The sentence "Regina refused to go to school because
her classmates always tease her skin color" is an
https://www.youtube.com/watch?v=8z8NW88iA5M example of?
A. Social issues C. Moral issues B. Economic issues
3. "We live in a troubled time. A pandemic virulent virus
D. Discussing new concepts and practicing new skills #1 suddenly snapped our dream of prosperity for our
&2 (Analysis) country," President Duterte said. What economic issue
is being emphasized in this line?
A. View me A. Peace and order concerns C. Inflation B. Health
A Web of Issues concerns D. Stealing
4. What kind of issue do you think this line suggests
The students will watch the different issues. After that, "The amount of shabu valued at millions of pesos seized
they will answer the web Of Issues during police operations speaks volume of enormity and
1. https://www.youtube.com/watch?v=V6OL- FOnKQE the weight of the problem that we bear"?
2.https://www.youtube.com/watch?v=1BaTIQf4MYg A. Moral C. Social B. Economic D. both a and c
3. https://www.youtube.com/watch?v=vNUuMmyo-78 5. What issue in the society does this line "he asked for
4.https://www.youtube.com/watch?v=RhDHGgo4yZg solidarity and unity in the march towards the light at the
end of the tunnel" suggest?
A. Economic C. Social B. Moral D. both a and b
Directions: Complete the semantic web below by
supplying each box with a word or phrase that you can H. Additional Activities for application or
associate with social, moral, and economic issues. remediation (Homework)
Copy the semantic web and write your answers on a Study about Problem Solution
separate sheet of paper.
V.REMARKS
VI. REFLECTIONS
B. No. of learners who require additional activities

for remediation who scored below 80%.
C. Did the remedial lessons work? No. of learners

F. Developing Mastery & making generalizations who caught up with the lesson.
The students will answer the following questions orally. D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my



understanding of: Southeast Asian literature as mirror
to a shared heritage; coping strategies in processing
textual information; strategies in examining features
of a listening and viewing material; structural analysis
of words and propaganda techniques; and
grammatical signals for opinion- making, persuasion, It means that a teacher should be God
and emphasis. fearing and has moral values in order to
redirect students to a brighter future as
learning by composing and delivering a persuasive our nation's hope.
speech based on an informative essay featuring use of
properly acknowledged information sources,
grammatical signals for opinion-making, persuasion, A. Prayer
and emphasis, and appropriate prosodic features, B. Greetings
stance, and behavior. C. Attendance
D. Classroom rules
C. LEARNING COMPTENCIES A. Review of the previous lesson or presenting the new
Upon completion of this lesson, students will be able to: lesson(motivation)
PUZZLE Yarn!
OBJECTIVES: Directions: Solve the picture puzzle and paste it to the
board, then your partner needed to Look for the words
MELC 19: Analyze information using Primary and in the word search then assemble the given jumble
Secondary sources((EN8WC-IIIc-1.1.6). letters.
OBJECTIVE 2 ENCYCLOPEDIA
DICTIONARYE II
XKIDGSWEJAGN
Annotations for Objectives MDIARY W T R ST
NEDLADEPMJLE
JXBPLGZLLYXR
The teacher has used Bloom’s
Taxonomy in writing the learning
PAINTINGWEOV
objectives. Blooms Taxonomy is a RNEWSPAPERJI
classification of the different TQVHXEKKANQE
objectives and skills that educators set WTIUX REKFLIW
for their students. Blooms Taxonomy

compromises three learning domains:
cognitive affective and psychomotor.
Within each domain, learning can take
place at several levels ranging from
simple to complex (Anderson and
Krathwohl’s Taxonomy 2001).
1. Identify the different types of primary and secondary
sources.
2. Determine whether a document is primary or
secondary sources
4. Gather relevant information using primary and
secondary sources from material viewed
5. Express the importance of knowing primary and
secondary sources
II. CONTENT
Primary and Secondary Sources Questions:

1. Did you enjoy the activity?
III. LEARNING RESOURCES 2. What did you notice in the pictures?
A. Reference: 3. How do you think these words are related to
B. Teachers Guide Pages each other?
C. Learners materials pages LEAP Quarter 4 W3 3. How do you think these words are related to
D. Textbook pages each other?
E. Additional materials from Learning Resource 3. How do these words related to each other?
portal
Other learning resource Pictures, Videoclips, visual aids, Annotations
Audio clips,
IV. PROCEDURES The Role of Visual Learning in
Daily Routine Improving Students’ High-Order
Section 4. A teacher shall always recognize the Almighty
God as guide of his own destiny and of the destinies of Thinking Skills
men and nations.
https://www.researchgate.net/ for creating object-oriented
publication/ programming
307545893_The_Role_of_Visual_Lear
ning_in_Improving_Students'_High-
Order_Thinking_Skills Rodger et al.
The teacher used videos to aid (2009) integrated
comprehension for students to better
understand the lesson. Learners
Alice 3-D in
understand information better in the
classroom when they see it. Visual
Middle school and
information is presented in different designed lessons in
formats such as images, videos
diagrams etc. (Rodger et.al2009). math, science,
Moreover, if our students have been
raised in this media centered society, language arts,
the pedagogical use of visual aids to
engage them is a must.
social studies and
Rodger et al. (2009) integrated
Alice 3-D in Middle school and
technology. Alice is
designed lessons in math, science, an innovative 3-D
language arts, social studies and
technology. Alice is an innovative 3- visual programming
D visual programming environment.
It environment. It
enables users to create an interactive
game, animations, and videos, and is enables users to
a teaching tool available for creating
object-oriented programming create an interactive
Alice 3-D in Middle school and
game, animations,
designed lessons in math, science,
language arts, social studies and
and videos, and is a
technology. Alice is an innovative 3-
teaching tool
It available for
enables users to create an interactive
game, animations, and videos, and is creating
a teaching tool available for creating
object-oriented programming. object-oriented
Alice 3-D in Middle school and programming
designed lessons in math, science, ( Activity)
language arts, social studies and A. Find Me out!
Students will view 2 different issues. Study the two
technology. Alice is an innovative 3- issues and answer the guide questions.
It enables users to create an
interactive game, animations, and
videos, and is a teaching tool available
-describes,
-interprets,
-evaluates,
-or analyzes information from primary sources.
YRADNOCES
Definition Examples
How do you think these words are related to

each other?
v=OSRlLISoF44&t=154s
C. Use Me!!
Directions: The students will view two different videos
an example of a primary sources a and secondary
sources then gather relevant information on it. Read
their answers in class.
https://www.youtube.com/watch?v=afSp3qWjM7M
Annotations on Research based:

S-I-T (Surprising, Interesting, Troubling)
Sarah Brewer | Published: February Inventions- History of Sarao Motors
12th, 2021 By K20 Center https://www.youtube.com/watch?v=jH8jQKGHphc
https://learn.k20center.ou.edu/strategy/
926
Art- https://www.youtube.com/watch?v=rl8WqLTymho
For me to make sure that my students
understand the videos I used this strategy,
students identify something they find
surprising, interesting, and troubling about
the selected stimulus. Using S-I-T, students
can summarize and demonstrate their
interaction with a text, an image, or a video.
Questions from videos
1. Identify what you find Surprising, Interesting, and
Troubling.
2. Do you think those two videos are equally accurate? D. Discussing new concepts and practicing new skills.
why? why not? (Analysis)
3. What is similar about these two sources? Difference? Question:
B. Reveal Me 1. How did you know if the resource is a primary or
Rearrange the jumbled letters revealing the two secondary source?
different sources of information. Locate the 2. How do primary sources inform a document?
words/pictures that defines primary and secondary 3. What role do the secondary sources play?
sources Then answer the diagram. They go back to the
pictures and words and try to locate if it is primary or 5. I am writing an essay on The effects of Covid 19 in
secondary Education I used articles from encyclopedia.
YRAMIRP
1. _______ Written or created at the time of event.
5. I am writing an essay on The effects of
- Original information about the topic Covid 19 in Education I used articles from encyclopedia.
- first-hand account
- Direct evidence
2________ source is anything that

F. Developing Mastery & making generalizations
1. Which types of sources listed at the beginning of this GROUP 2: Imagine that you are one of
lesson have you used before? Why did you choose? Was the national artists in visual arts like Fernando
it helpful? Amorsolo and Carlos Botong Francisco. Make a poster
about your favorite hobby.
2. Why is it important for students to use Primary/
Secondary sources?
3. Which is better to use primary? secondary? Why?

GROUP 3: You and your family were a

Taking Action victim of a natural disaster; the GMA news was there
Directions: to give relief goods and you are chosen for an
interview of what have happen. Make a short Skit
Student will be divided according into three (3). Each about it.
of them will be given a task Ask the students, Raise your hand heart react if you
have questions or oppa react if you have
clarification.
GROUP 1: Make a letter to your

future self. (6 years from now)
Directions: Identify the sentence if the sentence is

Primary hold your Care emoji if the sentence is
Secondary raise your Smiley heart emoji. 3. At school we use textbooks
Let’s try some more to learn about English class.
1. I was watching GMA News and one of the reporters
said he had heard good reviews about a new sports
movie.
4. My mom has CDs of my grandparents’
telling stories about when
2. I found a letter to one of my friends in they were kids. We love to listen to these at
the locker room after school the other day. I know it’s family gatherings.
private, but I want to read it!
Formative assessment is an
Annotations for Assessement assessment for learning so teachers
can make adjustments in their
The teacher used individual instructions. It is also assessment as
assessment throught short quiz. Based learning wherein students reflect on
on Dep ed Order no. 8 s 2015 their own progress. According to the
APRIL 1, 2015 DO 8, S. 2015 – UNESCO Program on Teaching and
POLICY GUIDELINES ON Learning foe Sustananble Futrure
CLASSROOM ASSESSMENT FOR ( UNESCO- TLSF) formative
THE K TO 12 BASIC EDUCATION assessment refers to the ongoing
PROGRAM forms of assessment that are closely
https://www.deped.gov.ph/ linked to learning process. It is
2015/04/01/do-8-s-2015-policy- characteristically informal and is
guidelines-on-classroom-assessment- intended to help students identify
for-the-k-to-12-basic-education- strengths and weakness in order to
program/ learn from the assessment experience.
Assessment
Directions: Read the following descriptions and
determine if it is a primary or secondary sources. Write
the letter of your answer.
A Primary Source B. Secondary Source
1. A classroom history textbook
2. A copy of the text of the Phil. Constitution
3. The diary of a young girl Ann Frank
4. A map of the Africa from 1900
5. A commentary of the editor from the newspaper
Reflection/Exit Ticket
H. Additional Activities for application or

remediation (Homework)
Use Encyclopedia and gather at least one

information from it.
V.REMARKS
VI. REFLECTIONS
B. No. of learners who require additional activities

for remediation who scored below 80%.
C. Did the remedial lessons work? No. of learners

who caught up with the lesson.
D. No. of learners who continue to require

remediation.
E. Which of my teaching strategies worked well?

Why did these work?
F. What difficulties did I encounter which my


Section 6. A teacher shall base the evaluation of the

learner’s work only in merit and quality of academic
performance.
Are there topics in which primary sources don't exist?
People or events that are not represented by
primary source documents?
Which type of source is more trustworthy? Why?
Which type of source would be easier to use when doing
research? Why?
© 2007 - 2019 Education.com
Find worksheets, games, lessons & more at
education.com/resources
What is valuable about primary source documents?

Are there any problems/challenges with using primary
sources for information? What about
secondary sources?

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F.

Finding Practical applications of concepts and skills in

 The students present their answers

OBJECTIVES: f) What difficulties did I encounter which my principal

III. LEARNING RESOURCES

A. Review of the previous lesson or presenting the new

B. Establishing purpose of the lesson

D. Discussing new concepts and practicing new skills #1 &

Tim Section Room Date

A. Review of the previous lesson or presenting the new

C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1 &

A. Review of the previous lesson or presenting the new

C. Presenting examples/instances of the new lesson

 Presentation of students answers.

D. Discussing new concepts and practicing new skills #1 &

A. Review of the previous lesson or presenting the new

C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1 &

F. Finding Practical applications of concepts and skills in

G. Additional Activities or Remediation (Homework)

Tim Section Room Date

A. Review of the previous lesson or presenting the new

C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1 &

CONTENT STANDARDS: The learner demonstrates

A. Review of the previous lesson or presenting the new

C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1 &

A. Review of the previous lesson or presenting the new

B. Establishing purpose of the lesson

C. Presenting examples/instances of the new lesson

July 3 English Faculty meeting

Tim Section Room Date

1. The elderly are advice to avoid strenuous exercises. a.

7. I feel nauseous every time I pass by the pile of garbage

aaa)No. of learners who continue to require

ccc) What difficulties did I encounter which my principal

ddd) What innovation or localized material did I

Tim Section Room Date

CONTENT STANDARDS: The learner demonstrates

PERFORMANCE STANDARDS: The learner transfers

B. Establishing purpose of the lesson

C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1 &

F. Finding Practical applications of concepts and skills in

rrr) What innovation or localized material did I use/ OBJECTIVES:

A. Review of the previous lesson or presenting the new

C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1 &

F. Finding Practical applications of concepts and skills in

A. Review of the previous lesson or presenting the new

D. Discussing new concepts and practicing new skills #1 &

A. Review of the previous lesson or presenting the new

C. Presenting examples/instances of the new lesson

F. Finding Practical applications of concepts and skills in

CONTENT STANDARDS: The learner demonstrates

llll) What difficulties did I encounter which my principal OBJECTIVES:

A. Review of the previous lesson or presenting the new

C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1 &

A. Review of the previous lesson or presenting the new

1. What can you say about this statement?