Dela Paz National High

School: School Grade Level: 7

NOEMI M.
Teacher: SALAMODING Learning Area: English
GRADES 1 to 12 Teaching
DAILY LESSON Dates and March 14, 2023 (10:20 -
LOG Time: 11:00AM) Quarter: 3rd Quarter

I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert one’s
identity; strategies in listening to and viewing of informative and
short narrative texts; word relationships and associations;
informative speech forms; and use of direct/reported speech,
passive/ active voice, simple past and past perfect tenses, and
sentence connectors

B. Performance Standards:
The learner transfers learning by: showing ways of asserting one’s
identity; comprehending informative and short narrative texts using
schema and appropriate listening and viewing strategies; expressing
ideas, opinions, and feelings through various formats; and enriching
written and spoken communication using direct/reported speech,
active/passive voice, simple past and past perfect tenses and
connectors correctly and appropriately.

C. Learning Competencies/ MELC 18: Express one’s beliefs/convictions based on a

Objectives: material viewed.
D. Write the LC Code for each

Enabling Competency/ies:
Make a stand on the material viewed.

E. Objectives At the end of the lesson, the students will be able to:
a. Determine the message conveyed in printed material
viewed.
b. Compare/contrast Filipino beliefs and culture.
c. Appreciate Filipino values by showing Filipino beliefs
and practices through role-playing.

II. CONTENT Expressing One’s Own Values and Beliefs

III. LEARNING RESOURCES
A. References Grade 7 Learner’s Packet (Leap)
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning Resource Learner’s Packet (LeaP) for Grade 7– SDO Tayabas, Quezon,
(LR) portal SLM
B. Other Learning Resources
 IV. PROCEDURES
A. Presenting the New Lesson The teacher shows to class a set of pictures of different
Filipino beliefs and practices then asks the learners what
they know about it.

B. Establishing a Purpose for the Lesson The teacher asks students about the common beliefs and practices
they know about marriages.

C. Presenting Examples /Instances of the The teacher elicits opinions/ideas and beliefs of the learners about
Lesson the following below whether they agree or not and why so.

1.Grandmother scolded me for sweeping at nighttime because

it might cost us our luck.
2. I was told that I could not marry if I sing while I cook.
3. I need to avoid crossing paths with black cats, for they bring
misfortune to my day.

D. Discussing New Concepts and Practicing The Philippines is an archipelago not only of more than 7,000
New Skills #1 islands but also of diverse customs and traditions. These
traditions are formed as a result of our ancestors’ beliefs.

Beliefs are ideas that we accept and claim as truth. We

consider them important that we adopt these into our everyday
lives, as well as in our decision making. Our values, attitudes
and behaviors are influenced by these ideas that we strongly
believe in.

In epistemology, philosophers use the term “belief” to refer to

attitudes about the world which can be either true or false
For example, on wedding ceremonies which depends on our
customs and traditions.

Listed below are the notable examples of such traditions:

(the teacher shows pictures of each traditions and let
students share what they know about it).

1. Pamamanhikan - This is the first step in a Filipino wedding,

where the groom’s family meet the bride’s family and serve as
the groom’s official proposal. Usually they sit down, have a
feast, and talk about the bride and groom’s plans for the
wedding. This ends with both families giving gifts to each other.

2. Veil and Cord - In the wedding day, chosen godparents or

sponsors put the veil and cord to the bride and groom, with the
veil symbolizing the bride and groom ‘being clothed as one’
and the cord wrapped around the couple in a figure eight which
symbolizes eternal bond of fidelity.

E. Discussing New Concepts and Practicing
New Skills #2
F. Developing Mastery
Leads to Formative Assessment 3
3. 13 Coins / Aras - The groom gives the bride the 13 coins or
‘aras,’ which symbolizes the promise of prosperity to their
future family.
4. A Shower of Rice - Usually done after the wedding
ceremony, the now newlyweds are showered with grains of
rice as a sign of bounty and rain, or blessings. Rice in
weddings also holds a sacred status as pre-colonial Filipinos
are bound with hands held together over a mound of rice
blessed by a Babaylan or priestess, which then becomes their
first shared meal.
5. Money Dance / Gala - this dance is usually the first dance
of the newlyweds, whereas sponsors, family relatives, and
guests pin bills to the bride and groom’s clothes, which is
considered a way to help the couple get started in their married
life financially.
How do you compare and contrast our beliefs and practices
with that of others’ beliefs and practices? Which one do you
think do you agree more? Why?
Individuals have different points of view on subjects and how
they express themselves in comparison to others.
The teacher asks students to differentiate our beliefs on
marriages/weddings based on:
* Religion
* Family
* Culture.
Consider the questions listed below when expressing your
stand.
 How does a person stand up for a belief?
 What skills are required to take such a stand?
 What are the challenges and risks involved when someone
takes such a stand?
Let students share their answers to the question below.
Growing up, which among the beliefs within your family or
community greatly influenced you? How did you manage to
practice/apply it in your life?
G. Finding Practical Applications of Concepts
and Skills in Daily Living
H. Making Generalizations and Abstractions
about the Lesson
I. Evaluating Learning
Group Activity: In groups, have the students role-play and show
their beliefs and practices about the following activity:
Group 1: Wedding
Group 2: Christening (Binyag)
Group 3: Lenten Season (Mahal na Araw)
Group 4: House Construction (Pagpapagawa/Pagpapatayo ng
Bahay)
Group 5: All Saints Day
Group 6: Christmas (Pasko)
Group 7: New Year
Give at least one sentence-reflection about what you have
learned in our lesson. Choose anyone of the following
questions below as your guide.
1. What are the values or principles you strongly believed
in?
2. How does culture affect people's relationships?
3. As a student, how can you help in promoting
understanding among cultures?
Directions: Put a check (/) if you agree on the following
statements below about Filipinos and (X) if not in the second
column. Then state the reason of your answer in the last
column by choosing the letter from the choices below. Do this
in your notebook.
Filipinos are resilient.
Filipinos take pride in their
families.
Filipinos are religious
people.
Filipinos are respectful.
Filipinos help one another.
a. I was able to recover quickly from difficulties of life.
b. I always greet people I meet along my way
home.
c.I am so proud and happy because my older
sibling passed the board exam.
d.I never missed a Sunday attending the mass and always
 participate in any church activities.
e.I always give to the needy people in any way I
can.
J. Additional Activities for Application or Ethnic Groups Uniqueness Shared Beliefs
Remediation
Example: Peace and order In marriage, the
Subanen between families in man's parents
the community are look for a woman
governed by a tribal he will marry, and
leader called timuay or both sets of
gukom, who is parents decide
authorized as a the wedding date.
mediator to resolve
conflicts.
1.

2.

3.

Directions: Identify at least three ethnic groups in your locality.

Discuss their differences and similarities. Write your answers in
the table provided.

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your
student’s progress this week. What works? What else needs to be done to
I. REFLECTION help the students learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies work well?
 Why did these works?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovations or localized materials did IChecked by:
used/discover which I wish to share with other
teachers?

LOURDES MYLA T. VELCHEZ

Head Teacher I
Prepared by: Noted by:
MARIA LORNA S. BUENAVENTURA
Master Teacher II
NOEMI M. SALAMODING MARICEL A. CRUZ
Subject Teacher, English 7 Principal II