School: Paramount School of Art, Languages, Management and Sciences, INC.

Grade Level: 12
Teacher: MARY FRANCCES M. LARGOSA Learning Area: Organization and Management
Teaching Dates and Time: NOVEMBER 19-23,2018 (week 2) Quarter: 1st quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE/S
A. Content Standard UN CELEBRATION Define cultural intelligence and Define the Business organization Identify the types of planning Name the useful tools and
its importance in doing business techniques of planning
Globally.
B. Performance Standard Illustrate the local and interna- Differentiate the changing forms of Differentiate goals from plans Define the three levels of
tional business of a firm. business organization planning
C. Learning The learners should be able to Appreciate business organization Respond critically to the nature and Appreciate the tools and
Competencies appreciate the traits in doing through the meaningful practice in the types of planning through using it in techniques of planning
(write the LC Code) the firm worldwide. daily living. daily living through meaningful practice in
everyday life.

The Local and International Forms of Business Organizations Planning Planning at Different Levels in
II. CONTENT
Business Environment of the the Firm
Firm.
III. LEARNING
RESOURCES
A. References Organization and Management Organization and Management Organization and Management Organization and Management
1. TG/CG pages
2. Learner’s Materials
pages
3. Textbook pages K 12 Organization and Manage- K 12 Organization and Manage- K 12 Organization and Manage- K 12 Organization and
ment pgs.17-19 ment pgs.23-25 ment pgs.26-31 Manage-
ment pgs.32-35
IV. PROCEDURES
A. Reviewing previous Review the previous lesson Review the previous lesson Review the previous lesson Review the previous lesson
lesson and presenting About The Firm and Its About The Local and International About Forms of Business About Planning
new lesson Environment Business Environment of the Organizations
Firm.
B. Establishing a Question of the day: What are the different business If you have plan to build a business, What are the purpose and role
purpose for the lesson what re the Filipino trait we organizations that are now progressing in where will you start? What business of a manager?
commonly observed in a our country? would you plan to open?
business? Do they need to plan for their
are those traits useful in specific action?
managing a firm?
C. Presenting what do you mean by culture? The teacher provides the meaning of The teacher provides the meaning of The teacher provides the
examples/instances of by intelligence? business organization and gives planning and gives examples about it. meaning of the
the lesson the teacher provides the examples about it.
 meaning of cultural intelligence.
D. Discussing new what do you mean by local and
concepts and international business environ-
practicing new skills ment?(oral recitation and follow
up discussion)
E. Developing mastery define the cultural intelligence
(lead to formative and its importance in doing
assessment ) business globally.
F. Finding practical illustrate/draw a scenario that
application of presents the local and interna-
concepts and skills in tional business environment
daily living of a firm.
G. Making after the session, the teacher
generalization and ask the students to give their
abstractions about the opinion about the the local and
lesson interna-
tional business environment
of a firm.
H. Evaluating learning why should a countrys cultural
,politicolegal, economic
environ-
ment issues be considered
when managing in a worldwide
environment.
 Del Monte Pineapple plantation
The teacher discuss about:
 Organization
 Changing the forms of business
organization
 Simple business
organization
 Functional business
organization
 Divisional business
organizations
 Profit business
organization
 Nonprofit business
organizations
 Open/flexible business
organization
In your own words, define business
organization.
Differentiate the changing forms of
business organization.
What are the different forms of business
organization?
1.what is the different between profit and
nonprofit business organization.
2. made up of separate business units
that are semiautonomous or semi-
independent.
3. designed for the purpose of achieving
their organizations’ mission, vision,
The teacher discuss the following:
 Definition and nature of
planning
 Relationship between
planning and performance
 Difference between goals
and plans
 Types of plans
 Steps in planning
What are the types of planning?
Which, in your opinion, is the plan
that is the hardest to prepare?
Differentiate goals from plans.
Identify the strengths, weaknesses,
opportunities and threat in your
business.
(group activity)
In your opinion, is there a clear
relationship between planning and
performance?
1. how important is planning to
organization managers?
2. plans that are flexible or give
general guidelines only.
3. plans used or stated once only as
this applies to the entire organization.
4. plans that go beyond three years.
The teacher discuss the
following:
 Planning at different
levels in the firm
 Strategic planning
 Tactical planning
 Operational planning
 Planning techniques
and tools.
Define the three levels of
planning in your own words.
Which, in your own opinion,
is a better planning tool:
forecasting or benchmarking?
After the session the teacher
ask the students to summarize
the topic being dis cussed.

I. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
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
Prepared by: MARY FRANCES M. LARGOSA
Teacher
goals and objectives. 5. plans that apply to a particular unit
4. business organization that group area only.
together those with similar duties that 6. plans that establish the
introduce the concept of delegation. organization overall goals and apply
5. business organization with afew to the entire firm.
departments.
6. formed to meet today’s changing work
environment
Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued :
Lesson done : Lesson done : Lesson done : Lesson done : Lesson done :
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sse ed L sse ed L sse ed L sse ed L sse ed L
d d d d d
M M M M M
MR MR MR MR MR
IA IA IA IA IA
P P P P P
GC GC GC GC GC
S S S S S
______ of Learners who ______ of Learners who earned 80% ______ of Learners who earned ______ of Learners who earned 80% ______ of Learners who
earned 80% above above 80% above above earned 80% above
______ of Learners who ______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who
require additional activities for additional activities for remediation additional activities for remediation additional activities for remediation require additional activities for
remediation remediation
______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
______ of Learners who ______ of Learners who caught up ______ of Learners who caught up ______ of Learners who caught up ______ of Learners who
caught up the lesson the lesson the lesson the lesson caught up the lesson
______ of Learners who ______ of Learners who continue to ______ of Learners who continue ______ of Learners who continue to ______ of Learners who
continue to require require remediation to require remediation require remediation continue to require
remediation remediation
Checked by: JEANETTE P. ALARCON
School Administrator
 School: Paramount School of Art, Languages, Management and Sciences, INC.
Teacher: MARY FRANCCES M. LARGOSA
Teaching Dates and Time: NOVEMBER 19-23,2018 (week 2)
MONDAY TUESDAY
I. OBJECTIVE/S
A. Content Standard UN CELEBRATION Define what creative nonfiction
is.
B. Performance Standard Differentiate/compare the
Various 21st century literary
genre from those of earlier
Periods.
C. Learning The learners should be able to
Competencies appreciate the literary genres
(write the LC Code) through identifying its
Elements.
Emerging Trends in the
II. CONTENT
Philippine Literature:
The Literary Essay
III. LEARNING
RESOURCES
A. References 21st Century Literature from the
Philippines and the World
1. TG/CG pages
2.Learner’s Materials pages
3.Textbook pages 21st Century Literature from the
Philippines and the World
Pgs.50-57
IV. PROCEDURES
A. Reviewing previous Review the previous lesson
lesson and presenting Writing the Regions:
new lesson Traditions and Trends
In what region we can find the
richest regional sources of
Filipno fiction?
What are the literary devices
Grade Level:
Learning Area:
Quarter:
WEDNESDAY
Explain the essence of language in
literature
Describe how literary meaning is created
in the essay by way of characterization
and structure
Respond critically to the essay through a
presentation of a short bibliography.
The Language of Literature
21st Century Literature from the
Philippines and the World
21st Century Literature from the
Philippines and the World
Pgs.58-67
Review the previous lesson Emerging
Trends in the
Philippine Literature:
The Literary Essay
What do you mean by creative
nonfiction?
11
21st Century Literature from the Philippines
and the World
1st quarter
THURSDAY
Analyze the figure of speech and
other literary devices in the poem.
Make a short poem inspired by the
different phenomenon
Respond critically to the poem
through a short class discussion on
climate change.
Philippine Literary Turns and Tropes
21st Century Literature from the
Philippines and the World
21st Century Literature from the
Philippines and the World
Pgs.68-75
Review the previous lesson The
Language of Literature.
What is language in literature?
FRIDAY
Explain what a literary,
biographical , linguistic and
sociocultural context is.
Formulate key ideas about the
genre of the novel.
Respond critically to the
excerpt of the novel through
an exhibit of individual posters
campaigning for lasting peace
in Mindanao.
21st Century Literature from
the
Philippines and the World
21st Century Literature from
the
Philippines and the World
Pgs.76-87
Review the previous lesson
Philippine Literary Turns and
Tropes.
What do you mean by tropes?
 found in the story?
B. Establishing a Question of the day:
purpose for the lesson what defines home to you?
Why do you call a place you
live now as your “home”?
C. Presenting The teacher provides the
examples/instances of deeper meaning of home and
the lesson give examples about it.
D. Discussing new What do you mean by creative
concepts and nonfiction?
practicing new skills  Five Brothers,
One Mother
 Elements of essay
E. Developing mastery Differentiate/compare the
(lead to formative Various 21st century literary
assessment ) genre from those of earlier
periods.
F. Finding practical What are the key insights did
application of you gain from the essay?
concepts and skills in (group activity)
daily living
G. Making What are the elements of an
generalization and essay?
abstractions about the give your insights about
lesson creative nonfiction.
Do you know that we have used different
languages in our day-to-day living?
Without knowing, we spoke different
languages every day. Say for example,
we cannot speak in rhyme and meter
when we paying passenger fare in a
jeepney or inquiring about the latest
gadget in a shopping mall.
The teacher discusses the languages used
in literature.
 The Love of Magdalena
Jalandoni (essay)
 Biography
 Autobiography
 Characterization
 Structure
Explain the essence of language in
literature (group activity)
Make a short biography based on your
partner’s life. (peer activity)
What do you mean by characterization in
literature?
How about the language in literature?
What was the different phenomenon
here in the Philippines that brought
sufferings in the Filipino citizens?
There are a lot of literary works
inspired by a phenomenon, one of
which is “May Bagyo Ma’t May
Rilim”
The teacher discuss about :
 Trope
 Figurative Language
 The Haiyan Dead (poem)
How figurative languages and
literary devices contribute to the
larger meaning of the poem?
Analyze the figures of speech and
other literary techniques and devices
in the poem.
(group activity)
What was the effect of climate
change in various authors?
What s the importance of using
figurative languages and other
literary devices in writing a poem?
In your own opinion, what is Haiyan
Dead mean in the poem?
What are the different genres
in literature?
What is your favorite novel?
The teacher provides the
meaning of novel and
examples about it.
 Noli Me Tangere
 El Filibusterismo
The teacher discuss about :
 Literary context
 Biographical context
 Linguistic context
 Sociocultural context
 Green Sanctuary
( novel)
Explain the literary,
biographical, linguistic and
sociocultural context and
discuss how they enhance the
text meaning and enrich the
readers understanding.
Formulate key ideas about the
genre of the novel as a
national narrative informed by
the aforementioned extra
textual elements surrounding
its writing
After the discussion, the
teacher ask the students to
synthesize the topic being
discussed.
 H. Evaluating learning
V. REMARKS
VI. REFLECTION
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
Prepared by: MARY FRANCES M. LARGOSA
Teacher
Create a table listing down the 1. Describe hoe literary meaning is In a short poem of five to ten lines, Draw a poster campaigning for
comparisons that the author created in the essay by way of make a poem inspired by different lasting peace in Mindanao.
makes between their current characterization and structure. phenomenon.
houise and their previous one.
2. An account of a person’s history
written by another person.
3. The literary crafting of personality
through various means.
4. The chronological order of events.
5. The movement of a particular
literary discourse.
6. An account of life written by the
subject himself/herself.
Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued :
Lesson done : Lesson done : Lesson done : Lesson done : Lesson done :
Pa Fail M T Pa Fail M T Pa Fail M T Pa Fail M T Pa Fail M T
sse ed L sse ed L sse ed L sse ed L sse ed L
d d d d d
M M M M M
MR MR MR MR MR
IA IA IA IA IA
P P P P P
GC GC GC GC GC
S S S S S
______ of Learners who ______ of Learners who earned 80% ______ of Learners who earned ______ of Learners who earned 80% ______ of Learners who
earned 80% above above 80% above above earned 80% above
______ of Learners who ______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who
require additional activities for additional activities for remediation additional activities for remediation additional activities for remediation require additional activities for
remediation remediation
______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
______ of Learners who ______ of Learners who caught up ______ of Learners who caught up ______ of Learners who caught up ______ of Learners who
caught up the lesson the lesson the lesson the lesson caught up the lesson
______ of Learners who ______ of Learners who continue to ______ of Learners who continue ______ of Learners who continue to ______ of Learners who
continue to require require remediation to require remediation require remediation continue to require
remediation remediation
 Checked by: JEANETTE P. ALARCON
School Administrator
School: Paramount School of Art, Languages, Management and Sciences, INC. Grade Level: 12
Teacher: MARY FRANCES M. LARGOSA Learning Area: Organization and Management
Teaching Dates and Time: DECEMBER 3-7,2018 (week 4) Quarter: 1st quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE/S
D. Content Standard Identify the types of planning Name the useful tools and Enumerate the steps involved in Define the term “delegation” Define formal and informal
techniques of planning decision-making. organization
E. Performance Standard Differentiate goals from plans Define the three levels of Give the importance of organizing in Name the three traditional Give activities or processes
planning business companies. organizational design theories involved in staffing
F. Learning Respond critically to the Appreciate the tools and Respond critically to the importance of Appreciate the positive effects of Appreciate the essence of
Competencies nature and types of planning techniques of planning through organization through making a proposed delegating task through meaningful staffing through significant
(write the LC Code) through using it in daily living. meaningful practice in everyday planning and organizing a small practice in daily living. practice in small group
life. business. activity.

II. CONTENT Planning Planning at Different Levels in Decision-making & Organizing Organization Theories & Delegation Staffing
the Firm
III. LEARNING
RESOURCES
B. References Organization and Management Organization and Management Organization and Management Organization and Management Organization and Management
4. TG/CG pages
5. Learner’s Materials
pages
6. Textbook pages K 12 Organization and K 12 Organization and Manage K 12 Organization and Manage- K 12 Organization and Manage- K 12 Organization and
Management pgs.26-31 ment pgs. 32-35 ment pgs. 36-43 ment pgs. 44-48 Management pgs 49-53
IV. PROCEDURES
J. Reviewing previous Review the previous lesson Review the previous lesson Review previous lesson about Planning Review previous lesson about Review previous lesson about
lesson and presenting About Forms of Business About Planning at Different Levels in the Firm. Decision-making & Organizing. Organization Theories &
new lesson Organizations Delegation

K. Establishing a If you have planned to build a
purpose for the lesson business, where will you start?
What business would you plan
to open?
What are the purpose and role
of a manager?
Do they need to plan for their
specific action?
What do you mean by planning at
different level in the firm?
What do you mean by decision-
making?
How about organizing?
Do you know that organization What do you call the person
follows different theories? who is responsible for a
specific task or responsibility?
What do you mean by delegation?
 L. Presenting The teacher provides the
examples/instances of meaning of planning and gives
the lesson examples about it.
M. Discussing new The teacher discuss the
concepts and following:
practicing new skills  Definition and nature
of planning
 Relationship between
planning and
performance
 Difference between
goals and plans
 Types of plans
 Steps in planning
N. Developing mastery What are the types of planning?
(lead to formative Which, in your opinion, is the
assessment ) plan that is the hardest to
prepare?
O. Finding practical Differentiate goals from plans.
application of Identify the strengths,
concepts and skills in weaknesses, opportunities and
daily living threat in your business.
(group activity)
P. Making In your opinion, is there a clear
generalization and relationship between planning
abstractions about the and performance?
lesson
Q. Evaluating learning 1. how important is planning to
organization managers?
2. plans that are flexible or give
general guidelines only.
3. plans used or stated once
only as this applies to the entire
organization.
4. plans that go beyond three
years.
5. plans that apply to a
particular unit area only.
6. plans that establish the
organization overall goals and
The teacher provides the
meaning of the meaning of
planning at different levels and
give examples about it.
The teacher discuss the
following:
 Planning at different
levels in the firm
 Strategic planning
 Tactical planning
 Operational planning
 Planning techniques
and tools.
Define the three levels of
planning in your own words.
Which, in your own opinion, is
a better planning tool:
forecasting or benchmarking?
After the session the teacher ask
the students to summarize the
topic being discussed.
1. Name and define the three
planning types that take place in
the three hierarchical levels of
managerial planning.
2. Name the three useful tools in
planning.
3. explain the relationship
between planning and
communication.
The teacher provides the meaning of
decision-making and organizing and
presents examples about it.
The teacher discuss the following:
 Decision-making
 Types of Decisions
 Types of decision-making
conditions
 Organizing
 Nature of organizations
 Types of organization structure
Enumerate the steps involved in
decision-making.
What are the conditions of decision-
making?
What is the nature of organizations?
Give the importance of organizing in
business companies.
In your opinion, why should
organizations is encouraged to have an
organization chart?
Make/formulate a proposed plan in your
small business and present how you will
organize it.
The teacher provides the meaning of
delegation and give examples about
it.
The teacher discuss the following:
 Organization theories and
applications
 Organizational design
 delegation
Name the three traditional
organizational design theories.
In your own words, Define the term
“delegation”
After the session, the teacher asks the
students to synthesize the topic.
1. What are the advantages and
disadvantages of the simple
organizational design?
2. Name the different modern
organizational design
theories. Define each
briefly.
3. What are the steps involved
in delegating tasks to
others?
The teacher provides the
meaning of staffing and give
examples about it.
The teacher discuss the
following:
 Formal and informal
organization
 Staffing
 Nature of staffing
Define formal and informal
organization.
In your own words, define
staffing.
Give activities or processes
involved in staffing
How could informal
organizations lessen its
members’ insecurities?
After the session the teacher
ask the students to summarize
the topic being discussed.
1.Give at least 3 examples
each of formal and informal
organizations.
2. Give your own example of
an external technology change
that may ssaffect staffing.

R. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
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
Prepared by: MARY FRANCES M. LARGOSA
Teacher
apply to the entire firm. 4. What are the positive effects
of delegating taks?
Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued :
Lesson done : Lesson done : Lesson done : Lesson done : Lesson done :
Pa Fail M T Pa Fail M T Pa Fail M T Pa Fail M T Pa Fail M T
sse ed L sse ed L sse ed L sse ed L sse ed L
d d d d d
M M M M M
MR MR MR MR MR
IA IA IA IA IA
P P P P P
GC GC GC GC GC
S S S S S
______ of Learners who ______ of Learners who earned 80% ______ of Learners who earned ______ of Learners who earned 80% ______ of Learners who
earned 80% above above 80% above above earned 80% above
______ of Learners who ______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who
require additional activities for additional activities for remediation additional activities for remediation additional activities for remediation require additional activities for
remediation remediation
______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
______ of Learners who ______ of Learners who caught up ______ of Learners who caught up ______ of Learners who caught up ______ of Learners who
caught up the lesson the lesson the lesson the lesson caught up the lesson
______ of Learners who ______ of Learners who continue to ______ of Learners who continue ______ of Learners who continue to ______ of Learners who
continue to require require remediation to require remediation require remediation continue to require
remediation remediation
Checked by: JEANETTE P. ALARCON
School Administrator
 School: Paramount School of Art, Languages, Management and Sciences, INC. Grade Level: 11
Teacher: MARY FRANCES M. LARGOSA Learning Area: 21st Century Literature from the Philippines and the World
Teaching Dates and Time: NOVEMBER 3-7,2018 (week 4) Quarter: 1st quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE/S
D. Content Standard
E. Performance Standard
Explain what a literary,
biographical, linguistic and
sociocultural context is.
Formulate key ideas about the
genre of the novel.
Situate the text in the context of the region and the nation.
Recognize how characterization and setting contribute to the elucidation of
the idea of the region and the nation.
Define what local color is.
Compare the three types of point of view.
Respond critically to the short story through presentation of individual
social media photograph posts about the street life and public transport.

F. Learning Respond critically to the

Competencies excerpt of the novel through an
(write the LC Code) exhibit of individual posters
campaigning
II. CONTENT What Surrounds The Literary
Text
III. LEARNING
RESOURCES
B. References 21st Century Literature from the
Philippines and the World
1. TG/CG pages
2.Learner’s Materials pages
3.Textbook pages 21st Century Literature from the
Philippines and the World
Pgs.76-87
IV. PROCEDURES
I. Reviewing previous Review the previous lesson
lesson and presenting about Philippine Literary Turns
new lesson and Tropes.
What do you mean by tropes?
J. Establishing a What are the different genres in
purpose for the lesson literature?
What is your favorite novel?
Respond critically to the short story through a presentation of narrative on
people who left the region for a better life in the city.
The Region in the Nation Text and Context
21st Century Literature from the 21st Century Literature from the
Philippines and the World Philippines and the World
21st Century Literature from the
21st Century Literature from the Philippines and the World
Philippines and the World Pgs.103-117
Pgs.88-101
Review the previous lesson about What Surrounds The Literary Text.
What do you mean by literary context?
Review the previous lesson about The Region in the Nation.
What is your favorite short story?
Have you observed or noticed in some Filipino stories and essays that
author usually used their vernacular language or dialect?
 K. Presenting The teacher provides the
examples/instances of meaning of novel and examples
the lesson about it.
 Noli Me Tangere
El Filibusterismo
L. Discussing new The teacher discuss about :
concepts and  Literary context
practicing new skills  Biographical context
 Linguistic context
 Sociocultural context
 Green Sanctuary
(novel)
 Realism
 Naturalism
M. Developing mastery Explain the literary,
(lead to formative biographical, linguistic and
sociocultural context and
assessment )
discuss how they enhance the
text meaning and enrich the
readers understanding.
N. Finding practical Formulate key ideas about the
application of genre of the novel as a national
concepts and skills in narrative informed by the
daily living aforementioned extra textual
elements surrounding its
writing
O. Making After the discussion, the
generalization and teacher asks the students to
abstractions about the synthesize the topic being
lesson discussed.
P. Evaluating learning Draw a poster campaigning for
lasting peace in Mindanao.
The teacher provides the meaning of short story and give examples about it.
All over the world The teacher gives the meaning of local color and provides meaning
about it.
 ‘noy
 Itay
 Inay
The teacher discussed about: The teacher discussed about:
 Character  local color
 Types of character  types of point of view
 promdi@manila (short story)  elements of a short story
 One Day On The Road (short story)
Recognize how characterization and setting contribute to the elucidation of
the idea of the region and the nation.
In your own words, define local color.
What do you mean by point of view?
Situate the text in the context of the region and the nation.
Compare the three types of point of view.
What are the elements of the story?
After the discussion, the teacher asks the students to summarize the lesson.
After the discussion, the teacher asks the students to synthesize the
topic being discussed.
As a student, what could you do to utilize the idea of the region in bringing
people altogether.
1. The speaker id is part of or recollecting the events of the story.
2. A perspective not often used.
3. A comparatively objective point of view.
4. Introduces the characters the setting and the circumstances of the
story.
Where the story concludes in the view of transformation from the
 character, or for the reader.
Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued :
Lesson done : Lesson done : Lesson done : Lesson done : Lesson done :

Pa Fail M T Pa Fail M T Pa Fail M T Pa Fail M T Pa Fail M T

V. REMARKS
VI. REFLECTION
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
sse ed L sse ed L sse ed L sse ed L sse ed L
d d d d d
M M M M M
MR MR MR MR MR
IA IA IA IA IA
P P P P P
GC GC GC GC GC
S S S S S
______ of Learners who earned ______ of Learners who earned 80% ______ of Learners who earned ______ of Learners who earned 80% ______ of Learners who
80% above above 80% above above earned 80% above
______ of Learners who ______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who
require additional activities for additional activities for remediation additional activities for remediation additional activities for remediation require additional activities for
remediation remediation
______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
______ of Learners who caught ______ of Learners who caught up ______ of Learners who caught up ______ of Learners who caught up ______ of Learners who
up the lesson the lesson the lesson the lesson caught up the lesson
______ of Learners who ______ of Learners who continue to ______ of Learners who continue ______ of Learners who continue to ______ of Learners who
continue to require remediation require remediation to require remediation require remediation continue to require
remediation

Prepared by: MARY FRANCES M. LARGOSA

Teacher Checked by: JEANETTE P. ALARCON
School Administrator
 Teaching Dates and Time: NOVEMBER 3-7,2018 (week 4) Quarter: 1st quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE/S
G. Content Standard Explain what a literary,
biographical, linguistic and
sociocultural context is.
H. Performance Standard Formulate key ideas about the
genre of the novel.

I. Learning Respond critically to the excerpt of

Competencies the novel through an exhibit of
(write the LC Code) individual posters campaigning for
lasting peace in Mindanao.
II. CONTENT The Language of Literature

III. LEARNING
RESOURCES
C. References 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from
Philippines and the World Philippines and the World Philippines and the World Philippines and the World the
 Philippines and the World
1. TG/CG pages
2.Learner’s Materials pages
3.Textbook pages 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from
Philippines and the World Philippines and the World Philippines and the World Philippines and the World the
Pgs.58-67 Pgs.68-75 Pgs.76-87 Pgs. Philippines and the World
Pg.
IV. PROCEDURES
Q. Reviewing previous Review the previous lesson
lesson and presenting Philippine Literary Turns and
new lesson Tropes.
What do you mean by tropes?
R. Establishing a What are the different genres in
purpose for the lesson literature?

What is your favorite novel?

S. Presenting The teacher provides the meaning
examples/instances of of novel and examples about it.
the lesson  Noli Me Tangere

El Filibusterismo
T. Discussing new The teacher discuss about :
concepts and  Literary context
practicing new skills  Biographical context
 Linguistic context
 Sociocultural context
 Green Sanctuary
(novel)

U. Developing mastery Explain the literary, biographical,

(lead to formative linguistic and sociocultural context
assessment ) and discuss how they enhance the
text meaning and enrich the readers
understanding.
V. Finding practical Formulate key ideas about the
application of genre of the novel as a national
concepts and skills in narrative informed by the
daily living aforementioned extra textual
elements surrounding its writing
W. Making After the discussion, the teacher ask
generalization and the students to synthesize the topic
abstractions about the being discussed.
lesson
X. Evaluating learning . Draw a poster campaigning for
 lasting peace in Mindanao.

Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued :
Lesson done : Lesson done : Lesson done : Lesson done : Lesson done :

Pa Fail M T Pa Fail M T Pa Fail M T Pa Fail M T Pa Fail M T

V. REMARKS
VI. REFLECTION
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
sse ed L sse ed L sse ed L sse ed L sse ed L
d d d d d
M M M M M
MR MR MR MR MR
IA IA IA IA IA
P P P P P
GC GC GC GC GC
S S S S S
______ of Learners who earned ______ of Learners who earned 80% ______ of Learners who earned ______ of Learners who earned 80% ______ of Learners who
80% above above 80% above above earned 80% above
______ of Learners who ______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who
require additional activities for additional activities for remediation additional activities for remediation additional activities for remediation require additional activities for
remediation remediation
______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
______ of Learners who caught ______ of Learners who caught up ______ of Learners who caught up ______ of Learners who caught up ______ of Learners who
up the lesson the lesson the lesson the lesson caught up the lesson
______ of Learners who ______ of Learners who continue to ______ of Learners who continue ______ of Learners who continue to ______ of Learners who
continue to require remediation require remediation to require remediation require remediation continue to require
remediation

Prepared by: MARY FRANCES M. LARGOSA

Teacher Checked by: JEANETTE P. ALARCON
School Administrator
 Teaching Dates and Time: NOVEMBER 3-7,2018 (week 4) Quarter: 1st quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE/S
J. Content Standard Explain what a literary,
biographical, linguistic and
sociocultural context is.
K. Performance Standard Formulate key ideas about the
genre of the novel.

L. Learning Respond critically to the excerpt of

Competencies the novel through an exhibit of
(write the LC Code) individual posters campaigning for
lasting peace in Mindanao.
II. CONTENT The Language of Literature

III. LEARNING
RESOURCES
D. References 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from
Philippines and the World Philippines and the World Philippines and the World Philippines and the World the
Philippines and the World
1. TG/CG pages
2.Learner’s Materials pages
3.Textbook pages 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from
Philippines and the World Philippines and the World Philippines and the World Philippines and the World the
Pgs.58-67 Pgs.68-75 Pgs.76-87 Pgs. Philippines and the World
Pg.
IV. PROCEDURES
Y. Reviewing previous Review the previous lesson
lesson and presenting Philippine Literary Turns and
new lesson Tropes.
What do you mean by tropes?
Z. Establishing a What are the different genres in
purpose for the lesson literature?

What is your favorite novel?

AA. Presenting The teacher provides the meaning
examples/instances of of novel and examples about it.
the lesson  Noli Me Tangere

El Filibusterismo
BB. Discussing new The teacher discuss about :
concepts and  Literary context
practicing new skills  Biographical context
 Linguistic context
 Sociocultural context
 Green Sanctuary
(novel)

CC. Developing mastery Explain the literary, biographical,

(lead to formative linguistic and sociocultural context
assessment ) and discuss how they enhance the
text meaning and enrich the readers
understanding.
DD. Finding practical Formulate key ideas about the
application of genre of the novel as a national
concepts and skills in narrative informed by the
daily living aforementioned extra textual
elements surrounding its writing
EE. Making After the discussion, the teacher ask
generalization and the students to synthesize the topic
 abstractions about the
lesson
FF. Evaluating learning
V. REMARKS
VI. REFLECTION
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
Prepared by: MARY FRANCES M. LARGOSA
Teacher
being discussed.
. Draw a poster campaigning for
lasting peace in Mindanao.
Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued :
Lesson done : Lesson done : Lesson done : Lesson done : Lesson done :
Pa Fail M T Pa Fail M T Pa Fail M T Pa Fail M T Pa Fail M T
sse ed L sse ed L sse ed L sse ed L sse ed L
d d d d d
M M M M M
MR MR MR MR MR
IA IA IA IA IA
P P P P P
GC GC GC GC GC
S S S S S
______ of Learners who earned ______ of Learners who earned 80% ______ of Learners who earned ______ of Learners who earned 80% ______ of Learners who
80% above above 80% above above earned 80% above
______ of Learners who ______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who
require additional activities for additional activities for remediation additional activities for remediation additional activities for remediation require additional activities for
remediation remediation
______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
______ of Learners who caught ______ of Learners who caught up ______ of Learners who caught up ______ of Learners who caught up ______ of Learners who
up the lesson the lesson the lesson the lesson caught up the lesson
______ of Learners who ______ of Learners who continue to ______ of Learners who continue ______ of Learners who continue to ______ of Learners who
continue to require remediation require remediation to require remediation require remediation continue to require
remediation
Checked by: JEANETTE P. ALARCON
School Administrator