School: Marilao Central Integrated School
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
Grade Level: 9
Teacher: Ms. Aira Jane N. Cruz Learning Area: English
Teaching Dates and Time: WEEK 1 (November 7-11) Quarter: 2nd Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
(November 7) (November 8) (November 9) (November 10) (November 11)
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also, how to use
processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to
enable him/her to participate actively in a speech choir.
Make connections between texts to particular social issues, concerns, or dispositions in real life.
 Relate text content to  Relate text content to  Relate text content to  Relate text content to  Relate text content to
particular social issues, particular social issues, particular social issues, particular social issues, particular social issues,
concerns, or dispositions concerns, or dispositions concerns, or dispositions concerns, or dispositions concerns, or dispositions
in real life; in real life; in real life; in real life; in real life;
 React to particular social  React to particular social  React to particular social  React to particular social  React to particular social
issues, concerns, or issues, concerns, or issues, concerns, or issues, concerns, or issues, concerns, or
dispositions in the texts dispositions in the texts dispositions in the texts dispositions in the texts dispositions in the texts
read; and read; and read; and read; and read; and
 Identify the theme of the  Identify the theme of the  Identify the theme of the  Identify the theme of the  Identify the theme of the
text read on particular text read on particular text read on particular text read on particular text read on particular
social issues, concerns, social issues, concerns, social issues, concerns, social issues, concerns, social issues, concerns,
or dispositions in real life. or dispositions in real life. or dispositions in real life. or dispositions in real life. or dispositions in real life.
Making Connections Making Connections Making Connections Making Connections Making Connections
Between Texts to Between Texts to Between Texts to Between Texts to Between Texts to
Particular Social Issues, Particular Social Issues, Particular Social Issues, Particular Social Issues, Particular Social Issues,
Concerns, or Dispositions Concerns, or Dispositions Concerns, or Dispositions Concerns, or Dispositions Concerns, or Dispositions
in Real Life in Real Life in Real Life in Real Life in Real Life
Pages 3-24 Pages 3-24 Pages 3-24 Pages 3-24 Pages 3-24
Pages 3-24 Pages 3-24 Pages 3-24 Pages 3-24 Pages 3-24
English 9: Quarter 2 English 9: Quarter 2 English 9: Quarter 2 English 9: Quarter 2 English 9: Quarter 2
Module 1 Module 1 Module 1 Module 1 Module 1
The teacher let the students The teacher let the students The teacher let the students The teacher let the students The teacher let the students
read the passage and answer read the passage and answer read the passage and answer read the passage and answer read the passage and answer
comprehension questions in comprehension questions in comprehension questions in comprehension questions in comprehension questions in
preparation for the discussion preparation for the discussion preparation for the discussion preparation for the discussion preparation for the discussion
of the topic: of the topic: of the topic: of the topic: of the topic:
 It Shall Pass
Raymond O. Dela Cruz
When the last October
breeze approached, the skies
brought visitors into the land
and played havoc. They
destroyed properties, took
lives, turned farmlands into
seas, left the poor homeless
and cold in the streets, and
waved goodbye to many
grieving Filipinos. We are used
to facing storms, typhoons,
and other disasters and
misfortunes. We would grieve
and we would fall, but we
would bounce back. This is
how we are; this is what we
are known for.
In one slum area in
the heart of the city, a fire
broke out while the evening
sky poured. Fear struck the
area; everyone…young and
old, alike, ran to the safest
place they could immediately
reach -- the streets. The fire
left a hundred families
homeless and the storm
managed to stop it before it
could further destroy the
remaining one third of the
houses which were soaked wet
in rain.
At the nearest
hospital, injured residents
were rushed in; at the nearest
morgue, casualties were
brought in; more casualties
awaited until the sun came
unveiling the extent of the
overnight incident. A group of
men roamed the streets that
early morn crying for justice.
According to them, the fire
It Shall Pass
Raymond O. Dela Cruz
When the last October
breeze approached, the skies
brought visitors into the land
and played havoc. They
destroyed properties, took
lives, turned farmlands into
seas, left the poor homeless
and cold in the streets, and
waved goodbye to many
grieving Filipinos. We are used
to facing storms, typhoons,
and other disasters and
misfortunes. We would grieve
and we would fall, but we
would bounce back. This is
how we are; this is what we
are known for.
In one slum area in
the heart of the city, a fire
broke out while the evening
sky poured. Fear struck the
area; everyone…young and
old, alike, ran to the safest
place they could immediately
reach -- the streets. The fire
left a hundred families
homeless and the storm
managed to stop it before it
could further destroy the
remaining one third of the
houses which were soaked wet
in rain.
At the nearest
hospital, injured residents
were rushed in; at the nearest
morgue, casualties were
brought in; more casualties
awaited until the sun came
unveiling the extent of the
overnight incident. A group of
men roamed the streets that
early morn crying for justice.
According to them, the fire
It Shall Pass
Raymond O. Dela Cruz
When the last October
breeze approached, the skies
brought visitors into the land
and played havoc. They
destroyed properties, took
lives, turned farmlands into
seas, left the poor homeless
and cold in the streets, and
waved goodbye to many
grieving Filipinos. We are used
to facing storms, typhoons,
and other disasters and
misfortunes. We would grieve
and we would fall, but we
would bounce back. This is
how we are; this is what we
are known for.
In one slum area in
the heart of the city, a fire
broke out while the evening
sky poured. Fear struck the
area; everyone…young and
old, alike, ran to the safest
place they could immediately
reach -- the streets. The fire
left a hundred families
homeless and the storm
managed to stop it before it
could further destroy the
remaining one third of the
houses which were soaked wet
in rain.
At the nearest
hospital, injured residents
were rushed in; at the nearest
morgue, casualties were
brought in; more casualties
awaited until the sun came
unveiling the extent of the
overnight incident. A group of
men roamed the streets that
early morn crying for justice.
According to them, the fire
It Shall Pass
Raymond O. Dela Cruz
When the last October
breeze approached, the skies
brought visitors into the land
and played havoc. They
destroyed properties, took
lives, turned farmlands into
seas, left the poor homeless
and cold in the streets, and
waved goodbye to many
grieving Filipinos. We are used
to facing storms, typhoons,
and other disasters and
misfortunes. We would grieve
and we would fall, but we
would bounce back. This is
how we are; this is what we
are known for.
In one slum area in
the heart of the city, a fire
broke out while the evening
sky poured. Fear struck the
area; everyone…young and
old, alike, ran to the safest
place they could immediately
reach -- the streets. The fire
left a hundred families
homeless and the storm
managed to stop it before it
could further destroy the
remaining one third of the
houses which were soaked wet
in rain.
At the nearest
hospital, injured residents
were rushed in; at the nearest
morgue, casualties were
brought in; more casualties
awaited until the sun came
unveiling the extent of the
overnight incident. A group of
men roamed the streets that
early morn crying for justice.
According to them, the fire
It Shall Pass
Raymond O. Dela Cruz
When the last October
breeze approached, the skies
brought visitors into the land
and played havoc. They
destroyed properties, took
lives, turned farmlands into
seas, left the poor homeless
and cold in the streets, and
waved goodbye to many
grieving Filipinos. We are used
to facing storms, typhoons,
and other disasters and
misfortunes. We would grieve
and we would fall, but we
would bounce back. This is
how we are; this is what we
are known for.
In one slum area in
the heart of the city, a fire
broke out while the evening
sky poured. Fear struck the
area; everyone…young and
old, alike, ran to the safest
place they could immediately
reach -- the streets. The fire
left a hundred families
homeless and the storm
managed to stop it before it
could further destroy the
remaining one third of the
houses which were soaked wet
in rain.
At the nearest
hospital, injured residents
were rushed in; at the nearest
morgue, casualties were
brought in; more casualties
awaited until the sun came
unveiling the extent of the
overnight incident. A group of
men roamed the streets that
early morn crying for justice.
According to them, the fire
was not an accident for they
believed that it had something
to do with the demolition issue
that had been a long argument
between the land owner and
the residents. There had been
a plan to erect a mall in the
area and this had long been
delayed because of some court
issues. It was a stormy night
when the fire crept in the
dark. So, who would know?
One thing is certain, they
cannot rebuild their houses on
the same spot. It is a bitter
fate how the poor are treated
in the city of commercialism.
As the sun rose up to
greet the land with hope, a
farmer and his son stood in
the center of the wide-open
field looking around and up
the skies, then, the father
turned to his boy and gently
said with a trembling voice:
“It shall pass. Don’t worry,
son. Everything shall
pass.”
Before the sun
became too hot to bear, they
trekked the knee-deep high
pathway leading to home
where a bowl of rice was
already served beside a boiled
tomatoes and small pieces of
tuyo for lunch on a shaky
table, while the old transistor
radio resonated:
“The price of palay
has gone down to 10 pesos
a kilo….”
After reading the text, the
class unlocks some unfamiliar
words to better understand
the passage.
was not an accident for they
believed that it had something
to do with the demolition issue
that had been a long argument
between the land owner and
the residents. There had been
a plan to erect a mall in the
area and this had long been
delayed because of some court
issues. It was a stormy night
when the fire crept in the
dark. So, who would know?
One thing is certain, they
cannot rebuild their houses on
the same spot. It is a bitter
fate how the poor are treated
in the city of commercialism.
As the sun rose up to
greet the land with hope, a
farmer and his son stood in
the center of the wide-open
field looking around and up
the skies, then, the father
turned to his boy and gently
said with a trembling voice:
“It shall pass. Don’t worry,
son. Everything shall
pass.”
Before the sun
became too hot to bear, they
trekked the knee-deep high
pathway leading to home
where a bowl of rice was
already served beside a boiled
tomatoes and small pieces of
tuyo for lunch on a shaky
table, while the old transistor
radio resonated:
“The price of palay
has gone down to 10 pesos
a kilo….”
After reading the text, the
class unlocks some unfamiliar
words to better understand
the passage.
was not an accident for they
believed that it had something
to do with the demolition issue
that had been a long argument
between the land owner and
the residents. There had been
a plan to erect a mall in the
area and this had long been
delayed because of some court
issues. It was a stormy night
when the fire crept in the
dark. So, who would know?
One thing is certain, they
cannot rebuild their houses on
the same spot. It is a bitter
fate how the poor are treated
in the city of commercialism.
As the sun rose up to
greet the land with hope, a
farmer and his son stood in
the center of the wide-open
field looking around and up
the skies, then, the father
turned to his boy and gently
said with a trembling voice:
“It shall pass. Don’t worry,
son. Everything shall
pass.”
Before the sun
became too hot to bear, they
trekked the knee-deep high
pathway leading to home
where a bowl of rice was
already served beside a boiled
tomatoes and small pieces of
tuyo for lunch on a shaky
table, while the old transistor
radio resonated:
“The price of palay
has gone down to 10 pesos
a kilo….”
After reading the text, the
class unlocks some unfamiliar
words to better understand
the passage.
was not an accident for they
believed that it had something
to do with the demolition issue
that had been a long argument
between the land owner and
the residents. There had been
a plan to erect a mall in the
area and this had long been
delayed because of some court
issues. It was a stormy night
when the fire crept in the
dark. So, who would know?
One thing is certain, they
cannot rebuild their houses on
the same spot. It is a bitter
fate how the poor are treated
in the city of commercialism.
As the sun rose up to
greet the land with hope, a
farmer and his son stood in
the center of the wide-open
field looking around and up
the skies, then, the father
turned to his boy and gently
said with a trembling voice:
“It shall pass. Don’t worry,
son. Everything shall
pass.”
Before the sun
became too hot to bear, they
trekked the knee-deep high
pathway leading to home
where a bowl of rice was
already served beside a boiled
tomatoes and small pieces of
tuyo for lunch on a shaky
table, while the old transistor
radio resonated:
“The price of palay
has gone down to 10 pesos
a kilo….”
After reading the text, the
class unlocks some unfamiliar
words to better understand
the passage.
was not an accident for they
believed that it had something
to do with the demolition issue
that had been a long argument
between the land owner and
the residents. There had been
a plan to erect a mall in the
area and this had long been
delayed because of some court
issues. It was a stormy night
when the fire crept in the dark.
So, who would know? One
thing is certain, they cannot
rebuild their houses on the
same spot. It is a bitter fate
how the poor are treated in
the city of commercialism.
As the sun rose up to
greet the land with hope, a
farmer and his son stood in
the center of the wide-open
field looking around and up
the skies, then, the father
turned to his boy and gently
said with a trembling voice:
“It shall pass. Don’t worry,
son. Everything shall
pass.”
Before the sun
became too hot to bear, they
trekked the knee-deep high
pathway leading to home
where a bowl of rice was
already served beside a boiled
tomatoes and small pieces of
tuyo for lunch on a shaky
table, while the old transistor
radio resonated:
“The price of palay
has gone down to 10 pesos
a kilo….”
After reading the text, the
class unlocks some unfamiliar
words to better understand
the passage.
B. Establishing a purpose for
the lesson
To make way for the main
topic, the class answers the
comprehension ques given.
1. In the first sentence, “…the
skies brought visitors and
played havoc”. What word in
the succeeding sentence or
sentences may give you an
idea of what havoc means?
a. destroyed b. properties
c. farmlands d. goodbye
2. What does “turned
farmlands into seas…” mean?
a. The sea reached the
farmlands.
b. The farmlands were
flooded.
c. There were fish found in the
farm
d. The farmlands were turned
into fish ponds.
3. What positive traits
common to Filipinos is
expressed by this statement,
“We would grieve and we
would fall, but we would
bounce back” ?
a. Resilient b. Humble
c. Obedient d. Faithful
4. What reaction or emotion is
drawn in the line: “In one slum
area in the heart of the city, a
fire broke out while the
evening sky poured”?
a. gladness b. satisfaction
c. despair d. hopeful
5. To many people living in
slum sections, what is said to
be the safest place they
consider at times like this?
a. Hospital b. Police Station
c. Morgue d. Streets
To make way for the main
topic, the class answers the
comprehension ques given.
1. In the first sentence, “…the
skies brought visitors and
played havoc”. What word in
the succeeding sentence or
sentences may give you an
idea of what havoc means?
a. destroyed b. properties
c. farmlands d. goodbye
2. What does “turned
farmlands into seas…” mean?
a. The sea reached the
farmlands.
b. The farmlands were
flooded.
c. There were fish found in the
farm
d. The farmlands were turned
into fish ponds.
3. What positive traits
common to Filipinos is
expressed by this statement,
“We would grieve and we
would fall, but we would
bounce back” ?
a. Resilient b. Humble
c. Obedient d. Faithful
4. What reaction or emotion is
drawn in the line: “In one slum
area in the heart of the city, a
fire broke out while the
evening sky poured”?
a. gladness b. satisfaction
c. despair d. hopeful
5. To many people living in
slum sections, what is said to
be the safest place they
consider at times like this?
a. Hospital b. Police Station
c. Morgue d. Streets
To make way for the main
topic, the class answers the
comprehension ques given.
1. In the first sentence, “…the
skies brought visitors and
played havoc”. What word in
the succeeding sentence or
sentences may give you an
idea of what havoc means?
a. destroyed b. properties
c. farmlands d. goodbye
2. What does “turned
farmlands into seas…” mean?
a. The sea reached the
farmlands.
b. The farmlands were
flooded.
c. There were fish found in the
farm
d. The farmlands were turned
into fish ponds.
3. What positive traits
common to Filipinos is
expressed by this statement,
“We would grieve and we
would fall, but we would
bounce back” ?
a. Resilient b. Humble
c. Obedient d. Faithful
4. What reaction or emotion is
drawn in the line: “In one slum
area in the heart of the city, a
fire broke out while the
evening sky poured”?
a. gladness b. satisfaction
c. despair d. hopeful
5. To many people living in
slum sections, what is said to
be the safest place they
consider at times like this?
a. Hospital b. Police Station
c. Morgue d. Streets
To make way for the main
topic, the class answers the
comprehension ques given.
1. In the first sentence, “…the
skies brought visitors and
played havoc”. What word in
the succeeding sentence or
sentences may give you an
idea of what havoc means?
a. destroyed b. properties
c. farmlands d. goodbye
2. What does “turned
farmlands into seas…” mean?
a. The sea reached the
farmlands.
b. The farmlands were
flooded.
c. There were fish found in the
farm
d. The farmlands were turned
into fish ponds.
3. What positive traits
common to Filipinos is
expressed by this statement,
“We would grieve and we
would fall, but we would
bounce back” ?
a. Resilient b. Humble
c. Obedient d. Faithful
4. What reaction or emotion is
drawn in the line: “In one slum
area in the heart of the city, a
fire broke out while the
evening sky poured”?
a. gladness b. satisfaction
c. despair d. hopeful
5. To many people living in
slum sections, what is said to
be the safest place they
consider at times like this?
a. Hospital b. Police Station
c. Morgue d. Streets
To make way for the main
topic, the class answers the
comprehension ques given.
1. In the first sentence, “…the
skies brought visitors and
played havoc”. What word in
the succeeding sentence or
sentences may give you an
idea of what havoc means?
a. destroyed b. properties
c. farmlands d. goodbye
2. What does “turned
farmlands into seas…” mean?
a. The sea reached the
farmlands.
b. The farmlands were
flooded.
c. There were fish found in the
farm
d. The farmlands were turned
into fish ponds.
3. What positive traits common
to Filipinos is expressed by this
statement, “We would grieve
and we would fall, but we
would bounce back” ?
a. Resilient b. Humble
c. Obedient d. Faithful
4. What reaction or emotion is
drawn in the line: “In one slum
area in the heart of the city, a
fire broke out while the
evening sky poured”?
a. gladness b. satisfaction
c. despair d. hopeful
5. To many people living in
slum sections, what is said to
be the safest place they
consider at times like this?
a. Hospital b. Police Station
c. Morgue d. Streets

6. What or who spared the
rest of the houses from getting
wiped out by fire?
a. the firemen b. the storm
c. the residents d. the Mayor
7. What is the emotion evident
when a group of men cry for
justice in the streets?
a. surprised b. angry
c. indifferent d. contented
8. Why did men make a
protest in the streets the
morning after?
a. They asked for relief goods
from the LGUs.
b. They complained about the
maltreatment they received
from the hospitals.
c. They brought out their
allegation of the real cause
of the fire incident.
d. They protested against the
Mayor’s investment plan.
9. What was to be built in the
area?
a. a bus station
b. a recreational center
c. a mall
d. a city jail
10. What particular social issue
is presented in the “fire
incident”?
a. Graft and Corruption
b. Effects of
Commercialism
c. Domestic Violence
d. Over Population
11. What particular part of the
narrative implies a ray of
hope?
6. What or who spared the
rest of the houses from getting
wiped out by fire?
a. the firemen b. the storm
c. the residents d. the Mayor
7. What is the emotion evident
when a group of men cry for
justice in the streets?
a. surprised b. angry
c. indifferent d. contented
8. Why did men make a
protest in the streets the
morning after?
a. They asked for relief goods
from the LGUs.
b. They complained about the
maltreatment they received
from the hospitals.
c. They brought out their
allegation of the real cause
of the fire incident.
d. They protested against the
Mayor’s investment plan.
9. What was to be built in the
area?
a. a bus station
b. a recreational center
c. a mall
d. a city jail
10. What particular social issue
is presented in the “fire
incident”?
a. Graft and Corruption
b. Effects of
Commercialism
c. Domestic Violence
d. Over Population
11. What particular part of the
narrative implies a ray of
hope?
6. What or who spared the
rest of the houses from getting
wiped out by fire?
a. the firemen b. the storm
c. the residents d. the Mayor
7. What is the emotion evident
when a group of men cry for
justice in the streets?
a. surprised b. angry
c. indifferent d. contented
8. Why did men make a
protest in the streets the
morning after?
a. They asked for relief goods
from the LGUs.
b. They complained about the
maltreatment they received
from the hospitals.
c. They brought out their
allegation of the real cause
of the fire incident.
d. They protested against the
Mayor’s investment plan.
9. What was to be built in the
area?
a. a bus station
b. a recreational center
c. a mall
d. a city jail
10. What particular social issue
is presented in the “fire
incident”?
a. Graft and Corruption
b. Effects of
Commercialism
c. Domestic Violence
d. Over Population
11. What particular part of the
narrative implies a ray of
hope?
6. What or who spared the
rest of the houses from getting
wiped out by fire?
a. the firemen b. the storm
c. the residents d. the Mayor
7. What is the emotion evident
when a group of men cry for
justice in the streets?
a. surprised b. angry
c. indifferent d. contented
8. Why did men make a
protest in the streets the
morning after?
a. They asked for relief goods
from the LGUs.
b. They complained about the
maltreatment they received
from the hospitals.
c. They brought out their
allegation of the real cause
of the fire incident.
d. They protested against the
Mayor’s investment plan.
9. What was to be built in the
area?
a. a bus station
b. a recreational center
c. a mall
d. a city jail
10. What particular social issue
is presented in the “fire
incident”?
a. Graft and Corruption
b. Effects of
Commercialism
c. Domestic Violence
d. Over Population
11. What particular part of the
narrative implies a ray of
hope?
6. What or who spared the
rest of the houses from getting
wiped out by fire?
a. the firemen b. the storm
c. the residents d. the Mayor
7. What is the emotion evident
when a group of men cry for
justice in the streets?
a. surprised b. angry
c. indifferent d. contented
8. Why did men make a
protest in the streets the
morning after?
a. They asked for relief goods
from the LGUs.
b. They complained about the
maltreatment they received
from the hospitals.
c. They brought out their
allegation of the real cause
of the fire incident.
d. They protested against the
Mayor’s investment plan.
9. What was to be built in the
area?
a. a bus station
b. a recreational center
c. a mall
d. a city jail
10. What particular social issue
is presented in the “fire
incident”?
a. Graft and Corruption
b. Effects of
Commercialism
c. Domestic Violence
d. Over Population
11. What particular part of the
narrative implies a ray of
hope?
a. the introduction
 a. the introduction
b. the fire incident
c. the father and son
d. the lunch
12. Is commercialism favorable
for the poor as viewed by the
author?
a. Yes b. No
c. Maybe d. Not Mentioned
13. What does the father
mean when he said: “It shall
pass. Don’t worry, son…”?
a. The exam is easy and he
can pass it.
b. The crisis shall pass.
c. The storm shall pass.
d. The farm will be sold, soon.
14. What pressing issue is
brought out by the text as a
whole?
a. Poverty and
Commercialism
b. Conversion of Farmlands to
Subdivisions
c. Environmental Problems
d. Poor Health Services
15. What lesson does the text 15. What lesson does the text
want to tell you?
a. Farmers need government’s a. Farmers need government’s
help.
b. After every storm is a b. After every storm is a
ray of hope.
c. The rich become richer.
d. Storms are really d.
unpredictable.
C. Presenting Using the concepts and ideas
Examples/Instances of new presented in answering the
lesson comprehension questions,
the teacher introduces the
the main topic.
SOCIAL ISSUES
a. the introduction
b. the fire incident
c. the father and son
d. the lunch
12. Is commercialism favorable
for the poor as viewed by the
author?
a. Yes b. No
c. Maybe d. Not Mentioned
13. What does the father
mean when he said: “It shall
pass. Don’t worry, son…”?
a. The exam is easy and he
can pass it.
b. The crisis shall pass.
c. The storm shall pass.
d. The farm will be sold, soon.
14. What pressing issue is
brought out by the text as a
whole?
a. Poverty and
Commercialism
b. Conversion of Farmlands to
Subdivisions
c. Environmental Problems
d. Poor Health Services
want to tell you?
help.
ray of hope.
c. The rich become richer.
Storms are really
unpredictable.
Using the concepts and ideas
presented in answering the
comprehension questions,
the teacher introduces the
the main topic.
SOCIAL ISSUES
a. the introduction
b. the fire incident
c. the father and son
d. the lunch
12. Is commercialism favorable
for the poor as viewed by the
author?
a. Yes b. No
c. Maybe d. Not Mentioned
13. What does the father
mean when he said: “It shall
pass. Don’t worry, son…”?
a. The exam is easy and he
can pass it.
b. The crisis shall pass.
c. The storm shall pass.
d. The farm will be sold, soon.
14. What pressing issue is
brought out by the text as a
whole?
a. Poverty and
Commercialism
b. Conversion of Farmlands to
Subdivisions
c. Environmental Problems
d. Poor Health Services
15. What lesson does the text
want to tell you?
a. Farmers need government’s
help.
b. After every storm is a
ray of hope.
c. The rich become richer.
d. Storms are really
unpredictable.
Using the concepts and ideas
presented in answering the
comprehension questions,
the teacher introduces the
the main topic.
SOCIAL ISSUES
a. the introduction
b. the fire incident
c. the father and son
d. the lunch
12. Is commercialism favorable
for the poor as viewed by the
author?
a. Yes b. No
c. Maybe d. Not Mentioned
13. What does the father
mean when he said: “It shall
pass. Don’t worry, son…”?
a. The exam is easy and he
can pass it.
b. The crisis shall pass.
c. The storm shall pass.
d. The farm will be sold, soon.
14. What pressing issue is
brought out by the text as a
whole?
a. Poverty and
Commercialism
b. Conversion of Farmlands to
Subdivisions
c. Environmental Problems
d. Poor Health Services
15. What lesson does the text
want to tell you?
a. Farmers need government’s
help.
b. After every storm is a
ray of hope.
c. The rich become richer.
d. Storms are really
unpredictable.
Using the concepts and ideas
presented in answering the
comprehension questions,
the teacher introduces the
the main topic.
SOCIAL ISSUES
b. the fire incident
c. the father and son
d. the lunch
12. Is commercialism favorable
for the poor as viewed by the
author?
a. Yes b. No
c. Maybe d. Not Mentioned
13. What does the father
mean when he said: “It shall
pass. Don’t worry, son…”?
a. The exam is easy and he
can pass it.
b. The crisis shall pass.
c. The storm shall pass.
d. The farm will be sold, soon.
14. What pressing issue is
brought out by the text as a
whole?
a. Poverty and
Commercialism
b. Conversion of Farmlands to
Subdivisions
c. Environmental Problems
d. Poor Health Services
15. What lesson does the text
want to tell you?
a. Farmers need government’s
help.
b. After every storm is a
ray of hope.
c. The rich become richer.
d. Storms are really
unpredictable.
Using the concepts and ideas
presented in answering the
comprehension questions,
the teacher introduces the
the main topic.
SOCIAL ISSUES

D. Discussing new concepts
and practicing new skills #1
Literature has always been one
effective way to explore and
address social issues,
concerns, or dispositions in
human culture. Stories, plays,
and other types of fictional
media often have some social
or cultural concern embedded
in the thematic background of
a narrative.
A social issue is some problem
or concern connected to a
larger issue that affects society
in general. Often, the social
issues brought forward in
fiction reflect contemporary
concerns in the author’s own
world.
The teacher facilitates the
discussion of the steps on how
to identify social issues in
reading passages of literature.
LOCATING THE SOCIAL
ISSUES
1. Make notes. Long
pieces of literature
would demand note-
taking skills, but short
ones, like anecdotes,
poems, short stories,
would be easier to
comprehend. Writing
down your thoughts
and feelings as you
read a book or a text
will keep the ideas
intact and organized. It
would be hard for you
if you just rely on
memory after having
read the book or text.
2. Understand the Plot
Line. Ask yourself how
the plot line is affected
by aspects of the world
Literature has always been one
effective way to explore and
address social issues,
concerns, or dispositions in
human culture. Stories, plays,
and other types of fictional
media often have some social
or cultural concern embedded
in the thematic background of
a narrative.
A social issue is some problem
or concern connected to a
larger issue that affects society
in general. Often, the social
issues brought forward in
fiction reflect contemporary
concerns in the author’s own
world.
The teacher facilitates the
discussion of the steps on how
to identify social issues in
reading passages of literature.
LOCATING THE SOCIAL
ISSUES
1. Make notes. Long
pieces of literature
would demand note-
taking skills, but short
ones, like anecdotes,
poems, short stories,
would be easier to
comprehend. Writing
down your thoughts
and feelings as you
read a book or a text
will keep the ideas
intact and organized. It
would be hard for you
if you just rely on
memory after having
read the book or text.
2. Understand the Plot
Line. Ask yourself how
the plot line is affected
by aspects of the world
Literature has always been one
effective way to explore and
address social issues,
concerns, or dispositions in
human culture. Stories, plays,
and other types of fictional
media often have some social
or cultural concern embedded
in the thematic background of
a narrative.
A social issue is some problem
or concern connected to a
larger issue that affects society
in general. Often, the social
issues brought forward in
fiction reflect contemporary
concerns in the author’s own
world.
The teacher facilitates the
discussion of the steps on how
to identify social issues in
reading passages of literature.
LOCATING THE SOCIAL
ISSUES
1. Make notes. Long
pieces of literature
would demand note-
taking skills, but short
ones, like anecdotes,
poems, short stories,
would be easier to
comprehend. Writing
down your thoughts
and feelings as you
read a book or a text
will keep the ideas
intact and organized. It
would be hard for you
if you just rely on
memory after having
read the book or text.
2. Understand the Plot
Line. Ask yourself how
the plot line is affected
by aspects of the world
Literature has always been one
effective way to explore and
address social issues,
concerns, or dispositions in
human culture. Stories, plays,
and other types of fictional
media often have some social
or cultural concern embedded
in the thematic background of
a narrative.
A social issue is some problem
or concern connected to a
larger issue that affects society
in general. Often, the social
issues brought forward in
fiction reflect contemporary
concerns in the author’s own
world.
The teacher facilitates the
discussion of the steps on how
to identify social issues in
reading passages of literature.
LOCATING THE SOCIAL
ISSUES
1. Make notes. Long
pieces of literature
would demand note-
taking skills, but short
ones, like anecdotes,
poems, short stories,
would be easier to
comprehend. Writing
down your thoughts
and feelings as you
read a book or a text
will keep the ideas
intact and organized. It
would be hard for you
if you just rely on
memory after having
read the book or text.
2. Understand the Plot
Line. Ask yourself how
the plot line is affected
by aspects of the world
Literature has always been one
effective way to explore and
address social issues,
concerns, or dispositions in
human culture. Stories, plays,
and other types of fictional
media often have some social
or cultural concern embedded
in the thematic background of
a narrative.
A social issue is some problem
or concern connected to a
larger issue that affects society
in general. Often, the social
issues brought forward in
fiction reflect contemporary
concerns in the author’s own
world.
The teacher facilitates the
discussion of the steps on how
to identify social issues in
reading passages of literature.
LOCATING THE SOCIAL
ISSUES
1. Make notes. Long
pieces of literature
would demand note-
taking skills, but short
ones, like anecdotes,
poems, short stories,
would be easier to
comprehend. Writing
down your thoughts
and feelings as you
read a book or a text
will keep the ideas
intact and organized. It
would be hard for you
if you just rely on
memory after having
read the book or text.
2. Understand the Plot
Line. Ask yourself how
the plot line is affected
by aspects of the world

E. Discussing new concepts
and practicing new skills #2
depicted in the text.
The events surrounding
the character affect his
views and choices in
life. These
circumstances should
be considered as vital
sources of information
in understanding the
character.
3. Understand the
Actions and
Thoughts of the
Character. Affected by
the series of events he
went through, a went
character’s actions and
thoughts are
challenged and
changed accordingly.
4. Time is of the
Essence. Consider the
contemporary societal
issues operating in the
world of the author.
The author or poet
write about his time,
what he sees and hears
during his time. So, it is
important to determine
the circumstances the
time the text or book
was written.
5. State the Theme.
After exploring these
aspects, you should be
able to clearly state the
theme of the text.
Making connection of
the text’s content to
social issues is now
easy once you
determine its theme.
WHAT YOU NEED TO KNOW WHAT YOU NEED TO KNOW
BEFORE MAKING
depicted in the text.
The events surrounding
the character affect his
views and choices in
life. These
circumstances should
be considered as vital
sources of information
in understanding the
character.
3. Understand the
Actions and
Thoughts of the
Character. Affected by
the series of events he
through, a went
character’s actions and
thoughts are
challenged and
changed accordingly.
4. Time is of the
Essence. Consider the
contemporary societal
issues operating in the
world of the author.
The author or poet
write about his time,
what he sees and hears
during his time. So, it is
important to determine
the circumstances the
time the text or book
was written.
5. State the Theme.
After exploring these
aspects, you should be
able to clearly state the
theme of the text.
Making connection of
the text’s content to
social issues is now
easy once you
determine its theme.
WHAT YOU NEED TO KNOW
BEFORE MAKING
depicted in the text.
The events surrounding
the character affect his
views and choices in
life. These
circumstances should
be considered as vital
sources of information
in understanding the
character.
3. Understand the
Actions and
Thoughts of the
Character. Affected by
the series of events he
through, a went
character’s actions and
thoughts are
challenged and
changed accordingly.
4. Time is of the
Essence. Consider the
contemporary societal
issues operating in the
world of the author.
The author or poet
write about his time,
what he sees and hears
during his time. So, it is
important to determine
the circumstances the
time the text or book
was written.
5. State the Theme.
After exploring these
aspects, you should be
able to clearly state the
theme of the text.
Making connection of
the text’s content to
social issues is now
easy once you
determine its theme.
WHAT YOU NEED TO KNOW
BEFORE MAKING
depicted in the text.
The events surrounding
the character affect his
views and choices in
life. These
circumstances should
be considered as vital
sources of information
in understanding the
character.
3. Understand the
Actions and
Thoughts of the
Character. Affected by
the series of events he
through, a went
character’s actions and
thoughts are
challenged and
changed accordingly.
4. Time is of the
Essence. Consider the
contemporary societal
issues operating in the
world of the author.
The author or poet
write about his time,
what he sees and hears
during his time. So, it is
important to determine
the circumstances the
time the text or book
was written.
5. State the Theme.
After exploring these
aspects, you should be
able to clearly state the
theme of the text.
Making connection of
the text’s content to
social issues is now
easy once you
determine its theme.
WHAT YOU NEED TO KNOW
BEFORE MAKING
depicted in the text.
The events surrounding
the character affect his
views and choices in
life. These
circumstances should
be considered as vital
sources of information
in understanding the
character.
3. Understand the
Actions and
Thoughts of the
Character. Affected by
the series of events he
through, a
character’s actions and
thoughts are
challenged and
changed accordingly.
4. Time is of the
Essence. Consider the
contemporary societal
issues operating in the
world of the author.
The author or poet
write about his time,
what he sees and hears
during his time. So, it is
important to determine
the circumstances the
time the text or book
was written.
5. State the Theme.
After exploring these
aspects, you should be
able to clearly state the
theme of the text.
Making connection of
the text’s content to
social issues is now
easy once you
determine its theme.
BEFORE MAKING

F. Developing mastery
(Leads to Formative Assessment
CONNECTIONS
Making connections is a critical
reading comprehension strategy
that helps you make meaning of
what you are reading. When you
make connections to the texts
that you are reading, it helps
you to make sense of what you
read, retain the information
better, and engage more with
the text itself.
In making connections between
texts to particular social issues,
concerns, or dispositions in real
life, it is helpful if you follow
simple prompts for easy
organization of ideas and
thoughts:
• What does this remind me of
in the real world?
• How is this text similar to
things that happen in the real
world?
• How is this different from
things that happen in the real
world?
• How did that part relate to the
world around me?
TYPES OF CONNECTIONS
In surface connection, you
just express literal connection
providing limited details.
Whereas in deep connection,
you feel with the author; you
connect with him in thoughts,
ideas, and emotions. Thereby
giving the composition or speech
substance and form. Between
these two, the deep connection
is more challenging to develop
and more interesting to read or
listen.
GROUP TASK
To practice the skill of
CONNECTIONS
Making connections is a critical
reading comprehension strategy
that helps you make meaning of
what you are reading. When you
make connections to the texts
that you are reading, it helps
you to make sense of what you
read, retain the information
better, and engage more with
the text itself.
In making connections between
texts to particular social issues,
concerns, or dispositions in real
life, it is helpful if you follow
simple prompts for easy
organization of ideas and
thoughts:
• What does this remind me of
in the real world?
• How is this text similar to
things that happen in the real
world?
• How is this different from
things that happen in the real
world?
• How did that part relate to the
world around me?
TYPES OF CONNECTIONS
In surface connection, you
just express literal connection
providing limited details.
Whereas in deep connection,
you feel with the author; you
connect with him in thoughts,
ideas, and emotions. Thereby
giving the composition or speech
substance and form. Between
these two, the deep connection
is more challenging to develop
and more interesting to read or
listen.
GROUP TASK
To practice the skill of
CONNECTIONS
Making connections is a critical
reading comprehension strategy
that helps you make meaning of
what you are reading. When you
make connections to the texts
that you are reading, it helps
you to make sense of what you
read, retain the information
better, and engage more with
the text itself.
In making connections between
texts to particular social issues,
concerns, or dispositions in real
life, it is helpful if you follow
simple prompts for easy
organization of ideas and
thoughts:
• What does this remind me of
in the real world?
• How is this text similar to
things that happen in the real
world?
• How is this different from
things that happen in the real
world?
• How did that part relate to the
world around me?
TYPES OF CONNECTIONS
In surface connection, you
just express literal connection
providing limited details.
Whereas in deep connection,
you feel with the author; you
connect with him in thoughts,
ideas, and emotions. Thereby
giving the composition or speech
substance and form. Between
these two, the deep connection
is more challenging to develop
and more interesting to read or
listen.
GROUP TASK
To practice the skill of
CONNECTIONS
Making connections is a critical
reading comprehension strategy
that helps you make meaning of
what you are reading. When you
make connections to the texts
that you are reading, it helps
you to make sense of what you
read, retain the information
better, and engage more with
the text itself.
In making connections between
texts to particular social issues,
concerns, or dispositions in real
life, it is helpful if you follow
simple prompts for easy
organization of ideas and
thoughts:
• What does this remind me of
in the real world?
• How is this text similar to
things that happen in the real
world?
• How is this different from
things that happen in the real
world?
• How did that part relate to the
world around me?
TYPES OF CONNECTIONS
In surface connection, you
just express literal connection
providing limited details.
Whereas in deep connection,
you feel with the author; you
connect with him in thoughts,
ideas, and emotions. Thereby
giving the composition or speech
substance and form. Between
these two, the deep connection
is more challenging to develop
and more interesting to read or
listen.
GROUP TASK
To practice the skill of
CONNECTIONS
Making connections is a critical
reading comprehension strategy
that helps you make meaning of
what you are reading. When you
make connections to the texts
that you are reading, it helps
you to make sense of what you
read, retain the information
better, and engage more with
the text itself.
In making connections between
texts to particular social issues,
concerns, or dispositions in real
life, it is helpful if you follow
simple prompts for easy
organization of ideas and
thoughts:
• What does this remind me of
in the real world?
• How is this text similar to
things that happen in the real
world?
• How is this different from
things that happen in the real
world?
• How did that part relate to the
world around me?
TYPES OF CONNECTIONS
In surface connection, you
just express literal connection
providing limited details.
Whereas in deep connection,
you feel with the author; you
connect with him in thoughts,
ideas, and emotions. Thereby
giving the composition or speech
substance and form. Between
these two, the deep connection
is more challenging to develop
and more interesting to read or
listen.
GROUP TASK
To practice the skill of
identifying themes of texts, the
teacher let the students
accomplish this task. The class
will be grouped and shall answer
and explain their answer one by
one.
Directions: Read the texts
below. Then, tell what social
issues, concerns, or dispositions
each text is connected to real
life. Choose your answer from
the given choices below each
text.
1. TREES
I think that I shall never see
A poem lovely as a tress
A tree whose hungry mouth is
prest
Against the earth’s sweet
flowing
breast;
A tree that looks at God all day,
And lifts her leafy arms to pray;
A tree that may in summer wear
A nest of robins in her hair;
Upon whose bosom snow has
lain;
Who intimately lives with rain.
Poems are made by fools like
me,
But only God can make a tree.
—-Joyce Kilmer
a. Political Issue b. Economic
Issue c. Religious Concern d.
Environmental Issue
2. Deep into that darkness
peering, long I stood there
wondering, fearing,
Doubting, dreaming dreams no
mortal ever dared to dream
before;
But the silence was unbroken,
and the stillness gave no token,
And the only word there spoken
was the whispered word,
“Lenore?”
identifying themes of texts, the
teacher let the students
accomplish this task. The class
will be grouped and shall answer
and explain their answer one by
one.
Directions: Read the texts
below. Then, tell what social
issues, concerns, or dispositions
each text is connected to real
life. Choose your answer from
the given choices below each
text.
1.TREES
I think that I shall never see
A poem lovely as a tress
A tree whose hungry mouth is
prest
Against the earth’s sweet
flowing
breast;
A tree that looks at God all day,
And lifts her leafy arms to pray;
A tree that may in summer wear
A nest of robins in her hair;
Upon whose bosom snow has
lain;
Who intimately lives with rain.
Poems are made by fools like
me,
But only God can make a tree.
—-Joyce Kilmer
a. Political Issue b. Economic
Issue c. Religious Concern d.
Environmental Issue
2. Deep into that darkness
peering, long I stood there
wondering, fearing,
Doubting, dreaming dreams no
mortal ever dared to dream
before;
But the silence was unbroken,
and the stillness gave no token,
And the only word there spoken
was the whispered word,
“Lenore?”
identifying themes of texts, the
teacher let the students
accomplish this task. The class
will be grouped and shall answer
and explain their answer one by
one.
Directions: Read the texts
below. Then, tell what social
issues, concerns, or dispositions
each text is connected to real
life. Choose your answer from
the given choices below each
text.
1.TREES
I think that I shall never see
A poem lovely as a tress
A tree whose hungry mouth is
prest
Against the earth’s sweet
flowing
breast;
A tree that looks at God all day,
And lifts her leafy arms to pray;
A tree that may in summer wear
A nest of robins in her hair;
Upon whose bosom snow has
lain;
Who intimately lives with rain.
Poems are made by fools like
me,
But only God can make a tree.
—-Joyce Kilmer
a. Political Issue b. Economic
Issue c. Religious Concern d.
Environmental Issue
2. Deep into that darkness
peering, long I stood there
wondering, fearing,
Doubting, dreaming dreams no
mortal ever dared to dream
before;
But the silence was unbroken,
and the stillness gave no token,
And the only word there spoken
was the whispered word,
“Lenore?”
identifying themes of texts, the
teacher let the students
accomplish this task. The class
will be grouped and shall answer
and explain their answer one by
one.
Directions: Read the texts
below. Then, tell what social
issues, concerns, or dispositions
each text is connected to real
life. Choose your answer from
the given choices below each
text.
1.TREES
I think that I shall never see
A poem lovely as a tress
A tree whose hungry mouth is
prest
Against the earth’s sweet
flowing
breast;
A tree that looks at God all day,
And lifts her leafy arms to pray;
A tree that may in summer wear
A nest of robins in her hair;
Upon whose bosom snow has
lain;
Who intimately lives with rain.
Poems are made by fools like
me,
But only God can make a tree.
—-Joyce Kilmer
a. Political Issue b. Economic
Issue c. Religious Concern d.
Environmental Issue
2. Deep into that darkness
peering, long I stood there
wondering, fearing,
Doubting, dreaming dreams no
mortal ever dared to dream
before;
But the silence was unbroken,
and the stillness gave no token,
And the only word there spoken
was the whispered word,
“Lenore?”
identifying themes of texts, the
teacher let the students
accomplish this task. The class
will be grouped and shall answer
and explain their answer one by
one.
Directions: Read the texts
below. Then, tell what social
issues, concerns, or dispositions
each text is connected to real
life. Choose your answer from
the given choices below each
text.
1.TREES
I think that I shall never see
A poem lovely as a tress
A tree whose hungry mouth is
prest
Against the earth’s sweet
flowing
breast;
A tree that looks at God all day,
And lifts her leafy arms to pray;
A tree that may in summer wear
A nest of robins in her hair;
Upon whose bosom snow has
lain;
Who intimately lives with rain.
Poems are made by fools like
me,
But only God can make a tree.
—-Joyce Kilmer
a. Political Issue b. Economic
Issue c. Religious Concern d.
Environmental Issue
2. Deep into that darkness
peering, long I stood there
wondering, fearing,
Doubting, dreaming dreams no
mortal ever dared to dream
before;
But the silence was unbroken,
and the stillness gave no token,
And the only word there spoken
was the whispered word,
“Lenore?”
This I whispered, and an echo
murmured back the word,
“Lenore!”—
Excerpt from: The Raven by
Edgar Allan Poe
a. Hatred b. Sorrow c.
Gladness d. Serenity
3. It is rather for us to be here
dedicated to the great task
remaining before us—that
from these honored dead we
take increased devotion to that
cause for which they gave
the last full measure of devotion
—that we here highly resolve
that these dead shall not
have died in vain—that this
nation, under God, shall have a
new birth of freedom—and
that government of the people,
by the people, for the people,
shall not perish from the
earth.
—Abraham Lincoln’s Gettysburg
Address
a Peace b. Freedom c. Love d.
War
4. A doctor visits and tells Sue
that Johnsy has a one in ten
chance of living, and that
her only chance is to “want to
live,” since depression can be as
fatal as pneumonia. Without
wanting to live, the doctor’s
medicine will have no effect and
she won’t regain her
health. The doctor wonders if
Johnsy is depressed about
something in particular. Sue
mentions her unfulfilled ambition
to paint the Bay of Naples, but
the doctor dismisses this
and asks if Johnsy is depressed
over a man. Sue tells him firmly
that his suspicion is
This I whispered, and an echo
murmured back the word,
“Lenore!”—
Excerpt from: The Raven by
Edgar Allan Poe
a. Hatred b. Sorrow c.
Gladness d. Serenity
3. It is rather for us to be here
dedicated to the great task
remaining before us—that
from these honored dead we
take increased devotion to that
cause for which they gave
the last full measure of devotion
—that we here highly resolve
that these dead shall not
have died in vain—that this
nation, under God, shall have a
new birth of freedom—and
that government of the people,
by the people, for the people,
shall not perish from the
earth.
—Abraham Lincoln’s Gettysburg
Address
a Peace b. Freedom c. Love d.
War
4. A doctor visits and tells Sue
that Johnsy has a one in ten
chance of living, and that
her only chance is to “want to
live,” since depression can be as
fatal as pneumonia. Without
wanting to live, the doctor’s
medicine will have no effect and
she won’t regain her
health. The doctor wonders if
Johnsy is depressed about
something in particular. Sue
mentions her unfulfilled ambition
to paint the Bay of Naples, but
the doctor dismisses this
and asks if Johnsy is depressed
over a man. Sue tells him firmly
that his suspicion is
This I whispered, and an echo
murmured back the word,
“Lenore!”—
Excerpt from: The Raven by
Edgar Allan Poe
a. Hatred b. Sorrow c.
Gladness d. Serenity
3. It is rather for us to be here
dedicated to the great task
remaining before us—that
from these honored dead we
take increased devotion to that
cause for which they gave
the last full measure of devotion
—that we here highly resolve
that these dead shall not
have died in vain—that this
nation, under God, shall have a
new birth of freedom—and
that government of the people,
by the people, for the people,
shall not perish from the
earth.
—Abraham Lincoln’s Gettysburg
Address
a Peace b. Freedom c. Love d.
War
4. A doctor visits and tells Sue
that Johnsy has a one in ten
chance of living, and that
her only chance is to “want to
live,” since depression can be as
fatal as pneumonia. Without
wanting to live, the doctor’s
medicine will have no effect and
she won’t regain her
health. The doctor wonders if
Johnsy is depressed about
something in particular. Sue
mentions her unfulfilled ambition
to paint the Bay of Naples, but
the doctor dismisses this
and asks if Johnsy is depressed
over a man. Sue tells him firmly
that his suspicion is
This I whispered, and an echo
murmured back the word,
“Lenore!”—
Excerpt from: The Raven by
Edgar Allan Poe
a. Hatred b. Sorrow c.
Gladness d. Serenity
3. It is rather for us to be here
dedicated to the great task
remaining before us—that
from these honored dead we
take increased devotion to that
cause for which they gave
the last full measure of devotion
—that we here highly resolve
that these dead shall not
have died in vain—that this
nation, under God, shall have a
new birth of freedom—and
that government of the people,
by the people, for the people,
shall not perish from the
earth.
—Abraham Lincoln’s Gettysburg
Address
a Peace b. Freedom c. Love d.
War
4. A doctor visits and tells Sue
that Johnsy has a one in ten
chance of living, and that
her only chance is to “want to
live,” since depression can be as
fatal as pneumonia. Without
wanting to live, the doctor’s
medicine will have no effect and
she won’t regain her
health. The doctor wonders if
Johnsy is depressed about
something in particular. Sue
mentions her unfulfilled ambition
to paint the Bay of Naples, but
the doctor dismisses this
and asks if Johnsy is depressed
over a man. Sue tells him firmly
that his suspicion is
This I whispered, and an echo
murmured back the word,
“Lenore!”—
Excerpt from: The Raven by
Edgar Allan Poe
a. Hatred b. Sorrow c.
Gladness d. Serenity
3. It is rather for us to be here
dedicated to the great task
remaining before us—that
from these honored dead we
take increased devotion to that
cause for which they gave
the last full measure of devotion
—that we here highly resolve
that these dead shall not
have died in vain—that this
nation, under God, shall have a
new birth of freedom—and
that government of the people,
by the people, for the people,
shall not perish from the
earth.
—Abraham Lincoln’s Gettysburg
Address
a Peace b. Freedom c. Love d.
War
4. A doctor visits and tells Sue
that Johnsy has a one in ten
chance of living, and that
her only chance is to “want to
live,” since depression can be as
fatal as pneumonia. Without
wanting to live, the doctor’s
medicine will have no effect and
she won’t regain her
health. The doctor wonders if
Johnsy is depressed about
something in particular. Sue
mentions her unfulfilled ambition
to paint the Bay of Naples, but
the doctor dismisses this
and asks if Johnsy is depressed
over a man. Sue tells him firmly
that his suspicion is
 wrong, and there is no man in
Johnsy’s life.
Excerpt from: The Last Leaf by
O. Henry
a. War b. Health c. Family d.
Poverty
5. But one hundred years later,
the Negro still is not free. One
hundred years later, the life of
the Negro is still sadly crippled
by the manacles of segregation
and the chains of
discrimination. One hundred
years later, the Negro lives on a
lonely island of poverty in
the midst of a vast ocean of
material prosperity. One
hundred years later, the Negro
is still
languished in the corners of
American society and finds
himself an exile in his own land.
And so we've come here today
to dramatize a shameful
condition.
Martin Luther King’s famous
speech: I Have a Dream
a. Poverty b. Racial
Discrimination c. Family d.
War
G. Finding practical Individual Activity
applications of concepts and
skills in daily living Read the text below and be
ready to write a paragraph
relating the text content to a
particular social issues,
concerns, or dispositions in
real life. Your composition
should have a minimum of
100 words and a maximum
of 200 words.
You are expected to apply
the pointers discussed during
the discussion.
wrong, and there is no man in
Johnsy’s life.
Excerpt from: The Last Leaf by
O. Henry
a. War b. Health c. Family d.
Poverty
5. But one hundred years later,
the Negro still is not free. One
hundred years later, the life of
the Negro is still sadly crippled
by the manacles of segregation
and the chains of
discrimination. One hundred
years later, the Negro lives on a
lonely island of poverty in
the midst of a vast ocean of
material prosperity. One
hundred years later, the Negro
is still
languished in the corners of
American society and finds
himself an exile in his own land.
And so we've come here today
to dramatize a shameful
condition.
Martin Luther King’s famous
speech: I Have a Dream
a. Poverty b. Racial
Discrimination c. Family d.
War
Individual Activity
Read the text below and be
ready to write a paragraph
relating the text content to a
particular social issues,
concerns, or dispositions in
real life. Your composition
should have a minimum of
100 words and a maximum
of 200 words.
You are expected to apply
the pointers discussed during
the discussion.
wrong, and there is no man in
Johnsy’s life.
Excerpt from: The Last Leaf by
O. Henry
a. War b. Health c. Family d.
Poverty
5.But one hundred years later,
the Negro still is not free. One
hundred years later, the life of
the Negro is still sadly crippled
by the manacles of segregation
and the chains of
discrimination. One hundred
years later, the Negro lives on a
lonely island of poverty in
the midst of a vast ocean of
material prosperity. One
hundred years later, the Negro
is still
languished in the corners of
American society and finds
himself an exile in his own land.
And so we've come here today
to dramatize a shameful
condition.
Martin Luther King’s famous
speech: I Have a Dream
a. Poverty b. Racial
Discrimination c. Family d.
War
Individual Activity
Read the text below and be
ready to write a paragraph
relating the text content to a
particular social issues,
concerns, or dispositions in
real life. Your composition
should have a minimum of
100 words and a maximum
of 200 words.
You are expected to apply
the pointers discussed during
the discussion.
wrong, and there is no man in
Johnsy’s life.
Excerpt from: The Last Leaf by
O. Henry
a. War b. Health c. Family d.
Poverty
5. But one hundred years later,
the Negro still is not free. One
hundred years later, the life of
the Negro is still sadly crippled
by the manacles of segregation
and the chains of
discrimination. One hundred
years later, the Negro lives on a
lonely island of poverty in
the midst of a vast ocean of
material prosperity. One
hundred years later, the Negro
is still
languished in the corners of
American society and finds
himself an exile in his own land.
And so we've come here today
to dramatize a shameful
condition.
Martin Luther King’s famous
speech: I Have a Dream
a. Poverty b. Racial
Discrimination c. Family d.
War
Individual Activity
Read the text below and be
ready to write a paragraph
relating the text content to a
particular social issues,
concerns, or dispositions in
real life. Your composition
should have a minimum of
100 words and a maximum
of 200 words.
You are expected to apply
the pointers discussed during
the discussion.
wrong, and there is no man in
Johnsy’s life.
Excerpt from: The Last Leaf by
O. Henry
a. War b. Health c. Family d.
Poverty
5. But one hundred years later,
the Negro still is not free. One
hundred years later, the life of
the Negro is still sadly crippled
by the manacles of segregation
and the chains of
discrimination. One hundred
years later, the Negro lives on a
lonely island of poverty in
the midst of a vast ocean of
material prosperity. One
hundred years later, the Negro
is still
languished in the corners of
American society and finds
himself an exile in his own land.
And so we've come here today
to dramatize a shameful
condition.
Martin Luther King’s famous
speech: I Have a Dream
a. Poverty b. Racial
Discrimination c. Family d.
War
Individual Activity
Read the text below and be
ready to write a paragraph
relating the text content to a
particular social issues,
concerns, or dispositions in
real life. Your composition
should have a minimum of
100 words and a maximum
of 200 words.
You are expected to apply
the pointers discussed during
the discussion.
Be guided by the rubrics as
you write your paragraph.
(Refer to Module 1, Page
21.)
DEPRESSION
By: Pat A. Fleming
Depression is a monster
That destroys both heart and
soul.
It tortures without mercy
And consumes its victim
whole.
It cripples and disables,
Making life too hard to cope.
It can make each day a
nightmare
And leave a person without
hope.
Some people feel this
sadness
From the time that they are
young,
And believe that they are
different
And can't be loved by
anyone.
It's reinforced by parents
Too depressed themselves to
care
For that child they're
supposed to love,
But instead forget is there.
Depression can be nurtured
Through violence and neglect
And fists used only to
degrade
And words used to reject.
Be guided by the rubrics as
you write your paragraph.
(Refer to Module 1, Page
21.)
DEPRESSION
By: Pat A. Fleming
Depression is a monster
That destroys both heart and
soul.
It tortures without mercy
And consumes its victim
whole.
It cripples and disables,
Making life too hard to cope.
It can make each day a
nightmare
And leave a person without
hope.
Some people feel this
sadness
From the time that they are
young,
And believe that they are
different
And can't be loved by
anyone.
It's reinforced by parents
Too depressed themselves to
care
For that child they're
supposed to love,
But instead forget is there.
Depression can be nurtured
Through violence and neglect
And fists used only to
degrade
And words used to reject.
Be guided by the rubrics as
you write your paragraph.
(Refer to Module 1, Page
21.)
DEPRESSION
By: Pat A. Fleming
Depression is a monster
That destroys both heart and
soul.
It tortures without mercy
And consumes its victim
whole.
It cripples and disables,
Making life too hard to cope.
It can make each day a
nightmare
And leave a person without
hope.
Some people feel this
sadness
From the time that they are
young,
And believe that they are
different
And can't be loved by
anyone.
It's reinforced by parents
Too depressed themselves to
care
For that child they're
supposed to love,
But instead forget is there.
Depression can be nurtured
Through violence and neglect
And fists used only to
degrade
And words used to reject.
Be guided by the rubrics as
you write your paragraph.
(Refer to Module 1, Page
21.)
DEPRESSION
By: Pat A. Fleming
Depression is a monster
That destroys both heart and
soul.
It tortures without mercy
And consumes its victim
whole.
It cripples and disables,
Making life too hard to cope.
It can make each day a
nightmare
And leave a person without
hope.
Some people feel this
sadness
From the time that they are
young,
And believe that they are
different
And can't be loved by
anyone.
It's reinforced by parents
Too depressed themselves to
care
For that child they're
supposed to love,
But instead forget is there.
Depression can be nurtured
Through violence and neglect
And fists used only to
degrade
And words used to reject.
Be guided by the rubrics as
you write your paragraph.
(Refer to Module 1, Page
21.)
DEPRESSION
By: Pat A. Fleming
Depression is a monster
That destroys both heart and
soul.
It tortures without mercy
And consumes its victim
whole.
It cripples and disables,
Making life too hard to cope.
It can make each day a
nightmare
And leave a person without
hope.
Some people feel this
sadness
From the time that they are
young,
And believe that they are
different
And can't be loved by
anyone.
It's reinforced by parents
Too depressed themselves to
care
For that child they're
supposed to love,
But instead forget is there.
Depression can be nurtured
Through violence and neglect
And fists used only to
degrade
And words used to reject.

H. Making generalizations and
abstractions about the lesson
It's hidden in those bullies
Who torture and demean,
Who use their words like
weapons
To destroy all self-esteem.
It's fueled by those
substances,
That are used to help
escape.
From that endless pain
depression brings
And that unbearable
heartache.
It can cause someone to just
give up,
To lose all strength to fight.
It can annihilate one's very
soul
And make them take their
life.
Yes, Depression is a vulture
That will make anyone its
prey.
There is no one who
deserves it,
And there is no one to
blame.
We don't need to make a
judgment,
But we need to be aware
That those who suffer
through this pain
Just need the world to care.
The teacher and the students
recall the concepts discussed
in the lesson. The class will
summarize the topic by
answering the following
It's hidden in those bullies
Who torture and demean,
Who use their words like
weapons
To destroy all self-esteem.
It's fueled by those
substances,
That are used to help
escape.
From that endless pain
depression brings
And that unbearable
heartache.
It can cause someone to just
give up,
To lose all strength to fight.
It can annihilate one's very
soul
And make them take their
life.
Yes, Depression is a vulture
That will make anyone its
prey.
There is no one who
deserves it,
And there is no one to
blame.
We don't need to make a
judgment,
But we need to be aware
That those who suffer
through this pain
Just need the world to care.
The teacher and the students
recall the concepts discussed
in the lesson. The class will
summarize the topic by
answering the following
It's hidden in those bullies
Who torture and demean,
Who use their words like
weapons
To destroy all self-esteem.
It's fueled by those
substances,
That are used to help
escape.
From that endless pain
depression brings
And that unbearable
heartache.
It can cause someone to just
give up,
To lose all strength to fight.
It can annihilate one's very
soul
And make them take their
life.
Yes, Depression is a vulture
That will make anyone its
prey.
There is no one who
deserves it,
And there is no one to
blame.
We don't need to make a
judgment,
But we need to be aware
That those who suffer
through this pain
Just need the world to care.
The teacher and the students
recall the concepts discussed
in the lesson. The class will
summarize the topic by
answering the following
It's hidden in those bullies
Who torture and demean,
Who use their words like
weapons
To destroy all self-esteem.
It's fueled by those
substances,
That are used to help
escape.
From that endless pain
depression brings
And that unbearable
heartache.
It can cause someone to just
give up,
To lose all strength to fight.
It can annihilate one's very
soul
And make them take their
life.
Yes, Depression is a vulture
That will make anyone its
prey.
There is no one who
deserves it,
And there is no one to
blame.
We don't need to make a
judgment,
But we need to be aware
That those who suffer
through this pain
Just need the world to care.
The teacher and the students
recall the concepts discussed
in the lesson. The class will
summarize the topic by
answering the following
It's hidden in those bullies
Who torture and demean,
Who use their words like
weapons
To destroy all self-esteem.
It's fueled by those
substances,
That are used to help
escape.
From that endless pain
depression brings
And that unbearable
heartache.
It can cause someone to just
give up,
To lose all strength to fight.
It can annihilate one's very
soul
And make them take their
life.
Yes, Depression is a vulture
That will make anyone its
prey.
There is no one who
deserves it,
And there is no one to
blame.
We don't need to make a
judgment,
But we need to be aware
That those who suffer
through this pain
Just need the world to care.
The teacher and the students
recall the concepts discussed
in the lesson. The class will
summarize the topic by
answering the following
 questions:
1. What are social issues?
2. How do we look for social
issues in pieces of literature?
3. What are the steps in
locating social issues in
literature?
4. What is the difference
between surface and deep
connections?
I. Evaluating Learning This portion will be done by a
series of related activities to
see if learners apply concepts
learned. Please refer to
Pages 12-14 of Module 1.
J. Additional activities for Performance Task
application and remediation Look for a piece of literature,
a song, a story, poem, etc.
Then, make a composition
relating its content to real life
situation that you personally
experienced. Composition
must have a minimum of 150
words and a maximum of
250 words. Be guided by the
Rubric in paragraph writing.
Please refer to page 21.
Quiz
For the quiz, refer to Pages
24-25 of the Module 1.
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative Diamond 12:30 – 2:30
assessment SOS 3:00 – 5:00
____9-Diamond
____9-SOS
B. No. of learners who require
additional activities for Diamond 12:30 – 2:30
questions:
1. What are social issues?
2. How do we look for social
issues in pieces of literature?
3. What are the steps in
locating social issues in
literature?
4. What is the difference
between surface and deep
connections?
This portion will be done by a
series of related activities to
see if learners apply concepts
learned. Please refer to
Pages 12-14 of Module 1.
Performance Task
Look for a piece of literature,
a song, a story, poem, etc.
Then, make a composition
relating its content to real life
situation that you personally
experienced. Composition
must have a minimum of 150
words and a maximum of
250 words. Be guided by the
Rubric in paragraph writing.
Please refer to page 21.
Quiz
For the quiz, refer to Pages
24-25 of the Module 1.
Emerald 12:30 – 2:30
____9-Emerald
Emerald 12:30 – 2:30
questions:
1. What are social issues?
2. How do we look for social
issues in pieces of literature?
3. What are the steps in
locating social issues in
literature?
4. What is the difference
between surface and deep
connections?
This portion will be done by a
series of related activities to
see if learners apply concepts
learned. Please refer to
Pages 12-14 of Module 1.
Performance Task
Look for a piece of literature,
a song, a story, poem, etc.
Then, make a composition
relating its content to real life
situation that you personally
experienced. Composition
must have a minimum of 150
words and a maximum of
250 words. Be guided by the
Rubric in paragraph writing.
Please refer to page 21.
Quiz
For the quiz, refer to Pages
24-25 of the Module 1.
Ruby 12:30 – 2:30
Garnet 3:00 – 5:00
____9-Ruby
____9-Garnet
Ruby 12:30 – 2:30
questions:
1. What are social issues?
2. How do we look for social
issues in pieces of literature?
3. What are the steps in
locating social issues in
literature?
4. What is the difference
between surface and deep
connections?
This portion will be done by a
series of related activities to
see if learners apply concepts
learned. Please refer to
Pages 12-14 of Module 1.
Performance Task
Look for a piece of literature,
a song, a story, poem, etc.
Then, make a composition
relating its content to real life
situation that you personally
experienced. Composition
must have a minimum of 150
words and a maximum of
250 words. Be guided by the
Rubric in paragraph writing.
Please refer to page 21.
Quiz
For the quiz, refer to Pages
24-25 of the Module 1.
Sapphire 12:30 – 2:30
____9-Sapphire
Sapphire 12:30 – 2:30
questions:
1. What are social issues?
2. How do we look for social
issues in pieces of literature?
3. What are the steps in
locating social issues in
literature?
4. What is the difference
between surface and deep
connections?
This portion will be done by a
series of related activities to
see if learners apply concepts
learned. Please refer to
Pages 12-14 of Module 1.
Performance Task
Look for a piece of literature,
a song, a story, poem, etc.
Then, make a composition
relating its content to real life
situation that you personally
experienced. Composition
must have a minimum of 150
words and a maximum of
250 words. Be guided by the
Rubric in paragraph writing.
Please refer to page 21.
Quiz
For the quiz, refer to Pages
24-25 of the Module 1.
____9-SOS
____9-Emerald
____9-Diamond
____9-Sapphire
____9-Ruby
____9-Garnet
____9-SOS
____9-Emerald
remediation who scored below SOS 3:00 – 5:00 Garnet 3:00 – 5:00 ____9-Diamond
80% ____9-Emerald ____9-Sapphire ____9-Sapphire
____9-Diamond ____9-Ruby ____9-Ruby
____9-SOS ____9-Garnet ____9-Garnet

C. Did the remedial lessons ____9-SOS

work? No. of learners who Diamond 12:30 – 2:30 Emerald 12:30 – 2:30 Ruby 12:30 – 2:30 Sapphire 12:30 – 2:30 ____9-Emerald
have caught up with the lesson SOS 3:00 – 5:00 Garnet 3:00 – 5:00 ____9-Diamond
____9-Emerald ____9-Sapphire ____9-Sapphire
____9-Diamond ____9-Ruby ____9-Ruby
____9-SOS ____9-Garnet ____9-Garnet

D. No. of learners who ____9-SOS

continue to require Diamond 12:30 – 2:30 Emerald 12:30 – 2:30 Ruby 12:30 – 2:30 Sapphire 12:30 – 2:30 ____9-Emerald
remediation SOS 3:00 – 5:00 Garnet 3:00 – 5:00 ____9-Diamond
____9-Emerald ____9-Sapphire ____9-Sapphire
____9-Diamond ____9-Ruby ____9-Ruby
____9-SOS ____9-Garnet ____9-Garnet

E. Which of my teaching Strategies used that work well:
strategies worked well? Why ___ Group collaboration
did this work? ___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method/Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
F. What difficulties did I ___Pupils did not find
encountered which my difficulties in answering their
principal or supervisor can lesson.
help me solve? ___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method/Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method/Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method/Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method/Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the

G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
lesson because of lack of
knowledge, skills, and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___Difficulty in the use of
localized IMs
___Students attitude is seen
as a problem
___Tardiness among students
___Strict adherence to school
rules
___Availability of technological
equipment
__Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
lesson because of lack of
knowledge, skills, and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___Difficulty in the use of
localized IMs
___Students attitude is seen
as a problem
___Tardiness among students
___Strict adherence to school
rules
___Availability of technological
equipment
__Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
lesson because of lack of
knowledge, skills, and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___Difficulty in the use of
localized IMs
___Students attitude is seen
as a problem
___Tardiness among students
___Strict adherence to school
rules
___Availability of technological
equipment
__Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
lesson because of lack of
knowledge, skills, and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___Difficulty in the use of
localized IMs
___Students attitude is seen
as a problem
___Tardiness among students
___Strict adherence to school
rules
___Availability of technological
equipment
__Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
lesson because of lack of
knowledge, skills, and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___Difficulty in the use of
localized IMs
___Students attitude is seen
as a problem
___Tardiness among students
___Strict adherence to school
rules
___Availability of technological
equipment
__Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition

Prepared by: Checked: Noted:

AIRA JANE N. CRUZ LOIDA M. ALCANTARA DR. EDELSON C. DELOS SANTOS

LSB Teacher MASTER TEACHER II School Principal IV