Teacher CAREN A.

MAYO-MERTO Learning Area ENGLISH

Grade and Section GRADE 9-NEWTON/EINSTEIN Quarter FIRST QUARTER
Teaching Date September 25, 2023 Time 7:30-8:30/8:30-9:30
I. OBJECTIVES
The learner demonstrated communicative competence through his/her understanding of
A. Content Standards British-American Literature, including Philippine Literature and other text types for a
deeper appreciation of Philippine Culture and those of other countries.
B. Performance Standards The learner skillfully performs in one-act play through utilizing effective verbal and non-
verbal strategies and ICT resources.

C. Learning Competencies/ Employ the Appropriate Communicative Styles for Various Situations EN9V-IIa-
Objectives 27 –
Write the LC code for
each
-Identify the appropriate communicative styles for various situations
II. CONTENT Employ the Appropriate Communicative Styles for Various Situations
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages Learning Module
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURE
- Prayer
PRELIMINARY ACTIVITIES - Checking attendance

Begin the lesson by asking students to recall a situation where they had to
A. Reviewing previous
communicate effectively. Discuss the importance of appropriate communicative
lesson or presenting the
styles in different contexts.
new lesson

B. Establishing a purpose
Introduce the topic and let the learners give its relevance to their daily lives and future
for the lesson
careers.
1. Display examples of different communicative styles on the board or via
visual aids. Discuss and define the key vocabulary listed above.
C. Presenting
2. Divide students into small groups and provide them with scenario cards that
examples/instances of
the new lesson
describe different situations.

In their groups, students will discuss and determine which communicative styles
D. Discussing new concepts
would be most appropriate for each scenario. Encourage them to consider both
and practicing new skills
verbal and non-verbal aspects.
#1

E. Discussing new concepts 1. Facilitate a whole-class discussion on the factors that influence the
and practicing new skills
choice of communicative styles in different situations.
#2
2. Encourage students to consider cultural differences, audience, purpose,
and desired outcomes when selecting an appropriate communicative
1
 style.

F. Developing mastery In pairs or small groups, students will be given a specific scenario to role-play. Each
(leads to Formative student will be assigned a communicative style to practice
Assessment 3)

G. Finding practical Let the learners present their role play in class.
applications of concepts
and skills in daily living
H. Making generalizations Let the learners reflect on their role-play.
and abstractions about
the lesson

1. Use the rubric provided during the evaluation stage to assess students' use of
appropriate communicative styles during the role-plays.
2. Take note of students' active participation during discussions and their ability
I. Evaluating learning
to explain the factors influencing the choice of communicative styles.

J. Additional activities for

application or
remediation

V. REMARKS

VI. REFLECTION

Prepared by: Noted:

CAREN M. MERTO JOHNNY P. BACANI

Teacher I School Principal III

2
 Teacher CAREN A. MAYO-MERTO Learning Area ENGLISH
Grade and Section GRADE 9-NEWTON/EINSTEIN Quarter FIRST QUARTER
Teaching Date September 26, 2023 Time 7:30-8:30/8:30-9:30
I. OBJECTIVES
The learner demonstrated communicative competence through his/her understanding of
A. Content Standards British-American Literature, including Philippine Literature and other text types for a
deeper appreciation of Philippine Culture and those of other countries.
B. Performance Standards The learner skillfully performs in one-act play through utilizing effective verbal and non-
verbal strategies and ICT resources.

C. Learning Competencies/
Objectives Using Conditionals in Expressing Arguments, EN9G-IIe-20
Write the LC code for
each - Construct arguments using conditionals to support their position on the given
topic.
II. CONTENT Using Conditionals in Expressing Arguments
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages
3. Textbook pages Learning Material
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURE
- Prayer
PRELIMINARY ACTIVITIES - Checking attendance

Let the learners give an individua by agreeing or disagreeing with the

A. Reviewing the previous lesson
statement and providing a brief explanation for their stance.
or presenting the new lesson

Divide students into small groups and provide each group with a set of
B.Establishing a purpose for the
lesson
scenario cards.

C. Presenting Instruct the groups to read each scenario and discuss possible arguments
examples/instances of using conditionals to support their positions.
the new lesson

D. Discussing new concepts Encourage students to think critically and discuss their ideas with evidence.
and practicing new skills
#1

E. Discussing new concepts Let the learners provide clear examples of conditional arguments and explain
and practicing new skills how they can be used to support a position effectively.
#2

Model the process of constructing a conditional argument using a familiar

topic, guiding students through the steps.

F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
In their small groups, students will work together to create their own
conditional arguments on a given topic.
Distribute graphic organizers or writing templates to support students in
organizing their arguments. Encourage students to use evidence, reasoning,

3
 and logical thinking to construct their conditional arguments.

H. Making generalizations Assign a short reflective writing task where learners s can articulate their personal
and abstractions about growth in understanding conditional arguments.
the lesson

1. Ask each group to present their conditional arguments to the class.

2. After each presentation, allow students to ask questions or provide
constructive feedback on the arguments presented.
I. Evaluating learning 3. Encourage students to engage in respectful discussions, highlighting
the strengths and weaknesses of each argument.

4. Additional activities for

application or
remediation

V. REMARKS

VI. REFLECTION

Prepared by: Noted:

CAREN M. MERTO JOHNNY P. BACANI

Teacher I School Principal III

Teacher CAREN A. MAYO-MERTO Learning Area ENGLISH

4
 Grade and Section
Teaching Date
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for
each
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. PROCEDURE
PRELIMINARY ACTIVITIES
A. Reviewing the previous lesson
or presenting the new lesson
B.Establishing a purpose for the
lesson
C. Presenting
examples/instances of
the new lesson
D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery
(leads to Formative
Assessment 3)
GRADE 7- ROSE/ORCHIDS Quarter FIRST QUARTER
September 25,2023 THURSDAY Time 1:00-2:00/3:00-4:00
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of
connecting to the past; various reading styles;ways of determining word meaning; the
sounds of English and the prosodic features of speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles;participating in conversations using
appropriate context-dependent expressions; producing English sounds correctly and using
the prosodicfeatures of speech effectively in various situations; and observing correct
subject-verb agreement.
Use the Past and Past Perfect Tenses Correctly in Varied Contexts EN7G-I-h-3
-Use the past and past perfect tenses in varied contexts correctly
Use the Past and Past Perfect Tenses Correctly in Varied Contexts
Learning Module
- Prayer
- Checking attendance
Begin the lesson by showing a short video clip or sharing a short anecdote that
uses the past and past perfect tenses. Ask students to identify the different
tenses use
Engage students in a brief discussion about the importance of using tenses
correctly in written and spoken communication.
Provide students with a list of sentences that contain both the past and past
perfect tenses, but with some missing verbs. Students will work individually or in
pairs to complete the missing verbs using the appropriate tense.
Facilitate a whole-class discussion, allowing learners to share their answers and
explain their choices.
Introduce the past tense and past perfect tense, providing clear explanations
and examples of each. Discuss the differences between the two tenses,
emphasizing the specific contexts in which they are used. Provide additional
examples and explanations, highlighting common mistakes or misconceptions.
Engage learners in a guided practice activity, where they identify and correct
errors in sentences using the past and past perfect tenses.
Divide learners into small groups and provide each group with a set of sentence
strips. Each group will work collaboratively to arrange the sentence strips in a
5
 logical order, using the past and past perfect tenses correctly.

G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
After completing the task, groups will share their sentences with the class,
explaining their choices and the meaning conveyed by each sentence.
Let the learners summarize the key concepts covered in the lesson, emphasizing
the correct usage of past and past perfect tenses.

Hand out a worksheet that includes a variety of sentences with missing verbs.
Students will individually complete the worksheet, selecting the appropriate
past or past perfect tense verb for each sentence. Collect the worksheets for
I. Evaluating learning
assessment purposes

J. Additional activities for

application or
remediation

V. REMARKS

VI. REFLECTION

Prepared by: Noted:

CAREN M. MERTO JOHNNY P. BACANI

Teacher I School Principal III

Teacher CAREN A. MAYO-MERTO Learning Area ENGLISH

Grade and Section GRADE 7- ROSE/ORCHIDS Quarter FIRST QUARTER
Teaching Date September 26, 2023 FRIDAY Time 1:00-2:00/3:00-4:00
I. OBJECTIVES

6

A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for
each
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. PROCEDURE
PRELIMINARY ACTIVITIES
A. Reviewing the previous lesson
or presenting the new lesson
B.Establishing a purpose for the
lesson
C. Presenting
examples/instances of
the new lesson
D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of
connecting to the past; various reading styles;ways of determining word meaning; the
sounds of English and the prosodic features of speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles;participating in conversations using
appropriate context-dependent expressions; producing English sounds correctly and using
the prosodicfeatures of speech effectively in various situations; and observing correct
subject-verb agreement.
UsingDirect and Reported Speech Appropriately in Varied Contexts EN7G-III-e-3-
-Differentiate direct and reported speech
UsingDirect and Reported Speech Appropriately in Varied Contexts
Learning Module
- Prayer
- Checking attendance
Begin the lesson by asking learners to share their favorite quotes or lines from
books, movies, or speeches. Discuss as a class why these quotes are memorable
and how they are presented in the original context.
Introduce the concept of direct and reported speech. Provide examples of direct
speech on the board and ask students to identify them. Engage the class in a
brief discussion about the characteristics and purpose of direct speech. Display
examples of reported speech and facilitate a discussion on how it differs from
direct speech.
Explain the rules of punctuation and the use of quotation marks in direct
speech. Discuss how reported speech is introduced by reporting verbs and the
necessary changes in pronouns, tenses, and time expressions. Provide additional
examples and encourage students to identify the changes made in the reported
speech.
Divide the class into pairs or small groups. Distribute worksheets with sentences
in direct speech and ask students to rewrite them in reported speech.
Let the learners discuss and collaborate within their groups to ensure
understanding. Monitor and provide assistance as necessary.
Divide the class into small groups or pairs. Distribute worksheets or provide
7
 sample sentences for students to practice applying verb tenses, pronouns, and
(leads to Formative quotation marks correctly.
Assessment 3)

Encourage learners to discuss their answers and explain their reasoning to each
G. Finding practical other. Circulate around the room, providing support and guidance as needed.
applications of concepts Call the representative of each group to share their output in class.
and skills in daily living

Summarize the key points covered in the lesson, emphasizing the importance of
H. Making generalizations using the correct verb tense, pronoun, and quotation marks to enhance
and abstractions about meaning and clarity in writing. Ask learners to share one thing they learned or
the lesson found challenging during the lesson.

Conduct a formative assessment to gauge students' understanding. Ask

students to independently complete a short activity or worksheet that requires
them to apply the correct verb tense, pronoun, or quotation marks. Collect and
I. Evaluating learning
review the responses to assess individual progress.

J. Additional activities for

application or
remediation

V. REMARKS

VI. REFLECTION

Prepared by: Noted:

CAREN M. MERTO JOHNNY P. BACANI

Teacher I School Principal III

Teacher CAREN A. MAYO-MERTO Learning Area ENGLISH

Grade and Section GRADE 7- ROSE/ORCHIDS Quarter FIRST QUARTER
Teaching Date September 27, 2023 Time 1:00-2:00/3:00-4:00
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: pre-colonial Philippine literature as a means of
connecting to the past; various reading styles;ways of determining word meaning; the

8
 sounds of English and the prosodic features of speech; and correct subject-verb agreement.

The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles;participating in conversations using
B. Performance Standards appropriate context-dependent expressions; producing English sounds correctly and using
the prosodicfeatures of speech effectively in various situations; and observing correct
subject-verb agreement.

UsingDirect and Reported Speech Appropriately in Varied Contexts EN7G-III-e-3-

C. Learning Competencies/
Objectives
Write the LC code for -Use direct and reported speech appropriately in varied contexts
each

II. CONTENT UsingDirect and Reported Speech Appropriately in Varied Contexts

III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages Learning Module
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURE
- Prayer
PRELIMINARY ACTIVITIES - Checking attendance

Display a short conversation on the board using direct speech. Ask slearners to
A. Reviewing the previous lesson
identify the dialogue and discuss why quotation marks are used.
or presenting the new lesson

B.Establishing a purpose for the Provide students with sentence strips containing direct speech.
lesson

In pairs or small groups, have learners convert the direct speech into reported
C. Presenting speech. Encourage learners to discuss their choices and reasons for changing
examples/instances of
the speech.
the new lesson

D. Discussing new concepts Hand out a short passage or dialogue to each learner. In pairs or small groups,
and practicing new skills students should identify and highlight direct and reported speech.
#1

E. Discussing new concepts Learners then rewrite the passage, converting all direct speech into reported
and practicing new skills speech and vice versa.
#2
Break the learners into pairs or small groups. Assign each group a specific
F. Developing mastery
context, such as a job interview or a dialogue between friends.
(leads to Formative
Assessment 3)

G. Finding practical Have each group present their dialogues to the class.
applications of concepts
and skills in daily living
H. Making generalizations Let the learners reflect on how they can apply their knowledge of direct and
and abstractions about reported speech in real-life situations.
the lesson

I. Evaluating learning Let the learners read statements and identify whether each is a Direct speech

9
 or a Reported speech.
J. Additional activities for
application or
remediation

V. REMARKS

VI. REFLECTION

Prepared by: Noted:

CAREN M. MERTO JOHNNY P. BACANI

Teacher I School Principal III

Teacher CAREN A. MAYO-MERTO Learning Area ENGLISH

Grade and Section GRADE 7- ROSE/ORCHIDS Quarter FIRST QUARTER
Teaching Date September 28, 2023 Time 1:00-2:00/3:00-4:00
I. OBJECTIVES
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of
connecting to the past; various reading styles;ways of determining word meaning; the
A. Content Standards sounds of English and the prosodic features of speech; and correct subject-verb agreement.

B. Performance Standards The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles;participating in conversations using
10
 appropriate context-dependent expressions; producing English sounds correctly and using
the prosodicfeatures of speech effectively in various situations; and observing correct
subject-verb agreement.

C. Learning Competencies/ UsingDirect and Reported Speech Appropriately in Varied Contexts EN7G-III-e-3-
Objectives
Write the LC code for
each Construct Direct and Reported Speech
UsingDirect and Reported Speech Appropriately in Varied Contexts
II. CONTENT

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages Learning Module
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURE
- Prayer
PRELIMINARY ACTIVITIES - Checking attendance

Begin the lesson by asking students to share what they know about direct and
A. Reviewing the previous lesson
reported speech.
or presenting the new lesson

Show an engaging video clip or provide a real-life scenario that demonstrates

B.Establishing a purpose for the the use of direct and reported speech. Ask students to discuss with a partner or
lesson in small groups what they observed in the video or scenario.

C. Presenting Give learners sentences in direct speech and ask them to rewrite them in
examples/instances of reported speech.
the new lesson

D. Discussing new concepts Facilitate a class discussion, allowing learners to share their answers and explain
and practicing new skills their reasoning
#1

E. Discussing new concepts Divide learners into pairs or small groups. Distribute a set of scenario cards
and practicing new skills containing sentences in direct speech.
#2

Instruct learners to work collaboratively to convert the sentences into reported

speech, using the correct grammar rules. Encourage learners to engage in
F. Developing mastery
meaningful discussions, seeking clarification from their group members and
(leads to Formative
Assessment 3) justifying their choices.

.Let each group present their works in class

G. Finding practical
applications of concepts
and skills in daily living

H. Making generalizations Let the learners summarize the main points of the lesson, emphasizing the key
and abstractions about differences and rules for constructing direct and reported speech.
the lesson

11
 Conduct an assessment of learning by providing learners with a set of sentences
in direct speech. Instruct students to individually convert the sentences into
I. Evaluating learning reported speech. Collect the assessments for review and feedback.

J. Additional activities for

application or
remediation

V. REMARKS

VI. REFLECTION

Prepared by: Noted:

CAREN M. MERTO JOHNNY P. BACANI

Teacher I School Principal III

Teacher CAREN A. MAYO-MERTO Learning Area ENGLISH

Grade and Section GRADE 7- ROSE/ORCHIDS Quarter FIRST QUARTER
Teaching Date September 6, 2023 Time 1:00-2:00/3:00-4:00
I. OBJECTIVES
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of
connecting to the past; various reading styles;ways of determining word meaning; the
A. Content Standards sounds of English and the prosodic features of speech; and correct subject-verb agreement.

The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles;participating in conversations using
B. Performance Standards appropriate context-dependent expressions; producing English sounds correctly and using
the prosodicfeatures of speech effectively in various situations; and observing correct
subject-verb agreement.

12
 Supplying Other Words or Expressions that Complete an Analogy
C. Learning Competencies/
(EN7V-IV-c-23.1)
Objectives
Write the LC code for
Analyze relationships presented in analogies;
each
Supplying Other Words or Expressions that Complete an Analogy
II. CONTENT

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages Learning Material
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURE
- Prayer
PRELIMINARY ACTIVITIES - Checking attendance

A. Reviewing the previous Begin the lesson by showing students a picture that represents an analogy.
lesson or presenting the Ask them to write down what they observe and discuss with a partner.
new lesson

Conduct a class discussion where students share their observations and

B. Establishing a purpose
for the lesson
thoughts on the analogy.

C. Presenting Provide students with a set of analogies (e.g., cat:meow :: dog:woof) and ask them
examples/instances of to work in pairs to identify the relationship between each pair of words.
the new lesson

D. Discussing new concepts Facilitate a class discussion to share and compare the relationships identified
and practicing new skills by different pairs.
#1

E. Discussing new concepts Introduce the concept of analogies and their purpose in helping us
and practicing new skills understand relationships between different things. Provide a clear definition
#2
of analogy and explain how it can be used in various contexts. Present
examples of analogies in everyday life, literature, and science.

Divide students into small groups and provide each group with a different
F. Developing mastery analogy. In their groups, students should analyze the analogy and identify the
(leads to Formative relationship between the words.
Assessment 3)

Provide sentence starters or graphic organizers for struggling students to help

them analyze analogies.

Use visuals, manipulatives, or real-life examples to support the

G. Finding practical
applications of concepts
and skills in daily living
understanding of analogies for visual or kinesthetic learners.
Group students heterogeneously, pairing stronger students with struggling
ones to promote peer learning and support.

13

H. Making generalizations
and abstractions about
the lesson
Ask students to share their thoughts on why understanding analogies is
important and how it helps them make connections and deepen their
understanding.

Distribute a set of analogy questions to each student individually.

The questions should require students to analyze different analogies and

identify the relationship between the words.
I. Evaluating learning
Allow students enough time to complete the questions.

Collect the completed questions for assessment.

J. Additional activities for

application or
remediation

V. REMARKS

VI. REFLECTION

Prepared by: Noted:

CAREN M. MERTO JOHNNY P. BACANI

Teacher I School Principal III

Teacher CAREN A. MAYO-MERTO Learning Area ENGLISH

Grade and Section GRADE 7- ROSE/ORCHIDS Quarter FIRST QUARTER
Teaching Date September 7, 2023 Time 1:00-2:00/3:00-4:00
I. OBJECTIVES
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of
connecting to the past; various reading styles;ways of determining word meaning; the
A. Content Standards sounds of English and the prosodic features of speech; and correct subject-verb agreement.

The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles;participating in conversations using
B. Performance Standards appropriate context-dependent expressions; producing English sounds correctly and using
the prosodicfeatures of speech effectively in various situations; and observing correct
subject-verb agreement.

C. Learning Competencies/ Supplying Other Words or Expressions that Complete an Analogy

Objectives (EN7V-IV-c-23.1)
Write the LC code for
each Answer the summative test
II. CONTENT Summative Test

14
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages Learning Material
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURE
PRELIMINARY ACTIVITIES
A. Reviewing the previous
lesson or presenting the
new lesson
- Prayer
- Checking attendance
Let the learners review the different modals that express permission, obligation and
prohibition.

B. Establishing a purpose
for the lesson Give them the 30 item summative test

C. Presenting
examples/instances of
the new lesson

D. Discussing new concepts

and practicing new skills
#1

E. Discussing new concepts

and practicing new skills
#2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson

I. Evaluating learning
J. Additional activities for
application or
remediation

V. REMARKS

VI. REFLECTION

Prepared by: Noted:

CAREN M. MERTO JOHNNY P. BACANI

Teacher I School Principal III

15
 Teacher CAREN A. MAYO-MERTO Learning Area ENGLISH
Grade and Section GRADE 7- ROSE/ORCHIDS Quarter FIRST QUARTER
Teaching Date September 7, 2023 Time 1:00-2:00/3:00-4:00
I.
OBJECTIVES
A. Cont
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the
ent
past; various reading styles;ways of determining word meaning; the sounds of English and the prosodic
Stan features of speech; and correct subject-verb agreement.
dard
s

B. Perf The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts
orma using appropriate reading styles;participating in conversations using appropriate context-dependent
nce expressions; producing English sounds correctly and using the prosodicfeatures of speech effectively in
Stan various situations; and observing correct subject-verb agreement.
dard
s

C. Lear
ning
Com
pete
ncie Supplying Other Words or Expressions that Complete an Analogy
s/ (EN7V-IV-c-23.1)
Obje
ctive
s
Writ Supply other words or expressions that complete an analogy.
e the
LC
code
for
each
Supplying Other Words or Expressions that Complete an Analogy
II. CONTENT

16
III. LEARNING
RESOURCES
A. Refe
renc
es

1.
Teacher’s
Guide pages
2. Learning Material
Learner’s
Materials
pages
3.
Textbook
pages
4.
Addi
tiona
l
Mat
erial
s
from
Lear
ning
Res
ourc
e
(LR)
port
al
B. Othe
r
Lear
ning
Res
ourc
es

IV.
PROCEDURE
PRELIMI
- Prayer
NARY
ACTIVITI - Checking attendance
ES
A. Revi
ewin
g the
previ
ous
less Begin the lesson by showing the students a series of visual analogies (e.g., a picture of a
on or wheel and a car to represent the relationship between a wheel and a car).
pres
entin
g the
new
less
on

B. Esta
blishi
ng a
purp Ask students to discuss with their partners what they think each analogy represents and what
ose word or expression could complete the analogy.
for
the
less
on

17
C. Pres Share and discuss some of the students' responses as a whole class.
entin
g
exa
mple
s/ins
tanc
es of
the
new
less
on

D. Disc Lead a whole-class discussion to review and explain the correct answers for each analogy.
ussi Define key vocabulary terms related to analogies, such as "analogous," "antonym,"
ng
new
"synonym," and "part-to-whole. "Discuss strategies for identifying relationships between
conc words in analogies (e.g., looking for synonyms, antonyms, or categories).
epts
and
pract
icing
new
skills
#1

E. Disc Most of us are experiencing challenges and trials that cause us to fear and give up.
ussi This time, you are to encourage your friends who seem losing hope. In a sentence,
ng express your thoughts by using the following pair of words.
new
conc 1. life : beautiful
epts
and _____________________________________________________________________
pract ___________________________________________________________
icing 2. God : wisdom
new
skills
_____________________________________________________________________
#2
___________________________________________________________
3. faith : succeed

_____________________________________________________________________
___________________________________________________________
4. strength : family

_____________________________________________________________________
___________________________________________________________
5. friend : trust

_____________________________________________________________________
___________________________________________________________

F. Dev In pairs or small groups, students should work together to complete the analogies using
elopi words or expressions that make sense in the given context.
ng
mast
ery
(lead
s to
For
mati
ve
Asse
ssm
ent
3)
G. Findi Let the leader of each group share their answers.
ng
18
 pract
ical
appli
catio
ns of
conc
epts
and
skills
in
daily
living
H. Maki Let the learners summarize the main concepts covered in the lesson, emphasizing the
ng importance of supplying appropriate words or expressions to complete analogies.
gene
raliz
ation
s
and
abstr
actio
ns
abou
t the
less
on

I. Eval Analyze the relationship between the first two words. Write on the blank the pair of
uatin words that best completes the given set of analogies.
g 1. epidemic : widespread :: _______________________
learn
ing a. artist : idealistic
b. island : lonesome
c. emergency : urgent
d. intention : challenged
2. veins : circulate :: _______________________
a. calculators : think
b. boots : sprint
c. laws : enforce
d. ornaments : decorate
3. devout : religious :: _______________________
a. hyper : energetic
b. depressed : angry
c. fit : strong
d. cruel : strange
4. complicated : simple :: _______________________
a. amazing : incredible
b. serious : grave
c. ordinary : unique
d. strange : weird
5. newspaper : inform :: _______________________
a. television : watch

19
 b. book : communicate
c. movie : persuade
d. game : entertain

J. Addit
ional
activi
ties
for
appli
catio
n or
reme
diati
on

V. REMARKS
VI.
REFLECTION

Prepared by: Noted:

CAREN M. MERTO JOHNNY P. BACANI

Teacher I School Principal III

Teacher CAREN A. MAYO-MERTO Learning Area ENGLISH

Grade and Section GRADE 7- ROSE/ORCHIDS Quarter FIRST QUARTER
Teaching Date September 11, 2023 Time 1:00-2:00/3:00-4:00
I. OBJECTIVES
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of
connecting to the past; various reading styles;ways of determining word meaning; the
A. Content Standards sounds of English and the prosodic features of speech; and correct subject-verb agreement.

20
 The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles;participating in conversations using
B. Performance Standards appropriate context-dependent expressions; producing English sounds correctly and using
the prosodicfeatures of speech effectively in various situations; and observing correct
subject-verb agreement.

C. Learning Competencies/ Identifying Genre, Purpose, and Features of Various Viewed Texts
Objectives (Newsflash/Weather Report, Internet-based Program, Movie Trailer, and
Write the LC code for Documentary) EN7VC-I-d-6
each
Identify the genre of the material viewed
II. CONTENT Identifying Genre, Purpose, and Features of Various Viewed Texts
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages Learning Material
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURE
- Prayer
PRELIMINARY ACTIVITIES - Checking attendance
A. Reviewing the previous
lesson or presenting the
Display an interesting image or short video clip related to various genres.
new lesson

B. Establishing a purpose
for the lesson Ask the learners to share their answers in class.

C. Presenting Provide students with a set of different texts from various genres.
examples/instances of
the new lesson

D. Discussing new concepts In pairs or small groups, students will examine the texts and discuss the
and practicing new skills features they notice.
#1

E. Discussing new concepts Bring the class back together for a whole-group discussion. Ask students to
and practicing new skills share their observations and findings about the features of each genre.
#2

F. Developing mastery Create a chart on the board or chart paper to record the shared information.
(leads to Formative
Assessment 3)
G. Finding practical Let the learners share their answers in class.
applications of concepts
and skills in daily living
H. Making generalizations Let the learners summarize the key points discussed during the lesson.
and abstractions about
the lesson

Assign a follow-up writing activity where students choose a text from a specific
genre and identify its purpose and features. Assess their work based on their
I. Evaluating learning
ability to correctly identify and explain the genre, purpose, and features of the
chosen text.
J. Additional activities for
application or
21
 remediation

V. REMARKS

VI. REFLECTION

Prepared by: Noted:

CAREN M. MERTO JOHNNY P. BACANI

Teacher I School Principal III

Teacher CAREN A. MAYO-MERTO Learning Area ENGLISH

Grade and Section GRADE 7- ROSE/ORCHIDS Quarter FIRST QUARTER
Teaching Date September 21, 2023 Time 1:00-2:00/3:00-4:00
I. OBJECTIVES
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of
connecting to the past; various reading styles;ways of determining word meaning; the
A. Content Standards sounds of English and the prosodic features of speech; and correct subject-verb agreement.

The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles;participating in conversations using
B. Performance Standards appropriate context-dependent expressions; producing English sounds correctly and using
the prosodicfeatures of speech effectively in various situations; and observing correct
subject-verb agreement.

22
 C. Learning Competencies/ Use the Past and Past Perfect Tenses Correctly in Varied Contexts EN7G-I-h-3
Objectives
Write the LC code for
each Develop meaning-making, effortful thinking, and purposeful practice in using past
and past perfect tenses.
II. CONTENT Use the Past and Past Perfect Tenses Correctly in Varied Contexts
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages Learning Material
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURE
- Prayer
PRELIMINARY ACTIVITIES - Checking attendance
A. Reviewing the previous
lesson or presenting the Begin the lesson by asking students to share a recent event or experience
new lesson they had over the weekend using past tense.
B. Establishing a purpose
for the lesson Let the learners share their responses in class.

C. Presenting Let the learners give the importance of using the correct verb tense when
examples/instances of describing past events.
the new lesson

 Distribute a worksheet with sentences in the present tense and ask

D. Discussing new concepts
and practicing new skills
#1
students to rewrite them in the past tense.
 Include a few sentences that require the use of the past perfect tense.
 Encourage students to work individually or in pairs to complete the
worksheet.

E. Discussing new concepts Have the learners share their rewritten sentences with the class or in small
and practicing new skills groups.
#2

F. Developing mastery Provide feedback and correct any errors as a class.

(leads to Formative
Assessment 3)
Assess students' understanding by asking them to explain their choices of
G. Finding practical
verb tenses. Collect the completed worksheets for further assessment.
applications of concepts
and skills in daily living

H. Making generalizations Ask the learners to reflect on the importance of using the correct verb tense
and abstractions about in their writing and how it impacts the clarity of their communication.
the lesson

 Have students share their rewritten sentences with the class or in

small groups.
 Provide feedback and correct any errors as a class.
I. Evaluating learning
 Assess students' understanding by asking them to explain their
choices of verb tenses.
 Collect the completed worksheets for further assessment.

23
 J. Additional activities for
application or
remediation

V. REMARKS

VI. REFLECTION

Prepared by: Noted:

CAREN M. MERTO JOHNNY P. BACANI

Teacher I School Principal III

Teacher CAREN A. MAYO-MERTO Learning Area ENGLISH

Grade and Section GRADE 7- ROSE/ORCHIDS Quarter FIRST QUARTER
Teaching Date September 20, 2023 Time 1:00-2:00/3:00-4:00
I. OBJECTIVES
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of
connecting to the past; various reading styles;ways of determining word meaning; the
A. Content Standards sounds of English and the prosodic features of speech; and correct subject-verb agreement.

The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles;participating in conversations using
B. Performance Standards appropriate context-dependent expressions; producing English sounds correctly and using
the prosodicfeatures of speech effectively in various situations; and observing correct
subject-verb agreement.

C. Learning Competencies/
Objectives Use the Past and Past Perfect Tenses Correctly in Varied Contexts EN7G-I-h-3
Write the LC code for
each Apply the past and past perfect tenses correctly in varied contexts.

24
II. CONTENT Use the Past and Past Perfect Tenses Correctly in Varied Contexts
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages Learning Material
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURE
- Prayer
PRELIMINARY ACTIVITIES - Checking attendance

Begin with a warm-up activity, such as showing an image or telling a short

A. Reviewing the previous
lesson or presenting the
story, to activate prior knowledge and engage students in thinking about past
new lesson events.

Introduce the concept of past tense and past perfect tense by writing
B. Establishing a purpose
for the lesson
examples on the board.

C. Presenting Provide sentence examples using the past and past perfect tenses, and ask
examples/instances of students to identify the differences.
the new lesson

D. Discussing new concepts Review the differences between the past and past perfect tenses, emphasizing
and practicing new skills the order of events and time relationships.
#1

E. Discussing new concepts Share clear rules and guidelines for using each tense.
and practicing new skills
#2
F. Developing mastery Provide additional examples and explanations to reinforce understanding.
(leads to Formative
Assessment 3)
Divide students into pairs or small groups. Distribute handouts with practice
exercises. Instruct students to complete the exercises using the past and past
G. Finding practical
perfect tenses. Let the learners discuss their answers and explain their
applications of concepts
and skills in daily living reasoning to one another.

H. Making generalizations Let the learners summarize the main points of the lesson, emphasizing the
and abstractions about importance of using past and past perfect tenses correctly.
the lesson

Directions: Form the past perfect tense of the verb in the parenthesis to
complete the sentence. Write your answer on the space provided. 1. Sheilla
__________ (worry) about her sister’s condition when the virus spread. 2.
I. Evaluating learning Marvin washed his face mask after he __________(use) it. 3. They __________
(collect) the fund for victims when the volunteer came. 4. The relief goods
__________(deliver) by the time the local government received them. 5. Dariel
was moved after he __________ (see) the viral posts about COVID 19 survivors.
J. Additional activities for
application or
remediation

V. REMARKS

VI. REFLECTION

25
Prepared by: Noted:

CAREN M. MERTO JOHNNY P. BACANI

Teacher I School Principal III

Teacher CAREN A. MAYO-MERTO Learning Area ENGLISH

Grade and Section GRADE 7- ROSE/ORCHIDS Quarter FIRST QUARTER
Teaching Date September 20, 2023 Time 1:00-2:00/3:00-4:00
I. OBJECTIVES
The learner demonstrates understanding of: pre-colonial
Philippine literature as a means of connecting to the past;
various reading styles;ways of determining word meaning; the
A. Content Standards sounds of English and the prosodic features of speech; and
correct subject-verb agreement.

The learner transfers learning by: showing appreciation for the

literature of the past; comprehending texts using appropriate
reading styles;participating in conversations using appropriate
B. Performance Standards context-dependent expressions; producing English sounds
correctly and using the prosodicfeatures of speech effectively
in various situations; and observing correct subject-verb
agreement.

Use the past and past perfect tenses correctly in

varied contexts
C. Learning Competencies/ Objectives
EN7G-I-h-3
Write the LC code for each
use the past and past perfect tenses in varied contexts
correctly
26
II. CONTENT Summative Test
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages Learning Material
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURE
- Prayer
PRELIMINARY ACTIVITIES - Checking attendance
A. Reviewing the previous lesson or presenting the new
Let the learners review the different modals that express
lesson
permission, obligation and prohibition.
B. Establishing a purpose for the lesson
Give them the 30 item summative test
C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills #2

Let the learners review the different modals that express

F. Developing mastery (leads to Formative Assessment 3)
permission, obligation and prohibition.
G. Finding practical applications of concepts and skills in
Give them the 30 item summative test
daily living
H. Making generalizations and abstractions about the lesson

I. Evaluating learning
J. Additional activities for application or remediation

V. REMARKS

VI. REFLECTION

Prepared by: Noted:

CAREN M. MERTO JOHNNY P. BACANI

Teacher I School Principal III

27
 Teacher CAREN A. MAYO-MERTO Learning Area ENGLISH
Grade and Section GRADE 7- ROSE/ORCHIDS Quarter FIRST QUARTER
Teaching Date September 19, 2023 Time 1:00-2:00/3:00-4:00
I. OBJECTIVES
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of
connecting to the past; various reading styles;ways of determining word meaning; the
A. Content Standards sounds of English and the prosodic features of speech; and correct subject-verb agreement.

The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles;participating in conversations using
B. Performance Standards appropriate context-dependent expressions; producing English sounds correctly and using
the prosodicfeatures of speech effectively in various situations; and observing correct
subject-verb agreement.

C. Learning Competencies/ Use the past and past perfect tenses correctly in varied contexts EN7G-I-h-3
Objectives
Write the LC code for Differentiate between the past and past perfect tenses.
each
II. CONTENT Use the Past and Past Perfect Tenses Correctly in Varied Contexts
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages Learning Material
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURE
- Prayer
PRELIMINARY ACTIVITIES - Checking attendance

A. Reviewing the previous

lesson or presenting the
1. Display a sentence on the board using the past tense. For example,
28
 "She walked to the park yesterday."
2. Ask the learners to identify the verb tense in the sentence. Let them
new lesson explain what it means and let them explain why it is important to use
the correct verb tense when communicating.

The teacher will give the learners the following directions:

B. Establishing a purpose
for the lesson 1. Give a sentence about what you did before you went to school.
2. Give a sentence about one past action they did before another past action

C. Presenting Let the learners give the difference between the tenses of verbs used in the two
examples/instances of sentences.
the new lesson

D. Discussing new concepts Give students a set of sentences that require them to use either the past or
and practicing new skills past perfect tense correctly.
#1

E. Discussing new concepts In pairs or small groups, students will work together to rewrite the sentences with
and practicing new skills the appropriate verb tense.
#2
F. Developing mastery
Encourage students to explain their choices and discuss any challenges they
(leads to Formative
Assessment 3) encounter.
A. Distribute an assessment worksheet to each student.
B. Students will individually complete the worksheet, applying
G. Finding practical
their understanding of the past and past perfect tenses.
applications of concepts
and skills in daily living C. Collect and review the worksheets to assess student learning.

3. Making generalizations Summarize the key points of the lesson, emphasizing the correct usage of the
and abstractions about past and past perfect tenses.
the lesson

1. Distribute an assessment worksheet to each student.

2. Students will individually complete the worksheet, applying their
4. Evaluating learning understanding of the past and past perfect tenses.

3. Additional activities for

application or
remediation

V. REMARKS

VI. REFLECTION

Prepared by: Noted:

CAREN M. MERTO JOHNNY P. BACANI

Teacher I School Principal III

29
 Teacher CAREN A. MAYO-MERTO Learning Area ENGLISH
Grade and Section GRADE 9-NEWTON/EINSTEIN Quarter FIRST QUARTER
Teaching Date September 19, 2023 Time 7:30-8:30/8:30-9:30
I. OBJECTIVES
The learner demonstrated communicative competence through his/her understanding of
A. Content Standards British-American Literature, including Philippine Literature and other text types for a
deeper appreciation of Philippine Culture and those of other countries.
B. Performance Standards The learner skillfully performs in one-act play through utilizing effective verbal and non-
verbal strategies and ICT resources.
C. Learning Competencies/
Objectives
Write the LC code for Using Conditionals in Expressing Arguments, EN9G-I
each Construct a persuasive argument using a conditional statement.
II. CONTENT Using Conditionals in Expressing Arguments
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages Learning Module
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
C. Other Learning
Resources

IV. PROCEDURE
- Prayer
PRELIMINARY ACTIVITIES - Checking attendance
A. Reviewing previous Display a thought-provoking quote and flash it on the television related to
lesson or presenting the making argument.
new lesson

B. Establishing a purposeFacilitate a class discussion by asking the learners to share their initial
for the lesson thoughts and opinions on the quote. Write down the learner’s responses on
the board.
C. Presenting
Provide the learners with a short writing prompt, ask them to construct a
examples/instances of
the new lesson persuasive argument using a conditional statement.
D. Discussing new concepts Learners will have 5 minutes to write their responses individually.
and practicing new skills
#1

30
 E. Discussing new concepts Let the learners share their arguments in class.
and practicing new skills
#2
Distribute a set of argument scenarios to each learner. In pairs, learners will
F. Developing mastery
analyze the scenarios and develop conditionals to support the arguments.
(leads to Formative
Assessment 3)

G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
After completing their analyses, learners will share their arguments in class.
Facilitate a class discussion, encouraging the learners to challenge and counter-
argue their peer’s statement.
Ask the learners to reflect on the importance of using conditionals in an
argument

Evaluate the learners’ understanding of using conditionals in expressing

I. Evaluating learning
arguments through their completed worksheet.
J. Additional activities for
application or
remediation

V. REMARKS

VI. REFLECTION

Prepared by: Noted:

CAREN M. MERTO JOHNNY P. BACANI

Teacher I School Principal III

31
 Teacher CAREN A. MAYO-MERTO Learning Area RHGP
Grade and Section GRADE 9- /EINSTEIN Quarter FIRST QUARTER
Teaching Date September 11-18, 2023 Time 7:30-8:30
I. OBJECTIVES
A. Content
Standards

B. Performance .
Standards

1. Explain how your learning style affects your study habits;

C. Learning
2. Assess your study skills needed in effective facilitation of
Competencies/
Objectives learning;
Write the LC code for 3. Cite ways on how to strengthen your effective study
each habits

II. CONTENT MY STUDY HABITS VERSION 4.0

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages Learning Module
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURE
- Prayer
PRELIMINARY ACTIVITIES - Checking attendance
A. Reviewing Let the learners do the activity “Isipin Mo, Iguhit Mo—Magagawa Mo!”
previous lesson Give them time to think about what they want to draw on their paper.
or presenting
the new lesson

B. Establishing a 1. of one activity that you wanted to do by yourself for a long time now.
purpose for the 2. On a clean sheet of paper/bond paper, try to convey the idea through
lesson
drawing.
3. It is all right if you need additional time to translate your idea through
drawing.
Remember that your creativity is limitless.
4. Below your drawing, write your answers to the processing questions.
Processing Questions:

1. What activity did you draw? Why?

2. Was it easy to translate your idea into drawing?

32
C. Presenting
examples/instan
ces of the new
lesson

D. Discussing new The teacher will post the different types of learning styles on the board. Let
concepts and the learners identify their learning styles.
practicing new
skills #1

E. Discussing new Let the learners share their answers in class.

concepts and
practicing new
skills #2

F. Developing The teacher will facilitate a discussion about good study habits.
mastery (leads
to Formative
Assessment 3)

G. Finding practical Read each statement and think about it. Copy the table on a clean sheet of paper/bond
applications of paper and place a check (/) in the column that best describes your current level as it
concepts and relates to the study statement. Check the following choices based on how it is
skills in daily manifested:
living H. Rarely – done once or twice
I. Sometimes – done four to six times
J. Often – done seven times or always
Items Rarely Sometimes

33
Reading Text Books

1. I look carefully on the titles, illustration, and

chapter summary before I start reading.

2. I create possible ideas which I find unclear upon

reading the selection.

3. I make effort to define new words as I encounter

them at first sight.

4. I try to find for familiar ideas that capture my

curiosity.

5. I attempt to find for key thoughts as I read.

Taking Notes

6. I jot notes when I read any material.

7. I take notes on class discussions.

8. I check on other’s notes for comparison.

9. I try to go over my notes for review purposes.

10. I take notes to create a more comprehensive

review material for advancement.

Studying

11. I find a place that is conducive for learning.

12. I give enough time for myself to study and

review my lessons everyday.

13. I make sure that all the needed materials for

my studies are at hand.

14. I set my goals for every study session as well as

the tasks that have to be accomplished.

15. I give more time to study the difficult lessons.

Memorization

16. I focus intensely on key ideas that I need to remember.

17. I repeatedly recite the lessons that I have to remember.

18. I create word association to easily recall the lessons.

19. I read aloud repeatedly to retain necessary information.

20. I go over my notes many times to store a large number of

information in my memory.

34
 Test Preparation

21. I study my lessons in advance as a preparation before taking

the exam.

22. I make sure that I have the list of lessons to be covered

during the examination.

23. I approach my teacher if there are lessons that I don’t

understand during the discussion.

24. I ask my classmates, friends, or anyone who can help me for

the review before the exams.

25. I try to create a self – made test to practice answering

possible questions that may come out in the test.

Time Management

26. I keep track of my time by making a journal or a “to do” list

of my tasks and assignments.

27. I manage my time wisely to give each subject enough time

to recall what had been discussed within the day.

28. I work on take-home works and projects immediately to

finish it before or right on time.

29. I have enough time for work and leisure time.

30. I have extra time for studying my subjects before the exam
day.

On a clean sheet of paper/bond paper, answer the following questions:

H. Making generalizations
and abstractions about
the lesson
Why is there a need to assess your study habits?

How can you maintain or improve your study routines?

Answer the given question on a clean sheet of paper/bond paper.

What are the things that you learned about yourself after
I. Evaluating learning
answering the Study Skill
Questionnaire?

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION

Prepared by: Noted:

CAREN M. MERTO JOHNNY P. BACANI

Teacher I School Principal III

35
 Teacher CAREN A. MAYO-MERTO Learning Area RHGP
Grade and Section GRADE 9- /EINSTEIN Quarter FIRST QUARTER
Teaching Date September 25-26, 2023 Time 7:30-8:30
I. OBJECTIVES
A. Content
Standards

B. Performance .
36
 Standards

C. Learning 1. Identify the different challenges encountered in dealing with school activities and
Competencies/ how these challenges were dealt positively;
Objectives
Write the LC
2. Compare the pros and cons in utilizing the various study habits; and
code for each 3. Share insights on performing daily tasks in school.

II. CONTENT
Conquering the Clouds of Challenges
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide
pages
2. Learner’s
Learning Module
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURE
- Prayer
PRELIMINARY
ACTIVITIES - Checking attendance

A. Reviewing
Let the learners identify the possible challenges of a learner in each picture and
previous lesson
or presenting
write their answers on a clean piece of paper to be followed by their answers to the
the new lesson processing questions:

5. of one activity that you wanted to do by yourself for a long time now.
6. On a clean sheet of paper/bond paper, try to convey the idea through drawing.
7. It is all right if you need additional time to translate your idea through drawing.
Remember that your creativity is limitless.
8. Below your drawing, write your answers to the processing questions.
Processing Questions:

3. What activity did you draw? Why?

4. Was it easy to translate your idea into drawing?

B. Establishing a
purpose for the
lesson

Processing Questions:
1. What is the most challenging situation for you in the pictures?
2. Among the challenges presented, where can you relate the most? Why?
3. How do you overcome and deal with it positively?

C. Presenting Pick the different challenges written in the clouds that you have encountered or are facing right
37
 now. Then, copy the table below on a sheet of paper/bond paper and write your answers
including your answers to the processing questions.

Difficulty in understanding a subject Need to take care of younger siblings while studying

Lack of conducive space for learning Procrastination or lack of motivation to study

Not enough food for family everyday Struggling to adjust in distance-learning

Distracted by a lot of things at home (TV, house chores, social media, online games, etc.)

Challenges met in Factors or reasons in What are the actions to do to

school experiencing still have a good study habit?
challenges
Example: Not My parents are jobless Look for opportunities to earn while
enough food for considering my safety, and allot
examples/insta
nces of the new
family everyday time to focus on my schoolwork.
lesson Challenges met in Factors or reasons in What are the actions to do to
school experiencing still have a good study habit?
challenges
Example: Not My parents are jobless Look for opportunities to earn while
enough food for considering my safety, and allot
family everyday time to focus on my schoolwork.
1.
2.
3.
4.
5.
6.
7.
Processing Questions:
1. What do you feel when you recall those challenges?
2. How different or similar are the study habits in various challenges?
3. How do you look at these challenges in relation to your academic success?
D. Discussing new The teacher will facilitate the discussion about the strategies or ways to help them achieve
concepts and academic success. Let them watch a short motivational video.
practicing new
skills #1

E. Discussing new Let the learners reflect on the video that they’ve watched.
concepts and
practicing new
skills #2

1. Copy the illustration of a pie below on a clean sheet of paper/bond paper.

F. Developing 2. List down your expectations before the start of School Year 2020-2021 as well
mastery (leads as the things that happened during the first month of classes.
to Formative
Assessment 3)
My Story Pie

G. Finding
practical
applications of Study Habits: Pros (+) and Cons (-)
concepts and 1. Copy the following table on a clean sheet of paper/bond paper.
skills in daily
living
2. Write the pros (advantage) and cons (disadvantage) and your insight/s for each
listed study habit.
Study Habit Pros Cons Insight
1. Time management

38
 2. Note-taking

3. Managing distractions

4. Doing advance readings

5. Listening attentively

H. Making
generalizations
and How can you conquer challenges in life?
abstractions
about the
lesson

On a clean sheet of paper/bond paper, complete each sentence below by writing the best
phrase that applies. Select your answers from the boxes.

good study self-esteem take a deep breath activities

habits
cramming goals focus group study

1. _______________________________, relax and do not put extreme,

unnecessary pressure on yourself during your lessons.
2. One way of having good study habits is to avoid ______________. It is better to
review your notes ahead of time and study slowly but surely in a span of days
than study everything in one go.
I. Evaluating
learning 3. Set specific _________________ that you can integrate in your routine.
Consistency is one way of having good study habits.
4. Having ______________________ can be of immense help to students in
acquiring knowledge and skills.
5. Good study habits also boost ______________________ especially during
exams and tests.
6. Some people learn better when they join a ___________________.
7. Each study session has its own ________. These may come in many forms
such as memorizing vocabulary, solving problems or reading a whole chapter.
8. When you are surrounded with distractions such as noise and social media, you
tend to lose _________ which can interfere in your study time.

J. Additional
activities for
application or
remediation

V. REMARKS

VI. REFLECTION

Prepared by: Noted:

CAREN M. MERTO JOHNNY P. BACANI

Teacher I School Principal III

39
 Teacher CAREN A. MAYO-MERTO Learning Area ENGLISH
Grade and Section GRADE 9-NEWTON/EINSTEIN Quarter FIRST QUARTER
Teaching Date September 27, 2023 Time 7:30-8:30/8:30-9:30
I. OBJECTIVES
The learner demonstrated communicative competence through his/her understanding of
A. Content Standards British-American Literature, including Philippine Literature and other text types for a
deeper appreciation of Philippine Culture and those of other countries.
B. Performance Standards The learner skillfully performs in one-act play through utilizing effective verbal and non-
verbal strategies and ICT resources.

C. Learning Competencies/
Objectives
Write the LC code for
each
II. CONTENT
III. LEARNING RESOURCES
Employ the Appropriate Communicative Styles for Various Situations EN9V-IIa-
27 –
-Compare and Contrast Different Communicative Styles
Employ the Appropriate Communicative Styles for Various Situations
40
 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. PROCEDURE
PRELIMINARY ACTIVITIES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson
D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills
#2
D. Developing mastery
(leads to Formative
Assessment 3)
E. Finding practical
applications of concepts
and skills in daily living
F. Making generalizations
and abstractions about
the lesson
G. Evaluating learning
Learning Module
- Prayer
- Checking attendance
 Warm-up activity: Ask learnerss to share their preferred communication
style and explain why they find it effective.
 Introduce the concept of communicative styles and their impact on
effective communication.
 Pose a thought-provoking question related to communicative styles to
stimulate interest and discussion.
 Divide learners into small groups.
 Provide each group with a set of scenarios or examples showcasing
different communicative styles.
 In their groups, learnerss discuss and analyze the effectiveness and
potential challenges of each communicative style.
 Encouragee learners to consider both verbal and non-verbal aspects of
communication.
 Facilitate a whole-class discussion to share insights from the group
discussions.
 Hand out a worksheet or graphic organizer to each student.
 Assign pairs or small groups a specific communicative style to explore
in-depth.
 Students research and gather information about the assigned
communicative style, including its characteristics, advantages,
disadvantages, and appropriate situations for its use.
 Ask each pair or group to present their findings on the assigned
communicative style to the class.
 As a class, compare and contrast the different communicative styles
based on the information shared.
 Encourage learners to consider the meaning-making effortful thinking
and purposeful practice they have engaged in throughout the lesson.
 Let the learners summarize the key points discussed during the lesson
regarding communicative styles.
Let the learners identify the communicative speech style in each sentence.
41
 Choose among intimate, casual, formal, frozen, or consultative. Let them
writetheir answers on the spaces before the numbers.
H. Additional activities for
application or
remediation

V. REMARKS

VI. REFLECTION

Prepared by: Noted:

CAREN M. MERTO JOHNNY P. BACANI

Teacher I School Principal III

Teacher CAREN A. MAYO-MERTO Learning Area ENGLISH

Grade and Section GRADE 9-NEWTON/EINSTEIN Quarter FIRST QUARTER
Teaching Date September 28, 2023 Time 7:30-8:30/8:30-9:30
I. OBJECTIVES
The learner demonstrated communicative competence through his/her understanding of
F. Content Standards British-American Literature, including Philippine Literature and other text types for a
deeper appreciation of Philippine Culture and those of other countries.
G. Performance Standards The learner skillfully performs in one-act play through utilizing effective verbal and non-
verbal strategies and ICT resources.

Employ the Appropriate Communicative Styles for Various Situations EN9V-IIa-

H. Learning Competencies/ 27 –
Objectives
Write the LC code for
each -Apply the different communicative styles in composing appropriate statements for
various situations
II. CONTENT Employ the Appropriate Communicative Styles for Various Situations
III. LEARNING RESOURCES
C. References

1. Teacher’s Guide pages

2. Learner’s Materials pages Learning Module
3. Textbook pages
42
 4. Additional Materials from
Learning Resource (LR)
portal
D. Other Learning
Resources

IV. PROCEDURE
- Prayer
PRELIMINARY ACTIVITIES - Checking attendance

 Begin the lesson by asking students to share examples of situations

I. Reviewing previous
where effective communication is essential.
lesson or presenting the
 Discuss with the class the importance of using appropriate
new lesson
communicative styles in different situations.

 Divide the class into small groups and assign each group a
J. Establishing a purpose communicative style to discuss.
for the lesson  In their groups, have students brainstorm situations where their
assigned communicative style would be appropriate and effective.

 Bring the class back together and have each group share their assigned
K. Presenting style and examples of appropriate situations.
examples/instances of  Create a chart on the board or chart paper with four columns, one for
the new lesson each communicative style.

I. Discussing new concepts Ask students to share key words or phrases that are commonly associated with
and practicing new skills each style and write them in the corresponding column.
#1

J. Discussing new concepts Distribute handouts with different scenarios to each student. Instruct students
and practicing new skills to read the scenarios and individually decide which communicative style would
#2
be most appropriate in each situation.

L. Developing mastery Allow students time to compose statements using the appropriate
(leads to Formative communicative style for each scenario.
Assessment 3)

Ask for volunteers to share their responses to the scenarios and the
M. Finding practical communicative styles they chose. Provide feedback and encourage class
applications of concepts discussion about the effectiveness of each response.
and skills in daily living

Let the learners summarize the lesson by reviewing the different communicative
N. Making generalizations styles and their characteristics. Emphasize the importance of using appropriate
and abstractions about
the lesson styles in different situations to promote effective communication.

O. Evaluating learning From the list of statements in the box, choose the most appropriate one that
fits the given situation.
P. Additional activities for
application or
remediation

V. REMARKS

VI. REFLECTION

Prepared by: Noted:

43
CAREN M. MERTO JOHNNY P. BACANI
Teacher I School Principal III

44