School PINAGLABANAN NATIONAL HIGH SCHOOL Grade Level 7

Teacher ELJOHN C. TIMBANGAN Learning ENGLISH

DAILY Area
LESSON Teaching Quarter 1ST
LOG Dates and
Time

A. PROGRAM The learner demonstrates communicative competence (ANNOTATIONS)

STANDARD through his/ her understanding of literature and other -PPST INDICATORS/ KRA
texts types for a deeper appreciation of Philippine Culture OBJECTIVES/RUBRIC
and those of other countries. INDICATORS TO BE
OBSERVED DURING THE
CLASSROOM OBSERVATION
B. Content The learner demonstrates understanding of:
Standards contemporary Philippine literature as a means of
responding to the demands of the global village; various
extended text types; lexical and contextual cues;
appropriate and polite oral language, stance, and
behaviour; and use of imperatives, prepositions, verbs,
and wh questions.
C. Performanc The learner proficiently plays an active part in creating aKRA 3- COT: Obj. 7- Plans,
e Standards simple paragraph based on the gathered information from manages and implements
the available sources based on the following criteria: Topic
developmentally sequenced
Sentence, Supporting Details, Capitalization and
teaching and learning
Punctuation.
processes to meet
curriculum requirements
and varied teaching
strategies.
D. Learning Objectives:
Competenci K to 12 CG Code: EN8RC-IIe-11 1. recall past events
es/ concerning nationwide
Objectives Most Essential Learning Competencies: Transcode issues;
(Write the information from linear to non-linear texts and vice-versa 2. collect, compare, and
LC code for contrast current information
each.) using the print and non-print
sources;
3. create a simple paragraph
based on the gathered
information from the
available sources
II. CONTENT/TOPIC Lesson 5: Exploring Print and Non-Print Sources Values: Validate the
factuality of the information
Strategy: Using graphic organizers and differentiated
obtained. Learn to cope up
instruction. with the inevitable changes
Contextualization: Establishing a purpose for the of life.
lesson/Motivation/Motive Questions.
Localization: Additional activities for application or
remediation

II. LEARNING
RESOURCES
A. References ENGLISH 7: Learner’s Materials

1. Teacher’s Guide MELC-based Self-Learning Module 5 (pages 1-25)

pages
2. Learner’s Self-Learning Module 5 (pages 1-25)
Materials pages
3. Textbook pages
4. Additional Grade 7 English Book, Visual aids, Tarpapel, Projector, KRA 3-COT-Obj. 8- Selects,
Materials from White Screen, Speakers develops, organizes and uses
Learning Resource appropriate teaching and
(LR) portal learning resources, including
ICT, to address learning
goals.

MOV---The pictures, video

and selections are presented
clearly.
B. Other Print and Non-print Resources
Learning
Resources
IV. PROCEDURES
A. Reviewing Management of Learning: Prayer, Action Song, Food for KRA 2- COT: Obj. 4 Manages
previous lesson Thought, Tongue Twister (2 minutes) classroom structure to
or presenting engage learners, individually
the new lesson Each group has to accomplish all the tasks to gain emoji. or in groups, in meaningful
exploration, discovery and
Heart Emoji- 15 points- the group worked cooperatively, hands-on activities within a
fast, with discipline, and accomplished the tasks correctly. range of physical learning
environments .
Smiley Emoji- 10 points- the group worked cooperatively,
fast, with discipline but accomplished the task with an KRA 2. COT OBJ 5. Manages
incomplete answer learner behavior
constructively by applying
Thumbs Up- 5 points- the group worked cooperatively, positive and non-violent
but not fast, with no discipline, and accomplished the discipline to ensure learning-
tasks with incomplete and incorrect answers. focused environments
Each group will put their gained coins inside a COIN POT, MOV---To avoid and prevent
Before the class ends, each group will count their coins. misbehaviour, house rules/
The group with the highest gained points will be declared standards/guidelines are set
as winners. before the class starts or
before doing an activity.
WHAT I KNOW
Motivate and Captivate!

There are a lot of happenings going around lately. The KRA 1-(COT: Obj.1- Applies
new NORMAL has become a trend due to the widespread knowledge of content within
of COVID-19. Most of us are stranded inside our homes
and across curriculum
fearing the possibility that we might get infected if we try
teaching areas.)
to go out of our house.
How about sharing your experiences here during the MOV--- Integrations across
quarantine? Let us know how well you managed your learning areas (MAPEH-
quarantine moments by writing a simple paragraph in
Health, Science, Values).
your activity notebook. Your sharing may enlighten others
to do the same!
B. Establishing a Contextualization: Reflect On This! (question and answer KRA 1- COT: Obj. 3- Applies
purpose for the discussion) a range of teaching
lesson/Motivati According to World Health Organization (WHO), the strategies to develop critical
on/Motive and creative thinking, as well
COVID-19 pandemic has brought social and economic
Questions as other higher-order
crises worldwide. People around the world have shown
different acts of kindness and generosity to one another. thinking skills.
How about you? What act of kindness did you offer to
others? MOV--- The students answer
 the questions using HOTS
with the help of pictures.
C. Presenting Let us discuss the History of some print and non-print KRA 1- COT: OBJ. # 1
examples/insta resources. I will present to you a history box. -Applies knowledge of
nces of the new content within and across
lesson First Newspaper in the Philippines curriculum teaching areas.
The first newspaper was established in the
Philippines in 1811. Del Superior Govierno was KRA 1- COT Obj. 2 Uses a range
published with the Spanish Governor himself as of teaching strategies that
editor. enhance learner achievement
in literacy and numeracy skills
First Book Printed in the Philippines

Doctrina Christiana: The first book printed in

MOV--- Contextualization,
the Philippines, Manila, 1593. localization, gender fair and
Printed from wooden blocks at manila sometime
integrations across learning
during the year 1593 in much the same fashion as area like APAN.
Chinese books had been made for centuries. In
fact the scholars who wrote on the subject believe
that a Chinese craftsman was responsible for the
engraving and the press work.

Philippine Television

In 1946, James Linderberg founded Bolinao

Electronic Company BEC. Dubbed as “The Father
of Philippine Television.”

Philippine Radio

In June 1922, a couple of 50 Watt radio station

were stablished in Pasay and in Manila by Henry
Hermann.

During that time, the Filipinos readily accepted

radio news and entertainment programs, and local
businessmen, who recognized its profitability,
established their own radio stations to advertise
their products and services.

Later on, you may look for available sources you have at
home like your old textbooks, old magazines, old
newspapers, the radio or the television.

D. Discussing new Activity 1: LOOP-A-WORD

concepts and KRA 3-COT-Obj. 8- Selects,
Can you find the source of information available from your
practicing new develops, organizes, and
home in the word search below? Try to loop all 10 print uses appropriate teaching
skills #1
and non-print sources hidden in this word search by and learning resources,
coloring them with a marker. (this is a board activity) including ICT, to address
1. Newspaper 6.Television learning goals.
2. Email 7. Document
3. Recording 8. Website MOV--- Presenting the
4. Book 9. Yearbook Lesson through the use of
5. Magazine 10. radio Power point presentation,
Laptop and speaker.
 N B E X L O V E H S J K D A Y I W

E I O N O I S I V E L E T O F N J

W O Z O I D O C U M E N T S Q T O

S G E E K Z A W E B S I T E S E U

P R M X Y E A R B O O K B U U R R

A A A F R E E G P E R I O D R V N

P P I Y O U R R A D I O T A V I A

E H L S O U L A L M A N A C E E L

R E C O R D I N G S O U R K Y W B

E. Discussing new WHAT’S NEW KRA 1- COT: Obj. 3- Applies

concepts and (this is through PowerPoint presentation) a range of teaching
practicing new strategies to develop critical
skills #2 and creative thinking, as well
Information is the knowledge or facts learned especially about a as other higher-order
certain subject or event.
thinking skills.
Print sources are portable, publications printed on paper and
circulated as physical copies in forms we call books,
MOV--- The students answer
newspapers, magazines, journals, and newsletters.
the questions using HOTS
Non-print sources are media that the electronics or with the help of pictures.
electromechanical energy for the end-user (audience) to access
the content. This is in contrast to static media (mainly print
sources), which today are most often created electronically, but
do not require electronics to be accessed by the end-user in the
printed form.

PRINT SOURCES NON- PRINT SOURCES

MOV--- Selected, developed,

organized and used
appropriate teaching and
learning resources, including
ICT, to address learning
goals.

Newspaper Television

Books Radio

F. Developing Did You Know!

mastery (leads The first workable prototype of the internet came in the late KRA 1- COT: OBJ. # 1
to Formative 1960’s with the creation of the ARPANET, or the Advanced -Applies knowledge of
Assessment 3) Research Projects Agency Network. content within and across
curriculum teaching areas.

WHAT IS IT MOV--- Contextualization,

 Now that you have the knowledge about print and non- localization, gender fair and
print sources, let us see how Joannah uses the available integrations across learning
sources that she has at home. area like TLE using the
internet.

Teacher Leni assigned the class to Joannah decided to look for

research on the topic about the Corona information in the newspaper
Virus in the Philippines concerning the highest number of
fatalities of Covid-19 from the
different provinces.

To gather more information, she then made use of the computer she has at home to
explore the internet, and to her surprise, she found out the continuous increase in
number of fatalities due to COVID-19.

Let us see what you learned from the experience of

Joannah in using the different source of information. Once
again, record your answers in your activity notebook.

1. What are the available sources that can be found in

Joannah’s home?
2. What topic can be extracted from the comic strip
shown above?
3. Why is it important to use different sources of
information?
G. Finding practical WHAT’S MORE KRA 1- COT: OBJ. # 1
applications of Activity 1: Reading Adventure -Applies knowledge of
concepts and content within and across
(students will be provided with a sample newspaper with
skills in daily questions)
curriculum teaching areas.
living
Have you heard of the news about the discovery of a MOV- The students learn
possible vaccine? Right, you read that correctly. Let us how to read the newspaper
know more of this positive discovery! with comprehension.

KRA 1- COT: Obj. 3- Applies

a range of teaching
strategies to develop critical
and creative thinking, as well
as other higher-order
thinking skills.

MOV--- The students answer

the questions using HOTS
Reflection Time! with the help of pictures.

Did you also feel that same feeling of ease after reading the
 article? Most of us are looking forward to finally end this
pandemic. This kind of discovery has enlightened our hopes of
going back to the way it was before.
In your activity sheet, write down your honest answers to the
questions about the article you’ve read.
1. What countries developed clinical trials for COVID-19
vaccine?
a. US, Philippines, Italy, Britain, and Brazil
b. Cameroon, Uganda, Tanzania, Kenya, and South Africa
c. Brazil, Canada, Spain, and Brunei

2. Where were COVID-19 vaccine trials developed?

a. North Africa
b. Italy
c. Britain
3. How many cases of infected COVID-19 patients were
reached by the African continent?
a. 325,000 cases
b. 355,000 cases
c. 357,000 cases
4. What was the main reason why University of Oxford in
Britain developed the first vaccine?
a. People from continents should not be left behind.
b. People can easily buy vaccine for COVID-19.
c. People can go anywhere because there is already an
available vaccine.
5. What can you do to prevent the spread of COVID-19?
a. Eat unhealthy foods and drinks.
b. Wear mask and practice social distancing.
c. Help the front liners in fighting the virus.
H. Making WHAT I HAVE LEARNED KRA 1- COT: Obj. 3- Applies
generalizations (question and answer portion, present also samples of print a range of teaching
and and non-print sources) strategies to develop critical
abstractions The knowledge or facts learned especially about a certain and creative thinking, as well
about the subject or event is what we call information. as other higher-order
lesson We gather information through different sources for us to have thinking skills.
a precise and organized idea to support our topic.
Print sources and non-print sources serve as our main MOV--- The students answer
sources of information. the questions using HOTS
Print sources of information are portable, publications with the help of pictures.
printed on paper and circulated as physical copies in
forms.
Examples of print sources:
*newspapers
*books
*articles
*map
*magazines
The source of information that the electronics or
electromechanical energy for the end-user (audience) used to
access the content is non-print sources. This is in contrast to
print sources because this type of source requires electronic
devices to access the information we are looking for.
Examples of non-print sources:
[

*Internet access
*Radio
*Television
*Computer device

I. Evaluating Please, Open the Yellow ENVELOPE

learning WE WIN AS ONE!
 House Rules/Standards/Guidelines:

Each group will be given the task to perform

(Follow the mnemonic/memory device.)

G- Give thoughtful feedback
R- Respect others & their thoughts
O- On task all the time
U- Use soft voices
P- Participate actively KRA 2- COT: Obj. 4 Manages
S- Stay with your group classroom structure to
Rubrics in Participation/Group Activities: engage learners, individually
POINTS INDICATORS or in groups, in meaningful
15 -Shows eagerness and cooperation to do the exploration, discovery and
The task, participate actively, do great help hands-on activities within a
to range of physical learning
the group environments.
10 -Shows eagerness and cooperation to do the
The task, good followers only
5 -Participated but late, with teacher’s
Supervision. MOV---To avoid and prevent
misbehaviour, house rules/
Success indicator standards/guidelines are set
Heart Emoji- 15 points- the group worked cooperatively, before the class starts or
fast, with discipline and accomplished the tasks correctly. before doing an activity.

Smiley Emoji- 10 points- the group worked cooperatively,

fast, with discipline but accomplished the task with an
incomplete answer
Thumbs Up Emoji- 5 points- the group worked
cooperatively, but not fast, with no discipline, and
accomplished the tasks with an incomplete and incorrect
answer.
WHAT I CAN DO
Activity 2: Knowing the Truth
Take time to read and analyze the statements below. Write
TRUE on your board if the statement is correct and FALSE if
not.
____1. Information should be filtered without biases.
____2. Information can be found in various sources.
____3 There is no information in pictures and diagrams. KRA 1- COT: Obj. 3- Applies
____4. Getting information can only be found in the internet. a range of teaching
____5. A source is where you can find information about the strategies to develop critical
topic. and creative thinking, as well
____6. All information from different sources are reliable and as other higher-order
valid.
thinking skills.
____7. Information can be passed through oral communication.
____8. Searching topics from the book is easier than looking for
the information on a newspaper. MOV—The group can
____9. You can only gather information about the pandemic perform the given task by
through watching television. brainstorming and
____10. Searching topics from the internet is easier than cooperative learning
looking for the information on a newspaper.

J. Additional WHAT I CAN DO ON MY OWN KRA 1- COT: Obj. 3- Applies

activities for a range of teaching
application or Localization: Paragraph Writing strategies to develop critical
remediation
In this part of your adventure, you need to compose a and creative thinking, as well
simple paragraph in your activity notebook about the as other higher-order
newly implemented rules and regulations of the Inter- thinking skills.
Agency Task Force (IATF) in your municipality/barangay to MOV—The student can
prevent the spread of COVID-19. With the use of the perform the given task by
available sources, you prepared a while ago, support your brainstorming and
topic with valid information. You must also specify the sources cooperative learning by
of information you used by writing them down on the table asking help from resource
provided for your citations. Do your best! person.
PRINT SOURCE/S NON-PRINT SOURCE/S

Paragraph Writing Rubric

5 3 2

Introduces
Introduces the topic in Does not
Topic the topic in a an introduce the
Sentence clear and understandab topic.
comprehensi le manner.
ve manner.

Includes
Supporting Includes few Contains no
multiple
Details details to valid detail to
details that
support the support the
support the
topic. topic.
topic
Capitalizatio Capitalizatio
n and n and Capitalizatio
Capitalization punctuation punctuation n and
and is used is used punctuation
Punctuation correctly appropriately is not shown.
throughout in some parts
the entire of the
paragraph. paragraph.
V. REMARKS This lesson is readily available through Self-Learning Module
with printed activities and activity sheets that is responsive to
the special educational needs of learners in difficult
circumstances.
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson
D. No. of learners
 who continue to
require
remediation
E. Which of my Video presentations as a springboard to teaching are
teaching likewise effective. Students absorb it faster if they are
strategies worked looking at a video; because most of the students these
well? Why did days are bodily kinesthetic and visual learners.
these works?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other teachers?

Prepared by:

ELJOHN C. TIMBANGAN
Secondary Teacher I

Checked and Observed by:

JOEL O. ARTILLAGA
Head Teacher II