School Grade &

TOMALIGUES INTEGRATED SCHOOL 7

Section
Teacher Learning
AIZEL E. CARAUSOS ENGLISH
Area
Teaching Dates 1:30-2:30 PM
DAILY LESSON FEBRUARY 5, 2024 Quarter 3
& Time
PLAN Week No. 2 Day 1 Duration 5 days

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.

Southeast Asian literature as a mirror to a shared heritage; coping strategies in

A. Content processing textual information; strategies in examining features of a listening and
Standards viewing material; structural analysis of words and propaganda techniques; and
grammatical signals for opinion- making, persuasion, and emphasis.
by composing and delivering a persuasive speech based on an informative essay
B. Performance featuring the use of properly acknowledged information sources, grammatical
Standards signals for opinion-making, persuasion, and emphasis, and appropriate prosodic
features, stance, and behavior.
Examine biases (for or against) made by the author,
C. Learning
Competency/ies EN8RC-IIIg-3.1.12.
Write the LC Code for each.

Knowledge: determine the concept of bias;

Skills: identify the author’s biases in given statements;
D. Learning Attitudes: recognize if the message of the author is for or against
Objectives a certain issue;

To know the importance of biases

Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC Examining Biases
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
Pp:
English Learner’s Material 8
3. Textbook pages
English 8 Quarter 3 Module 1
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning
TV, laptop, and PowerPoint Presentation,
Resources
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
IV. PROCEDURES things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing the Review:
previous lesson or Direction: Read the sentences carefully. Put a check mark (√) if the
presenting the new sentence connotes a positive message and a cross-mark (x) if it is
lesson.
negative. Write your answers on a separate sheet of paper.
AWARENESS

B. Establishing a Activity 1: Pick your favorite!

purpose for the Direction: Pick your favorite between the given options below. Then, give
lesson. your reason for choosing such. Write your answers on a separate sheet of
paper.
C. Presenting Guide questions:
examples/instances 1. What made you choose your answers in the activity?
of the new lesson. 2. Were your reasons based on facts or personal preferences?
3. What factors come into play when you choose based on your personal
preferences? (experience, upbringing, trend, environment, culture, etc.)
D. Discussing the new DISCUSSION:
concepts and
practicing new
skills #1.

Prefixes are word parts

that are attached at the
beginning of a base or root
word.
Prefixes have meanings,
and they add their
meanings to the meaning
of the root word.
Take, for example, the
word prefix itself. It
consists of the prefix pre-,
meaning “before,” and
the root word fix, which
means “to attach.”
Therefore, a prefix is a
word part that is “attached
before” (at the beginning)
E. Discussing the new
concepts and
practicing new
skills #2.

F. Developing ACTIVITY 2: Semantic Web

mastery Direction: Fill in the semantic web with words or phrases that relate to the
(Leads to formative
word “Bias”. Write your answers on a separate sheet of paper.
assessment)
ABSTRACTION ANALYSIS

G. Making PROCESS QUESTION:

generalizations and
abstractions about 1. Are the words/phrases related to bias?
the lesson.
2. Do the words/phrases convince you about the definition of bias?

H. Finding practical ACTIVITY 3: Biased or Not Biased!

application of Direction: Put a check mark (√) if the sentence is biased or a cross-mark (x)
concepts and skills if it is not. Write your answers on a separate sheet of paper.
in daily living.
APPLICATION
 I. Evaluating learning. ACTIVITY 4: MULTIPLE CHOICE!
Direction: Analyze the questions carefully. Choose the letter of the correct
answer. Write your answers on a sheet of paper.

ASSESSMENT

J. Additional Direction: Read and research about using propaganda techiniques.

activities for
ASSIGNMENT

application or
remediation.

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who earned
80% on the formative assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson work?
No. of learner who caught up with
the lesson
D. No. of learner who continue to
require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
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: Checked by:

AIZEL E. CARAUSOS ANGELO C. SAJORDA

Teacher I Master Teacher I

Noted:

VIRGINIA A. MILLARES Ed.

School Head