School Grade &

TOMALIGUES INTEGRATED SCHOOL 7

Section
Teacher Learning
AIZEL E. CARAUSOS ENGLISH
Area
Teaching Dates 1:30-2:30 PM
DAILY LESSON SEPTEMBER 28, 2023 Quarter 1
& Time
PLAN Week No. 3 Day 4 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.

the learner demonstrates understanding of: pre-colonial Philippine literature as a

A. Content means of connecting to the past; various reading styles; ways of determining word
Standards 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
B. Performance
Standards
conversations using appropriate contextdependent expressions; producing
English sounds correctly and using the prosodic features of speech effectively in
various situations; and observing correct subjectverb agreement.
Use structural analysis to determine the meaning of unfamiliar words or
expressions from the material viewed
C. Learning
Competency/ies
Write the LC Code for each.
EN7VC-I-a-8

Knowledge: Differentiate prefixes and suffixes

Skills: Identify affixes in a sentences
D. Learning Attitudes: Use prefixes and suffixes in paragraph
Objectives

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 Word structure (Prefix, Root Word, and Suffix)
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
Page. 151
pages
2. Learner’s Materials
English Learner’s Materials 45-46
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning
TV, laptop, chalk, tarpapel, picture, box
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 conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing previous Review:
lesson or
presenting the new What was our last discussion?
lesson.  About the origin of the world Maranao
ELICIT (The activities in this section will
evoke or draw out prior concepts of or Who created the world according to Maranaw folklore?
experiences from the students)  According to Maranaw folklore world was created by a great being.
AWARENESS

B. Establishing a Activity 1: FIND ME!

purpose for the Direction: Locate the word in the box and write on the board.
lesson.
ENGAGE (The activities in this section
will stimulate their thinking and help them
access and connect prior knowledge as a
jumpstart to the present lesson.)
 O B B A D L Y L O
X A S E F R O Y I
T I M E L E S S L
W I Q S N P A J H
B O L D L Y M R S
O S T A R S H I P
P U L O A Y V G R

C. Presenting
examples/instances Guide Questions:
of the new lesson.
1. What have you noticed about your answers?
2. Can you give an example of a paragraph using these words?
3. For your own understanding, What was our lesson this morning?
 D. Discussing the new Discussion:
concepts and
practicing new Prefixes are word parts that are attached at the beginning of a base or root
skills #1. word. It consists of the prefix pre-, meaning “before,” and the root word fix,
EXPLORE (In this section,
which means “to attach.”.
students will be given time to
think, plan, investigate, and
ROOT
organize collected information; or
the performance of the WORD
planned/prepared activities from Write
the student’s manual with data Kind
gathering and Guide questions)
Made
Honest

Prefixes are
Impolite
nonsense

word parts that

behave

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
ACTIVITY

means “to attach.”

Therefore, a prefix is a
word part that is “attached
before” (at the beginning)
of the root word. There are
 E. Discussing the new ACTIVITY 2:
concepts and Direction: Copy the chart as shown below and write the newly formed
practicing new words numbered 1 to 16 in your notebook. Make some necessary changes
skills #2. in the spelling of words.

F. Developing ACTIVITY 3:
mastery Direction: I will flash pictures and give the correct answer. And identify if it
(Leads to formative is a Prefix or Suffix.
assessment 3).
EXPLAIN (In this section,
students will be involved in
an analysis of their
exploration. Their
understanding is clarified
and modified because of
reflective activities)/Analysis
LIFTED
of the gathered data and
results and be able to
answer the Guide Questions
leading to the focus concept
or topic of the day.
WALKED

ER YOUNGER

NESS SICKNESS
ANALYSIS

G.Making
generalization and 1. What is a prefix?
ABSTRACTION

abstraction about 2. When are you going to use this group of letters?
the lesson. 3. What about suffixes?
ELABORATE (This section will give
students the opportunity to expand and 4. Do you have any questions?
solidify / concretize their understanding of 5. Do you have something to clarify?
the concept and / or apply it to real –
world situation)
 H. Finding practical ACTIVITY 4:
application of Direction: Add the suffix to the base word. Remember that in some cases,
concepts and skills the spelling of the base word may change slightly when the suffix is added.
in daily living.

APPLICATION

I. Evaluating learning. ACTIVITY 5:

EVALUATION (This section will Direction: Fill in the blanks with the correct prefix or suffix in a given word.
provide for concept check test items and
answer key which are aligned to the
learning objectives - content and
performance standards and address
misconceptions – if any)
ASSESSMENT

J. Additional Direction: Research about the rules of using affixes and suffixes. Write it on
activities for your notebook.
application or
ASSIGNMENT

remediation.
K. EXTEND (This sections
give situation that explains
the topic in a new context ,
or integrate it to another
discipline / societal concern)

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 : Noted :

AIZEL E. CARAUSOS ANGELO C. SAJORDA ROWENA L. OYO-A

Teacher I Master Teacher School Head