Villaruel DLL 2023

K TO 12 School: MELCHOR L.
NAVA NATIONAL HIGH SCHOOL Grade Level: GRADE 7

DAILY LESSON LOG Teacher: Cydel D. Manalansan Learning Area: ENGLISH
Teaching Dates and Time: August 29- September 1 Quarter: 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES:
A. Content Standards
The learner demonstrates understanding of: Philippine Literature as a means of exploring forces that human beings contend with; various reading styles vis a vis purposes of
reading; prosodic features that serve as carriers of meaning; ways by which information may be organized, related and delivered orally; parallel structures and cohesive devices in
presenting information.
B. Performance Standards The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the proper and effective use of parallel
structures and cohesive devices and appropriate prosodic features, stance and behavior.
C. Learning Administer the Group Screening Identify the School Rules, Grading Conduct diagnostic test for the Identify the meaning of a
Competencies/Objectives: Test for Grade 7 System, etc. first quarter word then its function
Formulate subject, teacher & Read to Note details
student’s expectations
Demonstrate the importance of
following rules & regulations
II. CONTENT Administration of Group Class Orientation First Quarter Diagnostic Test Literacy Development: Word
Screening Test and Text Comprehension
III. LEARNING RESOURCES
A. References:
1. Teacher’s Guide Pages
2. Learner’s Material Pages Handouts/Teacher-Made

Resources
3. Textbook Pages
4. Additional Materials from PHIL-IRI DepEd Memorandum
Learning Resources (Portal)
B. Other Learning Resources Test Paper Copy of Grading System Test Paper Google.com, youtube
Student’s Handbook
IV. PROCEDURE:
A. Reviewing previous lesson (Review) Good morning everyone! Welcome to School Year 2023- Review on the school rules and
or presenting the new lesson Welcome to School Year 2023- 2024 regulations.
2024! Checking of the assignment
(The teacher will introduce
herself and give a brief
introduction of the Subject
Outline.)
B. Establishing a purpose for Motivation Just like a doctor, I need to There are always rules to follow Just like a doctor, I need to The teacher discusses the
the lesson diagnose your weaknesses once you become a member of a diagnose your weaknesses before importance of vocabulary
before giving you lessons you are certain organization. Let’s find out giving you lessons you are in dire development and the benefits
in dire need? our school rules & regulations! need? of reading
C. Presenting Presentation Today, you are going to take a Game: Today, you are going to take a Spelling Contest
examples/instances of the test wherein you are going to All learners will dance in a music test wherein you are going to
new lesson answer questions. Don’t worry while passing a ball. The learner answer questions. Don’t worry
just remember to answer who holds the ball when the music just remember to answer honestly
honestly and do your best. stops will say one school rule or and do your best.
classroom rule or grading system.
D. Discussing new concepts Abstraction Now, take a ½ lengthwise. Then, The following are some of the Now, take a ½ lengthwise. Then, Checking spelling words and
and practicing new skills #1 write your name, grade and School Rules, Grading System, write your name, grade and taking notes the correct
section and write numbers 1 to subject requirements, and section. spelling. Then, the teacher
25 below. classroom rules will provide the meaning and
Read the selection carefully and sample sentence.
Read the selection carefully and then write the letter of the correct
then write the letter of the answer in each question.
correct answer in each question.
E. Discussing new concepts What do you expect in our subject The learners will be asked to
and practicing new skill #2 area? In your teacher? In your read a selection.
classmates? Identify whether they
are your needs or simply your
wants.
F. Developing Mastery Determine whether the Answer questions based on
expectations are needs or wants. SOLO Model
Enumerate some of our school
rules & regulations.
G. Finding practical Are there also rules in your Application of the theme/ or
applications of concepts & homes/community that you have positive messages into real
skills in daily living to follow? life situations/ Valuing
Can you name some which are

also applicable in school/
classroom?
H. Making generalizations & Why is it important for an
abstractions about the lesson organization to have rules &
regulations? Why should a
member abide the rules?
I. Evaluating Learning Checking of the test papers. Make a slogan of any school
Conduct Item Analysis. rules/classroom rules.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in

the evaluation
B. No. of learners who require

additional activities for remediation
who scored below 80%
C. Did the remedial lesson work? No.

of learners who caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies

worked well? Why did these work?
I used graphic organizers, games,
video clip, kernelling (chop chop
lady is the story) Tiered activity
pre- assigned story, storytelling,
hand-outs, contextualization, no
code switching (English), scavenger
hunt, group activities,
differentiated instruction, role
playing, listen-repeat activity,
student-student interaction,
student-material interaction, peer
activity, buddy activity, one is to
one copy of the lesson/material,
SIM (attractive/colorful), word
bank (words from topic where
unlocked in advance)
F. What difficulties did I encounter Truancy, overcrowded classrooms,

which my principal or supervisor can
lack of materials, poor ventilation,
help me solve?
noise pollution, lack of multimedia,
G. What innovation or localized

materials did I use/discover which I
Realia, actual situations reflected
wish to share with other teachers?
on sentences, HOTS/Structure Of
Learner’s Outputs (SOLO)
Unistructural (one obvious answer)
Multistructural (more than one
answer
Relation (relates the answer to real
life situation) -PLP
Prepared by: CYDEL D. MANALANSAN Checked by: MAE JEAN J. VILLARUEL
Teacher 1, English MT-1, English Coordinator
K TO 12 School: MELCHOR L. NAVA NATIONAL HIGH SCHOOL Grade Level: GRADE 8
DAILY LESSON LOG Teacher: MAE JEAN J. VILLARUEL Learning Area: ENGLISH
Teaching Dates and Time: Quarter: 1

I. OBJECTIVES:
The learner demonstrates understanding of: African Literature as a means of exploring forces that human beings contend with; various reading styles vis a vis purposes of
reading; prosodic features that serve as carriers of meaning; ways by which information may be organized, related and delivered orally; parallel structures and cohesive devices
in presenting information.
C. Learning EN8LT-Ia-8: EN8LT-Ia-8: EN8LC-Ib-5.1: EN8LC-Ib-5.1:
Competencies/Objectives: Describe the notable literary Describe the notable literary Listen for important points Listen for important points
genres contributed by African genres contributed by African signaled by volume, projection, signaled by volume, projection,
writers writers pitch, stress, intonation, juncture, pitch, stress, intonation, juncture,
and rate of speech and rate of speech
EN8LT-Ia-8.1: EN8LT-Ia-8.1:
Identify the distinguishing Identify the distinguishing
features of notable African features of notable African
chants, poems, folktales, and chants, poems, folktales, and
short stories short stories
II. CONTENT The Hands of the Blacks The Hands of the Blacks HOLIDAY- Independence Day Poem: I Am an African Poem: I Am an African
Child/Using Correct Punctuation Child/Using Correct Punctuation
Marks Marks

A. References:
1. Teacher’s Guide Pages TG p. 13-16 TG p. 13-16 TG p. 16-17 TG p. 16-17
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
B. Other Learning Resources
(SIM)
IV. PROCEDURE:
A. Reviewing previous lesson or Review on the culture of Review on the culture of Review on usage of punctuation Review on usage of punctuation
presenting the new lesson Africans. Africans. marks marks
B. Establishing a purpose for Today, you are going to read a Today, you are going to read a Interpreting the meaning of a Interpreting the meaning of a
the lesson story about Africans, their story about Africans, their phrase/clause or sentence having phrase/clause or sentence having
beliefs, etc. beliefs, etc. the same words but having the same words but having
different stress. different stress.
C. Presenting Reading of the excerpt of the Reading of the excerpt of the Present words that have the Present words that have the
examples/instances of the new Hands of the Blacks Hands of the Blacks same spelling but have different same spelling but have different
lesson meaning based on stress and meaning based on stress and
punctuation, i.e. a statement punctuation, i.e. a statement
becomes a question depending becomes a question depending
on the punctuation mark. on the punctuation mark.
D. Discussing new concepts and 1. Who were the characters? 1. Who were the characters? When can you make a statement When can you make a statement
practicing new skills #1 2. Give The different answers to 2. Give The different answers to into a question? A command? Or into a question? A command? Or
why is the hands are black and why is the hands are black and an exclamation? an exclamation?
whose answer. whose answer.
3. What answer do you think is 3. What answer do you think is
the best? the best?
4. Did you enjoy reading the 4. Did you enjoy reading the
tale? It’s informative and tale? It’s informative and
literary at the same time, is it literary at the same time, is it
not? not?
E. Discussing new concepts and Activity 4: Informational Activity 4: Informational The teacher will read the poem The teacher will read the poem
practicing new skill #2 Paragraph Frames Paragraph Frames without interruption, no pausing, without interruption, no pausing,
no variation in tone. no variation in tone.
Did you understand the poem? Did you understand the poem?
Do you now recognize how Do you now recognize how
important prosodic features are? important prosodic features are?
F. Developing Mastery Look for a partner: Think of a Look for a partner: Think of a
situation/statement that you can situation/statement that you can
interpret in different ways. interpret in different ways.
G. Finding practical applications Activity No.5 Partner chatter Activity No.5 Partner chatter What is the importance of stress What is the importance of stress
of concepts & skills in daily in conveying the correct meaning in conveying the correct meaning
living of an idea in our everyday lives? of an idea in our everyday lives?
H. Making generalizations & How many unknown words How many unknown words What are the functions of a What are the functions of a
abstractions about the lesson were discovered by your group? were discovered by your group? period, question mark, period, question mark,
exclamation point, etc.? exclamation point, etc.?
I. Evaluating Learning The teacher will assess how The teacher will assess how The students will read again the The students will read again the
each group fared in this activity. each group fared in this activity. poem: I Am An African Child. poem: I Am An African Child.
Activity 6. Run on Poem Activity 6. Run on Poem Then they are going to fill in Then they are going to fill in
appropriate punctuation marks in appropriate punctuation marks in
their correct places. their correct places.
J. Additional activities for Memorize the poem and be Memorize the poem and be
application or remediation ready to interpret in the class. ready to interpret in the class.
V. REMARKS
Continue the unfinished lesson Proceed to the next lesson Continue the unfinished lesson Proceed to the next lesson
VI. REFLECTION

the evaluation

C. Did the remedial lesson work? No. of

learners who caught up with the lesson

require remediation
F. What difficulties did I encounter

help me solve?


Teaching Dates and Time: June 17-21 , 2019 Quarter: 1

I. OBJECTIVES:
The learner demonstrates understanding of: African Literature as a means of exploring forces that human beings contend with; various reading styles vis a vis purposes of reading;
prosodic features that serve as carriers of meaning; ways by which information may be organized, related and delivered orally; parallel structures and cohesive devices in presenting
information.
C. Learning EN8VC-Ib-8: EN8VC-Ib-8: EN8G-Ib-7: EN8G-Ib-7: EN8G-Ib-7:
Competencies/Objectives: Determine the meaning of Determine the meaning of Use parallel structures Use parallel structures Use parallel structures
idiomatic expressions by noting idiomatic expressions by noting
context clues and collocations context clues and collocations EN8G-Ib-7: EN8G-Ib-7: EN8G-Ib-7:
Use appropriate cohesive Use appropriate cohesive devices Use appropriate cohesive devices in
devices in composing an in composing an informative composing an informative speech
informative speech speech
II. CONTENT Vocabulary: Getting the Vocabulary: Getting the meaning Using adjectives and Types of Using adjectives and Types of Using adjectives and Types of
meaning of Words through of Words through Context adjectives adjectives adjectives
Context
A. References:
1. Teacher’s Guide Pages TG p. 20 TG p. 20 TG p. 20-23 TG p. 20-23 TG p. 20-23
3. Textbook Pages
(SIM)
IV. PROCEDURE:
A. Reviewing previous lesson or Have you experienced Have you experienced Look around you. Can you say Look around you. Can you say Look around you. Can you say
presenting the new lesson encountering a new word that encountering a new word that something about it? something about it? something about it?
you can’t understand and you you can’t understand and you do
do not have a dictionary with not have a dictionary with you?
you?
B. Establishing a purpose for Today, we are going to learn Today, we are going to learn how What did you just do when you What did you just do when you What did you just do when you say
the lesson how to get the meaning of to get the meaning of words not say something about your say something about your something about your
words not using a dictionary but using a dictionary but instead on surroundings? Did you use surroundings? Did you use words surroundings? Did you use words to
instead on how it is used in a how it is used in a sentence or words to describe? to describe? describe?
sentence or through context. through context.
C. Presenting The teacher will present The teacher will present Today, we are going to study an Today, we are going to study an Today, we are going to study an
examples/instances of the new sentences where the new word sentences where the new word is adjective and its types. adjective and its types. adjective and its types.
lesson is being underlined. being underlined.
D. Discussing new concepts and 1. Were you able to get the 1. Were you able to get the What is an adjective? Why is What is an adjective? Why is What is an adjective? Why is there a
practicing new skills #1 meaning of the underlined meaning of the underlined words there a need to modify nouns or there a need to modify nouns or need to modify nouns or pronouns?
words without using a without using a dictionary? pronouns? What are the types pronouns? What are the types of What are the types of adjectives?
dictionary? 2. What is the clue in sentence 1? of adjectives? adjectives?
2. What is the clue in sentence What is it? In sentence 2, etc.?
1? What is it? In sentence 2,
etc.?
E. Discussing new concepts and We can get the meaning of We can get the meaning of words Encircle the correct picture that Encircle the correct picture that Encircle the correct picture that
practicing new skill #2 words through context clues through context clues such as: matches the given word in each matches the given word in each matches the given word in each
such as: 1. by definition or restatement item below. item below. item below.
1. by definition or restatement 2. Synonym
2. Synonym 3. Antonym or contrast
3. Antonym or contrast 4. By example
4. By example
F. Developing Mastery Use the new words that you Use the new words that you Use the adjectives that you Use the adjectives that you learn Use the adjectives that you learn to
have learned in your own have learned in your own learn to describe a character, a to describe a character, a setting describe a character, a setting or a
sentence. sentence. setting or a situation in the Story or a situation in the Story the situation in the Story the Hands of
the Hands of the Blacks. Hands of the Blacks. the Blacks.
G. Finding practical applications Look at the pool of new words Look at the pool of new words Make your own sentence using Make your own sentence using Make your own sentence using
of concepts & skills in daily found in the Story the Hands of found in the Story the Hands of different types of adjectives. different types of adjectives. different types of adjectives.
living the Blacks. Use it in your own the Blacks. Use it in your own
sentence. sentence.
H. Making generalizations & What are some contextual clues What are some contextual clues What is an adjective? What are What is an adjective? What are What is an adjective? What are the
abstractions about the lesson that will help you get the that will help you get the the types of adjectives? the types of adjectives? types of adjectives?
meaning of unfamiliar words meaning of unfamiliar words
without using a dictionary? without using a dictionary?
I. Evaluating Learning Activity No. 8: Going Climbing, Activity No. 8: Going Climbing, Choose the correct adjective to Choose the correct adjective to fill Choose the correct adjective to fill
Anyone? Anyone? fill in the sentences. in the sentences. in the sentences.
J. Additional activities for Look for at least 3 unfamiliar Look for at least 3 unfamiliar List down unfamiliar adjectives List down unfamiliar adjectives List down unfamiliar adjectives then
application or remediation words then make a sentence words then make a sentence then use it in a sentence. then use it in a sentence. use it in a sentence.
using different context clues. using different context clues.
V. REMARKS
Re-teach lesson Proceed to the next lesson Continue unfinished lesson Reteach the lesson Proceed to the next lesson
VI. REFLECTION

the evaluation



require remediation


help me solve?

Teaching Dates and Time: June 24-28 , 2019 Quarter: 1

I. OBJECTIVES:
information.
B. Performance Standards The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the proper and effective use of parallel structures
and cohesive devices and appropriate prosodic features, stance and behavior.
C. Learning EN8SS-Ic-1.5.1: EN8SS-Ic-1.5.1: EN8LT-Ic-2.2: EN8LT-Ic-2.2: EN8WC-Ic-1.1:
Competencies/Objectives: Skim to determine key ideas Skim to determine key ideas Explain how the elements specific Explain how the elements specific Generate ideas and their
to a genre contribute to the theme to a genre contribute to the theme relationships
of a particular literary selection of a particular literary selection
EN8LT-Ic-2.2.1: EN8LT-Ic-2.2.1: Use connectors/Transition Markers
Express appreciation for sensory Express appreciation for sensory
images used images used
II. CONTENT An Informative Article An Informative Article The Soul of the Great Bell The Soul of the Great Bell Use Transition Markers in Writing/
Different Ways to Develop a
Paragraph
III. LEARNING
RESOURCES
A. References:
1. Teacher’s Guide Pages TG pp29-31 TG pp29-31 TG pp. 37-46 TG pp. 37-46 TG pp. 47-48
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resources
(Portal)
B. Other Learning
Resources (SIM)
IV. PROCEDURE:
A. Reviewing previous What have you learned about the What have you learned about the Activity 2: Anticipation Reaction Activity 2: Anticipation Reaction What Chinese traditions were
lesson or presenting the culture of Asians? What did you do culture of Asians? What did you Guide (TG p. 37 Guide (TG p. 37 similar/ observed by Filipinos?
new lesson to learn those things? do to learn those things? Has the story: The Soul of the Great
Bell helped you understand your
identity as a Filipino as an Asian?
B. Establishing a purpose Today, we are going to read an Today, we are going to read an Today we are going to read a Today we are going to read a What is a paragraph? What makes
for the lesson informative article and you are informative article and you are folktale in China. What is a folktale? folktale in China. What is a it unified and coherent? Do you
going to learn the skill of going to learn the skill of Do you know one of our own folktale? Do you know one of our know some transition markers or
skimming. skimming. folktales? Share it in the class. own folktales? Share it in the class. connectors that help make your
paragraph unified or coherent?
C. Presenting Read the article Tips for Writing an Read the article Tips for Writing Reading of the story: The Soul of Reading of the story: The Soul of Activity 7: Signals to Connect
examples/instances of the Informative Article an Informative Article the Great Bell the Great Bell (TG p.47)
new lesson
D. Discussing new 1. What is an informative article? 1. What is an informative article? Activity 3 Vocabulary Overload Activity 3 Vocabulary Overload Here are different ways to develop
concepts and practicing 2. What information did you get 2. What information did you get (TG p.39) (TG p.39) a paragraph:
new skills #1 from the article? from the article? 1. Why was it entitled the Soul of 1. Why was it entitled the Soul of
3. Where satisfied by the 3. Where satisfied by the the Great Bell? the Great Bell?
information? information? 2. Do Filipinos and Chinese have 2. Do Filipinos and Chinese have
4. Did you learn a lot from the 4. Did you learn a lot from the similar values? What makes you similar values? What makes you
article? article? think so? think so?
5. What is skimming? 5. What is skimming?
E. Discussing new concepts Discuss the tips in writing an Discuss the tips in writing an Activity 4: SPIN a Story Wheel Activity 4: SPIN a Story Wheel Discussion of each type of
and practicing new skill #2 informative article in your own informative article in your own (TG p. 44) (TG p. 44) paragraph development and giving
words words of examples
F. Developing Mastery Read the informative essay about Read the informative essay about Activity 5: Ring That Bell Activity 5: Ring That Bell Identify the Development used in
one of the Filipino traditions. one of the Filipino traditions. (TG p. 45 (TG p. 45 the following paragraphs:
G. Finding practical Find out how this affects our Find out how this affects our What other Chinese traditions What other Chinese traditions What is the importance of choosing
applications of concepts & identity as part of the Asian identity as part of the Asian involve bells? Compare and involve bells? Compare and the appropriate type of paragraph
skills in daily living countries. countries. contrast these traditions with contrast these traditions with development on the purpose of the
Filipino traditions? Filipino traditions? writer in writing the paragraph?
H. Making generalizations What are the tips in making an What are the tips in making an Has the story helped you Has the story helped you What are some
& abstractions about the informative article informative article understand your identity as a understand your identity as a connectors/transition markers that
lesson Filipino as an Asian? Filipino as an Asian? helped the unity and coherence of
a paragraph?
I. Evaluating Learning Make an informative Article about Make an informative Article Activity 6: Values Galore Activity 6: Values Galore Make a short composition using
any topic that you like. Make sure about any topic that you like. (TG p. 46) (TG p. 46) any of the different types of
to observe the tips that you have Make sure to observe the tips paragraph development. Make
learned. Then use adjectives and that you have learned. Then use sure to use connectors to have
adjective types. adjectives and adjective types. unity and coherence.

V. REMARKS
Continue the unfinished lesson Proceed to the next lesson Continue the unfinished lesson Proceed to the next lesson Continue the unfinished lesson
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation

additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?

No. of learners who caught up
with the lesson
D. No. of learners 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?

materials did I use/discover
which I wish to share with other
teachers?

Teaching Dates and Time: July 1-5 , 2019 Quarter: 1

I. OBJECTIVES:
information.
C. Learning EN8WC-Ic-1.1: EN8SS-Id-1.5.1: EN8SS-Id-1.5.1: EN8LT-Id-2.2.3: EN8LT-Id-2.2.3:
Competencies/Objectives: Generate ideas and their Skim to determine key ideas Skim to determine key ideas Determine tone, mood, technique Determine tone, mood,
relationships EN8LT-Ic-2.2: EN8LT-Ic-2.2: and purpose of the author technique and purpose of the
Explain how the elements specific Explain how the elements specific author
Use connectors/Transition to a genre contribute to the theme to a genre contribute to the theme
Markers of a particular literary selection of a particular literary selection
EN8LT-Ic-2.2.1: EN8LT-Ic-2.2.1:
Express appreciation for sensory Express appreciation for sensory
images used images used
II. CONTENT Use Transition Markers in The Story of the Aged Mother The Story of the Aged Mother The Story of the Aged Mother The Story of the Aged Mother
Writing/ Different Ways to
Develop a Paragraph

A. References:
1. Teacher’s Guide Pages TG pp. 47-48 TG pp 50-53 TG pp 50-53 TG pp 50-53 TG pp 50-53
3. Textbook Pages
(SIM)
IV. PROCEDURE:
A. Reviewing previous lesson or What Chinese traditions were . What is a folktale? Do you know . What is a folktale? Do you know What is the title of the Japanese What is the title of the Japanese
presenting the new lesson similar/ observed by Filipinos? one of our own folktales? Share it one of our own folktales? Share it Folktale that we had studied Folktale that we had studied
Has the story: The Soul of the in the class. in the class. yesterday? yesterday?
Great Bell helped you
understand your identity as a
Filipino as an Asian?
B. Establishing a purpose for What is a paragraph? What Today, you are going to read a Today, you are going to read a What do you think is the purpose What do you think is the
the lesson makes it unified and coherent? folktale in Japan. folktale in Japan. of the writer in writing the story? purpose of the writer in writing
Do you know some transition the story?
markers or connectors that help
make your paragraph unified or
coherent?
C. Presenting Activity 7: Signals to Connect Read the Story of the Aged Mother. Read the Story of the Aged Mother. Can you recall the events in the Can you recall the events in the
examples/instances of the new (TG p.47) Find out how does a son shows his Find out how does a son shows his story which you think give clues in story which you think give clues
lesson loved to his mother. loved to his mother. the purpose of the writer in writing in the purpose of the writer in
the story? writing the story?
D. Discussing new concepts and Here are different ways to Activity 9: Word Watch Activity 9: Word Watch What is the mood or the feelings What is the mood or the
practicing new skills #1 develop a paragraph: (TG p.52) (TG p.52) that are conveyed in the story? feelings that are conveyed in
the story?
E. Discussing new concepts and Discussion of each type of Study how the organization of the Study how the organization of the How were you able to identify the How were you able to identify
practicing new skill #2 paragraph development and paragraphs helps develop the paragraphs helps develop the mood? What are its clues? the mood? What are its clues?
giving of examples story. story.
F. Developing Mastery Identify the Development used Answer the following questions Answer the following questions Here are some dialogues taken Here are some dialogues taken
in the following paragraphs: with a partner: with a partner: from stories. Identify the mood from stories. Identify the mood
(TG p.53) (TG p.53) being conveyed. being conveyed.
G. Finding practical applications What is the importance of What is the moral lesson in the What is the moral lesson in the What mood is being conveyed in What mood is being conveyed
of concepts & skills in daily choosing the appropriate type story? story? the following situations? in the following situations?
living of paragraph development on
the purpose of the writer in
writing the paragraph?
H. Making generalizations & What are some How can one identify the mood or How can one identify the mood
abstractions about the lesson connectors/transition markers the purpose of the writer in short or the purpose of the writer in
that helped the unity and stories? short stories?
coherence of a paragraph?
I. Evaluating Learning Make a short composition using Activity 10: Going Japanese Activity 10: Going Japanese Identify the mood in the following Identify the mood in the
any of the different types of (TG p. 53) (TG p. 53) situations: following situations:
paragraph development. Make
sure to use connectors to have
unity and coherence.
J. Additional activities for Exercise B- Conditionally Yours Exercise B- Conditionally Yours
V. REMARKS Proceed to the next lesson Continue the unfinished lesson Proceed to the next lesson Continue the unfinished lesson Lesson not achieved ( Mass &
Induction of Officers
VI. REFLECTION

the evaluation



require remediation


help me solve?


I. OBJECTIVES:
information.
C. Learning EN8LT-Id-2.2.3: EN8LT-Id-2.2.3: EN8G-Id-8: EN8G-Id-8: EN8G-Id-8:
Competencies/Objectives: Determine tone, mood, Determine tone, mood, Use appropriate cohesive devices Use appropriate cohesive devices Use appropriate cohesive devices
technique and purpose of the technique and purpose of the in composing an informative in composing an informative in composing an informative
author author speech speech speech
II. CONTENT The Story of the Aged Mother The Story of the Aged Mother Using Appropriate Cohesive Using Appropriate Cohesive Using Appropriate Cohesive
Devices in Writing an Informative Devices in Writing an Informative Devices in Writing an Informative
Speech Speech Speech
A. References:
1. Teacher’s Guide Pages TG pp 50-53 TG pp 50-53
3. Textbook Pages
(SIM)
IV. PROCEDURE:
A. Reviewing previous lesson or What is the title of the Japanese What is the title of the Japanese What are some of the rules in What are some of the rules in What are some of the rules in
presenting the new lesson Folktale that we had studied Folktale that we had studied writing? writing? writing?
yesterday? yesterday?
B. Establishing a purpose for What do you think is the What do you think is the purpose Today, we are going to learn to Today, we are going to learn to Today, we are going to learn to
the lesson purpose of the writer in writing of the writer in writing the story? write an informative speech using write an informative speech using write an informative speech using
the story? cohesive devices cohesive devices cohesive devices
C. Presenting Can you recall the events in the Can you recall the events in the The following are examples of The following are examples of The following are examples of
examples/instances of the new story which you think give clues story which you think give clues cohesive devices and its uses. cohesive devices and its uses. cohesive devices and its uses.
lesson in the purpose of the writer in in the purpose of the writer in
writing the story? writing the story?
D. Discussing new concepts and What is the mood or the What is the mood or the feelings Group Work: Group Work: Group Work:
practicing new skills #1 feelings that are conveyed in that are conveyed in the story? Make at least 5 sentences about Make at least 5 sentences about Make at least 5 sentences about
the story? your hobbies using the cohesive your hobbies using the cohesive your hobbies using the cohesive
devices. devices. devices.
E. Discussing new concepts and How were you able to identify How were you able to identify What is an informative speech? What is an informative speech? What is an informative speech?
practicing new skill #2 the mood? What are its clues? the mood? What are its clues?
F. Developing Mastery Here are some dialogues taken Here are some dialogues taken What are some of informative What are some of informative What are some of informative
from stories. Identify the mood from stories. Identify the mood speeches that you know? speeches that you know? speeches that you know?
being conveyed. being conveyed.
G. Finding practical applications What mood is being conveyed What mood is being conveyed in
of concepts & skills in daily in the following situations? the following situations?
living
H. Making generalizations & How can one identify the mood How can one identify the mood What are some of the cohesive What are some of the cohesive What are some of the cohesive
abstractions about the lesson or the purpose of the writer in or the purpose of the writer in devices and its uses? devices and its uses? devices and its uses?
short stories? short stories?
I. Evaluating Learning Identify the mood in the Identify the mood in the Make a short informative speech Make a short informative speech Make a short informative speech
following situations: following situations: using cohesive devices about any of using cohesive devices about any using cohesive devices about any
the following topics: of the following topics: of the following topics:
1. Dos and Don’ts in Studying 1.Dos and Don’ts in Studying 1.Dos and Don’ts in Studying
2. Classroom rules to be 2.Classroom rules to be observed 2.Classroom rules to be observed
observed 3.The Game You Know 3.The Game You Know
3. The Game You Know 4.How to wash clothes 4.How to wash clothes
4. How to wash clothes

V. REMARKS
Continue the unfinished lesson Proceed to the next lesson Continue the unfinished lesson Reteach lesson Proceed to the next lesson
VI. REFLECTION
the evaluation



require remediation


help me solve?
I. OBJECTIVES:
The learner demonstrates understanding of: African Literature as a means of exploring forces that human beings contend with; various reading styles vis a vis purposes of reading; prosodic
features that serve as carriers of meaning; ways by which information may be organized, related and delivered orally; parallel structures and cohesive devices in presenting information.
B. Performance The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the proper and effective use of parallel structures and
Standards cohesive devices and appropriate prosodic features, stance and behavior.
C. Learning EN8F-Id-3: EN8F-Id-3: EN8F-Id-3: EN8F-Id-3: EN8F-Id-3:
Competencies/Objectiv Deliver a self-composed informative Deliver a self-composed Deliver a self-composed Deliver a self-composed Deliver a self-composed informative
es: speech informative speech informative speech informative speech speech
II. CONTENT Delivering A Self-Composed Delivering A Self-Composed Delivering A Self-Composed Delivering A Self-Composed Delivering A Self-Composed
Informative Speech Informative Speech Informative Speech Informative Speech Informative Speech
III. LEARNING
RESOURCES
A. References:
1. Teacher’s Guide
Pages
Pages
3. Textbook Pages
4. Additional
Materials from
Learning Resources
(Portal)
B. Other Learning Audio materials i.e. microphone, etc. Audio materials i.e. Audio materials i.e. microphone, Audio materials i.e. microphone, Audio materials i.e. microphone, etc.
Resources (SIM) microphone, etc. etc. etc.
IV. PROCEDURE:
A. Reviewing previous What are examples of cohesive What are examples of cohesive What are examples of cohesive What are examples of cohesive What are examples of cohesive
lesson or presenting devices and its uses? devices and its uses? devices and its uses? devices and its uses? devices and its uses?
the new lesson What is an informative speech? What is an informative speech? What is an informative speech? What is an informative speech? What is an informative speech?
B. Establishing a Today, You are going to deliver the Today, You are going to deliver Today, You are going to deliver the Today, You are going to deliver Today, You are going to deliver the
purpose for the lesson speech that you made last week. the speech that you made last speech that you made last week. the speech that you made last speech that you made last week.
week. week.
C. Presenting Here are some of the tips to Here are some of the tips to Here are some of the tips to Here are some of the tips to Here are some of the tips to
examples/instances of remember in delivering a speech. remember in delivering a remember in delivering a speech. remember in delivering a speech. remember in delivering a speech.
the new lesson speech.
D. Discussing new Do you have other suggestions aside Do you have other suggestions Do you have other suggestions Do you have other suggestions Do you have other suggestions aside
concepts and practicing from the ones given? aside from the ones given? aside from the ones given? aside from the ones given? from the ones given?
new skills #1
E. Discussing new Dyad: Dyad: Dyad: Dyad: Dyad:
concepts and practicing Look for a partner then practice Look for a partner then practice Look for a partner then practice Look for a partner then practice Look for a partner then practice
new skill #2 delivering your speech. Do it vice- delivering your speech. Do it delivering your speech. Do it vice- delivering your speech. Do it vice- delivering your speech. Do it vice-
versa. vice-versa. versa. versa. versa.
F. Developing Mastery Make suggestions to your partner Make suggestions to your Make suggestions to your partner Make suggestions to your partner Make suggestions to your partner
regarding the delivery of his/her partner regarding the delivery regarding the delivery of his/her regarding the delivery of his/her regarding the delivery of his/her
speech. of his/her speech. speech. speech. speech.
G. Finding practical
applications of
concepts & skills in
daily living
H. Making
generalizations &
abstractions about the
lesson
I. Evaluating Learning Delivery of the Speech based on the Delivery of the Speech based on Delivery of the Speech based on Delivery of the Speech based on Delivery of the Speech based on the
Rubric presented. the Rubric presented. the Rubric presented. the Rubric presented. Rubric presented.
J. Additional activities
for application or
remediation
V. REMARKS Lesson not achieved because of SSG Lesson not achieved because of Lesson not achieved because of Continue the unfinished lesson Lesson not achieved because of
Acquaintance Party cancellation of classes cancellation of classes cancellation of classes due to misting
at CES
VI. REFLECTION
A. No. of learners who

earned 80% in the evaluation
B. No. of learners who

require additional activities
for remediation who scored
below 80%
C. Did the remedial lesson

work? No. of learners who
caught up with the lesson
D. No. of learners who
continue to require
remediation
strategies worked well? Why
did these work?

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?
Teaching Dates and Time: July 22-26, 2019 Quarter: 1

I. OBJECTIVES:
The learner demonstrates understanding of: African Literature as a means of exploring forces that human beings contend with; various reading styles vis a vis purposes of reading; prosodic
features that serve as carriers of meaning; ways by which information may be organized, related and delivered orally; parallel structures and cohesive devices in presenting information.
B. Performance The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the proper and effective use of parallel structures and
Standards cohesive devices and appropriate prosodic features, stance and behavior.
C. Learning EN8F-Id-3: EN8F-Id-3: EN8LC-Ie-9: EN8LC-Ie-9: EN8LC-Ie-9:
Competencies/Objectiv Deliver a self-composed informative Deliver a self-composed Determine how volume, projection, Determine how volume, Determine how volume, projection,
es: speech informative speech pitch, stress, intonation, juncture, projection, pitch, stress, pitch, stress, intonation, juncture,
and speech rate serve as carriers of intonation, juncture, and speech and speech rate serve as carriers of
meaning rate serve as carriers of meaning meaning
II. CONTENT Delivering A Self-Composed Delivering A Self-Composed Determining the Meaning of Determining the Meaning of Determining the Meaning of Speech
Informative Speech Informative Speech Speech Using volume, Stress, etc. Speech Using volume, Stress, etc. Using volume, Stress, etc.
III. LEARNING
RESOURCES
A. References:
1. Teacher’s Guide TG pp.58-59 TG pp.58-59 TG pp.58-59
Pages
Pages
3. Textbook Pages
4. Additional Keynote Speech Excerpt Keynote Speech Excerpt Keynote Speech Excerpt
Materials from
Learning Resources
(Portal)
B. Other Learning Audio materials i.e. microphone, etc. Audio materials i.e.
Resources (SIM) microphone, etc.
IV. PROCEDURE:
A. Reviewing previous What are examples of cohesive What are examples of cohesive What is stress? Volume? Pitch? What is stress? Volume? Pitch? What is stress? Volume? Pitch?
lesson or presenting devices and its uses? devices and its uses?
the new lesson What is an informative speech? What is an informative speech?
B. Establishing a Today, You are going to deliver the Today, You are going to deliver Today, we are going to find out if Today, we are going to find out if Today, we are going to find out if the
purpose for the lesson speech that you made last week. the speech that you made last the meaning of speech is different the meaning of speech is meaning of speech is different if
week. if there is a difference in stress, different if there is a difference in there is a difference in stress, volume
volume and pitch. stress, volume and pitch. and pitch.
C. Presenting Here are some of the tips to Here are some of the tips to Read the following sentences as Read the following sentences as Read the following sentences as
examples/instances of remember in delivering a speech. remember in delivering a stated in the following: stated in the following: stated in the following:
the new lesson speech. 1. You are making a 4. You are making a 7. You are making a statement
statement statement 8. Asking a question
2. Asking a question 5. Asking a question 9. With strong
3. With strong 6. With strong feelings/emotions
feelings/emotions feelings/emotions
D. Discussing new Do you have other suggestions aside Do you have other suggestions Reading the Keynote Speech Reading the Keynote Speech Reading the Keynote Speech Excerpt
concepts and practicing from the ones given? aside from the ones given? Excerpt Excerpt
new skills #1
E. Discussing new Dyad: Dyad: Answer comprehension questions Answer comprehension questions Answer comprehension questions
concepts and practicing Look for a partner then practice Look for a partner then practice
new skill #2 delivering your speech. Do it vice- delivering your speech. Do it
versa. vice-versa.
F. Developing Mastery Make suggestions to your partner Make suggestions to your Read the excerpt in different Read the excerpt in different Read the excerpt in different volume,
regarding the delivery of his/her partner regarding the delivery volume, stress, etc. volume, stress, etc. stress, etc.
speech. of his/her speech.
applications of
daily living
H. Making What have you noticed? Is there a What have you noticed? Is there What have you noticed? Is there a
generalizations & change in meaning if there is a a change in meaning if there is a change in meaning if there is a
abstractions about the change in stress, volume, pitch? change in stress, volume, pitch? change in stress, volume, pitch?
lesson
I. Evaluating Learning Delivery of the Speech based on the Delivery of the Speech based on Read the following sentences as Read the following sentences as Read the following sentences as
Rubric presented. the Rubric presented. stated in the following: stated in the following: stated in the following:
1. You are making a 1.You are making a 1. You are making a statement
statement statement 2. Asking a question
2. Asking a question 2.Asking a question 3. With strong feelings/emotions
3. With strong 3.With strong 4. You are angry
feelings/emotions feelings/emotions
4. You are angry 4.You are angry
J. Additional activities
for application or
remediation
V. REMARKS Continue the unfinished lesson Proceed to the next lesson Continue the unfinished lesson Continue the unfinished lesson Lesson not achieved due to TLE
Camp
VI. REFLECTION
below 80%
continue to require
remediation
did these work?
encounter which my
help me solve?
School: MELCHOR L. NAVA NATIONAL HIGH SCHOOL Grade Level: GRADE 8

K TO 12 Teacher: MAE JEAN J. VILLARUEL Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and Time: July 29-August 2 , 2019 Quarter: 1

I. OBJECTIVES:
information.
C. Learning EN8LC-Ie-9: EN8LC-Ie-7: EN8LT-Ie-2.2.3: EN8G-If-8: EN8G-If-8:
Competencies/Objectives: Determine how volume, Use the appropriate reading style Determine the purpose of the Use appropriate cohesive devices Use appropriate cohesive devices
projection, pitch, stress, for one’s purpose author in composing an informative in composing an informative
intonation, juncture, and speech speech speech
rate serve as carriers of meaning Use coordinating conjunction a Use subordinating conjunction a
cohesive device to connect cohesive device to connect
sentences for coherence. sentences for coherence.
II. CONTENT Determining the Meaning of Using appropriate reading style Indian Culture Using Coordinating Conjunctions to Using Subordinating Conjunctions
Speech Using volume, Stress, etc. for One’s Purpose Achieve Coherence to Achieve Coherence

A. References:
1. Teacher’s Guide Pages TG pp.58-59 TG pp.60-68 TG pp. 91-93 TG in English 8 pp.95-97 TG in English 8 pp.97-98
3. Textbook Pages
4. Additional Materials from Keynote Speech Excerpt
B. Other Learning Resources Youtube.com Youtube.com
(SIM) Google.com Google.com
IV. PROCEDURE:
A. Reviewing previous lesson What is stress? Volume? Pitch? Who are our Asian neighbors? What are the Asian nations? Review on Cohesive Devices: Review on coordinating
or presenting the new lesson What nations were already A Video will be played. conjunction.
studied by us? Did you enjoy
learning and understanding their
traditions?
B. Establishing a purpose for Today, we are going to find out if Today we are going to learn Today, we are going to learn Singing with the video about Singing with the video about
the lesson the meaning of speech is about Chinese and Japanese about India. Try to understand conjunctions conjunctions
different if there is a difference in traditions. their culture and compare it to
stress, volume and pitch. our Filipino culture.
C. Presenting Read the following sentences as Read the article about Chinese Read the text: Indian Culture The teacher will play a video /slides The teacher will play a video
examples/instances of the stated in the following: and Japanese traditions. How about conjunctions /slides about conjunctions
new lesson a. You are making a statement does the knowledge of these
b. Asking a question traditions and values help you in
c. With strong feelings/emotions understanding better your
identity as an Asian?
D. Discussing new concepts Reading the Keynote Speech Do the 3-2-1 Chart below.(p.63) 1. What is the selection about? 1. What is a conjunction? 1. What is a subordinating
and practicing new skills #1 Excerpt 2. What punctuated the 2. What are the different types of conjunction?
landscape of the subcontinent? conjunctions? 2. What are examples of
3. In what forms are the places of subordinating
worship? conjunctions and its
4. Why do you think construction uses?
of temples matters to them?
5. How does the construction
contributed to their cultural
heritage?
6. Why do you think the writer
wrote this article?
E. Discussing new concepts Answer comprehension questions Fill out the ARG Worksheet that Read the selection: The Prophet 3. What is a coordinating What should be observe in
and practicing new skill #2 follows. Feel free to modify your by Kahlil Gibran conjunction? combining sentences/clauses
initial answers. 4. What are examples of using subordinating
coordinating conjunctions and its conjunctions?
uses?
F. Developing Mastery Read the excerpt in different Do Activity 15.INFO Search… What is the theme of the Drill: Group Game Drill: Group Game
volume, stress, etc. selection? 1. The group will answer questions 1. The group will answer
What is the purpose of the writer using coordinating conjunctions in questions using subordinating
in writing this selection? the easy round. conjunctions in the easy round.
2. The group will connect two 2. The group will connect two
clauses using coordinating clauses using subordinating
conjunctions in the difficult round. conjunctions in the difficult
3. The group to have the most round.
points will be declared the winner. 3. The group to have the most
points will be declared the
winner.
G. Finding practical Why is religion important to

applications of concepts & mankind
skills in daily living
H. Making generalizations & What have you noticed? Is there What are the different kinds of What are the different kinds of
abstractions about the lesson a change in meaning if there is a coordinating conjunctions and its subordinating conjunctions and
change in stress, volume, pitch? uses? its uses?
I. Evaluating Learning Read the following sentences as Read the given statements. Read the selection. Then Identify Combine the following clauses Combine the following clauses
stated in the following: Identify whether the statements the purpose of the writer in using coordinating conjunctions: using subordinating conjunctions:
1. You are making a are TRUE or FALSE. If your answer writing the article.
statement is FALSE be able to provide
2. Asking a question justification on the space
3. With strong provided.
feelings/emotions
4. You are angry
J. Additional activities for Do Activity 17 p.68 Write a short composition about Write a short composition about
application or remediation your favorite sport or game using your favorite event using
coordinating conjunctions to subordinating conjunctions to
achieve coherence. achieve coherence.
V. REMARKS
VI. REFLECTION
the evaluation

lesson
require remediation


help me solve?


Teaching Dates and Time: August 5-9 , 2019 Quarter: 1

I. OBJECTIVES:
information.
C. Learning EN8G-If-8: EN8G-If-8: SUMMATIVE TEST FOR THE FIRST REVIEW FOR THE FIRST GRADING REVIEW FOR THE FIRST GRADING
Competencies/Objectives: Use appropriate cohesive devices Use appropriate cohesive devices GRADING EXAMINATION EXAMINATION EXAMINATION
in composing an informative in composing an informative
speech speech
Use subordinating conjunction a Use subordinating conjunction a
cohesive device to connect cohesive device to connect
sentences for coherence. sentences for coherence.
II. CONTENT Using Subordinating Conjunctions Using Correlative Conjunctions to

to Achieve Coherence Achieve Coherence

A. References:
1. Teacher’s Guide Pages TG in English 8 pp.97-98 TG in English 8 pp.97-98
3. Textbook Pages
4. Additional Materials from Test Questionnaire Test Questionnaire, Handouts, Test Questionnaire, Handouts,
Learning Resources (Portal) lecture notebook, etc. lecture notebook, etc.
B. Other Learning Resources Youtube.com Youtube.com

(SIM) Google.com Google.com
IV. PROCEDURE: Have you reviewed the lessons How do you find your summative Are you now confident to have a
that we had taken for the first test yesterday? high score in your first grading
grading? examination tomorrow?
A. Reviewing previous lesson Review on coordinating Review on subordinating Today, I am going to assess how Today, let us identify your strength Today, let us identify your
or presenting the new lesson conjunction. conjunction. much you have learned for this and weaknesses in the first grading strength and weaknesses in the
period. period. first grading period.
B. Establishing a purpose for Singing with the video about Singing with the video about I am going to distribute the test Let us all check your test. Let us all check your test.
the lesson conjunctions correlative conjunctions papers
C. Presenting The teacher will play a video The teacher will play a video Read the directions carefully. What items in the test are difficult? What items in the test are
examples/instances of the /slides about conjunctions /slides about conjunctions difficult?
new lesson
D. Discussing new concepts 1. What is a 1. What is a correlative Scan the pages of your test paper
and practicing new skills #1 subordinating conjunction? for misprints or missing pages
conjunction? 2. What are examples of
2. What are examples of correlative conjunctions
subordinating and its uses?
conjunctions and its
uses?
E. Discussing new concepts What should be observed in What should be observed in Who can help your classmates by Who can help your classmates by
and practicing new skill #2 combining sentences/clauses combining sentences/clauses answering the correct answer to answering the correct answer to
using subordinating using subordinating those numbers they got it wrong. those numbers they got it wrong.
conjunctions? conjunctions?
F. Developing Mastery Drill: Group Game Drill: Group Game

1. The group will answer 1. The group will answer
questions using subordinating questions using subordinating
conjunctions in the easy round. conjunctions in the easy round.
2. The group will connect two 2. The group will connect two
clauses using subordinating clauses using subordinating
conjunctions in the difficult conjunctions in the difficult
round. round.
3. The group to have the most 3. The group to have the most
points will be declared the points will be declared the
winner. winner.
applications of concepts &
H. Making generalizations & What are the different kinds of What are the different kinds of Read the instructions then Question and answer activity Question and answer activity
abstractions about the lesson subordinating conjunctions and subordinating conjunctions and answer your test correctly and among the students regarding their among the students regarding
its uses? its uses? honestly. lessons for the period. their lessons for the period.
I. Evaluating Learning Combine the following clauses Combine the following clauses
using subordinating conjunctions: using subordinating conjunctions:
J. Additional activities for Write a short composition about Write a short composition about Study all your lessons and Study all your lessons and prepare Prepare for the First Grading
application or remediation your favorite event using your favorite event using prepare questions to ask your questions to ask your classmates Examination.
subordinating conjunctions to subordinating conjunctions to classmates regarding our lessons. regarding our lessons.
achieve coherence. achieve coherence.
V. REMARKS
VI. REFLECTION
the evaluation


lesson
require remediation


help me solve?


I. OBJECTIVES:
information.
C. Learning EN8G-If-8: SUMMATIVE TEST FOR THE FIRST REVIEW FOR THE FIRST GRADING REVIEW FOR THE FIRST
Competencies/Objectives: Use appropriate cohesive devices in GRADING EXAMINATION EXAMINATION GRADING EXAMINATION
composing an informative speech
Use subordinating conjunction a
cohesive device to connect sentences
for coherence.
II. CONTENT HOLIGAY Using Correlative Conjunctions to

Achieve Coherence

A. References:
1. Teacher’s Guide Pages TG in English 8 pp.97-98

3. Textbook Pages
4. Additional Materials Test Questionnaire Test Questionnaire, Handouts, Test Questionnaire, Handouts,
from Learning Resources lecture notebook, etc. lecture notebook, etc.
(Portal)
B. Other Learning Resources Youtube.com
(SIM) Google.com
IV. PROCEDURE: Have you reviewed the lessons How do you find your summative Are you now confident to have
that we had taken for the first test yesterday? a high score in your first
grading? grading examination
tomorrow?
A. Reviewing previous lesson Review on subordinating conjunction. Today, I am going to assess how Today, let us identify your strength Today, let us identify your
or presenting the new lesson much you have learned for this and weaknesses in the first strength and weaknesses in the
period. grading period. first grading period.
B. Establishing a purpose for Singing with the video about I am going to distribute the test Let us all check your test. Let us all check your test.
the lesson correlative conjunctions papers
C. Presenting The teacher will play a video /slides Read the directions carefully. What items in the test are What items in the test are
examples/instances of the about conjunctions difficult? difficult?
new lesson
D. Discussing new concepts 1. What is a correlative Scan the pages of your test paper
and practicing new skills #1 conjunction? for misprints or missing pages
2. What are examples of
correlative conjunctions and
its uses?
E. Discussing new concepts What should be observed in Who can help your classmates by Who can help your classmates
and practicing new skill #2 combining sentences/clauses using answering the correct answer to by answering the correct
subordinating conjunctions? those numbers they got it wrong. answer to those numbers they
got it wrong.
F. Developing Mastery Drill: Group Game
1. The group will answer questions
using subordinating conjunctions in
the easy round.
2. The group will connect two clauses
using subordinating conjunctions in
the difficult round.
3. The group to have the most points
will be declared the winner.
H. Making generalizations & What are the different kinds of Read the instructions then Question and answer activity Question and answer activity
abstractions about the lesson subordinating conjunctions and its answer your test correctly and among the students regarding among the students regarding
uses? honestly. their lessons for the period. their lessons for the period.
I. Evaluating Learning Combine the following clauses using

subordinating conjunctions:
J. Additional activities for Write a short composition about your Study all your lessons and Study all your lessons and prepare Prepare for the First Grading
application or remediation favorite event using subordinating prepare questions to ask your questions to ask your classmates Examination.
conjunctions to achieve coherence. classmates regarding our lessons. regarding our lessons.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%

in the evaluation


No. of learners who caught up with
the lesson

require remediation


help me solve?
Prepared by: Checked by:
MAE JEAN J. VILLARUEL ANELENE L. QUIDATO

T-III HT-I, TLE


I. OBJECTIVES:
information.
C. Learning EN8VC-IIa-1.3 EN8RC-IIa-2.22 EN8LC-IIa-7
Competencies/Objectives: Predict the gist of the material Evaluate the personal significance Employ appropriate listening
viewed based on the title, of a literary text skills and strategies suited to
pictures, and excerpts  Show understanding and long descriptive and narrative
EN8 IIVC-IIa-17 appreciation for the texts
Discern positive and negative different Asian literary EN8LC-IIa-7.2
messages conveyed in a text Employ projective listening
material viewed  Identify the meaning of strategies with longer stories
words through visual
context
II. CONTENT FIRST GRADING EXAM Checking Viewing: A Film about Selection: Sawatdee.. Hello Listening Text: Thailand at the
Thailand Beautiful Bangkok by Ethel Turn of the Century
Soliven-Timbol
III. LEARNING RESOURCES Youtube.com
A. References:
1. Teacher’s Guide Pages TG- pp. 8-9 TG, pp. 9-11 TG, pp. 12-16
2. Learner’s Material Pages LM, pp. 152-153 LM, pp. 154-156 LM, pp. 157-160
3. Textbook Pages
(Portal)
B. Other Learning Resources Pictures of different attractions Pictures of different attractions in Pictures of different attractions
(SIM) in Thailand , Laptop, etc. Thailand, hand outs in Thailand
IV. PROCEDURE:
A. Reviewing previous lesson The teacher will show pictures What does the film we had The teacher will again show the
or presenting the new lesson of the attractions of Thailand watched tell us about Thailand? attractions of Thailand
B. Establishing a purpose for The teacher will lead the Today you are going to read Discussion about listening as
the lesson students to identify that the about short description of a writer one way of getting information
lesson will be about Thailand about her travel in Thailand and its importance as well as
Do Activity 3: Pick and Match what to do while listening.
C. Presenting Viewing of the film about Reading of the Selection Students will listen to the
examples/instances of the Thailand teacher as she reads the article.
new lesson
D. Discussing new concepts Activity 1: Say you… Say Me.. Activity 4: Who’s The Next? 1. What is Thailand’s goal at
and practicing new skills #1 Paired Work- Description of the end of the Century?
Thailand 2. Enumerate the plans of
action of Thai Government and
its people in achieving their
goal.
E. Discussing new concepts Students will tell the class their Students will compare and Activity 6: Lay your cards
and practicing new skill #2 answers to the questions about contrast Thailand and The
Thailand Philippines.
F. Developing Mastery Enumerate/Recall the ideas What are the things that we are Activity 7: Build Me Up!
presented in the film/Giving the going to consider in writing a
gist of what is viewed travelogue?
G. Finding practical 1. What did you feel after Students will recall their visit to a What are your plans in life so
applications of concepts & watching the film? place. Then they will randomly that you will be successful? Do
skills in daily living Is the message good or bad for write everything that they have you also modify it if needed to
you? seen, observed and experienced. keep up with the current
2 . Students will give situations situation?
in real life where they are going
to give the gist of what they
have viewed to another person
such as retelling/recounting the
events of a movie to somebody.
H. Making generalizations & One should be accurate in Students will enumerate transition Activity 8: Sum Up the Whole
abstractions about the retelling or giving the gist of markers used in narrating an
lesson what has been viewed to avoid experience or travel.
misunderstanding, etc. They
must be aware of finding the
main idea and know how to
develop it through the use of
supporting details.
I. Evaluating Learning Students will discern the Activity 5: Draw or Sketch Activity 9: Bite the Theme
positive and negative messages
conveyed by the film.
J. Additional activities for Agreement: Agreement: Agreement:

application or remediation Watch a video then give the Write a short comparison of the What are your realizations in
gist. Be sure to give the culture, traditions and beliefs of the Listening Lesson? What are
reference/s. the Thais and the Filipinos. the things to be done during
listening?
V. REMARKS
VI. REFLECTION

in the evaluation


the lesson

require remediation


help me solve?

T-III HT-I, TLE

Teaching Dates and Time: August 26--30 , 2019 Quarter: 2

I. OBJECTIVES:
information.
C. Learning
Competencies/Objectives:
II. CONTENT HOLIDAY PAHAMPANG 2019 PAHAMPANG 2019 PAHAMPANG 2019 PAHAMPANG 2019
A. References:
3. Textbook Pages
(Portal)
(SIM)
IV. PROCEDURE:
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 skill #2
F. Developing Mastery
H. Making generalizations &
abstractions about the
lesson
I. Evaluating Learning
V. REMARKS
VI. REFLECTION

in the evaluation

the lesson
require remediation


help me solve?

T-III HT-I, TLE

Teaching Dates and Time: September2-6 , 2019 Quarter: 2

I. OBJECTIVES:
information.
C. Learning EN8RC-IIa-2.22 EN8RC-IIa-2.22 EN8LC-IIa-7 EN8G-IIa-9: EN8G-IIa-9:
Competencies/Objectives: Evaluate the personal Evaluate the personal Employ appropriate listening Use appropriate grammatical Use appropriate grammatical
significance of a literary text significance of a literary text skills and strategies suited to signals or expressions suitable to signals or expressions suitable
 Show understanding  Show understanding long descriptive and narrative each pattern of idea development: to each pattern of idea
and appreciation for and appreciation for texts  General to particular development:
the different Asian the different Asian EN8LC-IIa-7.2  Claim and counter claim  General to particular
literary text literary text Employ projective listening  Problem-solution  Claim and counter
 Identify the meaning  Identify the meaning strategies with longer stories  Cause-effect claim
of words through of words through  And others  Problem-solution
visual context visual context  Cause-effect
 And others
II. CONTENT Selection: Sawatdee.. Hello Selection: Sawatdee.. Hello Listening Text: Thailand at the Using Coordinating Conjunctions Using Subordinating
Beautiful Bangkok by Ethel Beautiful Bangkok by Ethel Turn of the Century Conjunctions
Soliven-Timbol Soliven-Timbol

A. References:
1. Teacher’s Guide Pages TG, pp. 9-11 TG, pp. 9-11 TG, pp. 12-16 TG, pp. 19-22 TG, pp. 19-22
2. Learner’s Material Pages LM, pp. 154-156 LM, pp. 154-156 LM, pp. 157-160
3. Textbook Pages
4. Additional Materials New Horizons in English II New Horizons in English II
(Portal)
B. Other Learning Resources Pictures of different Pictures of different Pictures of different attractions
(SIM) attractions in Thailand, hand attractions in Thailand, hand in Thailand
outs outs
IV. PROCEDURE:
A. Reviewing previous lesson What does the film we had What does the film we had The teacher will again show the What is a conjunction? What are What is a conjunction? What
or presenting the new lesson watched tell us about watched tell us about attractions of Thailand the kinds of conjunctions? are the kinds of conjunctions?
Thailand? Thailand?
B. Establishing a purpose for Today you are going to read Today you are going to read Discussion about listening as Today, we are going to use Today, we are going to use
the lesson about short description of a about short description of a one way of getting information coordinating conjunctions. coordinating conjunctions.
writer about her travel in writer about her travel in and its importance as well as
Thailand Thailand what to do while listening.
Do Activity 3: Pick and Do Activity 3: Pick and
Match Match
C. Presenting Reading of the Selection Reading of the Selection Students will listen to the The teacher will review the The teacher will review the
examples/instances of the teacher as she reads the article. meaning of coordinating meaning of coordinating
new lesson conjunction and its examples conjunction and its examples
D. Discussing new concepts Activity 4: Who’s The Next? Activity 4: Who’s The Next? 1. What is Thailand’s goal at The teacher will discuss the use The teacher will discuss the use
and practicing new skills #1 the end of the Century? of each coordinating conjunction of each coordinating
2. Enumerate the plans of conjunction
action of Thai Government and
its people in achieving their
goal.
E. Discussing new concepts Students will compare and Students will compare and Activity 6: Lay your cards Activity 11: Work with Activity 11: Work with
and practicing new skill #2 contrast Thailand and The contrast Thailand and The Coordinates Coordinates
Philippines. Philippines.
F. Developing Mastery What are the things that we What are the things that we Activity 7: Build Me Up! Activity 12: Combine/ Fuse Activity 12: Combine/ Fuse
are going to consider in are going to consider in
writing a travelogue? writing a travelogue?
G. Finding practical Students will recall their visit Students will recall their visit What are your plans in life so Use the different coordinating Use the different coordinating
applications of concepts & to a place. Then they will to a place. Then they will that you will be successful? Do conjunctions in their own conjunctions in their own
skills in daily living randomly write everything randomly write everything you also modify it if needed to sentences sentences
that they have seen, observed that they have seen, observed keep up with the current
and experienced. and experienced. situation?
H. Making generalizations & Students will enumerate Students will enumerate Activity 8: Sum Up the Whole Identify the different coordinating Identify the different
abstractions about the transition markers used in transition markers used in conjunctions and its uses coordinating conjunctions and
lesson narrating an experience or narrating an experience or its uses
travel. travel.
I. Evaluating Learning Activity 5: Draw or Sketch Activity 5: Draw or Sketch Activity 9: Bite the Theme Activity 13:Supply the Parts Activity 13:Supply the Parts
J. Additional activities for Agreement: Agreement: Agreement: Write a short paragraph using Write a short paragraph using
application or remediation Write a short comparison of Write a short comparison of What are your realizations in coordinating conjunctions coordinating conjunctions
the culture, traditions and the culture, traditions and the Listening Lesson? What are
beliefs of the Thais and the beliefs of the Thais and the the things to be done during
Filipinos. Filipinos. listening?
V. REMARKS
VI. REFLECTION
in the evaluation
the lesson
require remediation
help me solve?

T-III HT-I, TLE

DAILY LESSON Teacher: MAE JEAN J. VILLARUEL Learning Area: ENGLISH
LOG Teaching Dates and Time: August 14-18 Quarter: 2
I. OBJECTIVES:
The learner demonstrates understanding of: East Asian Literature as an art form inspired and influenced by nature; relationship of visual, sensory and verbal signals
in both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and appropriate
grammatical signals or expressions suitable to patterns of idea development.
B. Performance Standards The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs, appropriate
grammatical signals or expressions in topic development, and appropriate prosodic features, stance and behaviour.
C. Learning EN8VC-IIa-1.3 EN8RC-IIa-2.22 EN8LC-IIa-7 EN8VC-IIa-1.3 EN8LC-IIa-7

Competencies/Objectives: Predict the gist of the material Evaluate the personal Employ appropriate Predict the gist of the material Employ appropriate
viewed based on the title, significance of a literary text listening skills and viewed listening skills and
pictures, and excerpts  Show understanding and strategies suited to long  Identify the elements of strategies suited to long
EN8 IIVC-IIa-17 appreciation for the descriptive and narrative a short story from the descriptive and narrative
Discern positive and negative different Asian literary texts video watched texts
messages conveyed in a material text EN8LC-IIa-7.2 EN8LC-IIa-7.2
viewed  Identify the meaning of Employ projective listening Employ projective listening
words through visual strategies with longer stories strategies with longer
context stories
II. CONTENT Viewing: A Film about Thailand Selection: Sawatdee.. Hello Listening Text: Thailand at Video: Elements of a Short Story Listening Text: Thailand at
Beautiful Bangkok by Ethel the Turn of the Century the Turn of the Century
Soliven-Timbol
III. LEARNING RESOURCES Youtube.com
A. References
1. Teacher’s Guide Pages TG- pp. 8-9 TG, pp. 9-11 TG, pp. 12-16 TG, pp. 17-19 TG, pp. 12-16
2. Learner’s Material Pages LM, pp. 152-153 LM, pp. 154-156 LM, pp. 157-160 TG, pp. 17-19 LM, pp. 157-160
3. Textbook Pages

Learning
Resources (Portal)
B. Other Learning Resources Pictures of different attractions Pictures of different attractions Pictures of different You.tube.com Pictures of different
(SIM) in Thailand , Laptop, etc. in Thailand, hand outs attractions in Thailand attractions in Thailand
IV. PROCEDURE:
A. Reviewing previous lesson The teacher will show pictures What does the film we had The teacher will again show What is your favorite short The teacher will again show
or presenting the new lesson of the attractions of Thailand watched tell us about Thailand? the attractions of Thailand story? the attractions of Thailand
B. Establishing a purpose for The teacher will lead the Today you are going to read Discussion about listening Do you know how a short story Discussion about listening
the lesson students to identify that the about short description of a as one way of getting is done? as one way of getting
lesson will be about Thailand writer about her travel in information and its information and its
Thailand importance as well as what importance as well as what
Do Activity 3: Pick and Match to do while listening. to do while listening.
C. Presenting Viewing of the film about Reading of the Selection Students will listen to the Watching the video about the Students will listen to the
examples/instances of the new Thailand teacher as she reads the Elements of a Short Story teacher as she reads the
lesson article. article.
D. Discussing new concepts Activity 1: Say you… Say Me.. Activity 4: Who’s The Next? 1. What is Thailand’s goal The teacher will discuss each 1. What is Thailand’s goal
and practicing new skills #1 Paired Work- Description of at the end of the Century? element thoroughly by pausing at the end of the Century?
Thailand 2. Enumerate the plans of the video when it discussed each 2. Enumerate the plans of
action of Thai Government element action of Thai Government
and its people in achieving and its people in achieving
their goal. their goal.
E. Discussing new concepts Students will tell the class their Students will compare and Activity 6: Lay your cards The students will recall the Activity 6: Lay your cards
and practicing new skill #2 answers to the questions about contrast Thailand and The elements of a short story without
Thailand Philippines. looking at the video.
F. Developing Mastery Enumerate/Recall the ideas What are the things that we are Activity 7: Build Me Up! Students will play question and Activity 7: Build Me Up!
presented in the film/Giving the going to consider in writing a answer portion about the
gist of what is viewed travelogue? elements of a Short Story
G. Finding practical 1. What did you feel after Students will recall their visit to What are your plans in life Why one should know how a What are your plans in life
applications of concepts & watching the film? a place. Then they will randomly so that you will be thing is done or its composition? so that you will be
skills in daily living Is the message good or bad for write everything that they have successful? Do you also successful? Do you also
you? seen, observed and experienced. modify it if needed to keep modify it if needed to keep
2 . Students will give situations up with the current up with the current
in real life where they are going situation? situation?
to give the gist of what they
have viewed to another person
such as retelling/recounting the
events of a movie to somebody.
H. Making generalizations & One should be accurate in Students will enumerate Activity 8: Sum Up the What are the basic elements of a Activity 8: Sum Up the
abstractions about the lesson retelling or giving the gist of transition markers used in Whole short story? Whole
what has been viewed to avoid narrating an experience or
misunderstanding, etc. They travel.
must be aware of finding the
main idea and know how to
develop it through the use of
supporting details.
I. Evaluating Learning Students will discern the Activity 5: Draw or Sketch Activity 9: Bite the Theme The teacher will give a short Activity 9: Bite the Theme
positive and negative messages quiz about the elements of a
conveyed by the film. short story.TG p.19
J. Additional activities for Agreement: Agreement: Agreement: The students will read again the Agreement:
application or remediation Watch a video then give the gist. Write a short comparison of the What are your realizations story: The Story of the Aged What are your realizations
Be sure to give the reference/s. culture, traditions and beliefs of in the Listening Lesson? Mother in the Listening Lesson?
the Thais and the Filipinos. What are the things to be Then they are going to identify What are the things to be
done during listening? the elements of a short story in done during listening?
the selection read.
V. REMARKS Proceed to the next Lesson Proceed to the next Lesson Proceed to the next Lesson
VI. REFLECTION

the evaluation

lesson

require remediation


help me solve?

Copy of the video

LOG Teaching Dates and Time: August 21-25, 2017 Quarter: 2

I. OBJECTIVES:
grammatical signals or expressions in topic development, and appropriate prosodic features, stance and behavior.
C. Learning  EN8VC-IIa-1.3 EN8VC-IIa-1.3 EN8VC-IIa-1.3

Competencies/Objectives: Predict the gist of the material Predict the gist of the Predict the gist of the material
viewed material viewed viewed
 Identify the elements of  Identify the
a short story from the elements of a short  Identify the elements of
video watched story from the video a short story from the
watched focused on video watched focused
the plot elements on characterization

II. CONTENT No Class- Holiday Video: Elements of a Short Video: Plot Elements Video: About Characterization No Class- Iloilo Chartered
Story Day
A. References
1. Teacher’s Guide Pages TG, pp. 17-19 TG, pp. 17-19 TG, pp. 17-19
2. Learner’s Material Pages TG, pp. 17-19 TG, pp. 17-19 TG, pp. 17-19
3. Textbook Pages
Learning
Resources (Portal)
B. Other Learning Resources You.tube.com You.tube.com You.tube.com
(SIM)
IV. PROCEDURE:
A. Reviewing previous lesson What is your favorite short What are the basic Elements What are the basic Elements of a
or presenting the new lesson story? of a short story? short story?
What are the basic elements of a
plot?
B. Establishing a purpose for Do you know how a short story Today, we are going to Today, we are going to focus on
the lesson is done? focus on one element which one element which is
is the plot characterization
C. Presenting Watching the video about the Watching the video about Watching the video about
examples/instances of the new Elements of a Short Story plot elements characterization
lesson
D. Discussing new concepts The teacher will discuss each The teacher will discuss The teacher will discuss each
and practicing new skills #1 element thoroughly by pausing each element thoroughly by element thoroughly by pausing
the video when it discussed each pausing the video when it the video when it discussed each
element discussed each element element
E. Discussing new concepts The students will recall the The students will recall the The students will recall the
and practicing new skill #2 elements of a short story without elements of a plot without elements of characterization
looking at the video. looking at the video. without looking at the video.
F. Developing Mastery Students will play question and Students will play question Students will make a character
answer portion about the and answer portion about Map on the characters in the
elements of a Short Story the elements of a Plot Story of the Aged Mother
G. Finding practical Why one should know how a Why is proper sequencing Why is it important that the
applications of concepts & thing is done or its composition? of events important in a character in a work of fiction is
skills in daily living story? realistic?
H. Making generalizations & What are the basic elements of a What are the basic elements What are the different types of
abstractions about the lesson short story? of a plot? characters?
I. Evaluating Learning The teacher will give a short The teacher will give a short The teacher will give a short
quiz about the elements of a quiz about the elements of a quiz about characterization
short story.TG p.19 plot.
J. Additional activities for The students will read again the The students will read again The students will make a
application or remediation story: The Story of the Aged the story: The Story of the character map on the characters
Mother Aged Mother in the story: The Soul of the
Then they are going to identify Then they are going to plot Great Bell
the elements of a short story in the sequence of events
the selection read.
V. REMARKS Proceed to the next Lesson Proceed to the next Lesson Proceed to the next lesson
VI. REFLECTION

the evaluation

lesson
require remediation


help me solve?

LOG Teaching Dates and Time: August 28- September 1, 2017 Quarter: 2

I. OBJECTIVES:
C. Learning EN8VC-IIa-1.3 EN8G-IIa-9: EN8G-IIa-9:

Competencies/Objectives: Predict the gist of the material Use appropriate Use appropriate grammatical
viewed grammatical signals or signals or expressions suitable to
expressions suitable to each each pattern of idea
Identify the elements of a short pattern of idea development: development:
story from the video watched  General to  General to particular
focused on point of view particular  Claim and counter claim
 Claim and counter  Problem-solution
claim  Cause-effect
 Problem-solution  And others
 Cause-effect
 And others
II. CONTENT No Class- Holiday Video: About Point of View in a Using Coordinating Using Coordinating No Class- Holiday
Short Story Conjunctions Conjunctions
A. References
1. Teacher’s Guide Pages TG, pp. 17-19 TG, pp. 19-22 TG, pp. 19-22
2. Learner’s Material Pages TG, pp. 17-19
3. Textbook Pages
4. Additional Materials from New Horizons in English II and New Horizons in English II New Horizons in English II
Learning Reading. Com.Ph
Resources (Portal)
B. Other Learning Resources You.tube.com
(SIM)
IV. PROCEDURE:
A. Reviewing previous lesson What are the basic Elements of a What is a conjunction? What is a conjunction? What are
or presenting the new lesson short story? What are the kinds of the kinds of conjunctions?
conjunctions?
B. Establishing a purpose for Today, we are going to focus on Today, we are going to use Today, we are going to use
the lesson one element which is point of coordinating conjunctions. coordinating conjunctions.
view
C. Presenting Watching the video about point The teacher will review the The teacher will review the
examples/instances of the new of view meaning of coordinating meaning of coordinating
lesson conjunction and its conjunction and its examples
examples
D. Discussing new concepts The teacher will discuss the The teacher will discuss the The teacher will discuss the use
and practicing new skills #1 element thoroughly by pausing use of each coordinating of each coordinating conjunction
the video as it was being conjunction
discussed.
E. Discussing new concepts The students will recall the Activity 11: Work with Activity 11: Work with
and practicing new skill #2 element, point of view without Coordinates Coordinates
looking at the video.
F. Developing Mastery The students will scan the Activity 12: Combine/ Fuse Activity 12: Combine/ Fuse
books: New Horizons in English
II and Reading. Com..Ph II then
identify the point of view used.
G. Finding practical Is it important to know in what Use the different Use the different coordinating
applications of concepts & vantage point the story is told? coordinating conjunctions in conjunctions in their own
skills in daily living their own sentences sentences
H. Making generalizations & What are the different types of Identify the different Identify the different
abstractions about the lesson Point of View? coordinating conjunctions coordinating conjunctions and its
and its uses uses
I. Evaluating Learning The students will enumerate the Activity 13:Supply the Parts Activity 13:Supply the Parts
different types of point of view
J. Additional activities for Look for an example of a story Write a short paragraph Write a short paragraph using
application or remediation using each of the different types using coordinating coordinating conjunctions
of point of view? conjunctions
V. REMARKS Proceed to the next Lesson Lesson not Achieved due to Lesson not Achieved due to
NCAE- Teacher is Room NCAE- Teacher is Room
Examiner at Bethel Examiner at Bethel Christian
Christian School School
VI. REFLECTION

the evaluation
lesson
require remediation


help me solve?

LOG Teaching Dates and Time: September 4-8, 2017 Quarter: 2

I. OBJECTIVES:
C. Learning EN8G-IIa-9: EN8WC-IIb-2.8: Make an output using the EN8LT-IIb—9.1

Competencies/Objectives: Use appropriate grammatical Compose effective paragraphs Elements of a short story Describe the notable literary
signals or expressions suitable to EN8WC-IIb-2.8.7: genres contributed by East Asian
each pattern of idea Limit a topic writers
development: EN8LT-IIb—9.2
 General to particular Identify the distinguishing
 Claim and counter claim features of notable East Asian
 Problem-solution folktales
 Cause-effect
 And others
II. CONTENT Using Coordinating Writing a Composition Using Making a Story House Literary Genres: East Asian No Class Pahampang 2017
Conjunctions Conjunctions Folktales:
Makato and the Cowrie Shell
A. References
1. Teacher’s Guide Pages TG, pp. 19-22 TG, pp. 19-22 TG, pp.23-27
3. Textbook Pages pp.159-163
4. Additional Materials from New Horizons in English II
Learning
Resources (Portal)
B. Other Learning Resources A replica of a story house New Horizons in Learning
(SIM) English II
IV. PROCEDURE:
A. Reviewing previous lesson What is a conjunction? What are What are conjunctions? What What are the basic Elements What is literature?
or presenting the new lesson the kinds of conjunctions? are the different types of of a short story?
conjunctions?
B. Establishing a purpose for Today, we are going to use Today we are going to compose Today, we are going to Today we are going to study
the lesson coordinating conjunctions. effective paragraphs make a story house. about different literary genres
specifically; Asian Folktales
C. Presenting The teacher will review the The teacher will present an The teacher will present an Reading of the Story: Makato
examples/instances of the new meaning of coordinating example composition example of a story house. and the Cowrie Shell
lesson conjunction and its examples
D. Discussing new concepts The teacher will discuss the use What are the criteria of a good Discussion of the making of Comprehension Check, p.26
and practicing new skills #1 of each coordinating conjunction composition? the project
E. Discussing new concepts Activity 11: Work with Discussion of the criteria of a The teacher will discuss the Draw out the Filipino traits and
and practicing new skill #2 Coordinates good composition criteria for Evaluation for values of the character which
the said output enable him to become successful
and better person
F. Developing Mastery Activity 12: Combine/ Fuse Students will make a rough draft Discussion of the criteria What is the author’s purpose in
of their composition and other things to be writing the selection?
observed during the activity
G. Finding practical Use the different coordinating Students will let their classmates Why should one be creative What are Thai traditions and
applications of concepts & conjunctions in their own read the draft then correct it if in his/her daily life? beliefs as well as diversity of
skills in daily living sentences there is any culture which shaped you as a
Filipino?
H. Making generalizations & Identify the different What one should consider in Discussion of the rubric How one can become successful
abstractions about the lesson coordinating conjunctions and writing a composition? or meet his/her dreams in life?
its uses
I. Evaluating Learning Activity 13:Supply the Parts Students will finalize their draft Making of the Story House Explain Buddhist principle of
for evaluation suppressing one’s earthly desire
to achieve enlightenment.
J. Additional activities for Write a short paragraph using What is Literature? What are conjunctions? Do activity 16: Paint a Picture
application or remediation coordinating conjunctions What are the different kinds
of conjunctions?
V. REMARKS Proceed to the next lesson Proceed to the next lesson Proceed to the next lesson Proceed to the next lesson
VI. REFLECTION

the evaluation
lesson
require remediation


help me solve?


I. OBJECTIVES:
C. Learning EN8RC-IIc-2.22: EN8RC-IIc-2.22: EN8RC-IIc-2.22: EN8RC-IIa-2.22 EN8RC-IIa-2.22
Competencies/Objectives: Evaluate the personal Evaluate the personal Evaluate the personal Evaluate the personal Evaluate the personal
significance of a literary text significance of a literary text significance of a literary significance of a literary text significance of a literary
EN8RC-IIc—2.1.7: text text
React to assertions made by the Compare and contrast of the EN8RC-IIa2.18:
author in the text character’s trait in a story to Compare and contrast of the Relate content or theme to EN8RC-IIa2.18:
EN8RC-IIb—2.18: oneself character’s trait in a story to previous experiences and Relate content or theme to
Relate content or theme to oneself background knowledge previous experiences and
previous experiences and Identify the elements of a plot in background knowledge
background knowledge the story read Identify the elements of a EN8LC-IIA7
plot in the story read Employ appropriate listening EN8LC-IIA7
skills and strategies suited to Employ appropriate
long descriptive and narrative listening skills and
texts strategies suited to long
descriptive and narrative
EN8LC-IIa-7.2: texts
Employ projective listening
strategies with longer stories EN8LC-IIa-7.2:
Employ projective listening
strategies with longer
stories
II. CONTENT East Asian Folktales: East Asian Folktales: East Asian Folktales: Two Brothers ( Egypt) Two Brothers ( Egypt)
Makato and the Cowrie Shell Makato and the Cowrie Shell Makato and the Cowrie
Shell
A. References
1. Teacher’s Guide Pages TG, pp.23-27 TG, pp.23-27 TG, pp.23-27
3. Textbook Pages pp.159-163 pp.159-163 pp.159-163
Learning
Resources (Portal)
B. Other Learning Resources New Horizons in Learning New Horizons in Learning New Horizons in Learning
(SIM) English II English II English II
IV. PROCEDURE:
A. Reviewing previous lesson How one can become successful Retold the story Makato and the Retold the story Makato and The selection is considered the The selection is considered
or presenting the new lesson or meet his/her dreams in life? Cowrie Shell the Cowrie Shell oldest literary piece believed to the oldest literary piece
have been written 3000 years believed to have been
before Christ written 3000 years before
Christ
B. Establishing a purpose for Today we are going to focus on Today we are going to focus Today we are going to focus
the lesson the theme and point of view of characterization and plot of the characterization and plot of Discover the similarities of Discover the similarities of
the author in writing a story story read the story read Egyptians and Filipinos in terms Egyptians and Filipinos in
of culture, beliefs, respect and terms of culture, beliefs,
love for family and reverence to respect and love for family
God as depicted in this selection and reverence to God as
depicted in this selection
C. Presenting What is the theme of the story What are the two ways of What are the two ways of
examples/instances of the new about? Read again the story: characterization? characterization? Reading the story “The Two Reading the story “The
lesson Makato and the Cowrie Shell How may the author reveal a How may the author reveal Brothers” Two Brothers”
character? a character?
Who are the characters in Who are the characters in
Makato and the Cowrie Shell? Makato and the Cowrie
Shell?
D. Discussing new concepts What is the central theme of the Who are the characters in Who are the characters in
and practicing new skills #1 story? Cite instances/situations Makato and the Cowrie Shell? Makato and the Cowrie Describe the three characters Describe the three
that prove the idea Describe each? Shell? Describe each? through a Venn diagram characters through a Venn
Activity 16: Paint a Picture Activity 16: Paint a Picture diagram
E. Discussing new concepts Explain: Buddhist belief which What are the plot elements? What are the plot elements? Using the plot organizer Using the plot organizer
and practicing new skill #2 holds that enlightenment can be Describe each. Describe each. enumerate the events in the story enumerate the events in the
achieved by suppressing worldly by filling in the rectangles. story by filling in the
desires Explain your work to the class rectangles. Explain your
work to the class
F. Developing Mastery Is reading the story made an Activity 17: Compare and Share Activity 17: Compare and
impact in you? Share Using the problem-solution Using the problem-solution
chart, identify the problems and chart, identify the problems
provide solutions to these based and provide solutions to
on the selection these based on the selection
G. Finding practical What experience in your life has What traits revealed in the What traits revealed in the
applications of concepts & been related to the theme of the characters in the story that has characters in the story that If you were Bata, would you If you were Bata, would
skills in daily living story significance in your life? has significance in your believe your wife explanation? you believe your wife
life? explanation?
H. Making generalizations & What situations in the life of How are traits of the characters How are traits of the
abstractions about the lesson Makato that inspires you to in a story revealed? characters in a story What problems are faced by the What problems are faced by
reach your own daily objectives What are the elements of a plot? revealed? two brothers? Are these the two brothers? Are these
in life? What are the elements of a problems happening in today’s problems happening in
plot? world? today’s world?
I. Evaluating Learning Make a short reaction or Activity 19: Dare to Climb Activity 19: Dare to Climb
realization on the assertions Activity 31. Drawing Out… Activity 31. Drawing Out…
made by the author in the story What? What?
read
J. Additional activities for Which of Makato traits Activity 18: Lay the Road Map Activity 18: Lay the Road
application or remediation contributed to his success? Map
V. REMARKS Proceed to the next lesson Lesson not achieved due to Proceed to the next lesson Continue the unfinished lesson Continue the unfinished
suspension of classes because of lesson
bad weather
VI. REFLECTION

the evaluation

lesson
require remediation


help me solve?


I. OBJECTIVES:
The learner demonstrates understanding of: East Asian Literature as an art form inspired and influenced by nature; relationship of visual, sensory and verbal signals in both literary
and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and appropriate grammatical signals or expressions
suitable to patterns of idea development.
B. Performance The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs, appropriate grammatical signals or
Standards expressions in topic development, and appropriate prosodic features, stance and behaviour.
C. Learning EN8RC-IIa-2.22 EN8LT-IIb-9.1: EN8OL-IIb-5:

Competencies/Objectiv Evaluate the personal Describe the notable literary genres Use the appropriate prosodic features of
es: contributed by East Asian writers speech when delivering an entertainment
significance of a literary speech
text EN8LT-IIb-9.2:
Identify the distinguishing features of EN8G-IIa-9:
EN8RC-IIa2.18: notable East Asian poems, folktales, and Use appropriate grammatical signals or
Relate content or theme to short stories expressions suitable to each pattern of idea
previous experiences and development:
background knowledge EN8WC-IIb-2.8  General to particular
Compose effective paragraphs  Claim and counterclaim
EN8LC-IIA7  Problem-solution
Employ appropriate  Cause-effect
EN8WC-IIb-2.8.8:  And others
listening skills and
Use a variety of techniques to introduce
strategies suited to long
a topic
descriptive and narrative
texts
EN8LC-IIa-7.2:
Employ projective
listening strategies with
longer stories
II. CONTENT Two Brothers ( Egypt) BIBLIOGRAPHY IDIOMATIC EXPRESSION No Class- Literacy Class on Idiomatic Expression
Holiday
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Page 34
Pages
Pages
3. Textbook Pages Use English Worksheets and Learn (UEWL), pp
49 – 64
4. Additional http://www.academia.edu/5981417/A_detailed
Materials from lesson plan on how to teach
Learning idioms and develop
Resources (Portal) speaking in teenager classrooms
B. Other Learning
Resources (SIM)
IV. PROCEDURE:
A. Reviewing previous The selection is Bibliography contains a list of books or Warm-up (‘Help me!’): Write on the board the
lesson or presenting the considered the oldest articles, or both, relating to a particular word ‘EMERGENCY’ and ask students to say
new lesson literary piece believed to subject. some situations when they had to ask for help.
have been written 3000 Make questions like ‘What happened?’, ‘What
years before Christ did you do?’ and ‘Who did you call in an
emergency?
B. Establishing a In a research paper, a bibliography is an Use idioms to make the speech more attractive
purpose for the lesson Discover the similarities alphabetical list, sometimes grouped and impressive. Idioms make language more
of Egyptians and Filipinos into categories, containing the names of vivid and descriptive.
in terms of culture, all works quoted from or generally used
beliefs, respect and love in its preparation.
for family and reverence
to God as depicted in this
selection
C. Presenting Bibliographical items should be Reading task:.

examples/instances of Reading the story “The arranged correctly and consistently at Appendix 01
the new lesson Two Brothers” the end of the research paper. “Ray needed a bookcase. He had been making
do with planks of wood on bricks, but he
wanted something nicer now. His sister, Sandy,
suggested buying a self-assembly bookcase
where the pieces came in a flat pack for him to
put together himself. Ray knew he wasn’t much
good at that sort of thing, but he decided to
give it a shot
. When he opened the pack, it all looked very
confusing, but he was decided to get to the
grips with it. After a couple of hours, he had
something that looked a bit like a bookcase but
was not rather wobbly. To be on the safe side,
he asked Sandy to check it for him. ‘There’s
something not quite right about this,’ she said.
‘I think we’d better get to the bottom of it
before you put your books on it.
D. Discussing new Discussion: Idioms activity:

concepts and practicing Describe the three  Books Write all of the idioms that are in the text on
new skills #1 characters through a Venn  Magazine Appendix 01. Make questions using these
diagram  Journal expressions and stimulate students to answer
using them.
E. Discussing new Using the plot organizer Discussion: After that, they can practice in pairs and, by the
concepts and practicing enumerate the events in  Newspaper end, present some answers to the class.
new skill #2 the story by filling in the  World Wide Web
rectangles. Explain your
work to the class
F. Developing Mastery Do activity 32: Activity 26:

Using the problem- Formatting Working with Idioms
solution chart, identify the
problems and provide
solutions to these based on
the selection
G. Finding practical Group Activities:

applications of If you were Bata, would Multiple Intelligence Activities
concepts & skills in you believe your wife
daily living explanation?
H. Making Using comparison and contrast, fill in An idiom is an expression that takes on a
generalizations & What problems are faced the grid with positive-interesting- figurative meaning when certain words are
abstractions about the by the two brothers? Are negative aspects of Filipinos combined which is different from the literal
lesson these problems happening  Love for family definition of the individual words
in today’s world?  Reverence to God
 Desire to Succeed in Life
I. Evaluating Learning Group Activities: Activity 27:

Activity 31. Drawing With your group, look for some Idiomatic Expressions
Out… What? readings related to the topic the
topics below. Come up with 10
bibliographies, using on line
resources for additional information.
 Multi-Cultural Dialects of
Filipinos
 Religious Beliefs of Filipinos
 Filipino Treasured Values
 4. Filipino Traditions and
Beliefs
J. Additional activities Present another samples of bibliography Use English Worksheets and Learn (UEWL), pp
for application or from books, newspapers/magazines and 49 – 64
remediation websites.
V. REMARKS Proceed to the next lesson Proceed to the next lesson Continue lesson and enrich.
VI. REFLECTION


below 80%
continue to require
remediation
did these work?
encounter which my principal
or supervisor can help me
solve?


I. OBJECTIVES:
The learner demonstrates understanding of: East Asian Literature as an art form inspired and influenced by nature; relationship of visual, sensory and verbal signals in both literary and
expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and appropriate grammatical signals or expressions suitable to
patterns of idea development.
B. Performance The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs, appropriate grammatical signals or
Standards expressions in topic development, and appropriate prosodic features, stance and behavior.
C. Learning EN8OL-IIb-5: EN8OL-IIb-5: EN8RC-IIc-2.22 EN8VC-IIb-1.3:

Competencies/Object Use the appropriate prosodic features of Use the appropriate prosodic features of Evaluate the personal significance of a Predict the gist of the material viewed
ives:
speech when delivering an entertainment speech when delivering an entertainment literary text based on the title, pictures, and
speech speech excerpts
EN8RC-IIc-2.1.7:
EN8G-IIa-9: EN8G-IIa-9: React to assertions made by the EN8VC-IIb-17:
Use appropriate grammatical signals or Use appropriate grammatical signals or author in the text Discern positive and negative
expressions suitable to each pattern of idea expressions suitable to each pattern of idea messages conveyed in a material
development: development: EN8LC-IIc-7 viewed
 General to particular  General to particular Employ appropriate listening skills and
 Claim and counterclaim  Claim and counterclaim strategies suited to long descriptive EN8V-IIb-24.1:
 Problem-solution  Problem-solution and narrative texts Distinguish between and among
 Cause-effect  Cause-effect verbal situational, and dramatic types
 And others  And others of irony and give examples of each
EN8LC-IIc-2.13:
Determine the tone and mood of the
speaker or characters in the narrative
listened to
II. CONTENT IDIOMATIC EXPRESSION IDIOMATIC EXPRESSION THE RAMAYANA STORY THE RAMAYANA STORY(Part 2) Enhancement
(Part 1) Class on
Adjectives
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Page 34 Page 34 Page 137 Page 137
Pages
2. Learner’s
Material Pages
3. Textbook Pages Use English Worksheets and Learn (UEWL), pp Use English Worksheets and Learn (UEWL), pp www.depedresources.com www.depedresources.com
49 – 64 49 – 64
4. Additional http://www.academia.edu/5981417/A_detailed http://www.academia.edu/5981417/A_detailed http://education.asianart.org/explore- http://education.asianart.org/explore-

Materials from lesson plan on how to teach lesson plan on how to teach resources/lesson-or-activity/epic- resources/lesson-or-activity/epic-
Learning idioms and develop idioms and develop literature-ramayana-story-rama- literature-ramayana-story-rama-
Resources speaking in teenager classrooms speaking in teenager classrooms lesson lesson
(Portal)
B. Other Learning
Resources (SIM)
IV. PROCEDURE:
A. Reviewing Warm-up (‘Help me!’): Write on the board the Warm-up (‘Help me!’): Write on the board the Share examples of stories that have a Explore the ways in which the story of
previous lesson or word ‘EMERGENCY’ and ask students to say word ‘EMERGENCY’ and ask students to say hero and an antihero counterpart. Rama contains elements, such as the
presenting the new some situations when they had to ask for help. some situations when they had to ask for help. Relate to comics such as Batman and Epic Hero Cycle, that place it within
lesson Make questions like ‘What happened?’, ‘What Make questions like ‘What happened?’, ‘What the Joker, Superman and Lex Luther the epic poetry tradition
did you do?’ and ‘Who did you call in an did you do?’ and ‘Who did you call in an and ask what the hero is often trying
emergency? emergency? to do (bring peace and order to the
world). In order to be a hero, there
must be an antihero, or opposing
force.
B. Establishing a Use idioms to make the speech more attractive Use idioms to make the speech more attractive Students are introduced to Ramayana Students make connections between
purpose for the and impressive. Idioms make language more and impressive. Idioms make language more (Story of Rama) and recall events by artistic and literary depictions of
lesson vivid and descriptive. vivid and descriptive. sequencing related art objects on a character by comparing Vishnu and
Story Hill. Ravana.
C. Presenting Reading task:. Reading task:. Students will read an abridged version Viewing Comprehension:
examples/instances Appendix 01 Appendix 01 of the Ramayana The Ramayana
of the new lesson “Ray needed a bookcase. He had been making “Ray needed a bookcase. He had been making
do with planks of wood on bricks, but he do with planks of wood on bricks, but he
wanted something nicer now. His sister, Sandy, wanted something nicer now. His sister, Sandy,
suggested buying a self-assembly bookcase suggested buying a self-assembly bookcase
where the pieces came in a flat pack for him to where the pieces came in a flat pack for him to
put together himself. Ray knew he wasn’t much put together himself. Ray knew he wasn’t much
good at that sort of thing, but he decided to good at that sort of thing, but he decided to
give it a shot give it a shot
. When he opened the pack, it all looked very . When he opened the pack, it all looked very
confusing, but he was decided to get to the confusing, but he was decided to get to the
grips with it. After a couple of hours, he had grips with it. After a couple of hours, he had
something that looked a bit like a bookcase but something that looked a bit like a bookcase but
was not rather wobbly. To be on the safe side, was not rather wobbly. To be on the safe side,
he asked Sandy to check it for him. ‘There’s he asked Sandy to check it for him. ‘There’s
something not quite right about this,’ she said. something not quite right about this,’ she said.
‘I think we’d better get to the bottom of it ‘I think we’d better get to the bottom of it
before you put your books on it. before you put your books on it.
D. Discussing new Idioms activity: Idioms activity: Vocabulary Building: A phrase is taken Continuation of Viewing Activity
concepts and Write all of the idioms that are in the text on Write all of the idioms that are in the text on from the selection. Give other
practicing new skills Appendix 01. Make questions using these Appendix 01. Make questions using these instances to support your answer.
#1 expressions and stimulate students to answer expressions and stimulate students to answer
using them. using them.
E. Discussing new After that, they can practice in pairs and, by the After that, they can practice in pairs and, by the Students make connections between Viewing Activity -Continuation
concepts and end, present some answers to the class. end, present some answers to the class. artistic and literary depictions of
practicing new skill character by comparing Vishnu and
#2 Ravana.
F. Developing Activity 26: Activity 26: Do the Activity: Do the activity:
Mastery Working with Idioms Working with Idioms Venn diagram Story Pyramid
G. Finding practical Cite instances where you can help the Why are the ideas of the story of
applications of good overcome evil Rama still relevant today?
daily living
H. Making An idiom is an expression that takes on a An idiom is an expression that takes on a Compare and contrast the images of Story of Rama combines adventure,
generalizations & figurative meaning when certain words are figurative meaning when certain words are Ravana and Vishnu, and elicit how the excitement, and moral lessons with
abstractions about combined which is different from the literal combined which is different from the literal artist depicted their character touches of comic relief and strange
the lesson definition of the individual words definition of the individual words qualities to identify them to a non- occurrences based on magic and
literature audience. divination
I. Evaluating Activity 27: Activity 27: Do the activity: Story Web Do the activity: Vocabulary Map
Learning Idiomatic Expressions Idiomatic Expressions
J. Additional Use English Worksheets and Learn (UEWL), pp Use English Worksheets and Learn (UEWL), pp View the story in You Tube Was the artist successful in depicting
activities for 49 – 64 49 – 64 the character of Ravana? Why or why
application or not? What challenges to artists face
remediation when trying to tell a story?
V. REMARKS Continue the unfinished lesson Proceed to the next lesson Proceed to the next lesson Continue the unfinished lesson
VI. REFLECTION

earned 80% in the
evaluation

require additional
activities for remediation

continue to require
remediation
strategies worked well?
Why did these work?

encounter which my
help me solve?
use/discover which I wish
to share with other
teachers?
LOG Teaching Dates and Time: October 2-6, 2017 Quarter: 2

I. OBJECTIVES:
The learner demonstrates understanding of: East Asian Literature as an art form inspired and influenced by nature; relationship of visual, sensory and verbal signals in both
literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and appropriate grammatical signals or
expressions suitable to patterns of idea development.
B. Performance Standards The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs, appropriate grammatical signals
or expressions in topic development, and appropriate prosodic features, stance and behavior.
C. Learning EN8VC-IIb-1.3: EN8VC-IIb-1.3: EN8OL-IIc-3:11: Produce the sounds EN8OL-IIc-3:11: Produce the sounds
Competencies/Objectives: Predict the gist of the material viewed Predict the gist of the material viewed of English correctly and effectively of English correctly and effectively
based on the title, pictures, and based on the title, pictures, and when delivering an entertainment when delivering an entertainment
excerpts excerpts speech speech
EN8VC-IIb-17: EN8VC-IIb-17: EN8G-IIc-9: EN8G-IIc-9:

Discern positive and negative Discern positive and negative Use appropriate grammatical signals Use appropriate grammatical signals
messages conveyed in a material messages conveyed in a material or expressions suitable to each or expressions suitable to each
viewed viewed pattern of idea development: pattern of idea development:
 General to particular  General to particular
EN8V-IIb-24.1: EN8V-IIb-24.1:  Claim and counterclaim  Claim and counterclaim
Distinguish between and among Distinguish between and among  Problem-solution  Problem-solution
verbal situational, and dramatic types verbal situational, and dramatic types  Cause-effect  Cause-effect
of irony and give examples of each of irony and give examples of each  And others  And others
II. CONTENT THE RAMAYANA STORY(Part 2) THE RAMAYANA STORY(Part 2) THE TAXIMAN’S STORY THE TAXIMAN’S STORY Enhancement Class on
(Singapore) (Singapore) Idioms
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages Page 137 Page 137
Pages
3. Textbook Pages www.depedresources.com www.depedresources.com
4. Additional Materials http://education.asianart.org/explore- http://education.asianart.org/explore- https://www.youtube.com/watch?v=- https://www.youtube.com/watch?v=- Youtube.com
from Learning resources/lesson-or-activity/epic- resources/lesson-or-activity/epic- xtMorQzIZM xtMorQzIZM
Resources (Portal) literature-ramayana-story-rama- literature-ramayana-story-rama-
lesson lesson
B. Other Learning Resources Video
(SIM)
IV. PROCEDURE:
A. Reviewing previous Explore the ways in which the story of Explore the ways in which the story of Watch a short video clip: Watch a short video clip:
lesson or presenting the new Rama contains elements, such as the Rama contains elements, such as the Refer to you tube: Refer to you tube:
lesson Epic Hero Cycle, that place it within Epic Hero Cycle, that place it within https://www.youtube.com/watch?v=- https://www.youtube.com/watch?v=-
the epic poetry tradition the epic poetry tradition xtMorQzIZM xtMorQzIZM
B. Establishing a purpose for Students make connections between Students make connections between To point out some social problems To point out some social problems
the lesson artistic and literary depictions of artistic and literary depictions of which people never thought existed which people never thought existed
character by comparing Vishnu and character by comparing Vishnu and in an affluent country like Singapore in an affluent country like Singapore
Ravana. Ravana.
C. Presenting Viewing Comprehension: Viewing Comprehension: Elements of a Short Story Elements of a Short Story
examples/instances of the The Ramayana The Ramayana 1. Setting – the time and place of the 3. Setting – the time and place of the
new lesson story story
2. Characters- are the personalities 4. Characters- are the personalities
in the story .These are not only in the story .These are not only
limited to human characters limited to human characters
D. Discussing new concepts Continuation of Viewing Activity Continuation of Viewing Activity 3. Plot - series of events that make 3. Plot - series of events that make
and practicing new skills #1 up the story. up the story.
These events are sometimes These events are sometimes
clustered together and are called clustered together and are called
episodes. These incidents flow in a episodes. These incidents flow in a
structure. Traditionally, these events structure. Traditionally, these events
are represented in five different point are represented in five different point
namely: namely:
a) . exposition or introduction a) . exposition or introduction
b). complication or rising action b). complication or rising action
c). climax c). climax
d). denouement or falling action d). denouement or falling action
e).conclusion e).conclusion
E. Discussing new concepts Viewing Activity -Continuation Viewing Activity -Continuation 4. Conflict- the reason why a story has 4. Conflict- the reason why a story has
and practicing new skill #2 form. It gives shape to the story by form. It gives shape to the story by
providing it with tension providing it with tension
Types: Types:
I . Internal Conflict I . Internal Conflict
 Man vs. Himself  Man vs. Himself
II. External Conflict III. External Conflict
 Man vs. Man  Man vs. Man
 Man vs. Society  Man vs. Society
 Man vs. Nature  Man vs. Nature
 Man vs .Supernatural  Man vs .Supernatural
1. Theme of the story 2. Theme of the story
F. Developing Mastery Do the activity: Do the activity: Do the activity: Do the activity:
Story Pyramid Story Pyramid Vocabulary Mapping Vocabulary Mapping
G. Finding practical Why are the ideas of the story of Why are the ideas of the story of What do you think of the taximan? What do you think of the taximan?
applications of concepts & Rama still relevant today? Rama still relevant today? Do you feel sympathy for him? Do you feel sympathy for him?
H. Making generalizations & Story of Rama combines adventure, Story of Rama combines adventure, The story entitled “The Taximan’s The story entitled “The Taximan’s
abstractions about the lesson excitement, and moral lessons with excitement, and moral lessons with Story” by Catherine Lim speaks of a Story” by Catherine Lim speaks of a
touches of comic relief and strange touches of comic relief and strange reality, a slice of life and a comparison reality, a slice of life and a comparison
occurrences based on magic and occurrences based on magic and between Singapore of yesterday and between Singapore of yesterday and
divination divination that of today. The taximan is the that of today. The taximan is the
character in the story who speaks of character in the story who speaks of
how Singapore was before and now. how Singapore was before and now.
I. Evaluating Learning Do the activity: Vocabulary Map Do the activity: Vocabulary Map Activity: Story map Activity: Story map
J. Additional activities for Was the artist successful in depicting Was the artist successful in depicting Research on an incident/experience Research on an incident/experience
application or remediation the character of Ravana? Why or why the character of Ravana? Why or why (news report) of a Filipino taximan in (news report) of a Filipino taximan in
not? What challenges to artists face not? What challenges to artists face the Philippines. the Philippines.
when trying to tell a story? when trying to tell a story?
V. REMARKS Continue the unfinished lesson Proceed to the next lesson Continue the unfinished lesson Proceed to the next lesson
VI. REFLECTION
in the evaluation
the lesson
require remediation


which my principal or supervisor
can help me solve?

Teacher: MAE JEAN J. VILLARUEL Learning Area: ENGLISH
DAILY LESSON Teaching Dates and Time: October 9-13, 2017 Quarter: 2
LOG

I. OBJECTIVES:
C. Learning EN8LT – IIf-2.2 EN8LT – IIf-2.2 EN8VC-IIg-1.3: EN8VC-IIg-1.3:

Competencies/Objectives: Explain how the elements specific Explain how the elements specific Predict the gist of the material Predict the gist of the material
to a genre contribute to the theme to a genre contribute to the theme viewed based on the title, viewed based on the title, pictures,
of a particular literary selection of a particular literary selection pictures, and excerpts and excerpts
EN8LT-IIf-2.2.3: EN8LT-IIf-2.2.3: EN8VC-IIg-17: EN8VC-IIg-17:

Determine tone, mood, technique, Determine tone, mood, technique, Discern positive and negative Discern positive and negative
and purpose of the author and purpose of the author messages conveyed in a messages conveyed in a material
material viewed viewed
EN8WC-IIf-2.2: EN8WC-IIf-2.2:
Develop paragraphs that illustrate Develop paragraphs that illustrate EN8V-IIg-10.1.4: EN8V-IIg-10.1.4:
each text type each text type Identify figures of speech that Identify figures of speech that show
( narrative in literature, expository, ( narrative in literature, expository, show emphasis (hyperbole emphasis (hyperbole and litotes)
explanatory, factual and personal explanatory, factual and personal and litotes)
recount, persuasive) recount, persuasive)
II. CONTENT WRITING ADVERTISEMENT WRITING ADVERTISEMENT CONTEXT CLUES - CONTEXT CLUES - Enhancement Class on
THROUGH POSTERS THROUGH POSTERS Getting the Meaning
through Contextual Clues
A. References
1. Teacher’s Guide Pages Page 158 Page 158 Page 218 Page 218
3. Textbook Pages
4. Additional Materials from English Expressways II English Expressways II English Expressways II English Expressways II Youtube.com
Learning
Resources (Portal) http://www.captivatingsigns http://www.captivatingsigns Use English Worksheets and Use English Worksheets and Learn
.com/blog/bid/85373/Why- .com/blog/bid/85373/Why- Learn (UEWL)pp. 165 – 177 (UEWL)pp. 165 – 177
Advertise-through-Posters Advertise-through-Posters
B. Other Learning Resources Video
(SIM)
IV. PROCEDURE:
A. Reviewing previous lesson Posters are placards intended to be Posters are placards intended to be Present the new lesson on Present the new lesson on another
or presenting the new lesson posted in a public place posted in a public place another type of context clue type of context clue known as
known as restatement restatement
B. Establishing a purpose for Posters give information presented Posters give information presented Use synonym as a type of Use synonym as a type of context
the lesson in a very catchy way in a very catchy way context clue clue
C. Presenting Enumerate the steps in making an Enumerate the steps in making an Present examples using the Present examples using the keys to
examples/instances of the new effective poster effective poster keys to spotting statement as spotting statement as a context
lesson a context clue. clue.
D. Discussing new concepts Discussion: Discussion: Keys to Spotting Statement as Keys to Spotting Statement as a
and practicing new skills #1 The poster must attract the The poster must attract the a Context Clue: Context Clue:
reader’s interest reader’s interest 1. The word OR 3. The word OR
( Teacher provides examples) ( Teacher provides examples)
2. A dash or a pair of 4. A dash or a pair of dashes

dashes (Teacher provides examples)
(Teacher provides examples)
E. Discussing new concepts Discussion: Discussion: 1. A comma or a pair of 3. A comma or a pair of
and practicing new skill #2 It must give a concise summary of It must give a concise summary of commas commas
the information you want to the information you want to ( Teacher provides examples) ( Teacher provides examples)
communicate communicate 2. The phrases: in 4. The phrases: in other
other words, that is, words, that is, also known
also known as, and as, and sometimes called
sometimes called ( Teacher provides examples)
( Teacher provides examples)
F. Developing Mastery Use words and expressions that Use words and expressions that Activity: Board Work Activity: Board Work (Provided by
stimulate thinking; but, do not stimulate thinking; but, do not (Provided by the teacher) the teacher)
overload your poster with overload your poster with
unnecessary words unnecessary words
G. Finding practical Activity: Activity: Activity: Vocabulary Mapping Activity: Vocabulary Mapping
applications of concepts & Designing the poster choose one of Designing the poster choose one
skills in daily living the following of the following
 Conserving water  Conserving water
 Saving electricity  Saving electricity
H. Making generalizations & Creatively designed posters are Creatively designed posters are You have discovered that you You have discovered that you can
abstractions about the lesson great tools to pump up desire great tools to pump up desire can get the meaning of a word get the meaning of a word by
among potential customers. among potential customers. by knowing its synonyms knowing its synonyms
Posters must bear a high emotional Posters must bear a high emotional
quotient in order to connect quotient in order to connect
instantly with the onlookers. instantly with the onlookers.
I. Evaluating Learning Group activity: Group activity: Activity: Activity:
Design posters to tell people about Design posters to tell people about Page 218 ( English Page 218 ( English Expressways II)
activities in the school activities in the school Expressways II)
 Greening the environment  Greening the environment
J. Additional activities for Bring a sample of a poster type of Bring a sample of a poster type of Use English Worksheets and Use English Worksheets and Learn
application or remediation advertisement. advertisement. Learn (UEWL) pp. 165 – 177 (UEWL) pp. 165 – 177
V. REMARKS Continue the unfinished lesson Proceed to the next lesson Continue the unfinished Proceed to the next lesson
lesson
VI. REFLECTION
the evaluation
lesson
require remediation


help me solve?
LOG Teaching Dates and Time: October 16-20, 2017 Quarter: 2

I. OBJECTIVES:
C. Learning Answer test correctly and Review for the second grading Answer test correctly and Answer test correctly and
Competencies/Objectives: honestly examination honestly honestly
II. CONTENT Second Grading Summative Review for the Second Grading Second Grading Exam Second Grading Exam UN Culminating Activity
Test Exam
A. References
3. Textbook Pages
Learning
Resources (Portal)
(SIM)
IV. PROCEDURE:
the lesson
C. Presenting
examples/instances of the new
lesson
abstractions about the lesson

V. REMARKS
VI. REFLECTION

the evaluation
lesson
require remediation
help me solve?
LOG Teaching Dates and Time: November 6-10 Quarter: 2

I. OBJECTIVES:
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage; coping strategies in processing textual information strategies in examining
features of a listening and viewing material; structural analysis of words and propaganda techniques; and grammatical signals for opinion-making, persuasion, and emphasis.
B. Performance Standards The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring use of properly acknowledged information sources,
grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features, stance, and behavior
C. Learning EN8RC-IIIa-12.1 EN8VC-IIIa-3.4/4.4/5.4 EN8LT-IIIa-11 EN8LT-IIIa-11
Competencies/Objectives: Recognize propaganda techniques Determine the target audience of a Identify the notable literary Identify the notable literary genres
used in a given text. material viewed genres contributed by contributed by Southeast Asian
Southeast Asian writers writers
EN8V-IIIa-15.3
EN8LC-IIIa-7.3 Explain the meaning of a word EN8LT-IIIa-11.1 EN8LT-IIIa-11.1
Determine the target audience of a through structural analysis Identify the distinguishing Identify the distinguishing features
material viewed (prefixes, roots, suffixes) features of notable poems, of notable poems, short stories,
short stories, and dramas, and and dramas, and novels contributed
novels contributed by by Southeast Asian writers
Southeast Asian writers
EN8SS-IIIa-1.10
EN8SS-IIIa-1.10 Organize information about a
Organize information about a chosen subject using a graphic
chosen subject using a graphic organizer
organizer
II. CONTENT Content is what the lesson is all about. It ICSSC Meet Opening
pertains to the subject matter that the
teacher aims to teach. In the CG, the
content can be tackled in a week or two.
III. LEARNING RESOURCES Resilience in Embracing Challenges: Response to the Challenges of Resilience in Embracing Resilience in Embracing Modernity
The Temperaments and Psyche of the Modernity Modernity
People of Korea
A. References
3. Textbook Pages
4. Additional Materials from Module 3 Module 3 Module 3 Module 3
Learning pp.1-20 pp. 22-24 pp. 25 pp. 25
Resources (Portal)
(SIM)
IV. PROCEDURE:
A. Reviewing previous lesson In this lesson, we are going to learn Let us have a short review on our Looking back on our previous Looking back on our previous
or presenting the new lesson about the people of Korea. lesson about the people of Korea. lesson, what comments can lesson, what comments can you
you make on the way Korean make on the way Korean faces the
What were the difficult words that faces the challenges of challenges of modernity.
you have encountered from modernity.
reading The Tale of Ch’unyang?
What were the temperaments and

psyche of the people of Korea?
B. Establishing a purpose for Answer Activity 1: HELP US IF YOU View a video clip about The Korean In order to understand how In order to understand how the
the lesson CAN Culture in modern times on: the Koreans embraced Koreans embraced modernity, it is
https://youtu.be/gwV7o88tc_w modernity, it is also important also important to study about their
To start, you are going to be involved to study about their literary literary works, such as in forms of
in solving a simple problem. Read the works, such as in forms of poems and short stories.
situation of Leila and Geo with a poems and short stories.
partner. Talk about the sample Korean
masks and costumes.
C. Presenting On the images presented on your What other things do you know Here is a Korean Here is a Korean contemporary
examples/instances of the new modules, which of the given masks is about Korea today? contemporary literary piece literary piece (from
lesson appropriate for Geo and Leila? What (from http://jaypsong.wordpress.
do you think? http://jaypsong.wordpress. com/) for you to appreciate. Try
com/) for you to appreciate. to focus on the very few
Try to focus on the very few characters introduced in the
characters introduced in selection.
the selection.
D. Discussing new concepts Your goal in this section is to learn and Read the article entitled Beliefs, Proceed to the “Hot Seat” Proceed to the “Hot Seat” activity.
and practicing new skills #1 understand key concepts regarding Social Structures, and Practices. activity.
Korean literature focusing on then This will help you appreciate and After listening to the answers of
temperaments and psyche of the understand better the Korean After listening to the answers your hot seat classmate, try to
people of Korea. psyche and temperament that is of your hot seat classmate, try write down in a short Dear Diary
reflected in their rich literary to write down in a short Dear Entry journal your thoughts as you
Proceed to Activity 4. pieces. Read the short story. Diary Entry journal your are guided by the guide questions
thoughts as you are guided by presented on the module.
the guide questions presented
on the module.
E. Discussing new concepts By the time you will be reading Tale of What is with Koreans that makes Despite the challenges of Despite the challenges of
and practicing new skill #2 Ch’unhyang, perhaps you will realize them strong in responding to the modernity that all Afro-Asians modernity that all Afro-Asians have
that there are words quite hard to challenges of modernity? have tried to cope with for tried to cope with for many years,
understand. In this activity, you are many years, do you consider do you consider this contemporary
exposed to three articles that are this contemporary selection a selection a good way of
found in the following websites: good way of understanding understanding the psyche (spirit)
http://www.scribd.com/doc/ the psyche (spirit) and the and the temperament of the
51661583/Techniques-for- temperament of the Koreans? Koreans?
Dealing-with-Difficult-Words
Proceed to Activity 5: COMPARING

AND CONTRASTING, then do the
Comparing and Contrasting Graphic
Organizer that follows.
F. Developing Mastery Read the selection entitled Tale of Proceed to Activity 9: GUESS Read the Korean poems given Read the Korean poems given on
Ch’unhyang (from WHAT? on your modules and answer your modules and answer the
http://instrok.org/instrok/home.html), the following process following process questions
then start accomplishing the Actitude Students will be exposed to a few questions provided thereof. provided thereof.
Analysis. Korea literary pieces through
different websites and extracted In “Tree of Unhappiness”, the In “Tree of Unhappiness”, the pau-
lines from the reviews. These lines pau-low-nia is a Korean tree. low-nia is a Korean tree. What
will show the Korean characters’ What belief about the tree is belief about the tree is mentioned
painful experiences in life. mentioned in the poem? How in the poem? How does the poet
Students will go to the following does the poet show that his show that his grief is great? That it
sites and find how Koreans respond grief is great? That it will last will last forever? What is implied in
to the challenges of modernity. forever? What is implied in the the last two lines of the poem?
last two lines of the poem?
G. Finding practical Now, cluster yourselves into different Given all the problems that From what you have heard From what you have heard others
applications of concepts & Jigsaw groups. Be guided by the characters have faced in the others say, or from your own say, or from your own personal
skills in daily living sample given on your modules. different circumstances of their personal experience, what experience, what factors may cause
lives, what kind of an attitude or factors may cause unhappiness?
How does your perception about the psyche or temperament have the unhappiness?
Koreans change based from what you Koreans shown?
have learned?
H. Making generalizations & What attitudes of Yi Mong-Yong and How do Koreans respond to the Deepen your appreciation for Deepen your appreciation for the
abstractions about the lesson Ch’unhyang do you really like? challenges of modernity as the selections you have just selections you have just read. Play
reflected in their literary works? read. Play with your chosen with your chosen group members
Are these reflexive of the psyche and group members the What if… the What if…Game!
temperament of the Koreans? Game! The What If…Game enables you to
The What If…Game enables reflect on problems, situations and
you to reflect on problems, to visualize a better time and place.
situations and to visualize a
better time and place.
I. Evaluating Learning Were there ideas, perceptions, or What are the advantages of facing While doing the What If… While doing the What If…Game,
biases that you had believed before the challenges of modernity with a Game, you are going tp be in a you are going tp be in a Literary
that have changed now? wounded history like the Koreans? Literary Circle. These literary Circle. These literary Circles are
Circles are small groups of small groups of students who meet
students who meet together together to talk about books or any
to talk about books or any literary selections that they have
literary selections that they read.
have read.
>Each member of the group has a
>Each member of the group job with certain responsibilities.
has a job with certain >If the group is to work effectively,
responsibilities. each person must do his/her job.
>If the group is to work >Participation and self-control are
effectively, each person must important ingredients in successful
do his/her job. Literary Circles.
>Participation and self-control
are important ingredients in Consider all the questions in the
successful Literary Circles. wheel and come up with an output
demanded by your position. Be sure
Consider all the questions in your outputs visualize a better
the wheel and come up with place and a better time.
an output demanded by your
position. Be sure your outputs
visualize a better place and a
better time.
J. Additional activities for Answer Activity 7: BUILD ME UP! Read A Myriad of Reflections from After accomplishing your tasks After accomplishing your tasks and
application or remediation Activity 10. and making your outputs, ask making your outputs, ask yourself if
yourself if you have generated you have generated ideas on the
ideas on the Korean psyche Korean psyche and temperament of
and temperament of charity, charity, kindness, generosity, love,
kindness, generosity, love, joy, joy, patience, goodness,
patience, goodness, faithfulness, gentleness, and self-
faithfulness, gentleness, and control. Express all your realizations
self-control. Express all your in a drawing.
realizations in a drawing.
V. REMARKS Proceed to the next lesson Reteach lesson: Few Proceed to the next lesson
Proceed to the next lesson students attended their class
VI. REFLECTION

the evaluation
lesson
require remediation


help me solve?

LOG Teaching Dates and Time: November 13-17 Quarter: 2

I. OBJECTIVES: Entertainment speech
C. Learning EN8OL-IIIa-3.11 EN8OL-IIIa-3.11

Competencies/Objectives: Use the sounds of English Use the sounds of English during
during speech delivery speech delivery
EN8RC-IIIa-10 EN8RC-IIIa-10
Share ideas using opinion- Share ideas using opinion-marking
marking signals signals
ENG8G-IIIa-3.6 ENG8G-IIIa-3.6
Use modals appropriately Use modals appropriately
II. CONTENT ICSSC Meet-Technical Official ICSSC Meet-Technical Official Literacy Program on
in Boxing in Boxing Modals
III. LEARNING RESOURCES Resilience in Embracing Resilience in Embracing Challenges:
Challenges: The The Temperaments and Psyche of
Temperaments and Psyche of the People of Korea
the People of Korea
A. References
3. Textbook Pages
4. Additional Materials from Module 3 Module 3
Learning pp.32-34 pp.32-34
Resources (Portal)
(SIM)
IV. PROCEDURE:
A. Reviewing previous lesson What realizations have you What realizations have you
or presenting the new lesson presented on your drawings presented on your drawings
yesterday, about the different yesterday, about the different
Korean poems? Korean poems?
B. Establishing a purpose for List 5 to 7 words or phrases List 5 to 7 words or phrases that
the lesson that describe or explain the describe or explain the major
major concepts of the psyche concepts of the psyche and
and temperaments of the temperaments of the Koreans as
Koreans as reflected in the reflected in the Korean literary
Korean literary pieces you pieces you have just read in the
have just read in the previous previous lesson.
lesson.
C. Presenting Given on your modules are Given on your modules are
examples/instances of the new probable descriptions of the probable descriptions of the Korean
lesson Korean psyche (human spirit) psyche (human spirit) and
and temperament (prevailing temperament (prevailing or
or dominant quality of the dominant quality of the mind that
mind that characterizes characterizes someone). After
someone). After reading a few reading a few of their selections,
of their selections, you already you already have an idea of what
have an idea of what their their temperaments are.
temperaments are.
D. Discussing new concepts Which of your ideas would Which of your ideas would
and practicing new skills #1 appropriately describe the appropriately describe the psyche
psyche and temperament of and temperament of the Koreans?
the Koreans?
E. Discussing new concepts Make a distinction between Make a distinction between Korean
and practicing new skill #2 Korean and Filipino characters. and Filipino characters.
What do Koreans have that What do Koreans have that help

help them cope with the them cope with the challenges of
challenges of modernity? modernity?
F. Developing Mastery Answer the questions on the Answer the questions on the
Opinion-Proof template given Opinion-Proof template given on
on the module. the module.
G. Finding practical Are there Asian traditions and Are there Asian traditions and
applications of concepts & values that are reflected in values that are reflected in Korean
skills in daily living Korean literature? literature?
H. Making generalizations & How can these traditions and How can these traditions and
abstractions about the lesson values help them in coping values help them in coping with the
with the challenges of challenges of modernity?
modernity?
I. Evaluating Learning Proceed to Activity 13: Proceed to Activity 13:

QUESTIONING THE AUTHOR QUESTIONING THE AUTHOR
This activity is a protocol of This activity is a protocol of

inquiries that you can make inquiries that you can make about
about the content of what you the content of what you are
are reading. This is to reading. This is to encourage you to
encourage you to think think beyond words on the page
beyond words on the page and and to consider the author’s intent
to consider the author’s intent for the selection and his or her
for the selection and his or her success at communicating it.
success at communicating it.
V. REMARKS Lesson not achieved: Few
students attended their
classes
VI. REFLECTION

the evaluation
lesson
require remediation


help me solve?

LOG Teaching Dates and Time: September 26,2016 Quarter: 2

I. OBJECTIVES:
C. Learning
Competencies/Objectives:
II. CONTENT
A. References
3. Textbook Pages
Learning
Resources (Portal)
(SIM)
IV. PROCEDURE:
the lesson
C. Presenting
lesson
V. REMARKS
VI. REFLECTION
the evaluation
lesson
require remediation
help me solve?

LOG Teaching Dates and Time: Quarter: 2

I. OBJECTIVES:
C. Learning EN8VC-IIa-1.3 EN8RC-IIa-2.22 EN8OL-IIa-5 EN8LC-IIa-7 EN8LT-IIa—9.1

Competencies/Objectives: EN8 IIVC-IIa-17
II. CONTENT
A. References
3. Textbook Pages
Learning
Resources (Portal)
(SIM)
IV. PROCEDURE:
the lesson
C. Presenting
lesson
V. REMARKS
VI. REFLECTION

the evaluation
lesson
require remediation


help me solve?


I. OBJECTIVES:
II. CONTENT
A. References
3. Textbook Pages
Learning
Resources (Portal)
(SIM)
IV. PROCEDURE:
the lesson
C. Presenting
lesson
V. REMARKS
VI. REFLECTION

the evaluation
lesson
require remediation


help me solve?


I. OBJECTIVES:

II. CONTENT
A. References
3. Textbook Pages
Learning
Resources (Portal)
(SIM)
IV. PROCEDURE:
the lesson
C. Presenting
lesson
V. REMARKS
VI. REFLECTION

the evaluation
lesson
require remediation


help me solve?


I. OBJECTIVES:

II. CONTENT
A. References
3. Textbook Pages
Learning
Resources (Portal)
(SIM)
IV. PROCEDURE:
the lesson
C. Presenting
lesson
V. REMARKS
VI. REFLECTION

the evaluation
lesson
require remediation


help me solve?


I. OBJECTIVES:

II. CONTENT
A. References
3. Textbook Pages
Learning
Resources (Portal)
(SIM)
IV. PROCEDURE:
the lesson
C. Presenting
lesson
V. REMARKS
VI. REFLECTION

the evaluation
lesson
require remediation

help me solve?


I. OBJECTIVES:

II. CONTENT
A. References
3. Textbook Pages
Learning
Resources (Portal)
(SIM)
IV. PROCEDURE:
the lesson
C. Presenting
lesson
V. REMARKS
VI. REFLECTION

the evaluation
lesson
require remediation


help me solve?


I. OBJECTIVES:

II. CONTENT
A. References
3. Textbook Pages
Learning
Resources (Portal)
(SIM)
IV. PROCEDURE:
the lesson
C. Presenting
lesson
V. REMARKS
VI. REFLECTION

the evaluation
lesson
require remediation


help me solve?

I. OBJECTIVES:

II. CONTENT
A. References
3. Textbook Pages
Learning
Resources (Portal)
(SIM)
IV. PROCEDURE:
the lesson
C. Presenting
lesson
V. REMARKS
VI. REFLECTION

the evaluation
lesson
require remediation


help me solve?

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K TO 12 School: MELCHOR L.

NAVA NATIONAL HIGH SCHOOL Grade Level: GRADE 7

2. Learner’s Material Pages Handouts/Teacher-Made

Can you name some which are

A. No. of learners who earned 80% in

B. No. of learners who require

C. Did the remedial lesson work? No.

E. Which of my teaching strategies

F. What difficulties did I encounter Truancy, overcrowded classrooms,

G. What innovation or localized

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

A. No. of learners who earned 80% in

B. No. of learners who require

C. Did the remedial lesson work? No. of

D. No. of learners who continue to

F. What difficulties did I encounter

G. What innovation or localized

K TO 12 School: MELCHOR L. NAVA NATIONAL HIGH SCHOOL Grade Level: GRADE 8

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. No. of learners who earned 80% in

B. No. of learners who require

C. Did the remedial lesson work? No. of

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovation or localized

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

J. Additional activities for

B. No. of learners who require

C. Did the remedial lesson work?

D. No. of learners who continue

F. What difficulties did I

G. What innovation or localized

K TO 12 School: MELCHOR L. NAVA NATIONAL HIGH SCHOOL Grade Level: GRADE 8

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

A. No. of learners who earned 80% in

B. No. of learners who require

C. Did the remedial lesson work? No. of

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovation or localized

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

J. Additional activities for

B. No. of learners who require

C. Did the remedial lesson work? No. of

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

A. No. of learners who

B. No. of learners who

C. Did the remedial lesson

F. What difficulties did I

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: MELCHOR L. NAVA NATIONAL HIGH SCHOOL Grade Level: GRADE 8

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES