School: Teacher: GRADES 1 to 12 DAILY LESSON LOG A. Content Standards: B. Performance Standards: C. Learning Competencies/Objectives: Write the LC Code for each Week 4 Quarter: Second Teaching Dates and Time: MONDAY I. OBJECTIVES MICHELLE P. EDOROT Grade Level: VII Learning Area: ENGLISH APLAYA NATIONAL HIGH SCHOOL TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and condense information based on library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences. The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources; extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using literal and figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately. RC1a: Use predictive and anticipatory devices/tasks to activate prior knowledge about the topic of reading/ viewing selection. OL2e: Talk about why and how people react differently to a text listened to, read, or viewed based on one’s background knowledge, purpose, and point of view. RC1d: Determine the validity and unity of the details of a parallel informative text vis-à-vis its intended purpose and production milieu. VD2c: Identify figures of speech that show contrast (irony, oxymoron, and paradox). RC1b: Use information presented in a reading or viewing selection to infer, to evaluate, and to express critical ideas. RC1c: Determine the relevance and unity of the elements of a literary text vis-à-vis its intended purpose and production milieu. WD2e: Compose a travelogue. SS2c: Follow protocols in electronic search engines to limit the information search process. OL2e: Talk about why and how people react differently to a text listened to, read, or viewed based on one’s background knowledge, purpose, and point of view. RC1e: Respond to ideas, issues, and concerns presented in a reading or viewing selection in creative forms. RC1b: Use information presented in a reading or viewing selection to infer, to evaluate, and to express critical ideas. GS2c: Use varied verb complementation forms. Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Materials Pages 3. Textbook Pages 4. Additional Materials from Learning Resource (LR) Message or tone of the poem/ song “The Wedding Dance” Irony Verb Complementation forms Debate Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development. 17-19 20 21 22 26-29 30-39 39-42 42-43 portal B. Other Learning Resources CD recording of the song or the MTV of the song Pictures of some of the regional dances in the Philippines DVD of Regional Dances Copy of the selection MONDAY IV. PROCEDURES A. Reviewing Previous Lesson or Presenting the New Lesson B. Establishing a Purpose for the Lesson C. Presenting Examples/Instances of the Lesson TUESDAY Downloadable Games from www. AmericanEnglish related to SVA Samples of travelogue WEDNESDAY THURSDAY FRIDAY These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. ACTIVE SCHEMA (5 minutes) a. The students will be shown with a picture of a couple who seem to be saying goodbye to each other. b. They will be asked to determine the prevailing emotions in the picture and will ponder upon these emotions. SIT BACK, RELAX, AND RELISH THE MUSIC (10 minutes) See Task 1 ‘Your Initial Tasks’. 1. The students will listen to a song. 2. As they listen to the song, they need to a. take down words that catch their attention; b. draw images which you could associate with the song; c. should write big words which may represent the emotion caught; and d. enumerate as many feelings that the song may draw out from you; and, e. write your responses in your notebook. 3. Let them work on the activity: individual and pair work. i. Allow them to share their insights about the song with their partner. CONTEMPORARY MATERIAL ON THE OTHER SIDE (20 minutes) See Task 2 ‘Your Initial Tasks’. a. A volunteer student maybe asked to read aloud the poem, I Watch You Go. (If possible set the song used in Task 1 as background music while the song is read aloud.) b. They need to answer the questions that follow. c. They need to work with a seatmate on the second part of the activity. d. They have to share reasons for their agreement or disagreement. e. The poem will be read aloud for the second time after the pair work. FACE-TO-FACE (25 minutes) YES, FILIPINOS CAN DANCE! (5-10 minutes) See Task 4, ‘Your Discovery Tasks’. a. The students will see a video or some more pictures of regional dances which are not mentioned in the text. b. They will discuss the cultural aspect of the dances. See Task 3 ‘Your Initial Tasks’. DIFFERING VIEWS In preparation for the informal debate which is set on Day 4, the students must have grouped into 4 sets and have chosen/ planned for the following: 1. Reasons why a person has to let go of somebody he or she loves; 2. Side of the issue; 3. Narrowing down of the chosen issue; 3. Argument; 4. Support; and, 5. Questions for their opponent. After the students have planned and collaborated, they should: 1. Submit a report about their specific tasks for the informal debate; 2. Include in their report the topic they are going to argue about; and, 3. Gather materials for support. D. Discussing New Concepts and Practicing New Skills #1 HOW IRONIC! (10 minutes) See Task 1 ‘Your Discovery Tasks’ 1. The students will be guided in understanding and appreciating this literary technique. 2. They will determine whether the given statements are ironic or not, with an explanation. LOCATE, REFLECT, EVALUATE! (20 minutes) See Task 2, ‘Your Discovery Tasks’. a. The students have to accomplish the task in pairs. b. Some students will be called on to prove the correctness of their responses. c. For statements 1, 2, 4, 6, 9, and 10-probe into students‘ value judgments concerning the issues they represent. THE DANCE IN THE STORY (20 minutes) See Task 3, ‘Your Discovery Tasks’. a. Assigned pair will demonstrate simple dance steps. b. Music will be provided. c. They need to draw out the basic elements of dance, i.e., forward and backward steps. d. They will work in pairs. e. They will collaborate as they look and verify their answers from the paragraphs in the text. f. Allow them to discuss their ideas before they write down their final answer. g. They will explore on the big question below. MONDAY IV. PROCEDURES E. Discussing New Concepts and Practicing New Skills #2 TUESDAY WEDNESDAY YOU CAN DANCE! (20 minutes) See Task 4, ‘Your Discovery Tasks’. 1.The students will visualize creatively the story 2. They will draw out inspiration from the song they listened to, the poem they read aloud, and the heartbreak of Awiyao and Lumnay. 3. In groups of ten members, they need to plan and prepare for the activity: a.They will choose a good song according to how they have interpreted Awiyao and Lumnay‘s separation b. They have to prepare the set-up of their presentation, in pairs or a group divided, to represent respectively Awiyao and Lumnay. c. They will create a defining conclusion in their dance to represent their interpretation of the end of the story. F. Developing Mastery (Leads to Formative Assessment 3) G. Finding Practical Applications of Concepts and Skills in Daily Living THURSDAY FRIDAY These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. 4. Running time for the presentation will be set. Possibly a minimum of two to a maximum of three minutes. 5.They have to be committed to their rehearsal. WATCH OUT! See Task 5, ‘Your Discovery Tasks’. CONTROLLED GRAMMAR PRACTICE (10 minutes) a. The students have to perform Task 3 in ‗Your Discovery Tasks‘. b. Their answers will be processed IT WASN’T MEANT TO BE See Task 6, ‘Your Discovery Tasks’. EXTENDED GRAMMAR PRACTICE (10 minutes) a. They will perform another exercise covering the four subject-verb agreement rules discussed. b. Their answers will be processed. A TRIP TO THE COUNTRYSIDE (20 minutes) See Task 7, ‘Your Discovery Tasks’. 1. An assigned student will read aloud the last three paragraphs of the story. 2. The class will be asked to mention a place which they believe would be closest to the description. 3. They will visualize the scenery or the place by creating a travelogue. Materials for the travelogue: 4. They will choose the size of their creation. 5. They should be resourceful. 6. The will refer to the rubrics on page 42 of the LM. MONDAY V. PROCEDURES TUESDAY WEDNESDAY THURSDAY H. Making Generalizations and Abstractions about the Lesson The learners will write a summary of the selection. They will have it in their notebook. They should highlight the customary laws of marriage among indigenous people in the Cordillera. YOUR FINAL TASK I. Evaluating Learning A PEEK INTO THE WORLD OF AWIYAO AND LUMNAY The students will perform a creative take on the literary piece, The Wedding Dance, through Face-to-Face! (the informal debate) challenge and small steps in the You Can Dance! Challenge (the interpretative dance). In the Face-to-Face challenge, they are required to follow the rubrics/ guidelines that will be reviewed prior to the actual presentation. J. Additional Activities for Application or Remediation VI. REMARKS FRIDAY These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. READING HOMEWORK See ‘Your Text’. a. Assign the reading selection, Wedding Dance by Amador Daguio for home reading. b. Tell students to work on Task 4 before reading the selection. The learners may come up with or create a comic strip wherein they can will make their own ending of the story. In lined with research, they can research other customary laws in marriage among other indigenous people in the country. VII. REFLECTION A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies work well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovations or localized materials did I use/discover which I wish to share with other teachers? Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
